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Kumeroa/Hopelands School Charter 2012

Active, Confident, Life-long Learners

TABLE OF CONTENTS
MISSION STATEMENT VISION VALUES OUR SCHOOL COMMUNITY OUR BELIEFS ABOUT TEACHING AND LEARNING MAORI ACHIEVEMENT STATEMENT LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU STRATEGIC GOALS 2012-2014 GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF ICT GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY LOCAL GOALS & OBJECTIVES ANNUAL WRITING TARGETS 2012 ANNUAL READING TARGETS 2012 ANNUAL MATHEMATICS TARGETS 2012 KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION SCHEDULE 3 3 3 3 3 4 4 5 5 5 6 6 7 9 12 15 17

Kumeroa-Hopelands School Charter 2012

MISSION STATEMENT
To help students reach their full potential in an environment that is conducive to facing challenges, co-operating with others and competing to achieve.

VISION
Active, Confident, Life-long Learners

VALUES
Our students will leave with their SMART kids backpack. They will have: A positive Self-esteem Motivation to learn A good Attitude, Respect for others and Trust each other.

OUR SCHOOL COMMUNITY

Kumeroa-Hopelands School is a rural primary school situated 10 minutes from Woodville and approximately 30 minutes from Palmerston North. The school was formed after an education area review resulted in the amalgamation of Kumeroa and Hopelands Schools in 1994 and the merger with Kohinui School in 2008. We are a full primary, decile 4 school with a role between 60-70 students, 15% of which are Mori. The school is located in the township of Kumeroa adjacent to the Community Hall, Tennis Club and St Andrews Anglican Church. The Manawatu River passes to the west of the school grounds. It has three classrooms, a library and an administration block. A large adventure playground borders the playing field sheltered by a number of well established trees. Kumeroa School was established in 1884. The name Kumeroa has its roots from the time when travellers travelled up the Manawatu River to the Central Hawkes Bay. The worst gravel banks and shallows were found in Kumeroa (kume - to pull, roa - long). Today, Kumeroa-Hopelands maintains an open, friendly and welcoming environment for students, parents and community, along with a supportive Board of Trustees and community. The school community is active in supporting and fundraising for the school providing resources and opportunities for learning. As a result, the school is well resourced, with an excellent range of teaching and learning resources.

OUR BELIEFS ABOUT TEACHING AND LEARNING

We believe that: All children can learn. We will guide children to set realistic goals and encourage them to achieve their potential through the establishment of learning intentions and success criteria. The school environment will be welcoming, nurturing and will operate under an umbrella of mutual respect. Meeting individual needs will be reflected in school and classroom programmes. Collaboration and teamwork at all levels will form the basis for ongoing and future school developments.

Kumeroa-Hopelands School Charter 2012

MAORI ACHIEVEMENT STATEMENT

At Kumeroa/Hopelands School we acknowledge New Zealands cultural diversity and in doing so recognise the unique position of Mori as tangata whenua. The school will provide opportunities that support its students in Te Reo and Tikanga Mori. At Kumeroa-Hopelands School we have high expectations for all students and their educational progress and achievement. Achievement of Mori students is reported regularly to the Board and we will continue to ensure that Mori can effectively enjoy educational success as Mori. A range of opportunities are currently provided: Weekly Te Reo programme for all students Established Kapa Haka performance group Scheduled Marae visits Ttaiako cultural competencies integrated into teacher performance management process Professional learning and development opportunities for teachers through their participation in the classroom Te Reo lessons Kumeroa-Hopelands School is actively looking at ways to increase knowledge, understanding and use of Te Reo and Tikanga Mori for students, staff and the school community. It seeks to: Regularly consult with the Mori community as part of its ongoing review To engage and involve whnau through school community events Develop a Board portfolio for the oversight of things Mori Resign the whole school in bilingual signage Further develop curriculum contexts for learning focusing on Tikanga Mori Engage in professional learning and development opportunities to deepen staff and Board understanding of things Mori.

