st patrick’s school · 8% pasifika and 3% filipino. ... every child aims for excellence ... st...

St Patrick’s School.Masterton.No.3016.SchoolCharter2016

St Patrick’s School Masterton

SCHOOL CHARTER

2016

SCHOOL MISSION

Preparing for the future in a Catholic environment


CONTENTS

Page

School Description 3

School Vision 4

School Principles 5

School Values 6

Key Competencies 6

Successful Learners 8

2016 – 2018 Strategic Plan 9

2016 School Development Plan 12

2016 Target Goals & Actions 21

Self-Review Programme 28

Charter Review

33


St Patrick’s School

St Patrick’s School is a Catholic Integrated Primary School for girls and boys from New Entrants to Year 6, offering education with a special character. It is situated at 132 Chapel Street, Masterton.

The Brigidine Sisters founded the original school over one hundred years ago. Lay teachers assisted the nuns until 1986 when the last religious sister retired from her position as Principal. A close relationship exists between the school and St Patrick’s parish and the parish priest is involved in the school in many different ways.

St Patrick’s has a roll of between 250 & 260 pupils planned for 2016. The maximum roll is 320, of which 5% may be non-preference. There are currently 10 full-time teaching positions which is divided into 3 syndicates, junior (Brigidine), middle (McKenna) and senior (Kildare). The leadership team includes the principal, two deputy principals, two senior lead teachers and the director of religious studies. The majority of our pupils come from a European background, with approximately 58% being represented in this group. 25% of our children have Maori backgrounds 8% Pasifika and 3% Filipino. We are a Decile 6 school. St Patrick’s School has 11 classrooms, a library and a hall. There is a large grassed field with running track, two hard surfaced areas, two adventure playgrounds and a court area for games. The current strategic plan contains three major areas. These are to provide a Catholic environment for our children to develop and grow in; strengthening community partnerships and helping children excel in a future-focused learning environment. The school is totally committed to inclusion, with teacher aides assisting teachers to support the learning for children with special needs, led by the Special Educational Needs Co-ordinator (SENCO). Support-staff are part of the dedicated school team who work for the benefit and well-being of all our students.

The school’s academic, social and spiritual dimensions are integrated within a stimulating and Christian learning environment. Pastoral care has its foundations in Gospel values for all policies and practices. Our Board of Trustees, school and community work together in realising our School Vision and are committed to providing excellence in education at St Patrick’s School within our caring, Catholic environment.


School Vision & Strategic Goals 2014 – 2018

d

Our Catholic community is committed to excellence - School Vision

Strategic Goal 2

Every child aims for excellence through a future focused learning environment

Strategic Goal 3

Strengthening community partnerships

Akonga are active participants in their

own learning to achieve excellence

Akonga use school, teacher & student

inquiry practices to direct their

teaching & learning

Teachers are active participants in their

own learning to achieve excellence

Learning conferences are led by

students throughout the school

Akonga use the Key Competencies to be

active members of the community

Akonga have access to high quality

technology and are able to use it to

enhance their learning

Teachers are confident in planning

and assessing an integrated RE

curriculum

Akonga are actively engaged in

respectful working relationships

with diverse cultural communities

Parents and akonga work together

to support and enhance learning

Consolidation of school Enviro

culture and practices

Strategic Goal 1

To provide a Catholic environment where our community can encounter the living God and develop a growing understanding of Christ’s teaching

All teachers are certificated at

classroom or leadership level

Akonga are participating and

contributing in our Catholic

community for the benefit of the

common good


PRINCIPLES At St Patrick’s School, curriculum decisions are based on the following principles:

Catholic Special Character Catholic beliefs and traditions are implemented throughout the school by the practice of Gospel values, daily prayer, religious education programmes, promotion of the sacraments, attending Mass, maintaining links with the parish and promoting awareness of Catholic Social Development.

High Expectations Excellence is expected in teaching and learning

Treaty of Waitangi The principles of the Treaty of Waitangi are upheld. Tikanga Maori and te reo Maori are integrated within class programmes, with provision sought for full time tuition in Maori if parents request.

Cultural Diversity The cultural diversity of our community is acknowledged and valued. A spirit of respect and love for self, others and the environment is promoted

Inclusion Each child’s need is our first priority within a positive, safe environment

Learning to Learn There is an expectation for personal excellence

Community Engagement The partnership of home, school and parish is essential for student learning

Coherence A holistic education supports physical, academic, emotional and spiritual development

Future Focus A love of learning and sense of inquiry is promoted. We prepare the students to meet the future with confidence.


SCHOOL VALUES Strength

Kindness

At St Patrick’s School, our values of strength and kindness

are fostered through the living and teaching of the Gospel values

The school values are also implemented through the school virtues’ programme:

Generosity – Ohaoha-nga

Goodness - Pai

Patience - Manawanui

Peace - Rangimarie

Faithfulness - Whakapono

Love/Charity - Aroha

Joy - Koa

Gentleness - Humarie

Kindness – Ngakau Atawhai

Modesty/Humility – Ngakau Papaku

Self-Control/Chastity – Whakahauhau

KEY COMPETENCIES

At St Patrick’s School we support children in the development of the key competencies as identified in the NZ Curriculum

Thinking Using language, symbols and texts Managing self Relating to others Participating and contributing.

At St Patrick’s School, the key competencies are not separate or stand alone but are the key to learning in every learning area. People use the competencies to live, learn, work and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitude and values in ways that lead to action.


x

St Patrick’s School Key Competencies ‘Preparing for the future in a

Catholic environment’ Relating to Others

Managing Self

THINKING

Using Language,

Symbols & Text

Partic&

Contributing

St. Patrick’s students:

