School Charter

The Charter is a legal undertaking between the Boardgreen Intermediate School Board of Trustees and the Minister of Education stating procedures, goals and expectations for the education of Broadgreen students.

The Charter Framework is divided into the following section headings:

Charter Frame 

Type of School

General Description of the School

The Educations Purpose and General Goals of the School

National Education Goals

New Zealand Curriculum Framework

National Administration Guidelines

Local curriculum Goals and Objectives 

School & Community Partnership Objectives 

Policies

Specialist Teachers 

Resource Teacher of Learning and Behaviour

Out of School Classes

School Procedures

Board of Trustee Meetings 

Review and/or amendment of the Charter 

Codes of Conduct

The Broadgreen Code 

The Principal's Code of Conduct 

The Board of Trustees Code of Conduct 

Charter Undertaking

Definition of Terms 

Charter Frame

THIS IS THE CHARTER OF BROADGREEN INTERMEDIATE SCHOOL: 

  The needs of the students, their learning and achievement, shall be the focus of this Charter.

  By following the New Zealand Curriculum Framework, the Board of Trustees will ensure that all students are given an education that enhances their learning, builds on their needs and respects their dignity. This education shall challenge them to achieve personal standards of excellence and to reach their full potential.

  All school activities will be designed to advance these purposes. This will be achieved through a partnership between the school, its community and the Minister under the provisions of the Education Act.

  The Board of Trustees will take all reasonable steps to ensure that the school meets the goals and objectives of this Charter within the resources and time available to it.

General Description of School

Broadgreen is a self managing Intermediate School, which provides an education for Year 7 and Year 8 students, through a curriculum designed to meet their needs.

Traditionally, five primary schools contribute students to Broadgreen Intermediate

Birchwood                     Enner Glynn                Nayland                   Stoke                    Tahunanui

Additionally, students from outside this catchment area also seek enrolment annually.

Within half a kilometre of the school there is a Kindergarten, Primary School and Secondary College. Thus, Broadgreen is ideally placed, geographically as an education centre.

The school has the following characteristics:

  Serves dormitory suburbs of Nelson City (Stoke/Tahunanui)

  Has a stable school population which is steadily increasing

  Has students who live near the school (students cycle or walk). Bus students now attend from outlying schools

  Is well resourced v is designed to meet the needs of the physically disabled 

  Offers the full range of Intermediate School curricula and programmes

  Open two way communication between parents and the school 

  A supportive, committed staff - supported by a strong professional develoment programme

  Has a strong "Education Out of Classroom" emphasis

  Has a stable, experienced staff

  Enjoys the support of the community

  Recognises strongly the needs of students with special needs and abilities

  Has all home classes organised on a mixed grouping basis, according to form level, gender and ability

  Recognises the special needs of the emerging adolescent

  Provides a guidance counselling service available to students and parents 

  Recognises the school as a community asset - to be used by the children/families of the community for learning and leisure.

  Maintains a close liaison with the local "family of schools'

  Has building constructed of low maintenance materials and adequate provision for playing areas

  Has an holistic approach to the curriculum

  Provides equitable opportunities for both genders.

  There is no fixed maximum roll for the school.

The Educational Purpose and General Goals of the School

Mission Statement 

Educating for the Future "Whakaakoranga no ake atue"

Vision  "To be recognised as providing the best possible learning environment for Intermediate students"

General Goals

  To identify needs of individual students.

  To provide programmes which cater for the individual social, intellectual, physical, emotional and aesthetic needs of the students at our school.

  To have in place support procedures which provide individuals with a secure environment.

  To ensure all staff appreciate the development characteristics of students of Intermediate school age.

  To recognise the achievements of students at individual, class, school and community levels.

  To develop in our students self esteem and respect for others.

 Our School will Provide:

  Rich and varied learning programmes that will cater for all students

  Recognition of students for personal achievement

  An emphasis on personal growth and development 

  A wide variety of sports and skills programmes

  Support, counselling and guidance 

  A secure friendly environment

  Open communication with parents

  Teacher and resources to enhance students learning so that they will develop positive attitudes towards:

Personal Pride  -  Self Discipline  -   A Sense of Responsibility  -   Respect of Others  -   Independent Thinking

  and achieve their full potential through their own initiative and effort.

Student Achievement will be paramount in the areas of:

Curriculum 

  To recognise the uniqueness of each student so that his/her learning opportunities are relevant to his/her emergent needs.

  The curriculum will provide all students with the opportunity to undertake study in the essential learning areas.

