1. Charter 2014 - 2018 “Learning to grow: growing to learn”

2. Families are valued and it is seen as high priority that staff keep a balanced lifestyle to ensure care of all aspects of their well being. Our expectations of each other are realistic and achievable. To ensure balance is respected, we seek and provide regular feedback and feed-forward. Everyone is encouraged to ask for help, knowing that such requests are received openly and acted upon. Through our values and health programmes, our students respect themselves and others. They are learning to take responsibility for their own learning, be self-reflective, resilient, self-evaluating and focussed on clear future goals. Hands-on experience is valued, and students develop the strategies for self-directed learning to realise their full potential. Distributed leadership is promoted throughout the school. Our parents are a valued resource for shared understandings about our various cultures and we continually encourage them to share their knowledge. A strong focus of our kiwi culture will also be integrated and shared throughout programmes. Our effective communication systems mean that we celebrate and draw strength from our diversity. We are our community’s school and involve them in school life at every opportunity. This creates our atmosphere of sharing, caring and respect that epitomises our school – Baverstock Oaks School. 14/02/13 “ Learning to grow: growing to learn”. Baverstock Oaks School is warm, inviting and welcoming. Our staff, students and families form a partnership; the entire community is working together towards a shared vision. Our students understand what learning is, and learn how to learn. Learning experiences are authentic so learning has purpose. We create learning environments that ensure students and staff feel valued and supported. An open door policy exists which enables the community to celebrate and invest some of themselves into the success of the school. The Baverstock Oaks Learning Cycle scaffolds powerful learning and addresses individual needs. A positive learning environment is evident where learners feel confident, safe and comfortable to express their ideas. They exhibit an awareness and engaged involvement in the learning process, knowing what they are doing, why they are doing it and where to next. Where there is an identified need to attain learning goals, specialised teaching may be sought. Learning experiences are integrated and authentic. Children are motivated through an enthusiastic, passionate teaching staff who model and promote high personal standards. Action learning, thinking strategies and the inquiry process enable students to possess an array of tools to assist their learning journey and lead them into deeper understandings. Assessment practices directly inform future learning and identify students’ future learning goals. There is evidence of a strong reflective culture. Baverstock Oaks School shared vision

3. We Value…........ The sense of ‘family’ and learning partnerships A High Quality Learning Environment The Power of thinking and reflection Questions, feedback and feed-forward The diversity of our community The well-being of the ‘whole’ person Our Core Values

4. Baverstock Oaks School is located in Baverstock Road, Flatbush, Auckland. This is in the northern part of the Flatbush Future Urban Area, Manukau City. Flatbush is one of the last major ‘greenfield’ areas available for development within Auckland Metropolitan urban limit. There is currently rapid population growth and this is to be sustained, growing by approximately 35,000 from 2003 to 2020. Growth rates, consistent with projected population increase, of school age population is expected over the next 20 years and beyond. The site is 4.13 hectares and the school is constructed for an infrastructure of 728. The Ministry has reviewed the decile rating to a 6 in 2015. The housing is all new construction. It is made up of a collection of dwellings of 4-5 bedrooms on small sites, smaller 3 bedroom detached housing, apartment living and a collection of smaller terraced housing of 3 bedrooms. The growth has been rapid and the school leadership and Board will have managed it carefully. With a zone review in 2010 we now have a shared section with Mission Heights Primary to the east. The population is of mixed ethnic origin. The student body includes than 1% international students Maori (7.4%) and (6.6%) Pasifika students. There are a large proportion of Indian and Asian students (60%), European (20%) and the other (6%) who are students is a mix of Australian, South African, English, Scottish, Canadian, Russian, Swiss, North American, African, Polish and others. Across the school 35 different nationalities are represented in staff and students. There are 53% English second language students. A large proportion are recent arrivals to New Zealand. This brings challenges for the school in establishing the school learning culture and addressing needs of all students. A highly competent teaching staff is the key which involves high-level coaching and professional development based on content and pedagogical needs. Our Community