Live Gospel values through

their words & actions

Relate appropriately in

different situations

Respect the opinions and

cultures of others

Are team players


Take responsibility for choices

Are ready to learn

Have personal aspirations

Aim for excellence

Are developing resilience


Know how and when to use

thinking tools

Have a sense of wonder

Are creative thinkers

Know how actions can make

change


Contribute to the greater good

of the various communities we

belong to

Understand rights, wrongs &

responsibilities

Are stewards of the

environment


Use technology to enhance

learning

Communicate confidently

Interpret and respond to

a variety of media


A Successful learner at St Patrick’s School

The images of successful learners at St Patrick’s School are students who are developing physically, academically, emotionally and spiritually

at their appropriate level, towards becoming: CONFIDENT

Confident in their faith Positive in their own

identity Motivated and reliable Resourceful Enterprising and

entrepreneurial Resilient

ACTIVELY INVOLVED Actively involved in their

own learning Actively involved in social

justice Participants in a range of

life contexts Contributors to the well-

being of New Zealand – social, cultural, economic and environmental

LIFELONG LEARNERS Lifelong learners on their

faith journey Literate and numerate Critical and creative

thinkers Active seeker, users and

creators of knowledge Informal decision makers

CONNECTED Values of strength and

kindness Able to relate well to

others Effective users of

communication tools Connected to the land

and environment Members of communities International citizens


ST PATRICK’S SCHOOL STRATEGIC PLAN 2016 – 2018

“Our Catholic community is committed to excellence” School Vision

Strategic Goal 1 - To provide a Catholic environment where our community can encounter the living God and develop a growing understanding of Christ’s teaching

Area of

Development

2016 2017 2018

1.1

Integration of the

Religious

Education

curriculum

The RE curriculum continues to be

integrated with Literacy and a

consistent model of assessing the

key understandings and Learning

Intentions developed

Teacher’s confidence is increasing

when planning and assessing an

integrated RE curriculum

Teachers are confident in planning and

assessing an integrated RE curriculum

1.2

Teacher

certification

Teachers work towards certification at either foundation, classroom or leadership level, through participating in whole

school Professional Learning Development, that allows them to become more knowledgeable of Catholic theology and

good practice in the classroom.

1.3 Catholic communities

Attendance and involvement in Catholic community projects and programmes are improved

Akonga are participating and contributing in our Catholic community for the benefit of the common good

Strategic Goal 2 – Every child aims for excellence through a future focussed learning environment

Area of Development

2016 2017 2018

2.1 Active participation in learning

Akonga are becoming active participants in their learning in the reading, writing and maths curriculum

Akonga are becoming active participants in their learning in all curriculum areas

Akonga are active participants in their own learning to achieve excellence

2.2 Inquiry practices: school, teachers,

St. Patrick’s student inquiry model is developed.

St. Patrick’s student inquiry model is refined.

Akonga use school, teacher and student inquiry practices to direct their teaching and learning


students

Teachers are growing in confidence as they use inquiry to direct their teaching and learning

2.3 Teacher professional learning development

Teachers regularly collaborate with others and participate in professional learning development as they find opportunities to grow and learn as

teaching practitioners.

Teachers are active participants in their own learning to achieve excellence

2.4 Conferencing (teacher, student, parent)

Research student conferencing models

Trial and evaluate chosen student conferencing models

Implement chosen learning conference model throughout the school

2.5

Key Competencies

Students develop an understanding of the Key Competencies and why they are important life skills

Akonga use the Key Competencies towards becoming active members of the community

2.6

Enhancing

technological

capabilities (ICT

implementation in

the school & ICT

used to enhance

the learning)

A school curriculum plan is developed for the inclusion of up to date ICT practices in teaching and learning

The school curriculum plan is implemented and refined for the inclusion of ICT in teaching and learning across all curriculum areas

Further refine the school curriculum plan for the inclusion of ICT in teaching and learning

Akonga have access to high quality technology and are able to use it to enhance their learning


Strategic Goal 3 – Strengthening community partnerships

Area of Development

2016 2017

2018

3.1 Cultural communities

Te Reo Maori curriculum plan is developed

Review of the school’s working relationships with the diverse cultural communities within the school; outcomes used in further school development

Akonga actively working towards engaging in respectful working relationships with diverse cultural communities

3.2 Parent communities

Communication systems between home and school are reviewed to gauge effectiveness

Parents and akonga work together to support and enhance learning

3.3 Enviro School Community

School achieves Green/Gold status Consolidation of school Enviro culture and practices


ST PATRICK’S SCHOOL ANNUAL DEVELOPMENT PLAN 2016

“Our Catholic community is committed to excellence” School Vision

Strategic Goal 1: To provide a Catholic environment where our community can encounter the living God and develop a growing understanding of Christ’s teaching

1.1 Integration of the

Religious Education curriculum

Annual Target: The RE curriculum continues to be integrated with Literacy and a consistent model of assessing the key understandings and Learning Intentions developed

Baseline data: All syndicates are planning collaboratively and starting to find ways to integrate the class RE programme into reading or writing and in some cases, both

areas and assessment models have been trialled. As yet students do not have input or ownership of the creation of teaching units or evaluations.

When: What: Who: Indicators of Progress: Terms 1 - 4

Key understandings are developed from the curriculum, which are then used in an inquiry approach with students to establish prior knowledge

and develop next learning steps, learning activities and create success criteria.

DRS & RE curriculum team

guiding each syndicate

RE planning clearly identifies key understandings. The inquiry process is visible in the classroom.

Terms 1 - 4

Investigate ways that technology can be used to further integrate RE

into reading and writing. All teachers DRS

RE is integrated into Reading and writing

programmes supported by technology.

Terms 1 - 4

Assessment activities across the school includes a knowledge based question and an activity that applies the knowledge to students own

everyday life.

Syndicates Knowledge and action are consistently assessed and used to guide future learning

Monitoring:

● Regular review of progress by RE Curriculum team each term ● Regular reporting against actions will occur at each BOT meeting

Resourcing:

● Maureen Phillips – Primary RE Advisor ● Wairarapa Catholic Cluster group

● RE budget to be used to purchase resources that can be used to encourage integration

1.2 Teacher certification

Annual Target: Teachers work towards certification at either foundation, classroom or leadership level, through participating in whole school Professional Learning Development, that allows them to become more knowledgeable of Catholic theology and good practice in the classroom.

Baseline data: All teachers are continuing to gain recognition through the achievement of certification. Currently 2 teachers have Foundation Level, 5 teachers have

Classroom Level and 6 teachers have Leadership Level. When: What: Who: Indicators of Progress: Term 1 - 4 Teachers attend Wairarapa Cluster meetings each term and collaborate All teachers Ideas for improving RE teaching are taken on


with teachers from other Wairarapa Catholic Schools to develop best

practice in the teaching of RE. board and trialled in classroom programmes.

Term 3

Teachers from each syndicate improve their knowledge and understanding by attending RE Curriculum days.

