2016 School Charter & Annual Plan & Strategic Plan 2017 to 2020

Introductory Section

Ehara taku toa i te toa takitahiengari he toa takatini
The strength of the hand is not the strength of each individual finger, but in the strength of all of the fingers working together

Our School’s Purpose

MISSION STATEMENT

The purpose of Mountain View School is to provide quality learning which respects and is appropriate to each child’s social, cultural, physical, spiritual and intellectual needs and encourages them to achieve their personal best as individuals and as members of a community.

Achievement of this purpose is dependant on a partnership between the community, the families, the children, the staff and the Board of Trustees of the school developed through a process of shared accountability.  We acknowledge that education can have a powerful effect in determining student attitudes and behaviours in respect of their own learning, their perception of self and their relationship to others.  Therefore, we seek to achieve quality learning based on the principles that curriculum should:

  • focus on the learner
  • promote a sense of cultural identity
  • promote equity
  • achieve balance and coherence
  • provide for accountability

 

TE UARATANGA

Ko te tino putake o te kura o Tirohanga Maunga he whakahaere akoranga kia pakari ai i a tamaiti i roto i tona ahuatanga, papori, ahurea, taha tinana, taha wairua, taha hinengaro hoki.  Ma tenei hoki ka tutuki nga tumanako whaiaro e matea ana o ia tamaiti i roto i te whanau o te kura.

E tutuki ai tenei uaratanga me whakawhanake he tukanga i runga i te ngakau tapatahi i te mahi ngatahi hoki o nga whanau whanui, nga tamariki nga pouako me nga kaitiaki o te kura.  E whakapono ana matou ma ta matauranga e whakamana, e whakatika nga waiaro me te ako a ia tamaiti, mona ake, me te panga ki etahi atu.  No reira ka anga matou ki te tiketiketanga o nga akoranga i runga i te whakapono ko nga marautanga ako me

  • arotahi ki te akonga
  • whaiwhakaara ki tona mana motuhake
  • whaiwhakaaro kia orite katoa
  • orotau me mahi tahi
  • pumau ki te kaupapa ako

 

O LE SINI O LE FAAMOEMOE

O le naunautaiga ma le faamoemoe o le aoga a Mountain View Primary School ina ia maua e le tamaitiiti se aoaoga lelei e amanaia ma fetaui mo lo latou aoaoina i le tino, mafaufau, agaga ma le aganuu aemaise ai foi manaoga o tagata taitoatasi, ina ia faamalosia ma avea ma tagata nuu lelei i totonu o aiga aemaise ai foi alaalafaga.

O le faataunuuina o lenei faamoemoe e faalagolago lea i le galulue faatasi o aiga, o tamaiti, o faiaoga ma le komiti o le aoga.  E talitonu o le lelei o le aoaoina o le tamaititi e mafai ai ona suia amioga ma uiga ma faatauaina ai lo latou olaga aoaoaina e le gata oi latou lava ae faapena foi i nisi.  O lea la ua matou taumafai ai i le lelei atoatoa e saunia ai mataupu e:

  • faatatau lava i le o loo aoaoina
  • faatauaina lona ituaiga tagata
  • faatauaina le tutusa o tagata uma
  • maua ai le sini o lo latou faamoemoe
  • mafai ai ona latou vaaia i latou lava.

 

KO E FAKATOKA TOKAAGA HE TAU GAHUA

Ko e Matapatu e Aoga Mountain View hanei.  Fakakite e tau fakaakoaga kua aoga, hokulo mo e mitaki ke lata ma e tau momoi, tau aga fakamotu, tau momoui tino, tau momoui fakaagaga mo e tau kumikumiaga ke he iloilo mo e tau pulotu.  Kia logomatai foki e lautolu ke taute mo e tau loto katoatoa mo e fakamakai kia moua e tau momoui ha lautolu e tau monuina logama lautolu ni ti pihia foki ma e tao tau momoui ki loto he maaga poke motu.

Ko e kautuaga he tau fakatokatoaga nei kua lago lahi, ke he gahua fakalataha he tau magafaoa, tau fanau mo e matakau fakatokatoka gahua he aoga.  Kia gahua pihia foki ke heta fakaholoaga he tau gahua mo e felagomatai aki auloa.  Kua iloa tonuhia e mautolu ko e tau fakaakoaga nei kua malolo lahi ke fakakite poke lagomatai e tau manatu, tau mahani kia makai mo e fiafiua ke fakaako ma lautolu ni poe ha lautolu a tau fakafetuiaga mo e falu.  Ko e mena ia kua kumikumi s mautolu ke moua e aoga mo e hokulo he tau mena ke fakaako ke hagaao ni.