5. The school looks for as many opportunities as possible to include the community in school life. These include the annual evening picnic at the start of the school year and the annual International Food festival. There are also many parent education/information evenings at the school including parent and teacher interviews, student-led conferences, book week celebrations, health evenings, cybersafety evenings and curriculum based nights. The parent and teacher association (FAB –Friends at Baverstock) hold monthly meetings where a principal’s report is always given to inform parents about upcoming events and programmes. The school tries to offer variety and availability of communication to suit all needs including running our own daily TV station – BNN News. In 2013 a new Early Childhood Centre, Edukids Baverstock, opened on the school site. We have formed a very positive link with the centre staff to ensure we have a similar ethos and positively transition children to our school. Our reception programmes for our five year old students will have authentic links with the Te Whariki and the NZ Curriculum to ensure we foster relationships with teachers and children that affirm their identity as learners and welcoming of their family and whanau. The successful transition to school strategies developed in 2015 will continue to be strengthened as we are already seeing positive benefits for all parties. The work with the MOE Inclusivity project started late 2014 and through i2015 will continue in 2016. See Inclusivity plan. A safe environment, physical & emotional, for all to learn has always been the key focus. The atmosphere is one of mutual respect and many parents have reported that this impacts positively on home life. The ‘buddy’ system has been a strong feature of the family environment. During 2007, as a result of the 2006 school wide review, it was decided that the staff would explore the six core values with the students. The programme was designed during the 2007 retreat and has become embedded in every thing we do. The school operates in a very reflective culture that aims to be inclusive of all needs and all learners. Even though the school is recently established, systems, programmes, procedures and policy are constantly reviewed as the clientele are forever growing and changing. Parents have been surveyed, students and teachers have been surveyed and there is a strong induction programme in place for new staff, new students and new families. The school is viewed by the community as a warm and welcoming place. The concept of creating a ‘village green’ for this new community is truly a reality. Parents report often that they feel welcome when entering the school, they feel people listen, they trust the school and its programmes and they reap the benefits in their lives at home. Creating A Safe & Supportive Learning Environment

7. The school places a large emphasis on the inquiry process for learning. We have worked on trialling various models to finally establish one that works at each level and that we can scaffold throughout the school. With our population dynamics changing as well as our obligations to the New Zealand Curriculum we endeavour to include a strong focus on our bi- culturalism and what it means to be a New Zealander living in the Pacific area. Many of our immigrant families specifically ask what does it mean to be a kiwi and therefore we include aspects of our bi culturalism across the curriculum. The New Zealand Curriculum describes a cyclical process of inquiry that it calls “Teaching as Inquiry”. While students are at its heart, the Teaching as Inquiry cycle isn’t just about student learning. It’s also about teacher learning as they deeply inquire into the results of their influence. When teachers inquire into the relationship between their teaching and their students’ learning, they add to the knowledge and skills they can use to respond to the particular needs, interests, and strengths of the diverse students in their classes. As teachers build their knowledge and talk about their learning with their students, they model for their students what it is to be a lifelong learner. This process is deeply enhanced with the systems and structures introduced in 2011 with the BOSPIC (Baverstock Oaks Performance Inquiry Cycle). This has been developed to include the power of learning conversations and coaching as well as the collection of evidence towards achieving the Registered Teacher Criteria. The 2013 model has been through two self reviews. Curriculum Design

8. Baverstock Oaks School will take all reasonable steps to provide Tikanga Maori and Te Reo Maori within the school.. The school will ensure this happens by: Consulting with the community when appropriate Providing Professional Development for staff in Tikanga Maori/Te Reo Maori implementation in the classroom if required Exploring the use of the local iwi in delivery of programmes See also our Maori and Pasifika plans developed and implementedin 2015 Baverstock Oaks School aims to implement programmes of learning that reflect and include reference to New Zealand’s unique cultural diversity including knowing about our past heritage. The school will: Identify with local and regional history Observe and reflect on national days such as Waitangi Day & ANZAC day Implement the use of Te Reo Maori when planning and delivering the curriculum Continue to develop and support our Kapa Haka group and welcome visitors with a powhiri Ensure Maori perspectives in all enviro projects are Encourage staff to use commands and Te Reo in classrooms as and when appropriate Encourage all staff to write and perform their own mihi and support all their students to do the same. All those who work in education in Aotearoa New Zealand can take pride in the results we achieve for our young people. We can point to years of outcome-linked evidence showing that many of our young people are succeeding as learners. Nevertheless, we also know that, on average, some groups have not been learning successfully within our education system and that these groups have tended to include Māori and Pasifika. In the face of increasing evidence that these patterns are not set in stone and that effective teaching can make a real difference for all students, there has been a more deliberate focus on doing better for our Māori and Pasifika students. Doing better for our Māori and Pasifika students requires recognising the rich diversity that exists within each of the two student populations. For example, New Zealand’s Pasifika population includes multiple ethnicities, languages, and cultures, and Pasifika communities comprise people born in the Pacific Islands and in New Zealand. Doing better also requires recognising that each student is an individual, with their own understanding of what it means to be Māori or Pasifika and of what it means to be a New Zealander. Enriching the transition to school process with the inclusion of the ECE Centre on site from 2013 addresses a key goal in Ka Hikitia – Managing for Success: The Maori Education Strategy 2008 – 2012 (Ministry of Education, 2008a) Maori & Pasifika