Two teachers from each

syndicate

Knowledge and understanding learnt are fed back to the DRS and other staff members at staff and

syndicate meetings. Monitoring:

● Regular review of progress by RE Curriculum team each term

● Regular reporting against actions will occur at each BOT meeting

● DRS to keep updated personalised copies of individual certification records

Resourcing:

● Attendance for two teachers from each syndicate at RE Curriculum days has been included in the 2016 staffing entitlement plan.

● DRS funded to attend 2016 DRS Convention - $500

● Wairarapa Catholic Cluster group

1.3 Catholic Communities Annual Target: Attendance and involvement in Catholic community projects and programmes are improved

Baseline data: Children participating in the 2015 Sacramental programme grew hugely with the school leading this initiative and supported by the Parish - Sacrament of Baptism (30 children) and Sacraments of Reconciliation & First Communion (55 children). These numbers are not yet matched with attendance at Parish masses and

celebrations.

When: What: Who: Indicators of Progress:

Termly

Hold a weekend school mass that is led by our liturgy leaders and school choir

DRS Liturgy Leaders

Increased family attendance at these masses

Terms 1 - 4

Increased attendance at school liturgies such as Easter, St. Patrick’s Day and Nativity/Leavers liturgy through personal invitations made by

children.

All teachers Increased attendance at school liturgies and celebrations

Term 1

To uphold the charism of our school a group of children will maintain the Brigidine nuns and past priests’ graves at the local cemetery with the

intention of this being a regular ongoing activity.

Strength and Kindness team

Cemetery area maintained and children’s knowledge of past history is improved.

Term 1

Tour of points of interest at beginning of year to learn more about our

school and parish’s history. Past pupils &

staff, Parish members, DRS

and teachers

Resource leaflet developed that will include points

of interest for children to use. Tour of interest takes place led by

Monitoring:

● Regular review of progress by RE Curriculum team each term ● Regular reporting against actions will occur at each BOT meeting

Resourcing:

● Support from past pupils, staff and Parish members.

● Wairarapa Catholic Cluster group


Strategic Goal 2: Every child aims for excellence through a future focussed learning environment

2.1 Active participation in

learning

Annual Target: Akonga are becoming active participants in their learning in the reading, writing and maths curriculum

Baseline data: Across the school some teachers have experimented with ways to give children a voice and some ownership in their learning. Goal setting is also not

consistently used school wide in terms of practises and language used. The journey towards creating student agency is still at a very early stage.

When: What: Who: Indicators of Progress: Term 1 - 4 Investigate current research on student agency and look at models and

strategies for increasing agency in our students.

Leadership and

syndicate teams Teachers have a clear understanding of what

student agency is. Strategies for increasing agency are trialled in

classrooms. Term 1

At the start of year Teacher Only Day teachers will look at SMART goal

setting model of progressions across school and develop a clear

understanding of what this looks like.

Leadership team Teachers have a shared understanding of how goal

setting is used here at school.

Term 1 - 4 Weekly goal setting is trialled across all classes in the school and

reviewed at the end of each term. Syndicate teams Goal setting is happening in every classroom

appropriate to the age and level of the children.

Term 3 & 4

At the end of the SLAM programme with Chanel College, the Year 6

students will then mentor younger St. Patrick’s children. Chris Day Penny Thomson

Two SLAM goal setting programmes take place in

Terms 3 & 4.

Monitoring:

● Regular review of progress by Leadership team


Resourcing:

● Student Agency Presentation – Mark Osborne CORE Education ● Masterton Schools Cluster Group

● Chanel College Year 10 Dean and students

2.2.1 Inquiry practices: school, teachers, students

Annual Targets: - St. Patrick’s student inquiry model is developed.

Baseline data: Teacher understanding of implementing a culture of student inquiry is still at an early stage. In 2015 teachers trialled Island Bay School’s inquiry model in

two teaching units.


Term 1 Inquiry to prepare a TOD on the Inquiry process Inquiry Team Present to staff


Term 1

St. Patrick’s model agreed upon and wording for inquiry model All Teachers Inquiry team to provide a list of possible headings

and labels for the model. Decision made and model placed in Curriculum folders.

Term 2 - 4

Trial our new model and then share our progress with the community

and get feedback. Adapt as necessary All Teachers Trialling in our classrooms and feedback at the end

of each term at staff meeting. Arrange hui with whanau

Term 2 - 4

All teachers to have a sound knowledge about the key elements and the

role of the teacher and student in the Inquiry based learning. All Teachers Visit classrooms on a regular basis as a staff to

view and discuss the learning processes in their inquiry.

Monitoring:


● Regular review of progress by Inquiry Curriculum team each term

Resourcing:

● ‘Inquiry’ by Gillion & Pope

● Kath Murdoch resources – www.kathmurdoch.com.au ● Island Bay School -relief funding for key staff to visit and observe

● Masterton Schools Cluster Group

2.2.2 Inquiry practices: school, teachers, students

Annual Targets: - Teachers are growing in confidence as they use inquiry to direct their teaching and learning

Baseline data: Teacher knowledge of inquiry practices has developed over the past few years with the focus now moving to using the ‘Spirals of Inquiry’ model by Helen Timperley to work together to inquire into their own practice with the aim of improving learner outcomes.


Term 1

Using learnt knowledge of modern learning practices syndicates will work collaboratively to identify an area to focus their inquiry upon during

2016.

Syndicates Each syndicate to have identified an area of Modern Learning Practice to collaboratively focus

upon. Term 1 - 4

Teachers to keep a record of their own journey in the collaborative inquiry using the inquiry template in their school appraisal E-Portfolio.

All teachers Each teacher’s inquiry journey to show reflections on new learning and the impact it has on teaching

and the learning of students. Term 1 – 4

Teachers to reflect collectively on their inquiry at syndicate meetings using ‘Teachers as Inquirers’ reflection template in their school appraisal

E-Portfolio.

All teachers Teachers are supporting each other by offering affirmation, advice and guidance.

Term 4

Teachers to present their inquiry to the rest of the staff at a staff meeting in term 4.

All teachers Teachers are able to learn from each other’s inquiry journey through their presentation on the

aspect of Modern Learning Practice they have focused upon.

Monitoring:


● Principal to monitor progress of teacher’s inquiry at the start of year, mid-year and end of year appraisal meetings.

Resourcing:

● Rebecca Sweeney – Professional Learning Facilitator at CORE Education ● $700 for each syndicate leader to be registered to ‘Modern Learning Practices’ 20 week online learning programme by CORE Education



2.3 Teacher professional learning development

Annual Target: Teachers regularly collaborate with others and participate in professional learning development as they find opportunities to grow and learn as teaching practitioners.

