correspondence school

The Correspondence School Charter Tutohi 2008 1 Contents 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Establishment, legislative framework and governance........................................................ 3 All students achieve their potential ....................................................................................... 4 What we do ............................................................................................................................ 5 Students and community ....................................................................................................... 6 Collaborating with students, whanau/family ......................................................................... 7 Location.................................................................................................................................. 7 Guiding principles .................................................................................................................. 7 Strategic direction .................................................................................................................. 8 Responses to Maori.............................................................................................................10 Organisational structure ...................................................................................................... 10 How we support students ....................................................................................................11 Annual Plan 2008 ................................................................................................................ 13 Early Childhood Service Charter ........................................................................................ 17 2 1. Establishment, legislative framework and governance The Correspondence School (TCS) was set up in 1922 to provide education at primary school level for 83 students living in remote areas. Seven years later it expanded to cater for secondary school students. Since then the School has grown and developed to meet the changing demands placed on it as its role in the education sector has evolved over time. We are New Zealand’s largest education provider in the early childhood and compulsory education sectors. We also provide education programmes for adult learners who are returning to qualification-based learning. The Ministry of Education funds the school in accordance with section 81A of the Education Act 1989. Funding is based on student enrolments and engagement. The enrolment of students is governed by sections 7 and 7A of the Education Act 1989. The enrolment policy is reviewed annually by the Ministry of Education and the Board of Trustees and is published by Gazette notice. Students who meet the policy criteria may enrol as government-funded students. Other students may enrol as fee-paying students. The School is governed by a Board of Trustees, the composition of which is determined by the Minister of Education in accordance with section 95 of the Education Act 1989. The current Board composition was gazetted in September 2004. The Board is supported by three committees: Risk Assurance, Employer and Communications. 3 2. Mission All students achieve their potential We collaborate with students, their families, whanau and communities to provide effective teaching and personalised learning. Vision All students achieve their potential. For our students to achieve, we need to ensure that: • potential students who need our support are able to enrol and access our services in a timely manner • their learning programmes are personalised to meet their individual needs and contexts • we deliver our programmes to students in ways that are relevant and meaningful for them as 21st century learners • we collaborate effectively with students, their whanau/families, schools, other agencies and community groups to maximise the use and value of the available resources in students’ environments to benefit our students’ learning and achievement. The government’s overall outcome for the education sector is to establish a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. Our vision of all of our students achieving their potential is directly aligned with this sector outcome. Core values and behaviours Our values describe the way we go about our work. 1. We take personal responsibility for our performance and the achievement of our students. 2. We reflect the values of rangimarie (peace, serenity, calmness), and aroha (compassion/ empathy). 3. We are respectful, courteous and good humoured in all our interactions and relationships. 4. We are innovative and responsive to the needs of our students and their whanau/families. 5. We communicate openly and honestly, and respect alternative perspectives. 6. We support and encourage each other, share knowledge and ideas, and work collaboratively for the benefit of our students. 4 7. We respect all our people and the contribution they make to the organisation. 8. We support each other’s need for work/life balance. 9. We value diversity and encourage individuality. 10. We take the time to celebrate the successes of our students and colleagues. 11. We learn from our experiences, and take responsibility for our ongoing learning. 