  • fakia ia ne fakaako
  • iomoi e tau aga fakamotu
  • omoi e tau aga fakamotu
  • imoua e tataiaga mo e hokulo
  • ia vaaia lelei tamaiti ao ia i o ia i le aoga

 

KO ‘EMAU TAUMU’A:

Ko e taumu’a ‘o e ‘Apiako Mountain View ke nau ako’i mo mahino’i e mahu’inga ‘o e k’ii fanau kotoa pe ‘o fakatatau ki he’enau fiema’u fakasosiale, angafakafonua, fakaesino fakalaumaile, faka’atamai pea mo fakalotolahi’i kinautolu ke nau lava ‘o fai honau lelei taha fakafo’ituitui pea pehe foki ko e memipa kinautolu ‘o e kolo.

‘E lava ‘e taumu’a ko ‘eni ‘i he fengaue’aki ‘a e ngaahi famili, fanau, kau faiako pea mo e Poate ‘o e Talasiti ‘i he feongoongoi mo e ngaue fakataha.  ‘Oku lava ke hoko e ako, ko ha me’a ke ne fakaha e to’onga fakakaukau mo e ‘ulungaaenga, ‘oe tokotaha ako ‘i he ‘ene ako pea pehe foki ki he ‘ene feohi mo e kakai kehe.  Ko ia ai ‘oku mau feinga ke mau lava’i mo a’usia ‘a e ngaahi taumu’a ko ‘eni ‘aki ‘emau ako’ i e fanau ‘o fakatatau ki he ngaahi mo’oni ko ‘eni:-

  • fakatefito e tokanga ki he tokotaha ako
  • poupou’i kenau ‘ilo’i honau anga fakafonua
  • ako’i kenau ‘ilo ‘oku to’unga tatau ‘a e tokotaha kotoa pe
  • ke a’usia mo ma’u e ‘ilo fakalukufua
  • faingamalie ke te fai ha ngaue lelei, mo aonga

STATEMENT OF BELIEF / PRINCIPLES

OUR COMMITMENT TO LEARNING AND TEACHING

WE ARE HERE TO:

Provide quality learning which respects and is appropriate to each child’s social, cultural, physical, spiritual and intellectual needs, and encourages them to achieve their personal best as individuals and as members of a community.

THIS MEANS WE HAVE A RESPONSIBILITY TO:

  • The children to see that they are provided with quality teaching and learning programmes as experiences in all aspects of the curriculum to enable them to achieve their personal best as individuals and as members of a community and maintain a strong sense of their cultural beliefs, background and identity.
  • The community and New Zealand people who financially support the education system and with whom we have a social contract to provide quality education for all New Zealand children
  • Our own profession and colleagues to maintain professional integrity and add to the stock of professional excellence.

 

OUR BELIEFS/PRINCIPLES ARE UNDERPINNED BY THESE UNDERSTANDINGS:

  • We acknowledge the Treaty of Waitangi and the unique status of Maori as tangata whenua in Aotearoa New Zealand. This includes the right of Maori learners and whanau to expect definitions of achievement and success “as Maori” are explicit in policy and practice, and authentic engagement with mana whenua and the Maori community.
  • Relationships are based on aroha, whanaungatanga, manaakitanga, and respect for the physical emotional, cultural, intellectual, spiritual, and social wellbeing of the children. 
  • Policies and special curriculum targets are in line with our philosophy, and include cultural perspectives and obligations
  • School leadership team and other staff will reflect the cultures and languages of our community
  • Educational importance of a physical environment that supports innovative learning programmes, promotes cultural identity, reflects the standards of excellence set for the school and engenders pride in all members of the school community
  • Teaching / learning environments should promote sharing and caring, challenge, high expectations and risktaking as a learning process and student leadership
  • A focus on ‘learning to learn’, metacognitive facilitative teaching and learning
  • Evaluation as a consultative process promoting open collaborative sharing of expertise and knowledge between children/parents/whanau and teachers with shared accountability for the children’s learning
  • Acknowledgement that curriculum in its widest sense can have a powerful effect in determining student attitudes and behaviours in respect of their own learning, their perception of self and their relationship to others. 
  • The importance of creativity and divergent thinking and our children as future leaders
  • Governance and management structures promote cohesive and coherent functioning in open transparent ways
  • Partnerships between the community, the families, the children, the staff and the board of trustees of the school developed through a process of shared accountability. 

