Fairfield School Charter: 2018 - 2020

FAIRFIELD SCHOOL
School Charter
Fairfield School Charter: 2018 - 2020
OUR VISION
Empowering learners to be open, self-directed

and engaged lifelong learners
E whakarangatira ana te hunga ākonga kia wātea,

kia motuhake hoki ōna pukenga akoranga mo ake
tonu.

OUR VALUES
Values are deeply held beliefs are about what is important or desirable. They are expressed through the ways in which people think and act.
New Zealand Curriculum, Pg 10
The following Values are what our Community considered important to provide the foundation for successful learning and to develop positive relationships.
PERSEVERANCE RESPECT RESPONSIBILITY

Utonutanga Whakaute Takohanga
having a growth mindset, where progress and respect for self, others, property being responsible for own actions,
improvement is possible taking ownership, managing self
managing self
CREATIVITY and INNOVATION MANA UNITY

Auahatanga Pūmanawa Prestige Kotahitanga
discovering your own special talents. Solve a sense of understanding, respect, empathy, relating to others, collaboration, working together
problems in different ways. Seeking new ideas empowerment, holistic wellbeing
using language, symbols and texts participating and contributing

OUR SCHOOL COMMUNITY and CULTURAL DIVERSITY
Fairfield School (established 1963) is a medium-sized urban school, situated in the north-east corner of Levin. We are a full primary, decile 3 school with an
approximate roll of 460 students.
The Fairfield community is a culturally rich and diverse community, which allows our children the opportunity to engage with, and understand a wide variety of
cultural backgrounds. Our current demography is: 56% New Zealand European, 21% New Zealand Māori, 8% Asian, 8% Pasifika, and 7% Other. At our school, we
aim to celebrate the cultural richness of our school in a variety of ways, to empower our students and to build their pride and mana of their culture.
Fairfield has a proud history of providing quality learning and teaching programmes and seeking the best opportunities for our learners. We have a large,
dedicated staff, who all contribute to the learning experiences of our children. Staff work in collaboration to ensure quality learning programmes that are
founded on sound pedagogy and effective practice.
As a school, we seek to involve our community through a range of different events and opportunities. A highlight of the school calendar is the Fairfield Gala,
which is an incredibly well patronised community event. Family and whanau are also involved through sporting opportunities, learning and teaching
programmes, cultural experiences and informal events. Fairfield School enjoys a very active Fairfield Community Group, who are the primary fundraising source
for the school.
We are incredibly proud of our school where we all work together as a team.

MĀORI ACHIEVEMENT STATEMENT
At Fairfield School we acknowledge New Zealand’s cultural diversity and in doing so acknowledge the unique position of Māori as tangata whenua. Fairfield
School will provide opportunities that support its students’ in te reo and tikanga Māori. (Education Standards Act 2001)
At Fairfield School we have high expectations for all our students in their educational progression and achievement. We will continue to ensure that Māori can
effectively achieve ‘educational success as Māori’, “students who are expected to succeed are more likely to succeed. Ka Hikitia Accelerating Success 2013-2017
requires the development of approaches to support all stakeholders to hold high expectations for all Maori students.” Ka Hikitia, Pg 38.
Achievement of Maori students is regularly reported to the Board and we will continue to have a relentless focus on raising Maori achievement. National
Standards data from 2016 showed that we did progress some of our Māori learners from Below to At or Above. While this was a positive shift, we will continue
to have the acceleration of Māori achievement as a key priority area.
From our Whanau Hui, we have devised clear goals that we aim to achieve to further strengthen the partnership between school and our Māori community. A
key conduit to achieving these goals is the establishment and continuation of our Whanau Hui group, who meet to discuss what is important for Māori and how
we can further progress the learning of their tamariki.
To raise the prominence of Māori in our school and to grow the capacity, understanding and application of Tikanga and Te Reo in our school, we have employed
a teacher to work in every class, where she will immerse the children in Tikanga. Alongside this, we aim to grow our school Kapa Haka group, to be a proud
representation of our Māori learners.
We will endeavour:
● To provide opportunities for all students to respect and understand Te Reo and Tikanga Māori
● To grow the use of, and correct pronunciation of Te Reo throughout our school.
● To engage and involve our whānau through hui and community events
● To consult with whānau was part of our regular self review
● To continue to grow and celebrate our Kapa Haka group
● To unpack, explore and meet the aims of Ka Hikitia and Tātaiako.
● To have a school kaumatua who can assist us with Tikanga and our understanding.