3. What we do The Correspondence School provides educational services to a diverse group of students whose circumstances and learning needs vary widely. Our full-time students range from the traditional geographically remote families to urban students, whose alienation is the result of complex social circumstances or psychological problems. We provide specialist subjects for dual-enrolled students attending other schools who do not have access to a broad curriculum and supplementary services to students with special needs. We work with families, communities and other agencies to enhance our students’ engagement and achievement. We are developing our capacity to use e-learning as a means of connecting with our students and other groups to overcome some of the traditional barriers associated with distance learning. We provide educational services to early childhood, primary and secondary level students for whom we are the best current option, and supplementary services to students in primary and secondary schools, as follows. (a) Students whose access to a local face-to-face school/early childhood centre is currently not practicable. (b) Agency-referred special conditions/disengaged students. (c) Students attending a face-to-face school, which needs support to offer a broad year 9 – 13 curriculum. (d) Students attending a face-to-face school, which requires supplementary curriculum adaptation services while it builds special education capability. (e) Young adults, from the age of 16 up to 19 years, who have previously left school. (f) Adult learners. (g) On-payment of supplementary 0.1/0.2 services for full-time, years 1-13, ORRS verified students. We also administer, on behalf of the Ministry of Education, the on-payment of the supervisors’ allowance to eligible supervisors of the School’s full-time students. 5 4. Students and community The circumstances of The Correspondence School’s students are many and varied. This diversity is evident in terms of their age and ethnicity, location, educational need and level of support available to each student. At any one time, around 13,000 students are enrolled at The Correspondence School. While most are of secondary school age, the School’s students range from pre-schoolers to senior citizens and live in all regions of New Zealand and overseas. The School has a sizeable Maori community, with Maori students comprising 27% of full-time primary and 41% of full-time secondary enrolments. The Maori Learners’ Success Framework recognises the School’s need to engage, develop and support Maori learners to enjoy educational success as Maori. The Correspondence School must provide for the learning needs of all its students and address the expectations of their learning supervisors, families and whanau. While the roll still includes those who are geographically isolated, intinerant or living overseas, the School’s students are increasingly those whose needs are not able to be met effectively in a face-to-face school. These students make up 34% of full-time primary and 75% of full-time secondary enrolments. They may have special learning needs, associated with complex social circumstances that other schools are often not able to address. They often lack the active support of their families or whanau, which in turn affects their ability to achieve and increases the complexity of the programmes that are delivered and the student support that is required. Teachers work with full-time students and their supervisors to negotiate a Student Education Plan (SEP) that records the student’s agreed aspirational goals. Regular review of a student’s SEP measures progress made and provides the opportunity for setting new goals. The School also has a substantial number of dual-enrolled students from primary and secondary schools, enrolled for curriculum adaptation or extension. These enrolments have seen the School develop solid working partnerships with most of the country’s primary and secondary schools. Each of these partnerships is based on a Service Level Agreement (SLA) that formalises each party’s responsibilities for the student’s education. Early Childhood enrolments encompass a diversity of lifestyle and socio-economic background. While continuing to be drawn mainly from rural areas, most of these students go on to attend their local primary school. Enrolment type Early Childhood Primary Students enrolled in 2007 1,288 918 1,251 94 3,233 9,214 490 3,868 1,552 21,908 Enrolment category Full-time Full-time Dual Fee payer Full-time Dual Fee payer Secondary Adults Department of Corrections (Adults) Total Increased enrolment of young adults is expected as a result of changes to the Ministry of Education’s TCS enrolment policy for 2008. The policy allows a student enrolled under this 6 gateway to remain enrolled up to, and including, the end of the school year in which the student turns 19 years of age 5. Collaborating with students, whanau/family Our students’ needs are many and varied. To offer each student the opportunity to achieve their full potential we must deliver personalised learning that excites and engages our students and also prepares them to contribute to New Zealand society. We recognise the crucial inter-relationship that must exist between students, teachers and their families for successful learning by students. We also recognise the importance of continuing to build and nurture the capabilities of families/whanau/communities to encourage active and effective involvement in their students’ education. The changes we are making to the ways we connect with our students, their families, communities and other agencies reflect our commitment to contributing to the realisation in New Zealand of a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. The implementation of the regional learning delivery and pastoral support model provides opportunities to develop and enhance our relationships with groups and agencies connected to our students. The regional structure has changed how we work within the School, so that teachers now work together in regional teams, in collaboration with curriculum, e-learning and assessment leaders and supported by access to the right resources. 