  Develop the skills, knowledge, attitudes and values to empower students to take increasing responsibility for their own learning as outlined in the current national curriculum framework.

  Recognise and utilise community resources to provide meaningful learning experiences.

Cultural

  Recognise the diverse ethnic and cultural heritage of New Zealand people and the special place of Maori.

  It is expected that all students of all cultures within our community will appreciate and be sensitive to their own and the cultures of others as reflected through the Code of Conduct.

  Provide additional cultural experiences as defined in the school's curriculum policy statements.

Social

Recognising the specific needs of students of this age group, the school's programme and Code of Conduct will encourage students to develop a sense of responsibility, to take part in decision making, to develop a positive self esteem and a sense of fair play and to respect others and their environment.

Assessment

Accurate record keeping and on going assessment procedures, recognising differences in gender, cultural background and experiences that students bring to their learning will be kept and closely monitored through formal and informal procedures. Consultation and communication with the community will be in keeping with the school's policy on "Reporting to Parents".

National Education Goals

  (The National Education Goals are part of the National Education Guidelines 1993 and are statements about the Government's desired outcomes for education in New Zealand.)

  Education is at the core of our nation's effort to achieve economic and social progress.

  In recognition of the fundamental importance of education, the Government sets the following goals for the education system of New Zealand.

  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.

  Equality of educational opportunity for all New Zealanders by identifying and removing barriers to achievement.

  Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever changing world. 

  A sound foundation in the early years for future leaning and achievement through programmes which include support for parents in their vital role as their children's first teachers.

  A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology.

  Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives and programmes to meet individual need.

  Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.

  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.

  Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori, consistent with the principles of the Treaty of Waitangi.

  Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Maori and New Zealand's role in the Pacific and as a member of the International Community of Nations.

The New Zealand Curriculum Framework

Broadgreen recognises and implements the New Zealand curriculum framework based on the following principles:

The Principles:

  The New Zealand Curriculum establishes direction for learning and assessment in New Zealand Schools.

  The New Zealand Curriculum fosters achievement and success for all students. At each level it clearly defines the achievement objectives against which students' progress can be measured.

  The New Zealand Curriculum provides for flexibility enabling schools and teachers to design programmes that are appropriate to the learning needs of their students.

  The New Zealand Curriculum ensures that the learning progresses coherently through schooling.

  The New Zealand Curriculum encourages students to become independent and life long learners.

  The New Zealand Curriculum provides all students with equal educational opportunities.

  The New Zealand Curriculum recognises the significance of the Treaty of Waitangi.

  The New Zealand Curriculum reflects the multicultural nature of New Zealand society.

  The New Zealand Curriculum relates learning to the wider world.

The National Administration Guidelines

The Broadgreen Board of Trustees will foster student achievement by providing teaching and learning programmes which incorporate the New Zealand Curriculum (essential learning areas, essential skills and attitudes and values) as expressed in National Curriculum Statements.

The Board, through the Principal and staff will:

I. Develop and implement teaching and learning programmes: a to provide all students in our school with opportunities to achieve for success in all the essential learning and skill areas of the New Zealand Curriculum;

II. 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:

  Student achievement in literacy and numeracy; and then to:

  Breadth and depth of learning related to the needs, abilities and interest of students, the nature of the school's curriculum, and the scope of the New Zealand Curriculum (as expressed in the National Curriculum Statements);

III. On the basis of good quality assessment information, identify students and groups of students:

  Who are not achieving;

  Who are at risk of not achieving;

  Who have special needs; and identify:

  Aspects of the curriculum which require particular attention;

IV. Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in III above;

V. In consultation with the school's Maori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Maori students;

VI. Provide appropriate career education and guidance for all students in year 7 and year 8, 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.

The Board of Trustees with the principal and teaching staff will:

I. Develop a development plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development;

II. Maintain an on going programme of self review in relation to the above policies, plans and programmes including evaluation of information on student achievements;

III. 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 III above) including the achievement of Maori students against the plans and targets referred to in V above.

According to the legislation on employment and personnel matters, the Board of Trustees will:

I. 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 education resources effectively and recognise the needs of students.

II. 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.

According to legislation on financial and property matters, the Board of Trustees will:

I. Allocate funds to reflect the school's priorities as stated in the Charter;

II. 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:

III. 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.

The Board of Trustees will:

I. Provide a safe physical and emotional environment for students;

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

The Board of Trustees will comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

Local Curriculum Goals and Objectives

 Introductory Statement:

Because there are many community and geographical resources in either walking or short-commuting distance, these can be easily utilised by the school. The Board will ensure that no students will be excluded from such activities because of their economic circumstances.