9. The school is strong in self review from classrooms, to teams and school wide, Board of Trustees and through out the community. Each term there is a specific focus for school wide review. Every February the Board complete a formalised audit as well as regular aspects of reviewing their strategic goals throughout the year. The community are consulted regularly and surveyed to gain opinion. Our BOSPIC (Baverstock Oaks School Performance Inquiry Cycle) focuses us on regular review. The overall concept of BOSPIC is based on the regular use of high quality learning conversations. When these are used effectively, they are a vehicle of growth to achieve our shared vision, core values and personal visions. As Baverstock Oaks School is entirely based on “Learning to grow, Growing to learn” we strongly believe that each member of the team commits to an ongoing cycle of personal and professional growth to enhance us as teachers and learners. Effective performance, involves monitoring and evaluating, encouraging development and recognising achievement. This requires a cycle that integrates both accountability and development functions. The cycle needs to cover the functions that begin at recruitment and follow through to exit. When all team members engage effectively performance inquiry there will be mutual learning. The Power of Thinking & Reflection (self review)

10. The strong foundations laid down at Baverstock Oaks School bode well for the continued dynamic learning journey embodied in the shared vision. Shared experiences, agreed core values and a clear and common focus create unity in a very diverse population.. The school supports a number of ORS funded students and many moderate needs students. Through a self funded Learning Support department we are able to accelerate learning for many of these students. Learning Support has the inclusive purpose of delivering: ESOL interventions for identified students (MoE referral forms) Targeted literacy interventions for students identified as just below the standard Inclusive practices through life skills programmes We have developed strong working relationships with many outside agencies providing professional learning for staff as well as support systems for children and their families. The work with the MOE Inclusivity project started late 2014 and through i2015 will continue in 2016. See Inclusivity plan. Inclusiveness @ Baverstock Oaks

11. OUR EXPECTATIONS Teachers will : Provide the very best learning opportunities and experiences Encourage students to take risks challenging their own abilities Meet the individual needs of all students Always have a smile and are consistent Be enthusiastic and positive Welcome all students, parents and visitors Listen openly to the concerns of students, parents and colleagues Model that we are all learners and that we can achieve what we set out to do Support the difference of each child Regularly monitor their effectiveness as teachers

12. Children will : Be prepared to learn Always do their personal best Display honesty, reliability and trustworthiness Be friendly to others Will respect themselves, others and property Take responsibility for their own decisions and actions Show initiative Be positive and believe they can do it Take risks Persevere and show determination Be proud of themselves, others and school environment Will become self managers of their own learning

13. School Community will : Take a full part in assisting the school to achieve the shared vision Be loyal and supportive of the school Be open to new ideas and initiatives Be willing to accept change Become familiar with the operations of the school Feel welcomed at Baverstock Oaks School Encourage their children that they can be successful Ensure their children attend school regularly Ensure their children arrive at school prepared to learn and on time Encourage self responsibility Support their child’s learning Show an interest in their child’s learning Help out when school activities require parents

14. Baverstock Oaks School Board of Trustees will: Act as a good employer to all staff Ensure strong & effective governance practices are implemented Regularly monitor school expenditure in line with current year budget Allocate funds to meet the school priorities so that student achievement is enhanced Implement the 5 / 10 year property plan to ensure the school’s facilities provide a safe, healthy learning environment

15. Strategic Goal 1 * All students will make positive gains in literacy and numeracy. Strategic Aim 1: National Standards progress is tracked and monitored effectively to ensure student progress is used effectively to support improved progress and achievement in student outcomes. Strategic Aim 2: All students are able to access the New Zealand Curriculum as evidence of achievement in relation to National Standards. N.B.: These strategic aims are very high level and don’t reference specific National Standards (reading, writing or mathematics) or year levels. This level of detail is included in the annual plan and targets. The Board are leaving this goal to the reasonable interpretation by the Baverstock Oaks Senior Leadership Team. See Annual Plan and Targets for details.

