HAPAITIA TE ARA TIKA HEI PUMAU AI TE RANGATIRATANGA MO NGA URI WHAKATIPU

(Foster the pathway of knowledge to strength, independence and growth for future generations)

Values:  At Carlton School we value:-

• Honesty / Te Pono - being truthful and sincere to the values we hold, and in our interactions with others. Learning to take responsibility.
  
• Integrity / Matatika - having a strong moral compass that sees us act in a trustworthy and consistent way. Learning to be the best ‘me’.
  
• Respect / Te Whakaute - being mindful of the values and beliefs of others and responding appropriately. Learning to value diversity.
  
• Belonging / Tū te mana, tū te Mauri - having a strong sense of one's significance for our cultures to thrive. Learning to realise our potential.
  
• Community / Kotahitanga - strengthening the individual to strengthen the group. Learning to work together to achieve our goals.

ACTIONS FROM THE LAST MEETING

What

Who

Outcome

• All BoT member to complete:  Change in New School Board Membership

Jenny, Rita, Debbie

• Jenny’s is complete
• Rita and Debbie to complete.

• Review BoT resources at next Board hui                

All BoT members

• LINK TO NZSTA - Board Help

Emma will select one topic to review each meeting.

Roll

 Current roll: 294   Target roll: 272  (July 1st Roll Return)

 International Students: 0

Attestation:

I confirm that I, as Principal, did not receive any remuneration other than what is indicated in the Board’s SUE report (This excludes reimbursements for travel expenses/meals when undertaking any business on behalf of the school or in the course of professional development.)

  Concurrence

  statements

All staff are correctly employed as per their collectives. All teachers have police vets and are being paid correctly in accordance with their collectives and payroll rules.  We monitor Learning Support Assistants/ Support Staff Police Vet status: All LSAs and support staff have a current (within 3 years) clear police record.

The principal assures the board that key child protection policies/procedures are being implemented with fidelity, and annually reviewed in term three each year.

All support staff have been Police Vetted, and remain on a three year cycle of renewal.  

Teacher Registrations

All teaching staff employed by Carlton School are currently registered with the Teaching Council of Aotearoa New Zealand. Spreadsheet Link

Physical Restraint Policy

Current teaching staff with completion certificate in Physical Restraint - Understanding the rules and guidelines SPREADSHEET LINK

Assurances

Student Attendance

Student absences are correctly recorded, monitored, and followed up.

Reporting to Parents on Student Progress and Achievement

Teachers have used good quality assessment information to report to each student and their parents/caregivers at least twice a year on student progress and achievement.

Searches, Surrender, and Retention of Property

All procedures relating to search, surrender, and retention have been followed. Confirm that a written record has been kept of all surrenders and searches, and retention of any property held for more than 2 nights.

Authorisation of non-teaching staff is specified in writing, and that staff members receive a copy and acknowledge the receipt in writing.

Minimising Physical Restraint

All procedures relating to physical restraint have been followed, and that all requirements to notify, monitor, and report have been met. Confirm that any non-teaching staff have been authorised in writing.

Assure the board that staff authorised to apply restraint receive appropriate training and support.

Stand-down, Suspension, and Exclusion

The school complies with the correct procedures and reporting requirements relating to stand-down, suspension, and exclusion/expulsion.

School Records Retention and Disposal

The school has complied with the Public Records Act 2005 in relation to the retention and disposal of school records.

Formal Complaints:

Nil

Stand downs/ Exclusions

Appointments/  Resignations

Appointments: Nicola Savage - LSA (Fixed Term - T3/4), Ethan Hurley - Director of Football (Sports Assistant)  (Fixed Term - T3)

Resignation: Nil

Parental Leave: Casey Slater

From the Ministry

NELP Objective 1 Learners at the centre

Learners with their whānau are at the centre of education.

• Have high aspirations

for every learner/ākonga,

and support these by

partnering with their

whānau and communities

to design and deliver

education that responds

to their needs, and

sustains their identities,

languages and cultures

• Have high aspirations

for every learner/ākonga,

and support these by

partnering with their

whānau and communities

to design and deliver

education that responds

to their needs, and

sustains their identities,

languages and cultures

NELP Objective 2 Barrier-Free Access

Great education opportunities and outcomes are within reach for every learner.

• Reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs

• Ensure every learner/ ākonga gains sound foundation skills, including language*, literacy and numeracy

 * Oral language encompasses any method of communication the learner/ākonga uses as a first language, including New Zealand sign language

NELP Objective 3 Quality Teaching and Leadership

Quality teaching and leadership make the difference for learners and their whānau.

•  Meaningfully incorporate te reo Māori and tikanga Māori into the everyday life of the place of learning

• Develop staff to strengthen teaching, leadership and learner support capability across the education workforce

• We need teachers/kaiako to adopt the practices that make the most positive difference for learners/ākonga. Diverse, highly skilled and motivated teachers/kaiako are critical to meeting the needs and aspirations of all learners/ākonga.

• Quality leadership must be developed at all levels of the system to lead positive change, and enhance quality day-to-day teaching and learning.

NELP Objective 4 Future of Learning and Work

Learning that is relevant to the lives of New Zealanders today and throughout their lives.

• Collaborate with industries and employers to ensure learners/ ākonga have the skills, knowledge and pathways to succeed in work.