LEARNING PARTNERSHIPS WITH FAMILIES AND WHANAU

Staff, Families and Whanau at Kumeroa/Hopelands School place high priority on the following: Ensuring children have a safe, stable, loving environment. Ensuring children have good nutrition and rest. Encouraging children in increasing self-reliance and positive peer relationships. Ensuring that children attend school and showing an interest in childrens schooling. Giving lots of praise and encouragement as children learn about their world. Helping children to think about and explore challenging possibilities for their further education. Sharing ideas and guidance to assist childrens learning.

Kumeroa-Hopelands School Charter 2012

STRATEGIC GOALS 2012-2014

1. 2. 3. 4. To improve student achievement in literacy To improve student achievement in mathematics Students to be confident and capable users of ICT To govern the school effectively

GOAL 1: TO IMPROVE STUDENT ACHIEVEMENT IN LITERACY

Rationale Learning to read and write is a complex, cumulative process. Students build on their existing expertise and use their developing knowledge and skills in different ways. There are skills, knowledge and attitudes that students must develop in order to read and write the texts that will enable them to engage with all learning areas of the curriculum (Reading and Writing Standards for years 1-8, p. 8-9). Actions Robust data gathering, analysis and next steps for individuals and cohort groups (year levels, classes, gender, ethnicity) Ongoing review of literacy learning programmes and student achievement Regular reporting of achievement data and next steps to Board Literacy school wide and personal goals integral to teachers Performance Management plan Targeted professional learning aligned to goals and student need Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in reading and writing Moderating analysis of student learning for school wide consistency of teacher judgment Management unit for SENCO responsibilities

GOAL 2: TO IMPROVE STUDENT ACHIEVEMENT IN MATHEMATICS

Rationale Current data about the numeracy of adults in the workforce gives cause for concern. Significant proportions of New Zealand students in the upper primary years do not currently meet the expectations. Unless this situation is addressed, many of these students will not achieve in mathematics at a level that is adequate to meet the demands of their adult lives (Mathematics Standards for years 1-8, p. 6). Actions Robust data gathering, analysis and next steps for individuals and cohort groups (year levels, classes, gender, ethnicity) Ongoing review of numeracy and mathematics learning programmes and student achievement Regular reporting of achievement data and next steps to Board Mathematics school wide and personal goals integral to teachers Performance Management plan Targeted professional learning aligned to goals and student need Targeted purchasing of resources aligned to goals and student need Targeted use of teacher aide to support enhanced learning in maths Moderating analysis of student learning for school wide consistency of teacher judgment Management unit for SENCO responsibilities

Kumeroa-Hopelands School Charter 2012

GOAL 3: STUDENTS TO BE CONFIDENT AND CAPABLE USERS OF ICT

Rationale Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section. Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning (The New Zealand Curriculum, p. 36). Actions Continued participation in the Mantar ICTPD Cluster Te Kids (student leadership in ICT) programme maintained Review current capability, understanding and infrastructure using the eLearning Planning Framework. Develop 3 year eLearning Strategic Plan with associated yearly action plans Updating Computer and Internet Use Agreements policy and procedure Targeted professional learning aligned to strategic goals and plan Targeted purchasing aligned to strategic goals and plan eLearning school wide and personal goals integral to teachers Performance Management plan

GOAL 4: TO GOVERN THE SCHOOL EFFECTIVELY

Rationale The Board accepts the responsibility to ensure the school runs well for the benefit of the students education. To accomplish this, the Kumeroa-Hopelands School Board need to ensure that the correct and adequate resources are available to the staff to enable them to teach the students to the very best of their ability. These resources include current learning materials and equipment, relevant staff development, well maintained property and sound management processes guided by the school strategy and vision (adapted from NZSTA Trustee Handbook, p. 6). Actions Schedule for policy and procedure review confirmed Community consultation timeline created Curriculum reporting timetable agreed upon Monitoring of student achievement in relation to the National Standards with an emphasis on Mori and students with special learning needs Developing programmes to target identified learning needs Improved system implemented for managing and monitoring finances 10 year property plan reviewed and updated Regular health and safety checks Ongoing provision of quality resources for teaching and learning Implementation of all National Education Goals through learning and teaching programmes, school administration and strategy.

