Pahiatua School

 

Pahiatua School Charter

Vision
 All our children empowered to become the very best they can  - in mind, body, spirit and whanau.

Guiding Values

 Pahiatua School embraces these core values:

We will provide a firm educational foundation to enable our children to become lifelong learners
We will teach and live by the 3Rs - Responsibility for self, Rights of others, Respect for all.
We will provide each child with the opportunity to experience success and to strive towards personal excellence

Beliefs

Pahiatua School believes in: 

Developing social and personal behaviours that will give our children the skills to become valued citizens of the future.

Equipping all of our children with the thinking tools and learning strategies to set, achieve and exceed goals while enhancing self esteem. 

The provision of a safe, caring and nurturing environment, essential to well being 

Striving for excellence with an emphasis on ‘the basics’. 

A positive partnership between parents/caregivers, community and school supporting our children’s learning  

The recognition and respect of New Zealand’s bi-cultural heritage and celebration of the multi-cultural aspects of Pahiatua School. 

Supporting quality staff who will be recognized and valued for their ongoing development and contribution to achieving the vision 
 
How we will know our vision and beliefs are being achieved?
By developing social and personal behaviours that will give our children the skills to become valued citizens of the future. 

Evidenced by:

  -  Children and staff aware of and promoting the school rules and actively acknowledging appropriate behaviours   and supporting behaviour modification of inappropriate behaviours
  - Children and staff modelling Responsibility for self, Rights of others and the Respect for all.
  - All staff articulating and promoting the principles of Choices Theory and Reality Therapy
  - The direct teaching of the Essential Skills and social skills programmes
  - Children provided with, and accepting, opportunities for leadership and responsibility within the classrooms and school as a whole through duties, monitors, councillors, assemblies, buddy classes, direct opportunities, cluster programme, peer tutoring etc.
  - Children articulating and reflecting the school vision through their actions; pride, good manners, work and achievements
 - ‘Healthy’ inter-house competition

·       Equipping all of our children with the thinking tools and learning strategies to set, achieve and exceed their goals while enhancing self esteem.

Evidenced by:

  - Teachers providing a classroom culture that values learning and promotes effort regardless of children’s cultural, economic or learning needs
  - The ongoing goal of creating smaller classes that are balanced, taking into consideration the diverse special needs, special abilities and behavioural needs of the children of Pahiatua
- Praise and recognition (verbal, stickers, certificates, gold cards, phone calls home etc.) given for pupil progress, participation, attitudeand effort
- Through the school calendar provide opportunities and support for children to participate in external tests and  competitions, sporting activities, technology challenges, NIE Quiz, Maths quiz, Chess Tournaments and the like.
- The school actively providing for children with special needs and special abilities

·      The provision of a safe, caring and nurturing environment is essential

Evidenced by:

 - Classrooms and the playgrounds meeting the Health and Safety requirements
 - The Behaviour management programme based on ‘Choices’ Theory and Reality Therapy effectively managing inappropriate behaviours and encouraging quality citizenship skills
 - The school rules encouraging  the development of the positive behaviours and safety of our pupils
- Safe practice guidelines for staff, which will cover physical and emotional safety
- Outside agencies, specifically RTLB, RTLit, CYFS and GSE used to support pupil needs when intervention is deemed necessary
- Road crossings on Mangahao Road and Albert Street monitored by trained patrol wardens at the times deemed necessary
- Attendance monitored daily and unexplained absences followed up. The Truancy officer used if required.
- The EOTC policy ensuring safe and legal practices are maintained
- Active participation in the ‘Health Promoting Schools Programme’
- Encouragement of school facilities being used for ‘after school’ programmes 

·Striving for excellence and an emphasis on ‘the basics’.

Evidenced by:

 - Teacher planning and delivery according to the Pahiatua School Curriculum Delivery Plan  which promotes the pedagogies of - the child as a unique being;  consideration of learning styles and multiple intelligences; provision of purposeful programmes; provision of a learning environment that fosters respect, values input and appreciates fun
- The Pahiatua School Curriculum Delivery Plan used as a ‘living document’ providing the framework for the 3 key curriculum areas of Literacy, Numeracy and Essential Skills which are practiced through the fourth area - themes (encompassing the 5 other essential learning areas)
- Achievement in all areas, with particular emphasis on literacy and numeracy
- The   ‘learning’  measured and reported on each term to the children, parents/caregivers through  -  the examples displayed in the Pupil Portfolios, interviews, goal setting/review, written work, profiles etc.  

·          A positive partnership between parents/caregivers, community and school supporting our children’s learning

Evidenced by:

  - Open door policy actively promoted according to the guide lines in the ‘Teacher Handbook’
  - Parents/caregivers informed and consulted on policy
  - School newsletters home every Monday
  - Visitors to the school acknowledged and welcomed
  - An effective BoT
  - An effective PSCA
  - An effective whanau group
  - Parents/caregivers involved in EOTC, sports coaching, options and activities
  - Interviews for parents/caregivers held twice a year and a written report at the end of year
  - Parents/caregivers involved in behaviour/learning modification at an early stage
  - Voluntary supporters acknowledged formally and informally, including an end of year morning tea
  - Pahiatua School featuring in community activities, newspapers, celebrations 

·          The recognition and respect New Zealand’s bi-cultural and celebration of the multi-cultural aspects of Pahiatua School.

Evidenced by:

  - Children’s names pronounced correctly
  - Support for the Pahiatua School Whanau Group
  - Teachers giving recognition and quality time to Te Reo and Tikanga in their planning and curriculum delivery
  - The cultural groups within the school will be valued and supported eg Kapa Haka

 ·           Supporting quality staff who will be recognised and valued for their ongoing development and contribution to achieving the vision

Evidenced by:

  - Induction programmes for new staff
  - Teachers seeing themselves as role models and conducting themselves in a professional way
  - Quality, school wide professional development provided which teachers will participate in fully and implement accordingly
  - The BoT performance as a ‘Good employer’
  - The BoT providing finance through the budget to foster the development of quality delivery as identified in the strategic plan
 - Individual strengths and interests encouraged and utilised
- Efforts being recognised and celebrated