PASIFIKA ACHIEVEMENT STATEMENT
At Fairfield School, we adhere to the principles of the New Zealand curriculum and value the rich cultural diversity present in our school. We are proud of the
Pasifika community within Fairfield and aim to achieve the best we can for our Pasifika learners.
We have high expectations for all our learners in their educational progression and achievement. With this, we aim to improve our relationship with our Pasifika
community to better reflect the goals and aspirations for their children. We adhere to the goals from the Pasifika Education Plan 2013 - 2017, which describe
what we are striving to achieve at Fairfield:
1. Pasifika parents, families and communities support and champion their children’s learning and achievements.
2. Pasifika parents, families and communities are better informed, more knowledgeable and demanding consumers of education services.
We have established a Pasifika Fono group, who meet termly to discuss a ‘what’s on top’ and an opportunity for us to explain and talk about learning and
teaching for our Pasifika learners.
Achievement of our Pasifika students is regularly reported to the Board of Trustees and we will maintain our focus on lifting the achievement of our Pasifika
learners. National Standards data from 2015 showed that across reading, writing and maths, the achievement of our Pasifika learners almost doubled when
compared to 2014. This is an outstanding shift in progress, which we attribute to the establishment of improved relations with our Pasifika community and
increasing personalised learning.
We will endeavour:
● To provide opportunities for all students to respect and understand the Pasifika
culture, ie: Pasifika Language Week
● To engage our families and establish a Pasifika parents group
● To provide practical learning sessions to support our parents with supporting
their children
● To provide a facility where parents can come and meet and interact

SPECIAL NEEDS/ABILITIES STATEMENT
At Fairfield School we aim for ALL children to experience educational success and achievement irrespective of their ability. Every child has the right to learn and
be part of a welcoming and safe environment.
At our school we encourage collegial, supportive relationships between all stakeholders invested in children’s education to ensure the best possible learning
experiences for them. Collaborative partnerships would include the child, the parents/caregivers, whanau, teachers and/or principal and agencies and services
which support students with special educational needs (eg: RTLB, CYFS).
Special Educational Needs/Abilities can be for those children who have difficulty accessing the curriculum at their chronological age/level or for those children
whose skills and talents exceed the curriculum expectation associated with their age/level.
Fairfield School will maintain a Special Educational Needs Register (including those children with special abilities) to ensure that those children who require
additional learning support and/or extension are recorded and having their needs met.
We will endeavour to:

● Gather, collate and review data, progress and achievement of students on the SEN Register.
● Use external agencies and expertise to provide additional support and/or funding to assist children. This may include (but is not limited to) CYFS, RTLB,
RTLit, Speech Therapy, Public Health, The Correspondence School, Health Camp
● Use of Teacher Aides to support and facilitate support or extension programmes, either in class or withdrawal.
● Have the Deputy Principal actively oversee the Special Needs/Abilities portfolio, to ensure Priority Learners and targeted children are reaching the
required support and progressing.
● Provision of a Management Unit for SENCo to oversee the coordination of SEN responsibilities.
● Timely IEPs (when required) to provide planning and review of students learning.
● Working with parents/caregivers to support their children with their learning.

YEAR 8 LEADER PROFILE
At Fairfield School we embody the vision of the New Zealand Curriculum, which encourages all children to be Confident, Connected, Independent, Lifelong
Learners. Supporting this vision, are the Key Competencies and our School Values, which seek to develop the lifelong capabilities, skills and dispositions young
people require to grow as successful and active citizens of their communities.
As children progress through our school, our engaging learning programmes and focus on the values and key competencies, support our learners to develop into
successful and ‘leaderful’ Year 8 children. We aim for every child who leaves Fairfield School at the conclusion of Year 8 to demonstrate key attributes, which will
support and guide them into young adulthood.
Alongside the our Values and Key Competencies, the Year 8 leader will demonstrate:

STRATEGIC GOALS 2018 - 2020
Strategic Goals 2018 - 2020
Goal 1: actions include, but are not limited to...