Kumeroa-Hopelands School Charter 2012

LOCAL GOALS & OBJECTIVES

NAG 1 - Curriculum To make literacy and numeracy a priority. Professional development will focus on school, staff and students needs. A broad-based school curriculum will be implemented focusing on the Inquiry Learning approach, which will ensure e-Learning, Science, Health, Social Studies & PE are considered in our goals. The key competencies will be integrated into all aspects of the classroom and school programmes. Individual needs will be catered for. Behaviour management will be consistent, fair and transparent. Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the learning process. Targets for improving student achievement will be set annually. Te Reo Mori and Tikanga Maori will be integrated into all curriculum areas. NAG 2- Self Review Strategic planning will provide future direction in all NAGs. Self Review in policy content, curriculum delivery, student achievement & staff appraisal will identify strengths and weaknesses to provide the basis for strategic planning. We will report to parents twice a year in writing using plain language in relation to National Standards. We will report on school strengths and identified areas for improvement, the basis for identifying areas for improvements and planned actions for lifting achievement in the Boards Annual Report. We will report on the numbers and proportions of students at, above, below or well below the standards, including by Mori, Pasifika and by gender and how students are progressing against the standards as well as how they are achieving in the Boards Annual Report. NAG 3- Personnel Staff will have a desire to work within the school culture reflecting the shared values and beliefs about teaching and learning. Staff will be learners themselves. Staff will be appointed according to policy and job descriptions developed accordingly. BOT members will undertake training according to their portfolios of responsibility. NAG 4- Finance To meet statutory audit requirements. To provide financial resources to achieve school priorities. To monitor spending against budget and future developments. NAG 4- Property To ensure property is maintained. To develop and implement capital development according to the 10 Year Property plan.

Kumeroa-Hopelands School Charter 2012

NAG 4- Property - Bus To contract to the MOE for funding. To review bus runs and employment in accordance with funding available. NAG 5- Health and Safety To ensure the school environment is positive and welcoming as well as safe and healthy. NAG 6 - Legislation Meet compliance issues in regard to general legislation.

Kumeroa-Hopelands School Charter 2012

ANNUAL WRITING TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN WRITING Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy Goal 3: Students to be confident and capable users of ICT Goal 4: To govern the school effectively

Strategic Objectives: To make literacy and numeracy a priority. Professional development will focus on school, staff and students needs. The key competencies will be integrated into all aspects of the classroom and school programmes. Individual needs will be catered for. Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the learning process. Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning: English All children can learn. Key Competencies: We will guide children to set realistic goals and encourage them to achieve their potential through the establishment of learning Thinking intentions and success criteria. Relating to Others Meeting individual needs will be reflected in school and classroom Using Language, Symbols and Texts programmes. Managing Self Participating and Contributing Annual Aims: Review the planning and delivery of writing programmes at Kumeroa-Hopelands School Further develop the Kumeroa-Hopelands School Writing Matrix for school wide consistent analysis of student writing Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Embed the characteristics of formative practice into all writing teaching and learning Increase the number of students achieving at or above the National Standard for Writing Use ICTs to support the teaching and learning of writing 2012 Annual Achievement Targets: 1. To increase the number of students achieving at or above the National Standard for Writing by the end of 2012. 2. To ensure all students make progress towards being at or above the National Standard for Writing by the end of 2012. Baseline Data: Analysis of the 2011 end of year writing data showed that 32% of Year 4-8 students were achieving below or well below the National Standard for Writing The same data showed 23% achieving at the National Standard and 46% above. Planned Actions Timing Responsibility Resourcing

