VISION AND MISSION
Cambridge Middle School Mission Statement
'Reward in Endeavour'
Cambridge Middle School Vision
Our CMS vision is Connect, Inspire, Grow.
If we are living our HERO values of Happiness, Excellence, Relationships and Opportunity then CMS will be connecting with all of our community, students and staff in meaningful ways, and in turn our community will feel connected to the school and be positive contributors. We will have created environments, relationships and a curriculum that inspires people to be here and to want to improve. As a result, if we have created the conditions where people feel strongly connected and are inspired by the place they are in then they will make a choice and put in effort to grow in many areas of their life. For us to enact this vision and our values we need to keep a continued focus on embedding these as our CMS way of being and making deliberate and strategic links to all aspects of school life.
As a legal requirement for the Ministry of Education, our Charter is a key document that pulls together our Strategic Aims, Curriculum and Values to allow us to work towards achieving our Vision
Cambridge Middle School is charged with providing programmes suited to individual learning needs
"We will develop and implement learning programmes to provide all students with opportunities to achieve success looking at the Key Competencies".
That through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated.
We will identify students and groups of students and tailor the curriculum delivery to enhance their learning needs.
In consultation with the school's Maori community, develop and make known to the school's community, policies, plans and targets for improving the achievement of Maori students.
At Cambridge Middle School we pride ourselves on being able to offer various opportunities for our students to learn and grow.
- Science Fair
- Bay Maths
- Otago Maths
- Literacy Quiz
- Maths Enrichment
- Literacy Enrichment
- Science Enrichment
- Technology Enrichment
- Kiwi Competitions - University of Canterbury
- Dance Enrichment
- Drama Enrichment
- Art Enrichment
- Kapa Haka
- Music Lessons
- Drum Line
- Rock Bands
- School Band
- Cross Country
- NZ AIMS
- Totara Springs
- Water Polo
- Student Leader
- Sports Leader
- Office Duty
- 40-Hour Famine
HEALTH AND SAFETY
- Annually review policies ensuring physical, emotional and cultural well being of all stakeholders.
- Ensure that all Ministry directives are followed.
POSITIVE BEHAVIOUR FOR LEARNING
The Principles behind PB4L
Positive Behaviour for Learning (PB4L) represents a major shift in managing disruptive behaviour by students in our education system.
- Positive behaviour is a prerequisite to improving the engagement and achievement of our students
- Positive behaviour can be learnt, and difficult disruptive behaviour can be unlearnt.
- Individual children are not a 'problem' – we need to change the environment around them to support positive behaviour
- Punishing and isolating children does not bring about long-term and sustainable changes in behaviour.
There are no quick fixes. Behaviour change takes time.
We have just passed the Tier 1 training. Tier 1 is the foundation of the PB4L programme. This tier is an on-going focus regardless of entry into the higher tiers of PB4L. The focus is directed towards the 80-90% of our students.
Last year we successfully scored above 80% in our PB4L SET (School Wide Evaluation Tool) this involves the regional co-ordinator for PB4L conducting the evaluation by interviewing our Principal, randomly selected staff and students with set questions about school rules and behaviour expectations, reward/punishment processes, monitoring and management of behavioural incidents etc. Documentation and school wide data is also reviewed.
We had to pass the SET in two consecutive years. Doing so enabled us to move on to Tier 2.
This is the next step in our PB4L journey. This Tier is the preventative tier aiming to identify students-put supports in place and prevent further escalation of behaviour concerns. The focus is more individualised towards those students who are not our top behaviour concerns (yet) but have the potential to be (5-10% of our students).