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provide a safe physical and emotional environment for students

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1. through the analysis of good quality assessment information*, identify students and groups of students:

2. who are not progressing and/or achieving;

3. who are at risk of not progressing and/or achieving;

4. who have special needs (including gifted and talented students)

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to provide all students in years 1–10 with opportunities to progress and achieve for success in all areas of The National Curriculum

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1. breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school’s curriculum, and the scope of The National Curriculum, as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa;

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Provide appropriate career education/guidance - emphasis on specific career guidance

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Provide appropriate career education/guidance - emphasis on specific career guidance

# data[].attributes.body
1. through the analysis of good quality assessment information*, identify students and groups of students:

2. who are not progressing and/or achieving;

3. who are at risk of not progressing and/or achieving;

4. who have special needs (including gifted and talented students)

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to provide all students with opportunities to progress and achieve.

1. Giving priority to student progress and achievement in numeracy.

2. Through the analysis of good quality assessment information, evaluate the progress and achievement of students, giving priority first to student progress and achievement.

3. Through the analysis of good quality assessment information*, identify students and groups of students who are not progressing and/or achieving. Who are at risk of not progressing and/or achieving.

4. develop and implement teaching and learning strategies to address the needs of students.

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b. allocate funds to reflect the school’s priorities as stated in the charter

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1. on the basis of good quality assessment information* report to students and their parents on progress and achievement of individual students.

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b.ii. Breadth and depth of learning related to the needs, abilities and interests of students.

e. Develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students.

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1. provide a safe physical and emotional environment for students

2. promote health food and nutrition for all students

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1. provide appropriate career education and guidance for all students in year 7 and above, 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.

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Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

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1. maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information* on student progress and achievement

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Develop and implement policies which promote staff performance and recognise needs of students

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1. develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

2. in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students; and

3. provide appropriate career education and guidance for all students in year 7 and above, 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.

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develop and implement personnel and industrial policies, within policy and procedural frameworks which promote high levels of staff performance, use educational resources effectively and recognise the needs of students

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Each board of trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter

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Identify students/group of students
-not progressing and/or achieving
-at risk of not progressing and/or achieving
-has special needs (included gifted and talented)
-aspects of the curriculum that requires particular attention