6. Location The implementation of the regionalised learning and pastoral support model will create opportunities to work more effectively with these students. The School helps students take advantage of the available resources in their own environments, through our collaboration with students, schools, families, communities and other agencies. 7. Guiding principles The School implements and complies with the National Education Goals and the National Administration Guidelines. We ensure our students are given an education which will enhance their learning, build on their needs and respect their ethnic and cultural heritage. Our purpose is to: • improve the achievement of all learners as well as focus on addressing underachievement • recognise the differing needs of different groups of learners, including those with special education needs and disabilities 7 • • • • • target education programmes and learning support to the student’s education needs and support requirements be committed to the critical relationship between the student, teacher and family/whanau focus on parent, whanau and building community-based capability to support learning recognise and respond to regional differences respond positively to changing expectations of students, parents and communities. We assess and report on student progress and achievement to our stakeholders and our community as a whole, including our Maori community. We aim to develop organisational capability and to promote high levels of staff performance to support the effective and efficient delivery of education to its students. We operate on a sustainable financial basis. We allocate our resources according to sound educational and financial principles, having as the basis the best possible achievement outcomes for students. We maintain a strategic plan and an annually updated annual plan as part of this Charter, including goals and targets, and will report on these annually. We document how the National Education Guidelines are being implemented. We maintain an ongoing programme of self-review and comply with all general legislation requirements. 8. Strategic direction The government’s overall aim is to create a high-income, knowledge-based economy, which is both innovative and creative, and provides a unique quality of life for all New Zealanders. Over the next five years the government plans to progress this through work encompassed by its three priority themes of Economic Transformation, Families - Young and Old, and National Identity. These three themes are underpinned by an emerging focus on sustainable development and realising youth potential. The Government’s Schools Plus multi-agency approach challenges the education sector to find ways of making life-long learning attractive and engaging for young adults who have been failed by schools. Education sector outcomes The government’s overall outcome for the education sector is to establish a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. The Ministry of Education has identified that the education system needs to become more responsive to the needs of all students. Resources, processes and infrastructure are being reoriented to transform all parts of the education system to make it more meaningful and relevant for 21st century learners. 8 The government has identified three key paths to achieve its overall outcome: 1. Focusing on specific and immediate areas to achieve significant improvements in student presence, engagement and achievement in early childhood education and schooling and a major reforms programme in tertiary education to drive improvements in quality and relevance of education, training and research. 2. Developing the key features of personalising learning that will support the system to deliver educational innovation and change. 3. Leading and supporting change to ensure that the education system values, respects, and is successful for all children and young people, in particular Maori, Pasifika and students with special education needs. The Correspondence School’s contribution Our students’ needs are many and varied. To offer each student the opportunity to achieve their full potential we must deliver personalised learning that excites and engages our students and also prepares them to contribute to New Zealand society. In making changes to the ways we connect with our students, their families, communities and other agencies the school shoes its commitment to contributing to the realization in New Zealand of a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. The Correspondence School This table shows how the government’s goals, themes and overarching outcome for the education sector inform and are complementary to our vision, key areas of focus and the outcomes we are seeking for our students. Relationships and outcomes Government’s overall goal Government themes Overarching outcome for the education sector TCS key areas of focus A high income, knowledge based economy, which is both innovative