To provide high quality learning and
teaching programmes.
NAG 1: Curriculum Teaching as Inquiry into Writing Maths PLD with Dinah Harvey Literacy PLD with Liz Kane
NAG 2: Strategic Planning and Self Review
Review of Collaborative Teaching Improved focus on STEM Improved identification of GATE students
Goal 2: and improved programmes to support these
To create and develop a rich, safe and learners
meaningful learning environment
School Production (even years) Development of Visual Arts across the Staff research into neuroscience and its
NAG 4: Finance and Property
school. Focus on student creativity impact on teaching and learning and
NAG 5: Health and Safety
behaviour.
Goal 3: Leadership Development with edLead Noho Marae at Kawiu Marae Property development of outdoor areas of
To grow and foster Tikanga Māori and Consulting interest and play areas
Pasifika
NAG 1: Curriculum Embedding of the Fairfield School Property redevelopment of Rooms 5-7. Investigate the possibility of a cricket pitch
Pedagogical Principles and cricket nets
Goal 4:
To strengthen and enhance community New murals throughout the school, Improved line court markings Investigate the possibility of a bilingual class
relationships reflective of values and culture for 2 hours per week.
NAG 3: Personnel
Establishment of a Pasifika Performance Development of Tikanga Māori across the Consult with the school community
NAG 2: Strategic Planning and Self Review
Group school regarding school uniform (2019)
Goal 5:
Parent Workshops of how to help your child Coaching of Middle Leadership (Regan or Complete revision and consultation of
To grow and extend leadership and at home Donna) Charter (end 2018)
develop effective processes and systems
NAG 3: Personnel Internal Self Review of Policies and Participation in the Taitoko Community of Seek Board of Trustees training - edLea
NAG 2: Strategic Planning and Self Review Procedures Learners Consulting and NZSTA
Use of Flipped Learning as a tool to further Development of Learning Stories in Robust use of student achievement data to
support learning Puna-oho and Te Kama teams inform teaching and learning and next steps.

STRATEGIC OVERVIEW (SUMMARY) 2018

ERO EVALUATION INDICATORS
The Education Review Office (ERO) are responsible for externally evaluating New Zealand Schools. To assist
schools with their own internal review and evaluation, ERO have published a framework of evaluation indicators,
which describe the most significant indicators to student learning and school improvement.
“High quality school evaluation is seen as fundamental in developing strategic thinking and capacity for ongoing
improvement (MacBeath, 2009). ERO’s evaluation insights enhance school internal evaluation and can act as a
catalyst for change.” School Evaluation Indicators, Pg 6
“...the evaluation indicators provide a significant opportunity for the New Zealand education system to refocus on
what matters most in improving school outcomes for all our students.” School Evaluation Indicators, Pg 5
Domains
ERO have identified six domains that have the most significant influence on improving student outcomes. These domains directly link to our Strategic Goals and
the National Administration Guidelines (NAGs).
Evaluation Indicator Domain Strategic Goal NAG
1. Stewardship Goal 3: NAG 1: Curriculum

Stewardship emphasises the importance of trust-based relationships and To grow and foster Tikanga Māori and Pasifika NAG 2: Strategic Planning/Self Review
shared knowledge in the role of representing and serving the school
NAG 3: Personnel
community
Goal 5: NAG 4: Finance and Property
To grow and extend leadership and develop effective NAG 5: Health and Safety
processes and systems NAG 6:Legislation Compliance
NAG 7: School Charters
NAG 8: Analysis of Variance

Evaluation Indicator Domain Fairfield School Strategic Goals National Administration Guidelines (NAGs)
2. Leadership of conditions for equity and excellence Goal 1: NAG 1: Curriculum

