Shelly Park Schools Charter

Our Vision.

The Shelly Park School community will work co-operatively to provide opportunities for learners to build their sense of identity, to become resilient, self-reliant, critical and creative thinkers, to be team players, to learn to use initiative and engage in on-going learning throughout their lives.

Mission Statement.

Shelly Park School empowers its students to be confident, caring and connected community contributors.


Working Together to Succeed.

Charter Undertaking.

In accordance with Section 64 of the Education Act, the Shelly Park Board of Trustees undertakes all reasonable steps to achieve the purpose, aims and objectives in this Charter which have been approved by the Board following consultation with the community in terms of Sections 61 and 63 of the Education Act, and to take full account of the National Education Guidelines and all statutory obligations. The Board has accepted this Charter as its undertaking to the Ministry of Education.

This Charter will be updated annually in December.

School Description

Shelly Park is a State primary co-educational contributing school catering for approximately 440 students and widely known for its friendly, family atmosphere.

There is a high level of expectation in the school and for the children.  There is a strong commitment by parents to give their children the best possible education. Parents see Shelly Park as a safe and friendly community with a good level of caring and support.  They feel that sports, hobbies and interests are well catered for and good amenities are available.

The school has a stable roll and stable staff having undergone a period of rapid growth where the roll  grew significantly over several years.

Shelly Park is of modern design (1979) and has even more recent construction. It has large attractive, open grounds.  Some classrooms are linked together as Pods. Whilst divided into separate rooms they are of a variable space design. Each has ramps, wide doorways and shared facilities. e.g. Art areas, cloak bays and toilets. Other rooms are of relocatable design.
The school currently has twenty one classrooms.  The junior school occupies Pod One and Two and is composed of New Entrant classes and Year  2 classes. In Pod 3 the Year 3 & 4 classes form the middle school team.
Pod 4 consists of Yr 5 & 6 parallel classes which form the senior team .

The staff currently comprises the Principal and eighteen fulltime classroom teachers.  In addition to the full-time staff, we employ part-time teachers and several teacher aides who work in support of teams and in specialist areas.

National Education Priorities

Shelly Park school recognises and is committed to the Government’s National Education priorities.

Success for all
A safe learning environment
Improving literacy and numeracy
Better use of student achievement information
Improving outcomes for students at risk
Improving outcomes for Maori students
Achievement Information Reporting.

The school establishes and maintains close links with its community and parents of the school are welcome to involve themselves in our activities.  EOTC activities are made possible with the committed co-operation and assistance of parent helpers.

Whilst special functions such as sports days, assemblies and concerts are organised for sharing together, parents have the opportunity to contact school every day and are made to feel at ease in communicating joys, queries, and concerns.  We believe that close contact and cooperation between home and school is vital for effective growth, and welcome parental contact and assistance with class work, sporting and cultural activities.  The Staff work to make the school effective in its dealings exercising their professional judgement to be helpful, diplomatic and tactful within all relationships.

Parents are involved in the construction of the sections of this Charter through consultation.
This occurs annually as a strategic forum meeting which involves  key staff, BOT and PTA.
Health curriculum consultation  also occurs biannually  via the school newsletter.

Cultural Diversity

Though there are less than 2% of students identifying as Maori the Board of Trustees takes all reasonable steps to provide instruction in and through Te Reo and Tikanga Maori.

When developing policies and practices for the school every endeavour is made to reflect New Zealand’s cultural diversity and the unique position of Maori culture.

The Maori curriculum team reports annually to the board and consults the school community on an annual basis  as part of their reporting commitment
Teaching staff are encouraged and supported to  integrate elements of Tikanga Maori and Te Reo into their programmes.

If parents of a full time student ask the school to provide instruction in Te Reo Maori, the school will open negotiations with neighbouring schools in order to find a suitable teaching and learning programme that the student can attend.

The school participates in the annual Eastern Districts Koanga festival which occurs over two nights in October.

The achievement of Maori – Pasifika pupils is monitored annually


Aims are broad statements of intended outcomes in which the school expects to demonstrate performance in relation to the National Education Guidelines and priorities. All school policies and procedures are guided by these.

NAG 1. Curriculum.

We aim to:

  • Foster student achievement by providing teaching and learning programmes which provide all students with the opportunity to achieve success in all the essential learning and skill areas.
  • Give priority to student achievement in Literacy and Numeracy.
  • Gather information through a range of meaningful assessment practises to enable student achievement to be evaluated and use this information to improve student outcomes.
  • Identify students and groups of students:
    • who are not achieving
    • who are at risk of not achieving
    • who have special learning needs and develop programmes that cater for them.
    • Identify aspects of the curriculum which require attention.
    • Takes all reasonable steps to provide instruction in tikanga Maori and te reo Maori for children whose parents ask for this.
NAG 2.  Documentation and Self Review.

We aim to:

  • Document and maintain an on-going programme of self review.
  • Report to BOT, parents and the community on student achievement.
  • Report to BOT, parents and the community on achievement of identified groups of students. E.g. Maori, Asian, Target Groups.
  • Foster community partnership through effective communication to, and consultation with, all community groups/cultures
  • Maintain policies and procedures that reflect New Zealand’s cultural diversity and the unique position of Maori culture.
NAG 3. Employer Responsibilities/Personnel and Resources.