and creative and provides unique quality of life to all New Zealanders Economic Families – Young and Old National Transformation Identity Sustainable Development Realising Youth Potential A world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. Implementation of Learning, Student and Content Management Systems (LMS, SMS, CMS) Strong regional and community teaching relationships Personalising learning Improved achievement of Maori and all students. TCS vision Education sector and TCS outcomes Presence All students achieve their potential Engagement Achievement 9 9. Responses to Maori Improved achievement of Maori and other students While our education system is performing well overall by international standards, there is a need for an urgent step up in system performance for Maori to ensure more equitable outcomes. Our School’s Maori Learners’ Success Framework has presented us with a valuable basis for analysing the information we have about Maori students. This year the School will be implementing our first Maori Learners’ Implementation Plan. Maori Participation Maori learners at TCS in 2007 • 6,132 Maori students enrolled: this is 28% of all 21,908 students enrolled with TCS • Maori students were overrepresented in students with enrolment periods of less than eight months and underrepresented in those enrolled for periods of over nine months • Maori make up 50% of students identified as having low support and high needs • Maori students proportionately gained fewer National Certificate Education Achievement (NCEA) credits than other students. Maori Learners’ Implementation Plan The goal of the TCS 2008 Maori Learners’ Success Framework (MLSF) Implementation Plan is to raise Maori learner achievement. The MLSF presents three Pou (supports) to facilitate Maori student achievement. These are Rawa (resources), Whakamana (authoritative capacity), and Matauranga (knowledge). There are four levels of engagement defined within the framework. The levels begin at Te Kakano (existence) and progress through to Tipuranga (activitation) and Manaakitanga (development) to the final state of Puawaitanga (realisation). The Implementation Plan is presented in relation to each of the three Pou – Rawa (resources), Matauranga (knowledge), and Whakamana (the authority to realise Maori potential). 10. Organisational Structure Our new regionalised teaching model provides us with the means of improving student presence, engagement and achievement. Under this new model, the School is organised into three wahanga (areas) – Learning Delivery, Design and Quality, and Capability Services – each led by a Deputy Chief Executive (DCE), reporting to the Chief Executive. The Chief Executive and the Board are supported by a Chief Advisor. The Chief Executive, the three DCEs and the Chief Advisor together make up the Senior Leadership Team with responsibility for the overall leadership and strategic direction of the School. The Senior Leadership Team has individual and collective responsibility for achieving the outcomes and key milestones of the Annual Plan, which are reflected in individual performance agreements. The School has approximately 375 full-time equivalent staff members. 10 11. How we support students Student presence and engagement in education are pre-requisites to student achievement. The Ministry of Education has identified increased student presence, engagement and achievement as key outcomes for the education sector. We have developed our work programme to align with these outcomes. Student presence Presence for TCS students refers to the state where they are ready and able to learn. Potential students, schools and other referral agents are aware of the ways we can support and facilitate student learning and achievement. Our enrolment processes are timely and responsive to students’ needs. Our courses are relevant for our students and reflect the diverse range of their interests, aspirations and needs. Work on improving student presence falls largely to the Capability Services Wahanga. This wahanga focuses on continuous improvement of organisational capability and performance with the overall of aim of strengthening our organisational infrastructure and improving our effectiveness and efficiency. Student engagement Student engagement refers to the state where our students are actively involved in their learning programmes. For this to occur, students’ learning programmes are personalised and delivered in ways that are relevant and meaningful for them as 21st century learners. We enhance student engagement by effectively collaborating with students, their families, other agencies and community groups to maximise the use and value of the potential resources available in students’ environments. The Learning Delivery Wahanga is critical for sharpening our focus on improving student engagement and achievement. Greater regionalisation of learning delivery and in-region pastoral support strengthens connections between the school, our students, their families and communities, and other agencies that support our students and their families. The work of this wahanga includes a particular focus on students in years 7-10, in recognition of the critical nature of this time to engage students in lifelong learning. An annual programme of face-to-face camps and events, organised on a regional basis, is another means of providing motivation and support to alienated, and other, students. The programme encourages inquiry learning and provides activities