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Collect and analyse school wide writing samples. Internal moderation of writing samples against KumeroaHopelands School Writing Matrix/National Standards for Writing Cluster moderation of writing samples against National Standards for Writing Develop leveled exemplars of student writing for use in teaching and learning Reporting to BOT of achievement in writing Staff meetings focused on the analysis of data and the delivery of teaching and learning programmes Staff meetings focused on unpacking the National Standards Writing Exemplars and moderation. Individual teacher goal setting in literacy Develop Professional Inquiry into Practice as part of Performance Management Plan Review current curriculum statement and guidelines for the teaching and learning of writing. Writing Learning Walks observations to monitor writing programmes in practice. Purchase and trial use Key Links Writing Programme Participation in MANTAR ICTPD cluster to develop understanding of using ICTs to support literacy programmes. Maintain high level of teacher aide

Term 1 & 4 Term 1 & 4 and ongoing as required

Classroom teachers Principal, Classroom teachers Kumeroa-Hopelands School Writing Matrix

Term 2 and 4

Ongoing

Term 1 and 4 Ongoing

Small Schools Cluster Principals Classroom Teachers Lead teacher of Literacy Lead teacher of Literacy Classroom Teachers Principal Principal Principal

National Standards for Writing Release for moderation sessions. Travel

Massey CED AtoL Facilitator @ $1000

Ongoing

Principal Literacy Lead Teacher Principal Classroom teachers Principal Classroom teachers Principal

Term 1 and ongoing monitoring Term 1 and ongoing

Teaching as Inquiry Facilitator @ $1000

Term 2

Term 2 and 3

Principal

Ongoing All year

Fantails Classroom Teacher Principal eLearning Lead Teacher

Key Links Writing Programme Kit @ $700 Release and Travel as per 2012 MANTAR ICTPD Contract Variation

Ongoing

Principal

Management Unit @ $4000/pa

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support in literacy programmes.

SENCO Teacher Aides

Teacher Aide Salaries @ $6000

Kumeroa-Hopelands School Charter 2012

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ANNUAL READING TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN READING Links to Kumeroa-Hopelands School Strategic Goals: Goal 1: To improve student achievement in literacy Goal 3: Students to be confident and capable users of ICT Goal 4: To govern the school effectively

Strategic Objectives: To make literacy and numeracy a priority. Professional development will focus on school, staff and students needs. The key competencies will be integrated into all aspects of the classroom and school programmes. Individual needs will be catered for. Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the learning process. Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning: English All children can learn. Key Competencies: We will guide children to set realistic goals and encourage them to achieve their potential through the establishment of learning Thinking intentions and success criteria. Relating to Others Meeting individual needs will be reflected in school and classroom Using Language, Symbols and Texts programmes. Managing Self Participating and Contributing Annual Aims: Review the planning and delivery of reading programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics Increase the number of students achieving at or above the National Standard for Reading Targeted resourcing of reading material to support reading programmes Embed the characteristics of formative practice into all reading teaching and learning Use ICTs to support the teaching and learning of reading 2012 Annual Achievement Targets: 1. To increase the number of Year 4 Students reading at or above the National Standard for Reading by the end of 2012 2. To increase the total number of students achieving at or above the National Standard for Reading by the end of 2012. 3. To ensure all students make progress towards being at or above the National Standard for Reading by the end of 2012. Baseline Data: Analysis of the 2011 end of year STAR (Supplementary Test of Achievement in Reading) data for Years 3-8 showed that 16% of students were achieving below expectation.

