| Goal |
Supporting Actions |
Success Indicators |
1.
Staff, students and Board members are supported and encouraged to be positive,
friendly, enthusiastic, energetic, skilled and motivated. |
A
review is carried out of the guidance, discipline and student welfare
systems. School values are frequently promoted and espoused to staff, students,
parents and Board members. |
Processes
are in place to promote positive attitudes, relationships and behaviours
between students, between staff and between staff and students. |
|
| 2.
Priority is given to the promotion and achievement of effective communication
between all groups associated with the school. |
The
Board will continue with a regular programme reviewing policies and procedures
related to the National Administration Guidelines and Curriculum areas. |
The
Board reviews policies and procedures related to NAG 5 (Health and Safety),
NAG 4a (Finance) and NAG6 (General Legislation). The Board reviews the
Languages, Arts and Sciences curriculum areas.
|
| |
The Board will
receive regular reports on programmes run through the Community Learning
Centre. |
Community programmes
are well administered and effective in meeting community needs |
| |
Closer relationships
will be developed between the school and contributing primary schools. |
More co-operation
and contact between SHS and contributing schools. |
| |
Board and management
commit to an open collaborative approach to sharing information with staff. |
Relationships
between staff and Board are open and positive |
|
| 3.
Buildings, grounds and facilities are attractive, well maintained and suitable
for teaching and learning. The school environment is safe and secure. |
The
Board in consultation with the staff Health and Safety Committee will review
all Health and Safety policies and procedures. |
Policies
and procedures are up to date relevant and well understood by staff and
students. |
| |
The 10
Year Property Plan is reviewed and a concept plan for the future development
of the school is drawn up. |
Following
consultation and careful planning a 10 Year Property Plan and concept
development plan are approved. |
| |
The
Board and Ministry agree on the next 5 Year property funding entitlement and
work begins on implementing the property plan. |
Funding
is available and work is underway on the property development plan. |
|
| 4.
Junior students attain improved literacy, numeracy and essential learning
skills. |
Students
develop social and cooperative skills, self management skills, work and study
skills and curriculum skills. |
In the
Junior Graduation Program 97% of students achieve the graduation standard. |
| |
The
Numeracy development project is carried out in terms of the contract with the
Ministry. |
Student
reading and numeracy levels improve during the year. |
| Senior
students attain qualifications on the NQF with a greater focus on the achievement
of merit and excellence. |
Teachers
undertake professional development in how to improve senior student
achievement. |
The
percentage of students achieving NCEA at Levels 1, 2 and 3 is greater than at
other schools of the same decile. |
| |
The
focus of student achievement is on the quality of credits achieved. |
There
is an increase in the proportion of merit and excellence credits gained by
students compared to 2005. |
| Assessment
information is collected and used to improve student achievement. |
Assessment
information is collected and presented in a clear, consistent and useful
manner. |
Assessment
information is available to inform the Board, staff, parents and students on
levels of achievement |
|
| 5.
Ensure that Maori students achieve to their full potential |
Develop
policies and procedures to address concerns related to student achievement,
attendance and retention in consultation with families and community leaders,
where available |
Policies
are developed and implemented by the end of 2006 |