which assist students to develop their practical, social and relationship-building skills. It also offers opportunities to develop the capabilities and networks of parents/caregivers in their role as supervisors. Their needs can be addressed to help them build confidence and independence Student achievement Achievement is demonstrated when students are making measurable progress towards their individual goals and attaining national qualifications. The Design and Quality Wahanga also carries responsibility for improving student engagement and achievement through the development and implementation of school-wide strategies to support effective teaching. Its focus on providing cohesive curriculum leadership and 11 development supports the effective delivery of the New Zealand curriculum. This wahanga is working on the development and maintenance of a school-wide approach to assessment for years 1 to 13. It is also responsible for leading, developing and coordinating e-learning across the School, and implementing the Maori Learners’ Success Framework. 12 12. Annual Plan 2008 1. Presence Students are ready and able to learn. We have enrolled them in appropriate learning programmes designed to enable them to achieve goals that are meaningful and relevant for them. Outcomes Activities Responsibility Measures 1.1 80% of full-time students are enrolled within 15 working days of Accessible and efficient enrolment Operate online enrolment DCE, Capability TCS receiving their enrolment process Services All courses are reviewed in a three year cycle. New courses are developed in response to students’ needs and interests. Teachers develop learning programmes with students and other key people within two weeks of receiving the enrolment. DCE, Learning Delivery CE DCEs Communication Specialist Chief Advisor Learning Advisors 1.4 At least two inter-agency regional meetings are held in each region in 2008 1.5 At least two supervisor meetings are held in each region in 2008 1.6 At least four school newsletters are published in 2008 1.7 The communication strategy is reviewed and implementation initiatives agreed and underway by August 2008 DCE, Capability Services DCE, Design and Quality 1.2 At least 30% of all courses have been reviewed by the Academic Committee in 2008. Available, relevant courses and programmes for all students Students have timely access to personalised learning programmes. 1.3 80% of full-time students have an appropriate individualised learning programme within two weeks of confirmation of their enrolment. Students, families and other key referral agents know how TCS can complement and supplement existing schooling provision. We communicate regularly with our students and their families through our school newsletter, website and oneon-one communications. We review the ways we communicate with groups to improve our performance. We hold regular regional and national meetings with key stakeholders. 13 Outcomes All dual enrolling schools sign a Service Level Agreement that sets out our mutual responsibilities. This process is supported by a relationship manager and other staff. DCE, Capability Services DCE, Learning Delivery Activities Responsibility Dual-enrolling schools are confident about enrolling their students with TCS. Measures 1.8 At least 70% of dual-enrolling schools surveyed online report satisfactory levels of engagement. Effective management and use of student information and curriculum content to deliver learning programmes. DCEs Implementation of the Student, Content and Learning Management systems (SMS, CMS and LMS). CE 1.9 Meet agreed SMS, CMS and LMS project milestones within the allocated resources. 2. Engagement Through the cooperative effort of individuals and groups working together with us, students are increasingly self-managing and are positively engaged in their learning programmes. Outcomes Activities Responsibility Measures Maori full-time students and their 2.1 At least 25% of targeted full-time Maori students/ whanau respond Implement the Maori Learners Implementation Plan. CE families are actively engaged in their to NZCER engagement survey. learning 2.2 At least 50% of full-time Maori students responding to NZCER Implement personalising learning policy. DCEs engagement survey report satisfactory levels of engagement. 2.3 At least 50% of whanau of full-time Maori students responding to Increase opportunities for full-time Maori students to engage with e-learning. NZCER engagement survey report satisfactory levels of MLSF Steering engagement. Group Support the supervisors of Maori students. 2.4 At least a 3% increase over baseline in the number of full-time Maori students retained for half a year or longer, other than those Utilise findings from the review of the Differentiated Service who return to a face-to-face school. Model. Implement personalising learning policy. Increase opportunities for full-time students to engage with e-learning. CE DCEs 2.5 At least 25% of other targeted full-time students/ families respond to NZCER engagement survey. 2.6 At least 50% of other full-time students responding to NZCER engagement survey report satisfactory levels of engagement. Full-time students and their families are actively engaged in their learning 14 Outcomes Support the supervisors of students. Utilise findings from the review of the Differentiated Service Model. Activities Responsibility Measures 2.7 At least 50% of families of other full-time students responding to NZCER engagement survey report satisfactory levels of engagement. 