WHAT WE WANT OUR STUDENTS TO LEARN

  • To enjoy and be excited by learning throughout their lives
  • To have a strong sense of self worth and self esteem
  • To show courtesy and consideration for each other at all times
  • To show fairness, respect others and to be respected
  • To know that their contribution to the school is recognised and valued
  • To celebrate achievements and to understand that everyone contributes towards this
  • To set and strive for personal goals
  • To seek challenge
  • To feel secure and confident to experiment and make mistakes
  • To understand, show concern for, and be sensitive to the needs of others
  • To feel safe
  • To not harm themselves or others in any way – physically, verbally or emotionally
  • To know that there are always alternatives to inappropriate behaviour
  • To be enabled and empowered to make and fulfil life choices
  • To have a strong sense of identity
  • To value and understand their own culture as the base of all their learning
  • To be comfortable using other languages at school
  • To understand and have respect for the cultures and beliefs of others which might be different from their own
  • To understand and respect the status of Māori as tangata whenua
  • To accept that working as a family is a strength which carries both benefits and responsibilities and everyone needs to cooperate
  • That older and younger students work together and help each other as they do in families
  • That they are responsible for and to each other
  • That there are different learning styles
  • That it is important to be honest
  • That it is important to work hard and always try to do their best
  • That school and community take joint responsibility for their learning

LEARNING, SOCIAL, CULTURAL & PERSONAL GOALS AND VALUES


ME AKO NGA TAMARIKI I RUNGA I TE

  • Parekareka i te hihiko ki te ako mo ake tonu atu
  • Tu maia, tu pakari i runga i tona ake mana, i tona ake whaiaro
  • Mahara nui ki etahi atu, i nga wa katoa
  • Whaiwhakaaro ki etahi atu, a, peratia ano hoki ratou
  • Mohio he mana tana rourou ako
  • Marama i whai whai etahi atu ki tana i tutuki ai, a ka whakanuitia’
  • Whakatau, whakarite whainga whaiaro
  • Te rapu whakamatautau
  • Mauri tau ki te whakamatau, ahakoa ka puta he mai
  • Whakaaro nui, i runga i te aroha ki nga matea o etahi atu
  • Aro ki tona haumaru
  • Pai ki te tiaki ia ratou, kia kore ai e whara
  • Marama he nui nga huarahi whakatau wairua
  • Whakatutuki i nga wawata me nga tumanako mo tona toiora me tona oranga
  • Tu i runga i te tino rangatiratanga
  • Whakapono i ahu mai i tona ahuirea i tona whakapapa te timatanga ako
  • Pai ki te whakamahi i etahi atu reo i te kura
  • Marama ki nga tikanga me nga ahurea o etahi atu tangata
  • Mohio ko te iwi Māori te tangata whenua o tenei motu
  • Whakaae ma te mahi a-whanau, me te mahi tahi, ka tutuki nga whainga whaiaro me nga haepapa
  • Marama ki te tikanga ako teina-tuakana, ki te awhina tetahi ki tetahi hei huarahi ako
  • Awhi etahi i tetahi
  • He maha nga ahuatanga ako
  • Marama ki te mahi tika i runga i te pono
  • Me u, me kaha ki te mahi i nga wa katoa
  • Whakapono me mahi ngatahi o te kura me tona whanau hapori i roto i nga mahi ako

AKORANGA PAPORI AHUREA WHAINGA WHAIARO


MATOU TE MANANA’O IA AOAOINA LE FANAU INA

  • Ia fiafia ma manao tamaiti i lo latou olaga aoaoina
  • Ia faatauaina e ia lona tagata
  • Ia tutusa tagata uma, iloa faaaloalo ma amanaia isi i taimi uma
  • Ia faaaloalo i isi ma ia faaaloalo isi ia tei latou
  • Ia iloa e taua tele ma amanaia lo latou sao i le aoga
  • Ia fa’atauaina ma ia malamalama e galulue faatasi tagata uma mo lo latou olago aoaoina
  • Ia tauivi ina ia maua le sini o lo latou faamoemoe
  • Ia ola tauivi
  • Ia aua nei popole pe fefe pe a latou faia se mea sesei
  • Ia malamalama ma amanaia manaoga o isi
  • Ia saogalemu mai i mea e ono afaina ai i latou ma lamatia ai lo latou ola i o latou tino malatou mafaufau
  • Ia aua nei o latou faaleago i nisi po o i latou lava i le tino ma o latou loto
  • Ia iloa e tele nisi auala e foia ai uiga le taupulea
  • Ia faamalosia ma saunia mo a latou filifiliga mo le lumanai
  • Ia faatauaina o ia lava
  • Ia malamalama ma taua ia tei latou le taua tele o a latou aganuu i lo latou olaga aoaina
  • Ia fiafia e faaaogaina isi gagana
  • Ia malamalama ma faaaloalo I tu ma aganuu a isi e ese mai ia i latou
  • Ia faaaloalo i tu ma aganuu a tagata nuu o Niu Sila
  • Ia latou taliaina o le galulue faatasi e pei o aiga o le malosiaga lea o le latou olaga aoaoina
  • O tamaiti matutua ma tamaiti laiti e galulue faatasi e pei ona faia i aiga
  • Ia mataala ma vaaia e le tasi le tasi
  • Ia latou iloa e tele ituaiga auala eseese mo lo latou aoaoina
  • Ia faia le mea e gata mai ai le lelei o le tamaititi
  • Ia galulue faatasi le aoga ma le alalafaga mo le lelei o aoga a le fanau
  • E taua tele le faamaoni i soo se taimi