 Goals:

  To utilise local resources and climate to enhance learning.

  To tailor programmes to encourage an appreciation of and readiness for local opportunities.

  To encourage maximum participation in all school and school-related activities.

  To provide extension and remedial programmes for students with special needs.

  To involve parents in students' learning programmes.

  To foster teacher development in and awareness of current trends and curriculum development.

  To foster in students a responsibility for their own learning and as acceptance of their own and other's rights.

To achieve this:

  The Board in its governance role, will, in consultation with community, set its own objectives to be achieved during that year.

  The Principal, with the school management team, will set specific curriculum direction and objectives as part of an annual education plan.

As part of the delivery of curriculum the following objectives are set.  Parents will be:

  Invited to attend as many school functions as they wish

  Invited to assist in a variety of class programmes

  Consulted about school and class programmes

  Involved in learning activities where they may share their knowledge.

School & Community Partnership Objective

  To enhance student learning by continuing to foster the partnership with the school's community

  To be responsive to the education needs and wishes of the community

  To develop polices and practices to achieve these objectives

Policies 

The Board will have in place Policies to ensure that the following issues are addressed:

  Equity

  Sexual harassment

  EEO

  Finance

  Role Models

  Property

  Taha Maori

  Treaty of Waitangi

  Guidance counselling

  Curriculum deliver

  Community surveys and consultations

  In-service training

  Staff appraisal/Performance Management

  Concerns and complaints

  Good employer

  Privacy Information

  Reporting to parents

  Safety outside the school

  Sexual and Physical abuse

  Special Needs Learning

  Staff Appointments

  Staff Development

  Staff Leave

  Assessment and other issues as required.

Specialist Teachers

Broadgreen Intermediate has teachers in the Specialist /Technology areas of :

  Food Technology

  Soft Technology

  Hard Technology

Information Communication Technology

The Board of Trustees provides staffing and funding for 2 teacher in the Arts Curriculum Art and Craft Music/Performing Arts. These specialist teachers will ensure that all students are given the opportunity to develop the essential skill in the Arts and Technologies, appropriate to the needs of Y7 and Y8 students.

The Board of Trustees is committed to provide funding and staffing for programmes in these essential areas.

Resourse Teacher of Learning and Behaviour (R.T.L.B)

Broadgreen Intermediate employs 3 R.T.L.B teachers to provide advice and support to assist teachers and students of Stoke cluster schools to meet the needs of Year 1 to 10 students at risk of low achievement due to learning and/or behaviour difficulties.

A Memorandum of Agreement has been signed between the Ministry of Education and the Board of Trustees of the following Stoke Cluster Schools:

  Broadgreen Intermediate School (Host School)

  Stoke Primary School

  Nayland Primary School

  Enner Glynn Primary School

  Tahunanui Primary School

  Birchwood Primary School

  Nayland College

This agreement records the roles and responsibilities of the Board of Trustees in respect of the Employment and resourcing of the R.T.L.B Teachers. The R.L.T.B teachers will be based at Broadgreen (The Host School) and itinerate between the Stoke Schools recorded above.

Cluster Committee:

The B.O.T of all schools have delegated authority to the Principals of each school to represent Board of Trustee views with regards employment and resourcing of R.T.L.B Teachers.

Management Committee:

The Cluster committee has delegated Management of the R.T.L.B Teachers to the Host School, Broadgreen and a management team that meets regularly each term. The Management Team will be made up of representatives of each school, a Board of Trustee member from Broadgreen Intermediate, the 3 R.T.L.B teachers and chaired by the Principal of Broadgreen Intermediate. Specialist services will be invited as requested by the Management Team.

The Management Committee will:

  Approve enrolment in accordance with current policy

  Be involved in the appointment of both permanent and relieving staff

  Ensure the partnership with parents and/or caregivers and with tangata whenua/iwi is respected in the process of policy approval

  Advise the Cluster Principals on programme approval

  Approve allocation of support cluster funding delegated by the Cluster committee to Cluster schools on R.T.L.B recommendations. Emphasis will be placed on the early intervention of students who have learning needs as identified by schools and parents.

Reporting:

The Management Team with the R.T.L.B teachers will record minutes of meetings and decisions for each school. These are available for school Board of Trustees to include in their annual reports and to parents of students receiving this service. R.T.L.B teacher will through I.E.P's and personal reports provide confidential information for parents, the students, the teacher and the school. R.T.L.B teachers will provide an annual report of a statistical nature to the Ministry of Education by 15 December each year.