2.8 At least a 3% increase over baseline in the number of students retained for half a year or longer, other than those who return to a face-to-face school. 3. Achievement Students are making measurable progress towards their individual goals through our delivery of relevant and meaningful learning that prepares them for participation in 21st century society. Outcomes Activities Responsibility Measures 3.1 80% of Maori and other Year 1-6 full-time students have Full-time Maori and other Year 1- 10 Implement the school wide assessment strategy to gain DCE, Design and demonstrable improvements in literacy and numeracy. students have tangible improvements reliable information about student progress. Quality 3.2 80% of Maori and other Year 7-10 full-time students have in their literacy and numeracy over Implement the activities described in the student DCE, Learning demonstrable improvements in literacy and numeracy. 2008. engagement section: Delivery Implement the Maori Learners Implementation Plan. Implement personalising learning policy. Increase opportunities for full-time Maori students to engage with e-learning. Support the supervisors of Maori students. Utilise findings from the review of the Differentiated Service Model. Implement the school-wide assessment strategy to gain reliable information about student progress. Implement the activities described in the student engagement section. 3.3 5% increase over baseline in the number of Maori and other students achieving NCEA level 1 3.4 5% increase over baseline in the number of Maori and other students achieving NCEA level 2 More full-time Maori and other students achieve NCEA level 1, 2 and 3 in 2008 than in 2007. More full-time Maori and other students achieve 16 or more NCEA Level 1 numeracy and literacy credits. Fewer Year 11-13 Maori and other 3.5 5% increase over baseline in the number of Maori and other students achieving NCEA level 3 3.6 5% increase over baseline in the number of Maori and other students achieving 16 or more NCEA Level 1 numeracy and literacy credits. 3.7 5% decrease against baseline in the number of Maori and other 15 Outcomes students leave TCS (as their last school) with no NCEA credits. Improved achievement of NCEA credits across all Year 11-13 students. Activities Responsibility Measures Year 11-13 students leaving with no NCEA credits. 3.8 5% increase over baseline in the mean number of NCEA credits gained by Year 11-13 students in all enrolment categories. 4. Financial reporting Prudent financial management is required to ensure that the available resources are used effectively and efficiently to support the school-wide outcomes of improved student presence, engagement and achievement. Outcomes Activities Responsibility Measures 4.1 All sections of the School operate within their approved cost The School operates within its budget Operate within the annual financial plan. CE, DCEs budgets and continues to review for efficiencies. Financial Controller 4.2 The School as a whole achieves its net surplus percentage range based on the agreed number of EFTS. Operate within the approved capital plan. DCE, Capability Services CE DCE, Capability Services 4.3 Board-approved capital plan is achieved. Assets are managed and updated according to the replacement cycle. Comply with all statutory, regulatory and audit requirements and the School’s policies and procedures. The School meets the legal requirements with which it must comply in order to promote high quality outcomes for all students. 4.4 The School receives an ‘unqualified opinion’ from Audit New Zealand 16 13. Early Childhood Service Charter Te Tutohinga a Te Ratonga Kohungahunga Description of the Service – He kupu whakaahua mo te Ratonga The Early Childhood Service is a distance education programme for families within New Zealand who have limited or no access to any other licensed and funded early childhood service or centre. Eligibility for enrolment is specified in TCS’s enrolment policy as determined by the Ministry of Education from time to time. Description of the Service’s Community – He kupu whakaahua mo te Hapori o te Ratonga All enrolments in the Early Childhood service are based on access criteria. The majority of enrolments are from rural areas where little or no access is available. Other types of enrolments include itinerant families and enrolments for medical reasons or special circumstances, which may also be urban-based families. Some enrolments continue with TCS for their schooling, but most go on to attend a local school. The programme aims to accommodate the diversity of lifestyle and socio-economic backgrounds and be flexible enough to operate at varying levels of complexity. Fees and statement of financial accountability Parents provide the venue, heating, lighting and supervision. They do not pay fees. The statement of financial accountability is covered in section 12 of this charter. Statement of Desirable Objectives and Practices Guiding principles – Nga Kaupapa Arahi Management1 and educators2 of this chartered Early Childhood Service3, in partnership with parents/guardians and whanau, will promote and extend the learning and development of each child attending or receiving the Service, through the provision of quality early childhood education and care. Educators will develop and implement curriculum which assists all children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. Learning and development – Te Akoranga me te Whakatipuranga 1. The educators will enhance children’s learning and development through: a) relationships and interactions which are responsive, reciprocal, positive and encouraging b) extending children’s thinking and actions through sensitive and informed guidance, interventions and support c) respecting children’s preferences and involving children in decisions about their participation in activities ‘Management’ is the charter holder. ‘Educators’ include all trained and untrained personnel who work with children in the service on a regular or formal basis. 