Baseline data: Teachers have continued to attend a range of PLD opportunities offered to them. These have mainly included RE based courses with other Wairarapa

Catholic schools as well as curriculum themed days such as Maths, Literacy and ICT within the Masterton cluster of schools. With the drive towards Modern Learning Practices and classrooms teachers have indicated interest in learning more about this area. When: What: Who: Indicators of Progress: Term 1

Teachers to participate in the ‘Journey towards a Modern Learning

Classroom’ course led by Bek Galloway and use this as stimulus to promote the adapting of current practices in view of new learning.

All teachers New learning is used to question current teaching

practices and new ideas are trialled in the teaching and learning programmes.

Term 1 - 2

Syndicates work collaboratively to complete the online learning course

‘Modern Learning Practices’ run by CORE Education. All teachers Teachers understanding of Modern Learning

Practices are improved. Modern Learning Practices are collaboratively

trialled, implemented and reviewed.

Term 1 - 4

Teachers collaborate with teachers at other local schools on areas of

shared interest to learn from and share best practice. Teachers where

appropriate Teacher knowledge in chosen areas of interest is

improved with changes made to teaching practices.

Monitoring:

● Regular review of progress by Leadership team ● Regular reporting against actions will occur at each BOT meeting

● Syndicate leaders to report back at Leadership meetings on the progress of teacher PLD and the impact it is having on classroom programmes and student achievement.

Resourcing:

● $2100 for all staff members to attend Bek Galloway PLD day in January

● $700 for each syndicate leader to be registered to ‘Modern Learning Practices’ 20 week online learning programme by CORE Education in T1&2. ● Masterton Schools Cluster Group

2.4 Conferencing (teacher, student, parent)

Annual Targets: Research student conferencing models

Baseline data: School practices vary within the classroom setting with as yet no school wide consistency in the use of conferencing student’s goal setting. Parent

teacher interviews often include teachers, parents and children but the roles they undertake in these meetings varies across the school. When: What: Who: Indicators of Progress: Term 1 - 4 Student teacher conferencing practices are trialled in teaching

programmes (linked to 2.1 - Active participation in learning and 2.3

Teacher Professional Learning Development)

All teachers Conferencing between teachers and students takes place

Term 4 Develop a long term goal setting format for students/parents/ teachers

to review goals (linked to 2.1 - Active participation in learning) Leadership team Students are able to share with parents where they

are at in their learning with emphasis on their

progress against goals. Monitoring:




Resourcing:


● $700 for each syndicate leader to be registered to ‘Modern Learning Practices’ 20 week online learning programme by CORE Education in Terms 1&2.

2.5 Key Competencies

Annual Target: Students develop an understanding of the Key Competencies and why they are important life skills

Baseline data: The Key Competencies have all been personalised to fit the culture of our school, broken down into smaller goals under each competency and woven into teaching units each term. Through professional reading and learning it has become clear that these are a huge part of Modern Learning Practices and it is important

that students understand and start to take ownership of these.


Beginning of each

term

At Syndicate level break down the key competencies focus for that term

into child speak with the children and visually display this in each classroom.

All teachers Visual display of the key competency Children are able to identify what the current key competency is and what actions they can take to

develop these.

Terms 1 - 4

Students are given opportunities to learn how to identify, discuss, share and celebrate individual progression in the key competencies.

Teachers and students

Students can explain their own personal progress against the chosen key competency.

Monitoring:

● Regular review of progress by Leadership team ● Regular reporting against actions will occur at each BOT meeting

Resourcing:

● Ministry of Education support - http://nzcurriculum.tki.org.nz/Key-competencies


2.6 Enhancing technological capabilities

Annual Targets: A school curriculum plan is developed for the inclusion of up to date ICT practices in teaching and learning

Baseline data: All classrooms across the school now have access to pods of technology to support teaching and learning. Various programmes, software and apps are

being trialled as teachers learn new ideas and ways of integrating these into learning. When: What: Who: Indicators of Progress: Term 1 - 4 Staff are upskilled so they become confident in their knowledge and use

of specific applications/programmes.

All teachers Staff can confidently use specific programmes that

enhance student learning & engagement.

Term 1 - 4

Digital technology is used by classrooms and children to communicate

and share their learning.

All teachers Parents, family and whanau are engaging with

student’s learning.

http://nzcurriculum.tki.org.nz/Key-competencies


Term 1

Review the schools needs using the e-Learning planning framework as

part of the ‘Learning with Digital Technologies’ PLD from the Ministry of Education.

ICT curriculum

team A tailored PLD programme is constructed to meet

the identified needs of the school.

Term 2 - 4

Staff to take part in an e-learning PLD programmes to aid the development of a school environment that effectively uses digital

technology to enhance learning for all students.

All teachers Learning opportunities and achievement is enhanced through the use of digital technologies.

Monitoring:

● Regular review of progress by ICT Curriculum team each term ● Regular reporting against actions will occur at each BOT meeting

● Regular review of progress by Ministry of Education PLD facilitators.

Resourcing:

● ‘Learning with Digital Technologies’ PLD – Ministry of Education ● Purchase of new and depreciated technology using money from the 2016 school budget and asset replacement budget


Strategic Goal 3:

3.1 Cultural Communities Annual Target: Te Reo Maori curriculum plan is developed

Baseline data: Te Reo Maori is integrated into daily life through areas such as Karakia, Waiata, Kapa Haka, signage, instructions and through curriculum integration. This is mainly dependant on the skills of the teacher and teachers along with community members at our Whanau Hui’s have highlighted the importance of having a

curriculum plan in place to help guide teachers. When: What: Who: Indicators of Progress:

Term 1 - 4

At Whanau Hui meetings consult with the school and Maori community

for input into the content of a school Te Reo Maori curriculum plan that includes language, Tikanga Karakia, Waiata and local places myths,

legends and stories.

Te Reo Maori

curriculum team Principal

Ideas received from the Maori community are

included in the Te Reo Maori curriculum plan.

Term 3 - 4

Use the MOE resource – ‘Te Aho Arataki Marau mo te Aki i Te Reo Maori – Curriculum guidelines for Teaching & Learning Te Reo Maori’ as a basis

for language progression across the school.

Te Reo Maori curriculum team Principal

Te Reo Maori curriculum is in place and shows language progressions to guide teachers.

Term 4

Explore options for PLD for teachers from local iwi Ngati Kahgungunu and Rangitane.