• Learners/ākonga need access to education that enables them to meet the changing opportunities and challenges of the future of work. This includes all learning from early childhood education through school, to tertiary education. Citizenship, pathways to employment, and lifelong learning are important parts of this.

• For Māori learners, this means acquiring the skills to participate in te ao Māori, New Zealand society and the global context.

Strategic Goal Progress

Carlton students will:-

Supportive Actions:-

Working towards the goal…….

Our tamariki benefit from an inclusive partnership between the school and its community where whānau and community knowledge, skills and beliefs support them to fulfil the learner profile.

NELP - 1/2

• Within-School-Leads (WSL) work with Takitini Haoura to share iwi and whenua narratives within Carlton.
• Real-Time reporting will inform Learning Partnership Conversations held twice a year with all whanau. Attendance target is 80% of families.  
• At least two informal whole-school community events are held each term. E.g. whanau picnic, puanaga, athletics etc

• Whanau Student Learning Hui held 29/30 July
• Teachers using Spotlight/blog to communicate with whanau on weekly events happening in their puna.
• Gary met with Nicki Keyes - Takitini Hauora Lead Principal August 29 to discuss implementation of Whanganui Iwi Curriculum
• Year 6 students attended a transition session for Rutherford Intermediate.
• Learning Alongside our Tamariki morning - whanau joined us for the first hour of our morning on Monday 26th August, in our classrooms.

Our tamariki have equitable access to the NZC so that those requiring support and those with talents and abilities, can fully participate in, and contribute to, the school and their wider community

NELP - 1/2/3

• All akonga requiring Individualised Learning Programmes, (those identified as needing Tier 2 or 3 support in 3 or more areas) will have explicit IEPs in place, lead by our SENCo, reviewed termly and reflected in each teacher's planning.
• Professional development will be undertaken to ensure kaiako have an understanding of ‘Low Threshold, High Ceiling’ learning tasks.
• Learning targets and goals are  set with individuals in mind. This will be reflected in each teacher's planning. Those tamariki requiring enhanced learning opportunities, will be clearly identified.

• Review of ‘Learning Profile’ document for all children.
• IEPs being reviewed and/or developed for all tamariki requiring tier 3 support.
• Gary taking on regular fortnightly SENCo hui w/ Te Mahau, SWiS, RTLB, Public Health nurse.
• Regular curriculum hui for kaiako
• All new enrollments at Carlton have a whanau visit to one of the new entrant classes (5 year olds), or a whanau hui with Gary/Fiona (all other ages).
• Planning shared at curriculum hui. Aspects of ‘Best Practice’ highlighted.
• Jo, Porndy, Trudy, and Phil at ALiM workshop - August 29
• Jo, Porndy, Trudy, and Phil attended 2 zoom workshops for ALiM
• Jo attended Maths Leaders workshop - Sept 5
• Staffing Resource for Structured Literacy fund applied for
• 2x staff members begun BSLA training

Our tamariki experience success at the appropriate level of the New Zealand Curriculum (NZC) and demonstrate the attributes of the learner profile

NELP - 2/3

• Schoolwide data will show an increase in academic progress across the year that matches expected norms for each cohort.
• Tamariki and Kaiako are exploring and beginning to use Nga Aho Pakari Reo to guide language development and achievement within Carlton School.
• Kaiako have a Professional Growth Cycle referencing Ngā Paerewa/Standards for the Teaching Profession.
• LSAs have an identified area of professional development.

• Teaching staff have identified a goal from Niho Taniwha or ALiM,and have embarked on a PGC (Professional Growth Cycle) to work towards this.
• Learner Profile Spreadsheet has been updated for Term 3 based on Term 2 data for all Carlton tamariki, identifying support levels required.  
• Curriculum Hui completed for term 3 - Reading, Mathematics, Writing.
• Writing moderation workshop - 02/09/24
• LSA Hui held Aug 30 - Jo Palmer chaired

Our tamariki are engaged in their learning, achieving educational success with a connection to their identity, language, and culture; and can build their global citizenship through celebrating all cultures represented at school

NELP - 2/3/4

• Learning contexts and Carlton School Values reflect our local community. This will show as overt links to whenua and tangata o Whanganui.
• Aotearoa Histories curriculum is integrated into every class's learning and will be evident in planning.
• Cultural identities are evident in the Carlton physical and educational environment. This will be observable in learning and teaching, classrooms, and schoolwide celebrations.

• Year 5/6 engaging with Mark Glastonbury Dance Workshops
• Termly student inquiry follows a growth pattern of:         Me - Community - Country - World                         Ko Au - Hapori Whānui - Aotearoa - Taiao
• Mandarin language educator - Nga Puna Kawenga/Hangahanga
• 12 tamariki selected for inter-school rugby tournament 03/09/24 (postponed)
• 32 tamariki attended an inter-school chess tournament 29/08/24.
• Waiata rōpū initiated by Jo Palmer held every Tuesday lunchtime.
• Discussion held with Takitini Hauora re: Iwi Curriculum integration at Carlton.
• Values signage ordered for external fencing along Carlton Avenue.
• Year 5 students attended WIS production - Aug 22

 CURRENT ACTION PLAN - new actions from this meeting

What

Who

Outcome

• NZSTA review of one policy each BoT meeting NZSTA - Board Help        

Emma to select topic

• Year 5 and 6 camp Risk Analysis documentation to be reviewed

Emma, Ben, Craig

• All BoT member to complete:  Change in New School Board Membership

Rita, Debbie