AOAOINA, OLA FIAFIA, MA LE SINI O LE FAAMOEMOE O LE TAMAITITI


KOE NGAAHI ME’A OKU FIEMA’U KE AKO ‘E HE FANAU:

  • Ke manako mo fiefia, ke nau ako he to'onga 'enau mo'ui
  • Ke malohi 'enau ongo'i 'oku nau mahu'inga
  • Ke nau lava'o fakaha 'enau faka'apa'apa ki he kakai kehe he taimi kotoa pe
  • Ke tau faka'apa'apa ki he kakai, pea'e faka'apa'apa'i foki kita
  • Ke fakamahu'inga 'enau tokoni ki he 'apiako 'oku mahu'inga 'enau ngaue
  • Ke fakafiefia'i e ngaahi me'a kuo lava mo mahino'i 'oku, kau e tokotahakotoapehetokoni, ki he ngaue kuo lava
  • Ke fokotu'utu'u mo feinga ke lava'i e ngaahi taumu’a takitaha
  • Ke te lava 'o pole'i ke te fai ha ngaahi me'a fo'ou
  • Ke te ongo'i oku tau'ataina 'ete ako; pea koe fehalaaki'e hoko ko e ako'anga
  • Ke te fakaha 'ete tokanga mo 'ete mahino'i fekauaki mo e ngaahi fiema'u 'a e kakai kehe
  • Ke te ongo'i hao mo malu 'i 'api ako' ni
  • 'Oua 'e hoko 'ete loto mamahi ko ha me'a ke te lea kovi pe anga kovi ai
  • Ke te 'ilo'i oku 'i ai ma'u pe 'a e ngaahi mea kehe kehe mo saiange ke te fai 'i he ngaahi anga' 'oku pau'u
  • Ke tokon'ii mo fakalotolahi'i ke lava 'o fili mo fakaa'u 'ete nga'ahi fili 'i he'ete mou'i
  • Ke te ongo'i mo 'ilo'i pe ko hai kita
  • Ke te mahu'inga'ia mo mahino'i 'ete to'onga pe anga fakafonua, ko e tefito ia 'o 'ete ako
  • Ke te ongo'i 'oku sai pe ke te nga'ue'a ki 'a e lea 'a e ngaahi matakali kehe
  • Ke te mahino'i mo faka'apa'apa'i e ngaahi tui mo e u'lungaanga'o e kakai kehe (matali kehe)'a ia'oku 'i kai tatau ia mo e'ulungaanga fakafonua
  • Ke mahino'i mo faka'apa'apa'i 'a e tu'unga 'o e kakai Māori koe tangata'i fonua
  • Ke tali, ko e nga'ue fakataha hange' ha kainga 'oku Kau lelei ki he taha kotoa pe; he 'oku ma'u ai 'a e ivi lahi.  'I he taimi tatau pe 'oku 'i ai mo e ngaahi' nga'ue ke fai; 'a ia 'e lava ia 'i he 'etau ngaue fakataha
  • Ke ngaue fakataha mo fetokonia'ki 'a e fanau lalahi mo e fanau iiki 'o hange ko ia 'oku nau fai 'i honau ngaahi famili
  • Ke nau feongoongoi mo e tokotaha kotoa pe
  • 'oku 'i ai 'a e ngaahi founga ako kehekehe
  • 'oku mahu'inga ke te faitotonu
  • 'oku mahu'inga kete ngaue malohi pea ke te fai ma’u pe hoto lelei taha
  • 'oku kau fakataha 'a e 'apiako pea mo e kolo 'i hono tokanga'i 'ae fekumi 'oku fai

AKO FAKASOSIALE, ‘ULUNGAANGA FAKAFONUA MO E TAUMU’A TAAUTAHA


KO E TAU FAKAAKOAGA MA E TAU FANAU:

  • ke fiafia tumau mo e manako fia fakaako tumau e tau momoui
  • ke malolo e tau logonaaga he tau loto ke he ha lautolu a tau aogaaga mo e ke fiafia tumau e tau loto
  • ke fakakite e tau mahani fakalilifu mo e manatu e falu ke he tau magaaho oti
  • ke fakatatai e tau tagata oti mo e fakalilifu ti fakalilifu mai pihia e falu
  • ke iloa ko e ha lautolu a tau gahua ke he aoga to mailoga mo e ofania tumau
  • ke fiafia ke he kautu mo e manatu mena lagomatai mai e falu ati pihia ai
  • ke fakatoka mo e ukufakina ke he ha lautolu a tau manatu fakatokatoka
  • ke kumikumi e tau puhala kehekehe
  • ke moua he tau loto e malolo ke kumikumi atu mo e talia fiafia e hepe
  • ke iloa mo e fakakite e tau manatu ma e falu ti kitekite foki ke he tau manako ha lautolu
  • ke logona e puipuiaga mitaki he moui
  • ke aua neke manatu ke eke fakakelea ha lautolu a tau momoui poke ha falu foci, ko e tau momoui tino, tau vagahau, poke tau manamanatuaga
  • ke iloa mena ha ha i ai tumau e falu a puhala ke he tau mahani kua nakai lata
  • ke maeke mo e malolo ke taute mo e fakakautu e tau manako he tau momoui
  • ke moua e malolo ke manatu a lautolu ni, tau higoa, tau motu, tau aga fakamotu mo e tau tutupumaiaga
  • ke ofania mau mo e iloa ha lautolu a tau aga fakamotu ko e kamataaga haia he ha lautolu a tau fakaakoaga
  • ke hagahaga mitaki ka fakaaoga e falu a vagahau he aoga            
  • ke iloa mo e fakalilifu e tau taofi mo e tau aga fakamotu he falu ne kehe mai ia lautolu
  • ke iloa mo e fakalilifu e tuaga he tagata Māori ha ko lautolu ko e tau tagata mooli he motu nei
  • ke talia ko e tau gahua faka magafaoa ko e maloloaga haia ke moua e mitaki he tau gahua fakatokatoka ko e mena ia kua lata ke kau fakalataha e tau tagata oti
  • ko e tau fanau lalahi mo e ikiiki kua lata ke gahua fakalataha mo e felagomataiaki tuga ni he taute he tau magafaoa
  • ko lautolu foki kia leveki a lautolu ni katoa foki mo e taha kehe taha
  • ko e mena loga foki e tau puhala fakaako kehekehe
  • ko e mena aoga lahi ke moua e mahani fakamooli
  • ko e mena mahuiga lahi ke gahua fakamalolo mo e lali tumau ke taute e tau gahua mitaki
  • ko e aoga mo e maaga kua tutaki fakalataha ke he tau gahuahuagga ke lata mo e ha lautolu a tau fakaakoaga

FAKAAKOAGA, MOUI TINO TAU AGA FAKAMOTU, MO E TAU GAHUA HE TAMA KUA FAKATOKATOKA KE TAUTE.

A Shared Vision

“Whaia te iti kahurangi, me tuohu koe he maunga teitei”
Seek that which is most precious.  If you bow your head, let it be to a lofty mountain

We have a shared vision of Mountain View as a school with a deserved reputation for achieving excellence in every aspect of the school’s endeavours.

The closeness of our school to Te Pane O Mataaho, Arapueru (Mangere Mountain) is symbolised in our current logo and the Whakatauki adopted also draws upon the mountain as a source of inspiration and strength to strive for excellence with integrity. The School’s name Mountain View signifies the importance of the Maunga and the Mountain View School environment is enhanced by these views of the mountain and the dynamics of the volcano. The motto on our school logo, Kia puawai - to blossom, grow and flourish through nurture and nourishment speaks of the conditions and support needed to promote the lifelong learning/teaching process towards achieving the full potential of each individual.

Mountain View will be a school that respects individual abilities and differences and models harmonious multi-cultural relationships where diversity is celebrated.  A place where children are encouraged to think outside the square and to contribute to the development of a quality learning environment and undertake leadership roles.

The physical environment will inspire and support innovative learning programmes, encourage creativity and divergent thinking, reflect the standards of excellence set for the school and the cultural richness of our community, engender pride in all members of the school community and visibly profile Mountain View as a school of excellence through:

  • Architecturally innovative buildings which reflect and welcome our multi-cultural community and promote quality learning such as:
    • Te Papa Tuhono Events Centre (the joining together/gathering place of the people) a Marae, Wharenui, Wharekai, Performing Arts and Sports complex
    • Te Pou Matauranga (the Learning Beacon), a purpose built Library and Information Communication Technology Centre which is a learning resource for school and community
    • Silasila (To soar / attain great heights) New Innovative/Modern Learning Environment Areas and learning spaces Roof Garden, Administration, Resource & Environment Infrustructure areas

 

  • Learning Landscapes that are rich, stimulating, challenging and exciting and designed and developed as areas for children’s learning including:
    • Volcanic rock terraced seating Amphitheatre with outdoor stage and lighting
    • Native Bush area with botanical labels & drawings reference sources etc.
    • Children’s gardens, Hexagon Vegetable garden, shade/glass houses to grow plants from different places around the world e.g. Pacific Islands, Mediterranean Olive Grove etc.
    • Imaginative places for children e.g. Olive Grove Wishing Tree, Millenium Maze, Butterfly House, Stone Circle
    • Murals and art works
    • Inside and outside learning links –Alphabets Fence, Vegetable, Fruit, Animal, Bird and Minerals, Flower boxes, Taniwha of Learning

 

Mountain View School will:

  • be recognised for the quality of its developments of educational facilities for Mangere children and community.
  • be highly regarded by educationalists for its research innovative curriculum and educational developments.
  • provide support for teachers through effective management infrastructure and the provision of excellent facilities, resources and professional development for quality curriculum delivery and their own ongoing professional growth.
  • be highly regarded as a place to work and will attract high calibre teachers to the school.
  • draw on community strengths and interests, community input and attract business support and sponsorship.
  • focus on accelerating student achievement through partnerships collaboration and shared accountability
  • provide a caring, safe environment where children are supported and encouraged to be creative, happy and enjoy learning.
  • be a school where student leadership is fostered and children are regarded as the treasures of the future - Ko a tātou tamariki nga taonga mo apopo.