Kumeroa-Hopelands School Charter 2012

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The same data showed 56% at and 28% above. 2012 beginning of year data for Year 4 students shows; 76% achieving below expectation (Stanine 1, 2 or 3) in PAT Reading Vocabulary, 50% below expectation (Stanine 1, 2 or 3) in PAT Reading Comprehension, and, 63% achieving below expectations (Stanine 1, 2 or 3) in STAR. Planned Actions Timing Responsibility Resourcing Collect and analyse school wide data Term 1 & 4 and as required Classroom teachers STAR/PAT tests @ $300 in reading: Principal NZCER Online marking Site @ $300/pa Year 1-2: Running records, 6 Year Nets, Alphabet and basic word recognition Year 3-8: STAR, PAT Reading Comp & Vocab, running records. Reporting to BOT of achievement in Term 1 and 4 Principal writing Staff meetings focused on the Ongoing Principal Massey CED AtoL Facilitator @ analysis of data and the delivery of $1000 teaching and learning programmes. Staff meetings focused on unpacking Ongoing Principal National Standards Reading Literacy Lead Teacher exemplars and moderation. Individual teacher goal setting in Term 1 and ongoing monitoring Principal literacy Classroom teachers Participation in MANTAR ICTPD All year Principal Release and Travel as per 2012 cluster to develop understanding of eLearning Lead Teacher Contract Variation using ICTs to support literacy programmes. Develop Professional Inquiry into Term 1 and ongoing Principal Teaching as Inquiry Facilitator @ Practice as part Performance Classroom teachers $1000 Management Plan. Review current curriculum statement Term 2 Principal and guidelines for the teaching and learning of reading. Writing Learning Walks Term 2 and 3 Principal observations to monitor reading programmes in practice. Maintain high level of teacher aide Ongoing Principal Management Unit @ $4000/pa support in literacy programmes. SENCO Teacher Aide Salaries @ $6000 Teacher Aides

Kumeroa-Hopelands School Charter 2012

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Purchase and use of Rainbow Reading TARP Programme with associated training for teacher and teacher aide.

Term 1

Principal Teacher Aide

3 x Rainbow Reading kits @ $500/kit

Kumeroa-Hopelands School Charter 2012

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ANNUAL MATHEMATICS TARGETS 2012

TARGET FOR RAISING STUDENT ACHIEVEMENT IN MATHEMATICS Links to Kumeroa-Hopelands School Strategic Goals: Goal 2: To improve student achievement in mathematics Goal 3: Students to be confident and capable users of ICT Goal 4: To govern the school effectively

Strategic Objectives: To make literacy and numeracy a priority. Professional development will focus on school, staff and students needs. The key competencies will be integrated into all aspects of the classroom and school programmes. Individual needs will be catered for. Student Learning Intentions and Success Criteria will be clearly articulated by students and teachers as part of the learning process. Assessment & reporting on students to determine level of achievement, how they relate to National Standards & next learning steps will be part of the learning process. Curriculum Area: Beliefs from our Charter that we aim for in our teaching and learning: Mathematics/Numeracy All children can learn. Key Competencies: We will guide children to set realistic goals and encourage them to achieve their potential through the establishment of learning Thinking intentions and success criteria. Relating to Others Meeting individual needs will be reflected in school and classroom Using Language, Symbols and Texts programmes. Managing Self Participating and Contributing Annual Aims: Review the planning and delivery of numeracy and mathematics programmes at Kumeroa-Hopelands School Monitor achievement data for all students and cohort groups including gender, Mori and students with special needs Initiate targeted programmes and support for students not achieving at or above the National Standard for Mathematics Increase the number of students achieving at or above the National Standard for Mathematics Embed the characteristics of formative practice into all mathematics teaching and learning Use ICTs to support the teaching and learning of mathematics 2012 Annual Achievement Targets: 1. To increase the number of students achieving at or above the National Standard for Mathematics by the end of 2012. 2. To ensure all students make progress towards being at or above the National Standard for Mathematics by the end of 2012. Baseline Data: The analysis of the 2011 end of year numeracy testing showed that 45% of Year 3-8 students were achieving below or well below the National Standard for Mathematics. The same data showed 30% achieving at the National Standard and 26% above. Planned Actions Timing Responsibility Resourcing