We aim to:

  • Promote high levels of staff performance.
  • Use educational resources effectively.
  • Be a good employer by complying with the conditions of the relevant employment contracts.
NAG 4(a). Finance.

We aim to:

  • Allocate funds to reflect the school’s priorities.
  • Monitor and control expenditure.
  • Ensure annual accounts are prepared and audited as required.
NAG 4(b). Property.

We aim to:

  • Follow the conditions of our property and asset management plans.
  • Implement a maintenance plan programme to provide a safe, healthy learning environment for students.
NAG 5. Health and Safety.

We aim to:

  • Comply with relevant legislation
  • Provide a safe physical and emotional environment for students and staff.
NAG 6. Administration.

We aim to:

  • Comply with legislation concerning requirements such as attendance, length of the school day, length of the school year.


Objectives outline how the aims will be implemented through the School Charter –Strategic Plan, Annual Plan, Action Plans and Procedural Information.

NAG 1. Curriculum.

Each year the Board will:

  • Through the Principal and staff will develop, revise or confirm its Curriculum Action Plans and Charter. The Charter will show it is giving consideration to national priorities and the identified learning needs of students.
  • Ensure the Charter sets student achievement targets which specify achievement goals for identified groups of students.
NAG 2.  Documentation and Self Review.

Each year the Board will:

  • Operate an annual programme of Self review in all areas of the curriculum and Board Operation to achieve a self improving cycle.
  • Receive and report on student achievement.
  • Use this information to form the basis for deciding priorities for subsequent annual plans and targets.
  • Communicate meaningfully with the community and consult to ensure partnership links are maintained.
  • Include analysis of student achievement targets and outcomes/variances in Annual reports.

We are bound as a school to use National Standards to:
(a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents will be in plain language in writing must be at least twice a year;
(b) report school-level data in the board’s annual report on National Standards under three headings:

  1. school strengths and identified areas for improvement;
  2. the basis for identifying areas for improvement; and
  3. planned actions for lifting achievement.

(c) report in the board’s annual report on:

  1. the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and
  2. how students are progressing against the standards as well as how they are achieving.
NAG 3. Employer Responsibilities/Personnel and Resources.

Each year the Board will:

  • Review and revise all personnel policies and procedures to maintain its position as a good employer.
  • Recognise and implement the conditions of employment for all employees.
  • Provide, through the annual budget limitation, resources to meet curriculum priorities and professional development needs.
NAG 4(a). Finance.

Each year the Board will:

  • Prepare an annual budget to fund school operation.
  • Monitor and control income and expenditure on a monthly basis.
  • Ensure preparation, audit and publication of the annual accounts meets required guidelines.
NAG 4(b). Property.

Each year the Board will:

  • Update the 10 year Property plan.
  • Prepare an annual property development plan on the basis of the above for both maintenance and capital works.
  • Maintain an updated Asset register.
  • Implement a programme of inspection for the buildings and grounds to maintain a safe environment.
NAG 5. Health and Safety.

Each year the Board will:

  • Provide a physical and emotionally safe environment for staff and pupils.
  • Develop a positive, caring climate for all by implementing appropriate programmes and procedures.
NAG 6. Administration.

The Board will:

  • Maintain a biannual revision of all school policy and procedures.
  • Ensure the school’s operation complies with legislative requirements.
  • Be informed in regard to changes in relevant legislative requirements.


  • Develop a positive self esteem
  • Develop to their fullest potential
  • Develop self discipline and independent work habits
  • Demonstrate good manners
  • Show respect for other people’s property and the environment
  • Develop their self confidence so they can use their initiative and build leadership qualities
  • Have respect for themselves, their own cultural identity and other people’s cultures
  • Have respect for people of all ages and for those in authority
  • Carry appropriate responsibilities reliably and carefully
  • Show a feeling of concern for others
  • Be proud of themselves and their part in the school team.


  • Enjoy their work and help make the school a bright, happy and interesting place to attend
  • Respect every pupil’s individuality and remember that they are entitled to personal dignity
  • Be tolerant of young learners by assisting appropriately and involve them in their learning
  • Emphasize courtesy, consideration and cooperation both in classrooms and playgrounds
  • Share ideas and work together positively
  • Gain the respect of the children and parents by handling them sincerely, fairly and firmly
  • Set an appropriate role model in terms of behaviour, dress, speech, tidiness and manners
  • Encourage pupils to succeed at all levels of growth and development
  • Foster the above qualities in our pupils
  • Develop challenging and stimulating learning programmes to meet the identified learning needs of the pupils
  • Aim for positive outcomes by being constructive and offering plenty of praise
  • Stress the good things children are doing, not the bad
  • Provide consistent well defined standards and involve children in developing these.


  • Feel welcome and part of the school community
  • Be positive and proactive in their support of school activity
  • To have input into levels of school decision making
  • Maintain close, open communication links with the school so that they are informed and can be involved in school activities
  • Feel confident about expressing concerns and queries in regard to the children’s management and achievement
  • Feel assured that their involvement and contributions are valued both inside and outside the classrooms.