 

Kaore e mahia I nga tirohanga whanui ka noho noa iho I roto I nga moemoea

Mai te mahi o nga tirohanga whanui ka taea ki tini I nga hurihanga o te ao.

Vision without action is merely a dream

  Vision with action can change the world.

 

 

Photographic Section

2017 Downer NRL Auckland Nines Tournament Draw

2017 Downer NRL Auckland Nines Tournament Draw

Jam Bus Recording

Jam Bus Recording

Play It Strange Foundation

Play It Strange Foundation

Artist Jeff Thomson Visited Mountain View School

Artist Jeff Thomson Visited Mountain View School

Powhiri Welcome for International and Local Artists

Powhiri Welcome for International and Local Artists

Strategic Plan

Ko te pae tawhiti, whaia kia tata. Ko te pae tata, whakamaua kia tina
Seek out the distant horizons and guard those you attain

National Education Guidelines

National Education Goals

Education is at the core of our nation’s effort to achieve economic and social progress.  It therefore accepts the following goals set by the Government in recognition of the fundamental importance of education.

  1. The highest standards of achievement through programmes which enable all students to realise their full potential as individuals and to develop the values needed to become full members of New Zealand’s society.
  2. Equality of educational opportunity for all students by identifying and removing barriers to achievement.
  3. Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.
  4. A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children’s first teachers.
  5. A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence(knowledge and skills) in literacy and numeracy, science and technology and physical activity.
  6. Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual needs.
  7. Success in their learning for those with special needs by ensuring they are identified and receive appropriate support.
  8. Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand.
  9. Increased participation and success by Māori through the advancement of Māori education initiatives including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi.
  10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with the acknowledgement of Māori as tangata whenua, and New Zealand’s role in the Pacific and as a member of the international community of nations.

National Administration Guidelines

In order to ensure that the National Education Goals are met, the Board of Trustees and the Principal respectively, will follow sound governance and management practices involving curriculum, employment, financial and property matters applying to the school.  The Board and Principal will meet the requirements found in the relevant legislation, appropriate contracts of employment and from time to time guidelines promulgated by the Secretary for Education.

 NAG 1

Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa.

Each board, through the principal and staff, is required to:

a. develop and implement teaching and learning programmes:

  i.  to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum,

  ii. giving priority to student achievement in literacy and numeracy, especially in years 1-8,

 iii.  giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6.

b. through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority first to:

  i.  student achievement in literacy and numeracy, especially in years 1-8, and then to

  ii. breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa,

c. on the basis of good quality assessment information, identify students and groups of students:

  i.  who are not achieving,

  ii. who are at risk of not achieving,

 iii.  who have special needs (including gifted and talented students), and

 iv. aspects of the curriculum which require particular attention,

d. develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above,

e. in consultation with the school's Māori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Māori students, and

f.  provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

NAG 2

Each board of trustees, with the principal and teaching staff, is required to:

a. develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, Ngā Whanaketanga Rumaki Māori and/or National Standards*, aromatawai and/or assessment, and staff professional development,

b. maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement, and

c. report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.

NAG 2A

Where a school has students enrolled in years 1–8, the board of trustees, with the principal and teaching staff, is required to, in alignment with requirements set in NAG 1, use Ngā Whanaketanga Rumaki Māori and/or National Standards to:

a. report to students and their parents on the student’s progress and achievement in relation to Ngā Whanaketanga Rumaki Māori and/or National Standards. Reporting to parents in plain language in writing must occur at least twice a year,

b. report to the Secretary for Education by 1 March school-level data on Ngā Whanaketanga Rumaki Māori and/or National Standards under four headings:

  i.  school strengths and identified areas for improvement,

  ii. the basis for identifying areas for improvement,

 iii.  planned actions for lifting achievement, and

 iv. how students are progressing in relation to Ngā Whanaketanga Rumaki Māori and/or National Standards.

c. report to the Secretary for Education by 1 March on the numbers and proportions of students achieving Manawa Toa, Manawa Ora, Manawa Āki, Manawa Taki in relation to Ngā Whanaketanga Rumaki Māori and/or at, above, below or well below National Standards, including by Māori, Pasifika, European/Pākehā, Asian, gender, and by year level.

d. report the NAG 2A (b) and NAG 2A (c) Ngā Whanaketanga Rumaki Māori and/or National Standards information in the format prescribed by the Secretary for Education from time to time.