Effective leadership is a defining feature of communities of learning that are To provide high quality learning and teaching programmes. NAG 2: Strategic Planning/Self Review
successful in achieving excellence and equity in student outcomes. Effective
Goal 3: NAG 3: Personnel
leaders focus on improving teaching and learning for every student, are a
strong instructional resource for teachers and actively participate in, and To grow and foster Tikanga Māori and Pasifika
lead, teacher learning and development Goal 4:
To strengthen and enhance community relationships
Goal 5:
To grow and extend leadership and develop effective
processes and systems
3. Educationally powerful connections and relationships Goal 3: NAG 2: Strategic Planning/Self Review
Parents, families and whanau have a primary and ongoing influence on the To grow and foster Tikanga Māori and Pasifika NAG 5: Health and Safety
development, learning, wellbeing and self-efficacy of children and young
Goal 4:
people
4. Responsive Curriculum, effective teaching and Goal 1: NAG 1: Curriculum

opportunity to learn To provide high quality learning and teaching programmes. NAG 2: Strategic Planning/Self Review
The New Zealand Curriculum sets out the valued education outcomes for Goal 2:
New Zealand students, as well as their entitlement in terms of breadth and
To create and develop a rich, safe and meaningful learning
depth of learning opportunities
environment
5. Professional Capability and collective capacity Goal 3: NAG 3: Personnel

The building of professional capability and collective capacity is a core To grow and foster Tikanga Māori and Pasifika
function of effective leadership. Effective professional learning focuses on
Goal 4:
students.
Goal 5:
To grow and extend leadership and develop effective
processes and systems
6. Evaluation, inquiry and knowledge building for Goal 1: NAG 1: Curriculum

improvement and innovation To provide high quality learning and teaching programmes. NAG 2: Strategic Planning/Self Review
The New Zealand Curriculum emphasises teaching as a process of inquiry, Goal 3:
and the importance of professional leaders and teacher having the expertise
To grow and foster Tikanga Māori and Pasifika
to inquire into practice, evaluate its impact on student outcomes and build
organisational and system knowledge about what works.
Aligning the ERO Evaluation Indicators with our own Strategic Goals and with the NAGs, demonstrates how we are giving effect to, and implementing our
own internal evaluation and review processes.

SELF REVIEW PROGRAMME: 2018 - 2020
Fairfield School has a responsibility under the National Administration Guidelines to reviews its performance and accountability documentation. Self Review is
critical to effective management, decision making and next steps.*
Term 1 Term 2 Term 3 Term 4
2018 - Approve Finance/Budget - Review Finance/Budget - Review Finance/Budget - Review Finance/Budget

- Approve Charter - Mid Year Data Tracking and - Student Wellbeing and Engagement - End of Year Data Tracking and
- SEN Register updated Assessment - Development of Values and Key Assessment
- Behaviour Management Whanau/Pasifika/Asian Hui Competencies - Analysis of Variance
- ERO Evaluation Indicator (5) - ERO Evaluation Indicator (6) - Enrolment Scheme - Year in Review
- Ka Hikitia and Hautu - Charter Review and Consultation
- NAG 5: Health and Safety Review - NAG 6: Legislation
(Physical Restraint) - NAG 4: Strategic Planning/Self - NAG 3: Personnel Policy Review
Policy Review

- Approve Charter - Mid Year Data Tracking and - Student Wellbeing and Engagement - End of Year Data Tracking and
- SEN Register updated Assessment - Enrolment Scheme Assessment
- Whanau/Pasifika/Asian Hui - Health Consultation - Analysis of Variance
- Hautu - Year in Review
- NAG 2: Curriculum and Assessment
- NAG 1: Curriculum Policy Review

- All Policies and Procedures - Mid Year Data Tracking and - Student Wellbeing and Engagement - End of Year National Standards
approved Assessment - Enrolment Scheme - Analysis of Variance
- Approve Charter - Whanau/Pasifika/Asian Hui
- SEN Register updated - Health Consultation - NAG 4: Strategic Planning/Self
Policy Review - NAG 6: Legislation
- NAG 5: Health and Safety Review - NAG 3: Personnel Policy Review

Fairfield School Charter: 2018 - 2020

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FAIRFIELD SCHOOL

Empowering learners to be open, self-directed

E whakarangatira ana te hunga ākonga kia wātea,