WHO ARE WE?
WHAT DO WE VALUE?
WHAT ARE OUR PRIORITIES?
WHAT ELSE ARE WE COMMITED TO?
When developing policies and practices National Park School acknowledges New Zealand's cultural diversity and the unique position of the Maori culture. We take all reasonable steps to provide instruction in Tikanga Maori and Te Rea Maori for children. This Improvement Plan has been developed in consultation with our Maori community. We respect and value the support and knowledge that our Maori whanau and community bring to our partnerships. Maori child achievement is a core part of our annual planning, which is supported by the underlying values of aka, manaakitanga and mahi tahi.
National Park School follows the National Education Guidelines, that includes the National Education Goals, Foundation Curriculum Policy Statements, the New Zealand Curriculum, and the National Administration Guidelines. We honour the Ministry of Education's Statement oflntent.
WHAT GUIDES OUR DECISION MAKING?
Children's identity and sense of self is
Children experience a broad education
A genuine belief in all children which empowers them to learn and achieve personal excellence.
The curriculum has meaning for children and connects with their wider lives.
HOW DID OUR PLAN COME ABOUT?
Our plan has been a community effort. It is the result of a lot of discussion with our children, families, staff, Board of Trustees and wider community about who we are and what's important for our future. The development went like this ... We asked all our families at the start of 2016 for the values that were most important to them as a whanau. From the feedback the BOT worked out what the 'top ten' values were. We asked families, staff and children to think about and comment on these. We then had some BOT professional development to learn about school strategic planning. At the end of 2016 the BOT hosted a dinner with families to gather ideas on our school's strengths and areas for growth. We then followed up with letters and conversations to gather the thoughts of people who hadn't yet contributed. The BOT then got together to look at trends and links between people's thoughts to find priorities, values and a sense of the school identity. All of these thoughts were displayed in school for people to continually reflect on. We spent time thinking about how best to write the plan so that it could be easily understood and also fulfilled all the requirements of the Education Act. Its legal name is a Charter, but we like to call it our School Improvement Plan.
OUR OTHER KEY DOCUMENTS