NAG 3

According to the legislation on employment and personnel matters, each board of trustees is required in particular to:

a. develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students, and

b. be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

NAG 4

According to legislation on financial and property matters, each board of trustees is also required in particular to:

a. allocate funds to reflect the school's priorities as stated in the charter,

b. monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989, and

c. comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school's buildings and facilities provide a safe, healthy learning environment for students.

NAG 5

Each board of trustees is also required to:

a. provide a safe physical and emotional environment for students,

b. promote healthy food and nutrition for all students, and

c. comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

NAG 6

Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

NAG 7

Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.

NAG 8

Each board of trustees is required to provide a statement providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under NAG 7.

NAG 8 applies in relation to schools with students enrolled in years 1-8 from the 2013 school year, and all schools from the 2014 school year.

*Schools that have students in years 1–8 that use The New Zealand Curriculum must use National Standards for those students and schools that have students in years 1–8 that use Te Marautanga o Aotearoa must use Ngā Whanaketanga Rumaki Māori for those students.

 

Our Strategic Plan Aims

Aims are broad statements of intended outcome.  They highlight each of the main areas in which our school expects to demonstrate performance and achievement in relation to its overall purpose.  The aims are referenced against the National Education Guidelines and the Education Act to ensure suitable coverage to meet statutory obligations. Aims are also linked to the board’s expectations for the principal’s contribution to Mountain View School’s strategic direction, through alignment with professional standards

 

Governance/Management-Effectiveness Self-Review

  • To ensure the Board fulfils the National Education Goals and National Administration Guidelines including balanced learning programmes which reflect essential learning areas, skills and standards in the New Zealand Curriculum.(NAG 1 to 6 )

  • To develop and action school strategic, development and management planning which reflects the present and future needs of the school. (NAG 2)
  • To maintain an effective, ongoing process of regular self review to ensure the school’s purpose and aims and objectives are being achieved. (NAG 2)

Professional Standard: Culture- Provide professional leadership that focuses the school culture on enhancing learning and teaching.

Financial Management

  • To ensure the Board establishes accountable financial systems, allocates funds to reflect the school’s Charter priorities, monitors and controls expenditure and ensures annual accounts are prepared and audited.(NAG 4)

Professional Standard: Systems- Develop and use management systems to support and enhance student learning.

Property and Resource Management

  • To ensure Board complies with the conditions of any current asset management agreement and implements an ongoing plan of property maintenance and development which includes provision for Health and Safety.              (NAG 4 & 5 )
  • To ensure within the constraints of budget the Board provides property and curriculum resources necessary for effective curriculum delivery. (NAG 1)

Professional Standard: Systems- Develop and use management systems to support and enhance student learning.

Personnel / Performance Management

  • To implement personnel and Performance Management that enable the Board of Trustees, as a good employer, to provide a safe, positive environment and promote high levels of staff commitment and performance. (NAG 3)

Professional Standard: Pedagogy- Create a learning environment in which there is an expectation that all students will experience success in learning.

Curriculum Delivery

  • To develop learning environments which consider, and provide for student needs, encourage student participation, enable and empower students for lifelong learning and enhance the school’s purpose. (NAG 1)
  • To provide balanced learning programmes which reflect essential learning areas, skills and National Standards in the New Zealand Curriculum. (NAG 1 & 2)
  • To ensure students’ cultural backgrounds and beliefs underpin learning programmes. (NAG 1 & 5)
  • To ensure that the school’s definitions of achievement and success “as Maori” are explicit, and achieved, in learning programmes.

Professional Standard: Pedagogy - Create a learning environment in which there is an expectation that all students will experience success in learning.

Student Support, Assessment and Reporting to Parents

  • To ensure student progress and achievement is monitored, assessed and recorded to facilitate regular and meaningful feedback to students and parents including National Standards. (NAG 1 & 2 )
  • To ensure learning programmes consider, and provide for student needs, encourage student participation, enable and empower students for lifelong learning and enhance the school’s purpose. (NAG 1, 2 ,5 & 6 )

Professional Standard: Partnerships and Networks- Strengthen communication and relationships to enhance student learning.