Kumeroa-Hopelands School Charter 2012

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Collect and analyse school wide data in maths: Year 1-2: Numeracy Profiles Year 3-8: IKAN, GLOSS, PAT Maths. Reporting to BOT of achievement in mathematics Staff meetings focused on the analysis of data and the delivery of mathematics teaching and learning programmes. Staff meetings focused on unpacking the National Standards Mathematics Exemplars and moderation. Individual teacher goal setting in mathematics Develop Professional Inquiry into Practice as part of Performance Management Plan Review current curriculum statement and guidelines for the teaching and learning of maths. Maintain high level of teacher aide support in maths programmes. Numeracy Learning Walks observations to monitor numeracy programmes in practice.+Attendance at PRT Numeracy Course

Term 1 & 4 and as required

Classroom teachers Principal

STAR/PAT tests @ $300 NZCER Online marking Site @ $300/pa

Term 1 and 4 Ongoing

Principal Principal

Ongoing

Principal Numeracy Lead Teacher Principal Classroom teachers Principal Classroom teachers Principal Numeracy Lead Teacher Principal SENCO Teacher Aides Principal Management Unit @ $4000/pa Teacher Aide Salaries @ $6000

Term 1 and ongoing monitoring Term 1 and ongoing

Teaching as Inquiry Facilitator @ $1000

Term 2

Ongoing

Term 2 and 3

Term 1

Fantails/Tui classroom teachers

Registration @ $95

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KUMEROA-HOPELANDS SCHOOL REVIEW, REPORTING AND CONSULTATION SCHEDULE

2012 February March April Policies and Procedures Complaints Evacuation Sun Smart Enrolment Pre School Visits Performance Appraisal Special Needs Reading Recovery LEOTC Head Lice Assessment and Evaluation of Pupils Reporting to Parents/Caregivers Civil Defence Religious Education Behaviour Management Staff Dealing with Incidents Staff Professional Development Policies and Procedures Self-review Consultation with Community Treaty of Waitangi/Taha Mori Curriculum Delivery Withdrawal of Students from Class Equal Employment Opportunties Equity Protected Disclosures Appointments Code of Conduct Curriculum Achievement Reports Community Consultation Religious Education Reporting to Parents

Reading Writing

May June July August September October November

Mathematics

School Uniform Religious Education Homework Vision/Beliefs/Strategic Direction Vision/Beliefs/Strategic Direction for Mori Charter

Achievement in relation to National Standards Te Reo SENCO Reading Recovery Achievement in relation to National Standards Teacher Inquiry Curriculum Achievement Reports Reading Writing Mathematics SENCO Achievement in relation to National Standards eLearning

December 2013 February March

Charter/Annual Goals Community Consultation School Camp/LEOTC PREP Production Mori/whnau Computer and Internet Use/Cybersafety Behaviour Management

April May June July August September

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October November

December 2014 February March April May June July August September October November December

Classroom Release Time Relieving Teacher Complaints Computer and Internet Use/Cybersafety BoT Meeting Policies and Procedures Financial Management Theft and Fraud Property Alcohol and Recreational Drugs School Bus Policy School Bus Safety Bus Evacuation School Bus Schedule of Maintenance Casual Bus Driving Medical Treatment Contact with Blood/Body Fluids Asthma Management Pandemic Planning Privacy Child Protection Child Allegations Against Employees Sexual Harassment

Reading Recovery Achievement in relation to National Standards Teacher Inquiry Curriculum Achievement Reports Community Consultation Charter/Annual Goals

Reading Writing Mathematics Library

Sport/Active Schools

eLearning

Achievement in relation to National Standards SENCO Inquiry Learning Reading Recovery Achievement in relation to National Standards Teacher Inquiry

Vision/Beliefs/Strategic Direction Vision/Beliefs/Strategic Direction for Mori

Charter Charter/Annual Goals

Kumeroa-Hopelands School Charter 2012