3 ‘Service’ means licensed early childhood centre or home-based service. 2 1 17 d) planning and evaluating the physical environment and providing resources to support the needs of each child and to facilitate quality curriculum and interactions e) modelling non-discriminatory behaviour and promoting this with children f) implementing strategies to include all children. 2. The educators will demonstrate understanding of current theory and principles of learning and development and of the different characteristics of infants, toddlers and young children. 3. The educators will demonstrate knowledge and understanding of the learning and development of each child, identify learning goals for individual children and use this information as a basis for planning, evaluating and improving curriculum programmes. 4. The educators will implement curriculum and assessment practices which: a) reflect the holistic way that children learn b) reflect the reciprocal relationships between the child, people and the learning environment c) involve parents/guardians and, where appropriate, whanau d) enhance children’s sense of themselves as capable people and competent learners. 5. The educators will plan, implement and evaluate curriculum for children in which: a) their health is promoted and emotional well-being nurtured and they are kept safe from harm b) connecting links with the family and the wider world are affirmed and extended; children know they have a place and feel comfortable with routines, customs and regular events; and children know the limits and boundaries of acceptable behaviour c) there are equitable opportunities for learning for each child, irrespective or gender, ability, age, ethnicity or background; children are affirmed as individuals; and children are encouraged to work with and alongside others d) children develop verbal and non-verbal communication skills for a range of purposes; children experience the stories and symbols of their own and other cultures; and children discover and develop different ways to be creative and expressive e) children’s play is valued as meaningful learning and the importance of spontaneous play is recognised; children gain confidence in and control of their bodies; children learn strategies for active exploration, thinking and reasoning; and children develop working theories for making sense of the natural, social, physical and material worlds. Communication and consultation – Te Whakawhitiwhiti Korero me te Korero Whanui 6. The management and educators will ensure that communication and consultation with each other and with parents/guardians, whanau, hapu, iwi and local communities acknowledges and respects all parties’ values, needs and aspirations. 7. The educators will seek information and guidance from specialist services where appropriate, to enable them to work effectively with children and their parents/guardians and whanau. 8. The educators will provide opportunities for parents/guardians and, where appropriate, whanau to: 18 a) feel welcome to spend time at the Service, discuss concerns and participate in decision-making concerning their child b) discuss both informally and formally their child’s progress, interests, abilities and areas for development on a regular basis, sharing specific observation-based evidence c) have access to information concerning their child, the operation of the Service and Education Review Office reports regarding the Service. Operation and administration – Te Mahinga me te Whakahaerenga 9. The management will develop and regularly review a statement of the Service’s philosophy and the charter, in consultation with educators, parents/guardians and, where appropriate, whanau. 10. The management and educators will implement policies, objectives and practices which: a) reflect the Service’s philosophy, quality curriculum, current theories of learning and development, the requirements of the Desirable Objectives and Practices and legislation b) acknowledge parents/guardians and whanau needs and aspirations for their child c) reflect the unique place of Maori as tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi d) are inclusive, equitable and culturally appropriate e) are regularly evaluated and modified by an ongoing recorded process of internal review. 11. The management will implement: a) personnel policies which promote quality practices including appointment of competent staff, staff appraisal and professional development for both management and educators b) employment policies which incorporate the principles of being a good employer, including equal employment opportunities c) financial management policies which include budgeting to ensure that policies and objectives are met. 12. The management will make the audited financial statement available to educators, parents / guardians, whanau, the local community and government, to account for the use of Ministry of Education funding. 19