School Community Liaison

  • To ensure the Board works appropriately with individuals, families and groups within the community, seeking their input and support to achieve outcomes beneficial to our children and the school community. (NAG 1&2)
  • To ensure all policies and practices reflect the unique position of te iwi Māori as tangata whenua and the obligations outlined in the Treaty of Waitangi. (NAG 1, 2 & 5)
  • To ensure the Board recognises the right of other cultures to partnership under the Treaty of Waitangi and ensures that policies and practices reflect and value the cultural backgrounds and beliefs of all students in the school.
  • To work with contributing pre-school providers and destination schools chosen by Mountain View families to ensure smooth, effective transition to and from the school.
  • To ensure liaison is developed with the wider educational and business community to promote the interests of Mountain View School. (NAG 4 & 5 )

Professional Standard: Partnerships and Networks- Strengthen communication and relationships to enhance student learning.

and Objectives

Objectives are specific targets or actions to be done to help us achieve our school’s AIMS.  Objectives may state a time for completing the action, and give a standard for measuring success in achieving the objective. Objectives are also linked to the board’s expectations for the principal’s contribution to Mountain View School’s strategic direction, through alignment with professional standards

Planned target for Analysis of Variance:  - To continue to improve Student Literacy and Mathematicsincluding National Standards

 

Governance / Management - Effectiveness Self-Review

  • Each year the Board actions a timetable for the ongoing process of regular review of its plans and policies.
  • Each year reports from reviews, Annual Plan monitoring, and performance reports will be used to determine the priorities for school development and improvement.
  • Report school-level data in the Board’s Annual Report on National Standards under three headings: i, school strengths and identified areas for improvement, ii, the basis for identifying areas for improvement, and iii, planned actions for lifting achievement for students.
  • Report in the Board’s Annual Report on: i, the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy), and ii, how students are progressing against the standards as well as how they are achieving.

Professional Standard: Culture- Provide professional leadership that focuses the school culture on enhancing learning and teaching.

Financial Management

  • Each year the Board prepares an annual budget to fund the school’s curriculum delivery, personnel/performance management, property & resource, student support, assessment & reporting to parents, and school community liaison management and administration activities to reflect the School’s Charter priorities. 
  • The Board monitors monthly reports to control income and expenditure and ensures annual accounts are prepared, audited and published.

Professional Standard: Systems- Develop and use management systems to support and enhance student learning.

Property and Resource Management

  • Each year the Board budgets for long term and annual property maintenance and development and implements ongoing property maintenance and Occupational Safety & Health plans.
  • Each year the Board budgets for and ensures that, within the constraints of budget, property and curriculum resources necessary for effective curriculum delivery are developed or acquired.

Professional Standard: Systems- Develop and use management systems to support and enhance student learning.

Personnel / Performance Management

  • Each year the Board of Trustees acts as a good employer, provides professional development for staff including National Standards and ensures a system of performance management is implemented.  Personnel plans and policies are regularly reviewed.

Professional Standard: Pedagogy- Create a learning environment in which there is an expectation that all students will experience success in learning.

Curriculum Delivery

  • Each year the Board, through its Principal and staff, develops, reviews or confirms its Curriculum Plan and policies which set out objectives for curriculum content and delivery including National Standards.
  • Each year the Board budgets for learning environments which consider and provide for students needs.
  • Each year the Board is required to ensure that the school’s curriculum is consistent with the National Education Guidelines and the National Curriculum Framework.  ‘Curriculum’ is defined as all of the programmes, activities, events and experiences that take place in the school, including the interactions, materials and environment through which children learn.  The achievement objectives in the National Curriculum Statements are deemed to be the basis of the school’s curriculum plan.  The school’s curriculum will also reflect the needs, priorities and resources of the local community.
  • Each year ensure that the school’s definitions of achievement and success “as Maori” are explicit, and achieved, in learning programmes.

Professional Standard: Pedagogy- Create a learning environment in which there is an expectation that all students will experience success in learning.

Student Support, Assessment and Reporting to Parents

  • Each year the Board ensures that appropriate structures, staffing and funding are available to ensure student progress and achievement is monitored, assessed and recorded including National Standards and regular and meaningful feedback to students and parents is facilitated.
  • Each year the board ensures learning programmes consider and provide for students needs, and enhance the school’s purpose.
  • Each year report to students and their parents at least twice a year in plain language in writing on the student’s progress and achievement in relation to National Standards.

Professional Standard: Partnerships and Networks- Strengthen communication and relationships to enhance student learning.

School Community Liaison

  • Each year the Board works appropriately with individuals, families and groups within the community, seeking their input and support through a process of shared accountability to achieve outcomes beneficial to our children and the school community.
  • Each year the school’s plans and policies reflect the unique position of te iwi Māori as tangata whenua and are reviewed and implemented in terms of its commitment to the Treaty of Waitangi.
  • Each year the school’s plans and policies are reviewed and implemented in ways that reflect and value the cultural background and beliefs of all students in the school.
  • Each year work with contributing pre-school providers and destination schools chosen by Mountain View families to ensure smooth, effective transition to and from the school.
  • Each year the Board makes funding, time and resources available to develop liaison with the wider educational and business community to promote the interests of Mountain View School.

Professional Standard: Partnerships and Networks- Strengthen communication and relationships to enhance student learning.