Out of School Classes

Introduction:

A staffing allowance is provided for the provision of Out of Hours Classes in Art/Craft (one two-hour class) and Music (three one-hour classes) for primary School students in the Stoke area of Nelson District. These classes are based at Broadgreen Intermediate School. The Board of Trustees will apply annually to the Ministry of Education to continue support funding and staffing for these programmes.

Goal:

 To enhance the learning of students by providing classes in Art/Craft and Music.

Objective:

The Board will approve the Principal's recommendation of a Director for Out of School Classes.

The Director will be:

  Responsible for advertising tutor vacancies and recommending appointments to the School Management and Board of Trustees.

  Recommend students for selection in classes Assess programme needs

  Discuss with tutors the procedures for evaluation programmes

  Be responsible for consulting with and reporting to other school involved in the programme

  Operation and Management Procedures Staff will be approved by the School Management in consultation with the Board of Trustees

School Procedures

 Enrolment:

  A State Primary School (not being an integrated school) should comply with any enrolment limitation which has been made under Section 11 of the Education Act 1989 in respect of the school.

  Broadgreen Intermediate has no enrolment limitations, apart from those students classified as Foreign Students, when Ministry/School Policy will be followed.

  Enrolment of Foreign Students will be a decision delegated to the Principal who will operate within School Policy.

  The Board will delegate to the Principal all day to day student enrolment decisions.

Attendance:

  Regular attendance of enrolled students is the responsibility of the Board of Trustees.

  The Board of Trustees will adopt policies and practices that encourage students to attend school regularly.

  These practices will range from positive guidance-oriented approaches and use of those support services available, to the initiation of prosecutions.

  The Board of Trustees will supply the Ministry of Education with information as required on student transfers, students withdrawn from the roll and student numbers.

Reporting:

Reporting to the Community: The Board of trustees will report annually to the community:

  On how well it has achieved the objectives set for that year

  The audited accounts. Report on Student Progress The Board of Trustees will ensure that the Principal reports regularly to parents/caregivers on the progress of their sons and daughters.

Board of Trustee Meetings

School Trustees are obliged to abide by the Local Government Official Information and Meetings Act 1987 which provides that:

  Meeting of Boards of Trustees should be open to the public with copies of the agenda to be made available.

  Times and places of Board and Committee meetings should be publish with reasonable notice in terms of Section 46(5) of the Local Government Official Information and Meetings Act 1987.

  Resolution or motion may be made to exclude the public from the whole or part of the proceedings of any meeting in terms of Section 48 of the Local Government Official Information and Meetings Act 1987.

  Bona fide reporters for any newspaper or news service are deemed to be members of the public and are entitled to attend any meeting or any part of a meeting for the purpose of reporting the proceedings for any newspaper or news service.

  They must withdraw with other members of the public when the Board of Trustees goes into Committee.

  Minutes of Meetings are to be available at the school's office and the office of the servicing agent/authority for public scrutiny.

  Any member of the public may inspect the Minutes of any meeting, or part of any meeting of the Board of Trustees (not being a meeting or part of a meeting from which the public were excluded) and may take notes from these Minutes.

  Any member of the public so inspecting any such Minutes who requests a copy of any part and tenders the described amount (if any) shall be given such a copy.

  The Secretary of the Board of Trustees should take such precautions as may be necessary to ensure that no person inspecting any such Minutes shall inspect or see the Minutes of the part of the meeting from which the public was excluded.

Review and/or Amendment of the Charter

The Board of Trustees will consider all formal written requests to amend the Charter. The Board of trustees will then decide whether to begin the amendment process or to decline to proceed. In either case the Board of Trustees will notify its community of its decision. If the Board of Trustees decides to amend its Charter, it will take the following steps:

  Consult with its community on the proposed amendment

  Alter the proposed amendment as it considers necessary

  Inform its community of any alterations to the proposed amendment 

  Consult with specific groups such as Maori

  Submit the proposal to the Ministry for its consideration and approval.

Codes of Conduct

The Board of Trustees:

The Board will formulate a Policy specifying a Code of Conduct applying to all Board Members to be reviewed as necessary.

The Principal's Code of Conduct:

The Board will develop a Policy specifying a Code of Conduct appropriate for the Principal.

Students' Code of Conduct:

The Board will approve a Code of Conduct for all students, which is developed by the staff and students in consultation with parents.

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