16. Strategic Goal 2 * Our graduate students will reflect the Baverstock Oaks School core values Students will display the following attributes to show we value : The Sense of Family and Learning Partnerships Respectful relationships are paramount Have a passion for learning Actively contribute to all relationships High Quality Learning Environment Self motivated Consistently succeed Humility Resilient Perseverance The Power of Thinking and Reflection Students will develop a personal toolkit to enable them to: approach life in a considered way Use thinking and reflective processes to achieve success Think about the effect of their actions on other people and the environment. Questions, feedback and feed forward The ability to ask questions to ascertain deep meaning Display a curiosity about our world Able to reflect on feedback given and plan actions forward Able to give appropriate feedback The Diversity of our Community Celebration of other cultures Respect for own personal heritage Understanding of other cultural traditions and ceremonies A shared understanding of what it means to be a New Zealander Celebration of diversity as our strength Highly visible inclusive education opportunities The Well Being of the Whole Person An understanding of personal safety strategies and how to action these Be aware of self care to enable them to live a full and balanced life Being prepared to be challenged out of own comfort zone to enable growth and development Positively accepting differences in others Measures: Board Members will be able to have personal affirmation that these are being developed by: Discussions had with staff members Discussions had with students Trustees personal observations School truant / stand down / suspension statistics

17. Strategic Goal 3 * To continue to develop sustainability practices school-wide Sustainable waste management Measures: This is noted by a reduced cost in waste removal Community education is evident leading to parental support Reduced waste = clean school Sustainable energy practices Measures More students walking to school Greater parental support for walking school buses Student annual report to BOT Sustainable horticultural practices Measures This is noted by regular produce being available for sale / use Board able to view gardens Student annual report to BOT Sustainable organisational practices Measures Systems and structures throughout the school Distributed leadership & collaborative practices highly visible school wide Regular reports to BOT Ensure all property is reviewed in line with our new 10YPP and plans created to upgrade

18. Teacher Inquiry Action Research 2013 Retreat Jan 2013 – Set up environment for teacher inquiry to take place. Recent NZ research used – Gilbert & Bolstad (2012) and ERO Teacher Inquiry report 2012 Term 1 2013 Teachers all committed to an inquiry question that would: - lead us closer to our shared vision - be leveraging off a personal strength - raise student achievement and engagement Terms 2 & 3 teachers all engaged in their inquiries having learning conversations mid and end of each term with coaches over evidence gathered Term 3 every teacher has individual 45 minute learning conversation conference with Principal Term 4 three workshops to assist teachers to form groups of ‘connected strategies’ and synthesise recommendations going forward for school wide implementation to take us closer to our shared vision Retreat Jan 2014 – Seven groups present their findings and recommendations with evidence and then vote taken to look at logistics for school wide implementation (see task descriptor chart next 2 pages)

19. Description of following task descriptor analysis The following analysis is used to gain the perception of difficulty to implement each of the seven strategies The voting process focuses on impact versus resourcing and is an individual vote of all staff The levels of perspective are displayed to the right. Impact closer to vision level = higher impact across the organisation The objective is to carefully time strategies for maximum impact and connection to the next one however timing is vital to ensure deep implementation and staff well being. Slower is faster The final order of the seven strategies is after the voting data. The voting data is an important artefact in the process.

22. Strategic Overview for School wide implementation 2014 - 2018 2014 Making connections and building relationships with students, parents and the community Shake it up, mix it up, spice it up – WHY? Using experiences/choices to spark engagement in literacy ( mid 2014) To create a BOS Curriculum through: discover & explore build independence passionate engagement personalised learning leading to self directed learners 2015 Implement BOS Curriculum Use a variety of strategies to enhance motivation & creativity of students to learn e.g. elearning, music 2016 Sustainable practices using collaborative structures Growing self-managing and independent learners through movement e.g. reflexes, PMP, Walking the walls, EOTC, In class movement, lunch time organised sport 2017 Developing place value understanding to enhance students part whole thinking through: Intervention numeracy programme Building teacher content and resource knowledge Read say do x 2