Te Reo Maori curriculum team Principal

PLD is arranged

Monitoring:

● Regular review of progress by Te Reo Maori Curriculum team each term ● Regular reporting against actions will occur at each BOT meeting

Resourcing:

● ‘Te Aho Arataki Marau mo te Aki i Te Reo Maori – Curriculum guidelines for Teaching & Learning Te Reo Maori’ – Ministry of Education

● Ngati Kahgungunu and Rangitane Iwi


3.2 Parent Communities Annual Target: Communication systems between home and school are reviewed to gauge effectiveness


Baseline data: During 2015 there has been a school focus upon moving to sharing information with families via technology – email, Facebook, Twitter, Google Forms

and the school website. This has been successful with 91% of families able to access information in this manner. With the school moving into the development of Modern Learning Practices there will need to be increased sharing of information with the community and methods to do this effectively need to be further investigated and

developed.


Term 2

Consult with the school community to analyse the use of current communication systems and identify ways to develop systems.

Principal Communication between school and home is improved.

Monitoring:



Resourcing:

● PTA support in administering surveys to the school community

3.3 Enviro School

Communities

Annual Target: School achieves Green/Gold status

Baseline data: Since 2010 when the school was awarded Silver Enviro School status there has been the ongoing development of practices and culture in preparation for applying for Gold status. This was originally planned for 2015 but after self-review it was put off until 2016.


Term 1

Review, create and implement a school wide Enviro practices teaching

unit that fits with our purposes as an Enviroschools and be followed by a series of actions to help cement knowledge and understanding of these.

Enviro curriculum

Team Gill Stewart

Start of year Enviro Practices unit taught Action takes place: -Brigidine Nuns cemetery area being cleaned up

and celebrated. -school Enviro Care code wall designed and each

class contributes. Term 1

Review of school Enviro vision by staff, students and community in preparation for Green/ Gold Holistic reflection day later in the year.

Enviro curriculum team and Enviro

student leaders Gill Stewart

Review meetings of staff, students and community members take place with next steps identified and

actioned.

Term 2 A school Enviro Facebook page is set-up and used to share school

practices and events and to give voice to students to share their learning. Enviro curriculum

Team Enviro Facebook page set up and being used by

the school community.

Term 3 School lead by the Enviro Team (staff & students) review and reflect on

school Enviro processes and practices at the ‘Green/ Gold Enviro holistic

reflection day.

School awarded Green/ Gold Enviro status.

Term 1 - 4

Consult with the wider school community on the design and creation of a

new school entrance-way. Consultation with the school Maori community

at school Whanau Huis is included.

Enviro curriculum

Team Principal

Entrance-way committee established. Proposed ideas that reflect the culture and ethos of

the school are turned into a viable design. Funding for the building of the entrance-way is

sought and is successful. Entrance-way is built and in place.


Monitoring:

● Regular review of progress by Enviro Curriculum team each term


Resourcing:

● Gill Stewart – Enviro Schools Advisor ● Release time for Enviro Leader Liz Keane to meet regularly with student Enviro leaders.

Other 2016 Key Improvement Strategies to Achieve Strategic Vision

Property (summarised from property plan) Finance

Major maintenance:

● Reroofing all of the main school building block

Minor maintenance:

● External painting of:

- old portion of office block below dark green façade

- hall & journal room doors & walkway beams to match existing

- both sides of two double doors on corridors leading to

Rooms 3, 4, 5 & 6

- fascia and new flashing above said red doors

● Internal painting of:

- shoe panel outside all classrooms

- Room 7 ceiling and timber below windows.

● Replace curtains in Room 1 & 2

● Water blast and treat Room 10 & 11 decking

● Storm water drain cleared of roots

● Replace all classroom door handles as required

● Install more hot-points in Room 1, 2 & 12

Asset Register:

● Enhance the technological capability of the school by replacing depreciated

technology in classrooms.

● Modernise and replace depreciated classroom furniture with the purchase

of furniture that fits with our aim of creating modern learning environment

classrooms.

PTA:

● Work with the School Parent Teacher Association (PTA) to devise a strategy

for funding support to help meet the strategic aims of the school.


Student Achievement Target: READING

Annual Target: To increase the number of students achieving at or above the National Standard in Reading

After 1 year at school cohort: Below the Standard = 10 students (7 girls, 3 boys & 4 Maori students)

Target: The group of 10 students in this cohort, who are below the standard, will have made accelerated progress (more than one year) and be at or above the standard by the end of the year.

After 1 year at school cohort: Well Below the Standard = 2 students

Target: The two students in this cohort, who are well below the standard, will have made accelerated progress to have met the goals of their IEP.

Student Achievement Target: WRITING

Annual Target: To increase the number of students achieving at or above the National Standard in Writing

After 3 years at school cohort: Below the standard = 5 students (4 girls & 1 boy)


Year 4 cohort: Below the standard = 4 students (2 girls & 2 boys)


Year 5 cohort: Below the standard = 9 students (7 girls, 2 boys & 3 Samoan)


Student Achievement Target: MATHS

Annual Target: To increase the number of students achieving at or above the National Standard in Maths

After 2 years at school cohort: Below the standard = 11 students (7 girls & 4 boys)


Year 4 cohort

Below the standard = 6 students (3 girls, 3 boys & 2 Maori boys)


Year 5 Cohort

Below the standard = 10 students (9 girls, 1 boy & 2 Maori)


N.B Year groups indicated are from 2015

2016 Student Achievement Charter Target Goals


2016 Student Achievement Targets & Planned Actions: READING

Student Achievement Target: READING Strategic Aim: Every child aims for excellence through a future focused learning environment

Annual Target: To increase the number of students achieving at or above the National Standard in Reading

Baseline data: Our baseline data, taken from the 2015 end of year Overall Teacher Judgements, identified 6% (13 children) below and 2% (5 students) well

below the National Standard. There were particular concerns in the End of 1 Year at school cohort – 10 students below and 2 students well below After 1 year at school cohort: Below the Standard = 10 students

Target: The group of 10 students in this cohort, who are below the standard, will

have made accelerated progress (more than one year) and be at or above the standard by the end of the year.

After 1 year at school cohort: Well Below the Standard = 2 students

Target: The two students in this cohort, who are well below the standard, will

have made accelerated progress to have met the goals of their IEP.

When: What: Who: Indicators of progress: Start of Term 1 Teachers analyse reading data and plan programmes which

address specific needs of the targeted children Class teachers and

Reading Recovery teacher

Classroom programmes are differentiated to meet

the identified needs of students.

Ongoing

throughout the year

Children achieving well below the standard are monitored closely by the SENCO, and specific programmes developed through implementation of short IEP’s and meetings

SENCO Programmes are implemented and appropriate

gains in student achievement are made.

Ongoing throughout the

year

Reading recovery programme in place Reading Recovery teacher

Students are successfully discontinued from the programme at the appropriate time.

Ongoing throughout the

year

Discontinued Reading Recovery students monitored and remedial actions taken where necessary

Class teachers, SENCO and Reading Recovery

teacher

Tracking of Reading Recovery students is recorded and actions meet the needs of students.

Term 2 and 4 Parents invited to participate in the school run ‘Reading Together’ programmes.

Brigidine Syndicate leader

Parents take a full part in the programme and implement learnt skills and practices.

Week 1 Term 2

Raise the profile of Literacy by celebrating book week

Principal and Literacy

team Improved levels of student engagement and

enjoyment when writing Ongoing

throughout the

year

Support systems are managed for targeted children - PTR programme, SEN teacher, Lexia Core 5 and targeted teacher aide support)

SENCO and Literacy

team Support systems are implemented, recorded on the

school SEN tracking and monitoring system and

result in improved student outcomes. Ongoing

throughout the

year

Running record procedures and results monitored Brigidine Syndicate

leader and Reading

Recovery teacher

Running records are consistently applied across the

school.


Ongoing

throughout the year

Systems put in place to allow teachers to reflect on and

improve their own practice at Syndicate level and through the school Performance Management system

Principal and Syndicate

leaders. Reflective practices are seen as the norm within the

school.

End of year Analyse end of year data to inform progress and planning

for the next year Leadership team End of year results used to inform next steps

Monitoring:

Regular meetings between SENCO, Principal and Reading Recovery teacher to discuss progress of the identified actions.

Principal regularly reports to the Board of Trustees on progress.

Resourcing:

Reading Recovery programme is funded - 0.2 by Ministry of Education & 0.2 by Board of Trustees 0.1 SEN teacher in place for specialist Literacy support lessons

0.1 SENCO release for organisation and implementation of SEN programmes

Teacher release for organisation and running of Reading Together programme

50 Lexia Core 5 licences are funded


2016 Student Achievement Targets & Planned Actions: WRITING

hie

Student Achievement Target: WRITING Strategic Aim: Every child aims for excellence through a future focused learning environment

Annual Target: To increase the number of students achieving at or above the National Standard in Writing

Baseline data: Our baseline data, taken from the 2015 end of year Overall Teacher Judgements, identified 17% (40 children) below and 3% (8 students) well below the National Standard. There were particular concerns in the Year 3 cohort – 5 students below, the Year 4 cohort – 4 students below and the Year 5 cohort –

9 students below. After 3 years at school cohort: Below the standard = 5 students

Target: The group of 5 students in this cohort,

who are below the standard, will have made accelerated progress (more than one year) and

be at or above the standard by the end of the

year.

Year 4 cohort: Below the standard = 4 students Target: The group of 4 students in this cohort, who are

below the standard, will have made accelerated progress (more than one year) and be at or above the standard by

the end of the year.

Year 5 cohort: Below the standard = 9 students

Target: The group of 9 students in this cohort,

who are below the standard, will have made accelerated progress (more than one year) and

be at or above the standard by the end of the year.

When: What: Who: Indicators of progress: Start of Term 1 Teachers analyse writing data and plan

programmes which address specific needs of the targeted children

Class teachers Classroom programmes are differentiated to

meet the identified needs of students.

Term 2 & 3 Students identified and take part in the

MOE funded Accelerated Literacy Learning (ALL) programme

Deputy Principal

(JM) and Literacy Team

ALL programme is implemented and results in

improved student outcomes.

Ongoing throughout the year Targeted teacher aide support is

allocated to allow support of intensive in-class writing programmes

SENCO and

class teachers Improved student achievement outcomes occur.

Ongoing throughout the year Student voice considered in choice of

writing topics Class teachers Student vice strongly represented in teaching

and learning with high levels of student engagement.

Ongoing throughout the year Writing moderation processes and results monitored based on Literacy Learning progressions and E-asTTle rubric

Syndicate

leaders Assessment of writing is consistently applied

across the school.

Week 1 Term 2

Raise the profile of Literacy by

celebrating book week

Principal and

Literacy team Improved levels of student engagement and

enjoyment when writing

Ongoing throughout the year Support systems are managed for targeted children -ALL, SEN teacher, Lexia Core 5 and targeted

SENCO and

Literacy team Support systems are implemented, recorded on

the school SEN tracking and monitoring system and result in improved student outcomes.


teacher aide support)

Ongoing throughout the year Systems put in place to allow teachers to reflect on and improve their own practice

at Syndicate level and through the school Performance Management system

Principal and Syndicate

leaders

Reflective practices are seen as the norm within the school.

Ongoing throughout the year Analyse end of year data to inform

progress and planning for the next year Leadership team End of year results used to inform next steps

Monitoring:

Regular meetings between SENCO, Syndicate leaders and Principal to discuss progress of actions.


Resourcing:

0.1 SEN teacher in place for specialist Literacy support lessons

0.1 SENCO release for organisation and implementation of SEN programmes Ministry of Education funding for Accelerated Literacy Learning (ALL) programme

50 Lexia Core 5 licences are funded


2016 Student Achievement Targets & Planned Actions: MATHS

Student Achievement Target: MATHS Strategic Aim: Every child aims for excellence through a future focused learning environment

Annual Target: To increase the number of students achieving at or above the National Standard in Maths

Baseline data: Our baseline data, taken from the 2015 end of year Overall Teacher Judgements, identified 20% (45 children) below and 3% (7 students) well

below the National Standard. There were particular concerns in the after 2 years at school cohort – 11 students below, the Year 4 cohort – 6 students below and

the Year 5 cohort – 10 students below. After 2 years at school cohort: Below the standard = 11 students

Target: The group of 11 students in this cohort, who are below the standard, will have made

accelerated progress (more than one year) and

be at or above the standard by the end of the year.

Year 4 cohort Below the standard = 6 students

Target: The group of 6 students in this cohort, who are

below the standard, will have made accelerated progress (more than one year) and be at or above the standard by

the end of the year.

Year 5 Cohort Below the standard = 10 students

Target: The group of 10 students in this cohort, who are below the standard, will have made

accelerated progress (more than one year) and be at or above the standard by the end of the

year. When: What: Who: Indicators of progress: Start of Term 1 Teachers analyse maths data and plan

programmes which address specific

needs of the targeted children

Class teachers Classroom programmes are differentiated to meet the identified needs of students.

Ongoing throughout the year In each syndicate, identified students participate in the teacher-aide run Spring

into Maths programmes

Deputy Principal (CD)

& Maths Team

Spring into Maths programme is implemented and results in improved student outcomes.

Term 2 - 3 Students identified and take part in the school funded Accelerated Learning in

Maths (ALiM) programme

Deputy Principal (CD)

& Maths Team

ALiM programme is implemented and results in improved student outcomes.

Ongoing throughout the year Contextual learning is implemented where possible in maths programmes

Maths team and syndicate

leaders

Student understanding of how areas of maths works together (number & strand) is developed

resulting in improved student outcomes. Terms 1 - 3 Maths team members to attend

Masterton Cluster PLD meetings based on

Mathematics and STEM

Maths team Learnt knowledge and skills are feedback to all teachers and implemented into class programmes

Term 3 Raise the profile of Maths by celebrating Maths week & holding a Basic-Fact-a-

Thon fundraising event

Principal & Maths team

Students have an improved understanding of the importance of Maths in their everyday lives

Ongoing throughout the year Maths moderation processes and results monitored

Syndicate leaders

Assessment of maths is consistently applied across the school.

Ongoing throughout the year Support systems are managed for SENCO and Support systems are implemented, recorded on


targeted children -Spring Into Maths,

ALIM and targeted teacher aide support)

Maths

Curriculum team

the school SEN tracking and monitoring system

and result in improved student outcomes.

Ongoing throughout the year Systems put in place to allow teachers to

reflect on and improve their own practice at Syndicate level and through the school

Performance Management system

Principal and

Syndicate leaders

Reflective practices are seen as the norm within

the school.

Ongoing throughout the year Analyse end of year data to inform progress and planning for the next year

Leadership team

End of year results used to inform next steps

Monitoring:

Regular meetings between SENCO, Syndicate leaders and Principal to discuss progress of actions


Resourcing:

0.1 SENCO release for organisation and implementation of SEN programmes

Teacher release for implementation of Accelerated Learning in Maths (ALiM) programme

Teacher aide support for ‘Spring Into Maths’ programmes

Targets: WRITING


St Patrick’s School Procedure

SELF REVIEW St Patrick’s School Board of Trustees undertakes its responsibility under the National Administration Guidelines (NAGS) to regularly review our school performance. Our school review procedures are a way of establishing cycles of connected and focussed processes to gather evidence and to act on the results. Self review is a part of our school inquiry procedure and is cyclical

Effective Governance - Working in Partnership; Ministry of Education, 2010 Maureen Kerr Review & Leadership Adviser, Catholic Education Office, Christchurch

Self-review at St Patrick’s School is undertaken in three main ways:

Strategic Regular Emergent

In-depth longer term reviews that

identify important issues that affect

our school as a whole, including our community. These are part of an on-

going process to meet the school’s vision and higher level goals through

school-wide analysis, planning,

implementation and evaluation. These might ask questions such as,

‘how can we do this better?’, ‘are we ensuring success for all our

students?’ and ‘how do we know if we are making a difference?’

Regular reviews where our school,

teachers (and sometimes students)

regularly gather data, monitor progress towards goals, put

programmes or interventions in place and evaluate the effectiveness of

these. These can be of varying depth

and length but feed into school strategic and annual plans. They ask

questions such as, ‘what is happening here?’, ‘how do we know?’

and ‘is this working?’

Spontaneous reviews that are put in

place in response to an unplanned

event, an issue or change that needs to be addressed promptly. This is

done by understanding the causes, the extent of the concern, and

determining ways to resolve or

minimise the issue. They ask questions such as ‘how did this

happen?’, ‘how can we fix it?’ and ‘what can we learn from this?’

Outcomes Self review at St Patrick’s School provides direction through: Data is gathered, analysed and used as evidence for school decision making and ongoing practices Establishes a continuous cycle of school and curriculum improvement Supports the over-arching aim of our school to provide the best levels of teaching and learning for our

students within a Catholic community which is committed to excellence


St Patrick’s School - Ongoing School Regular Self-Review Programme

Term 2016 2017 2018

One

Maths curriculum

RE: Pastoral Care

Writing curriculum Reading curriculum

School Charter Performance Management Systems; Teacher Job Descriptions & Registered Teacher Criteria Attendance & Absenteeism Student Achievement Target Goals

Two

School systems: communication

School Culture: Bullying & well-being

School culture: Inclusive practices

Te Reo Maori curriculum

School sport & PE

National Standard Mid-Year evaluation Professional Development (Mid-year) Communication & reporting to parents Student Achievement Target Goals

Three

Health Education: community consultation

School systems: E-tap

RE: Religious Education Health Education: community consultation

E-Learning

Attendance & Absenteeism Police Vetting & Teacher registration Planning: Budget Priorities Student Achievement Target Goals

Four

RE: Catholic Community

Inquiry Learning

The Arts curriculum RE: Pastoral Care

National Standard Evaluation Variance Report: Student Achievement Target Goals, Analysis & Next Steps Annual Development Plan goals Professional Development: ALL, Reading Together, MLP – CORE Education, Learning with Digital Technologies - MOE School Charter Review & Consultation End of Year Reports: Curriculum Areas, SEN, Reading Recovery, Teacher Inquiries


St Patrick’s School Board of Trustees - School Self-Review Programme

Year: 2016

Review

Area for

Review

Board Meeting Dates

17 February 30 March 11 May 15 June 3 August 14 September

12 October 9 November 7 December

Strategic Review

Charter

Confirm Charter

approved; send to

MOE

Review of

strategic plan. Approve review

2016

Consider 2017 draft Annual Plan

Strategic Goals Strategic Goal 1 Strategic Goal 2 Strategic Goal 3 Strategic Goal 1 Strategic Goal 2 Strategic Goal 3

Regular Review

Policy Treaty of Waitangi Health & Safety

Legislation &

Regulations

Child Protection

Enrolment Policy Protected

Disclosures

EOTC Role of the Chair

Special

Character

RE: Pastoral Care

Annual

Proprietors Report

Catholic

Education of

School-age children

Catholic

Education of

School-age children

Progress review: Catholic

Character report

Catholic Education of

school-age child

Catholic Education of

School-age

children

RE: Catholic Community

Catholic

Education of School-age

children

RE: Compliances

Learner

progress and

achievement

Targets

SEN

PAT results

STAR results Targets

National Standards

Maori/Pasifika

Targets

Gifted & Talented

Targets National

Standards

Curriculum Maths

School systems:

communication School Culture:

Well-being

School systems: SMS - E-Tap

Inquiry Learning Enviroschools

Annual Review

Human

Resources

Performance

Agreement

Approved

HR Toolkit Informal review

Formal review

report

Budget Approve Monitor Monitor Monitor Monitor Monitor

Monitor Monitor

Draft Budget

Monitor

Draft Budget

Six Dimensions

5 Safe and

Inclusive School

Culture

4 Governing the

School

Emergent Review

Government

initiatives

New local

initiatives Emergency Plan

Board process

Requirements

Accounts to Auditor

Annual report

approved; send to

MOE

Nat Stds Parent

reporting

Roll return 1 July

Health

Curriculum

Consultation

Succession planning

Nat Stds Parent reporting

New Board takes

office. Appoint Chair



Year: 2017

Review

Area for

Review

Board Meeting Dates

February March May June August September October November December

Strategic

Review

Charter

Confirm Charter

approved; send

to MOE

Review of

strategic plan.

Approve

review 2014

Analysis of

Variance

Annual plan

draft

Strategic

Goals Strategic Goal 1

Strategic Goal

2 Strategic Goal 3

Strategic Goal

1 Strategic Goal 2

Strategic Goal

3

Regular Review

Policy Finance

Property

Health &

Safety

Equal

Employment

Opportunities

Classroom

Release Time

Principal

Appraisal

Principal Role

Special

Character

Role of the

Chair

Special

Character

Annual

Proprietors

Report

Progress

review:

Catholic

Character

RE:

Religious

Education

RE:

Compliances

Learner

progress and

achievement

Targets

SEN

PAT results


National

Standards

Maori/Pasifika

Targets

Gifted &

Talented

Targets

National

Standards

Curriculum Writing

Te Reo Maori

School

Systems

Inclusive

Practices The Arts

Enviroschools

Annual Review

Human

Resources

Performance

Agreement

Approved

Informal

review

NZSTA HR

Toolkit

Formal review

report

Budget Approve Monitor Monitor Monitor Monitor Monitor Monitor Monitor

Draft Budget

Monitor

Draft budget

Six

Dimensions

3 Leading &

Managing the

School

6 Engaging

Parents,

whanau and

communities

Emergent

Review

Government

initiatives

New local


Board process

Requirements Appoint chair

Accounts to

Auditor

Annual report

approved; send

to MOE

Nat Stds

reporting

Roll return 1

July

Succession

planning

Nat Stds Parent

reporting



Year: 2018

Review

Area for

Review

Board Meeting Dates

February March May June August September

October November December

Strategic

Review

Charter

Confirm Charter

approved; send

to MOE

Review of

strategic plan.

Approve

review 2015

Analysis of

Variance

Annual plan

draft

Strategic

Goals Strategic Goal 1

Strategic Goal

2

Strategic Goal

3

Strategic Goal

1 Strategic Goal 2

Strategic Goal

3

Regular Review

Policy

Performance

Management

Personnel

Health &

Safety

Curriculum

Delivery Enrolment

Allocation of

Units

Community

Partnership

Documentation

& Self Review

Role of the

Chair

Special

Character

Catholic

Education of

School-age

children

Catholic

Education of

School-age

children

Annual

Proprietors

Report

Catholic

Character

Review

RE: Pastoral

Care

RE:

Compliances

Learner

progress and

achievement

Targets

SEN

PAT results


National

Standards

Maori/Pasifika

Targets

Gifted &

Talented

Targets

National

Standards

Curriculum Reading

Te Reo Maori

School Sport/

PE

The Arts

School Culture

Inquiry

Learning

Enviroschools

Annual Review

Human

Resources

Performance

Agreement

Approved

Informal

review

Formal review

report

Budget Approve Monitor Monitor Monitor Monitor Monitor

Monitor

Monitor

Draft Budget

Monitor

Draft Budget

Six

Dimensions

1. Student Learning

Engagement,

Progress & Achievement

2 Effective

Teaching

Emergent

Review

Government

initiatives

New local


Board process

Requirements

Appoint chair

Accounts to

Auditor

ERO Review

Annual report

approved; send

to MOE

Nat Stds

Parent

reporting

Roll return 1

July

Health

Curriculum

Consultation

Succession

planning

Nat Stds Parent

reporting


St Patrick’s School

CHARTER REVIEW

The Charter for 2016 has been prepared following 2015 school review: - the school’s guiding principles - development plan review - strategic plan review

The Board of Trustees and school leadership team worked together in reviewing and

fine-tuning the 2014-2018 Strategic Plan to meet the strategic direction of the school for 2016-2018.

Review and revision of the school’s strategic plan maintains consistency with school priorities, New Zealand Curriculum, National Education Goals and National Standards.

The School Charter drives school operations and links with the policies and procedures of the school.

School Review is a cyclical process: strategic, regular and emergent. Community

consultation, including with our Maori and parish communities, occurs each year as part of our strategic and regular self-review programmes. Reporting to the community on student achievement is through newsletters and school notice boards. Reporting on individual student achievement is every term or more frequently if required.

Development and implementation of the annual development plan is consistent with

the strategic plan and meets the needs of St Patrick’s School and the school community

Target goals have been identified using November 2015 data for National Standards.

Selected learning areas in evaluations and reporting include Maori and Pacific Island students as a priority for monitoring progress and achievement. Support for the learning of Maori and Pasifika students continues through community liaison and consultation and implementation of Ka Hikitai and Pasifika Education Plan guiding prinicples.

Two external reviews by the Education Review Office and Arhdiocese of Wellington were undertaken in 2015 and consequent goals set and implemented in the 2016 Development Plan

The 2016 school charter has been ratified by the Board of Trustees and will be

presented to the staff and parents of the school.

The 2016 School Charter will be submitted to the MOE by 1st March, 2016

st patrick’s school · 8% pasifika and 3% filipino. ... every child aims for excellence ... st...

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