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of 15 2018 analysis of variance

CHRISTCHURCH GIRLS’ HIGH SCHOOL TE KURA O HINE WAIORA – Analysis of Variance 2018

Strategic

Direction

Aims Annual Goals Variance

High Student

Achievement

1.1

Ensure high

levels of

achievement for

all students in

NCEA

All students gain

their relevant year

group

qualification.

Targets:

Level 1 100%

Level 2 100%

Level 3 100%

UE 100%

2018 school-wide NCEA achievement pass rates

Overall Maori Pasifika Asian Boarding

Level 1 96 100 80 92.3 96

Level 2 91.7 91.7 80 95.8 100

Level 3 95.5 100 100 91.3 92.3

UE 82 80 100 82.6 61.5

Level 1. This was a -4% variance. Our tracking had indicated a 95% pass rate throughout the year. Results

were in-line with our predictions. This was 15 students: 1 was an exchange student who left in July, 4 were students who left in or before June, 4 students were international FFP (credit grades of 74, 62, 72, 65), 2

students were on IEPs with our Learning Support department, 1 student had 56% attendance, left at the end of

the year and attended no external examinations, 1 student gained 78 credits and had 80% attendance, 1 student gained 74 credits and 1 student gained 31 credits.

Level 2. This was a -8.3% variance and disappointing. Our tracking throughout the year had indicated a 97% pass rate. This was 25 students: 2 were exchange students, 2 students arrived in July, 11 students left school

on or before September, 1 is on an IEP and has yet to gain numeracy, 1 student was absent from two subjects

for externals and had 58% attendance, 1 student had 79% attendance and achieved N or was absent from externals, 1 student had 62% attendance, 1 student was under medical supervision and absent from all

externals, 1 student was on an IEP and doing a mixed level course, 1 student was on an IEP, had 74% attendance and achieved N or was absent from externals, 1 student was on an IEP had 66% attendance and

was absent from all externals, 1 student was under medical supervision and had 65% attendance, 1 student was a FFP.

Level 3. This was a -4.5 variance. Our tracking had indicated a 95% pass rate. The final result was very close to

the predicted result. This was 9 students: 2 students were FFP and doing Level 2 courses, 2 students were under medical supervision and had under 50% attendance, 1 student was on 54 credits, 1 student achieved 51

credits and had N or SNA for externals, 2 students had 59 credits and 59% and 77% attendance respectively, 1 student left before April.


UE. This was a -18% variance and it was 2% improvement on 2017 results. We are continuing to analyze the data with regards to this. However, a number of students were ABS or SNA for standards in externals and then

N for the few standards they did sit. Priority Learners. Maori: Level 1 target met. Very pleasing result. Level 2 a negative 8.3% variance which

exactly matched the overall school result. This was three students not achieving. 1 student had left school in

March and 2 students had attendance of 58% and 77% respectively. Level 3 target met. This was very pleasing.

UE a -20% variance. Please see the general comment above.

Pasifika: Level 1 a -20% variance. This was 2 students both of whom were close to passing. Level 2 a -20%

variance. This was one student who has yet to achieve the numeracy requirement. Level 3 and UE target met. A

very pleasing result.

High Student

Achievement

1.2

High levels of

NCEA

endorsements –

subject and

level certificates

Excellence and

Merit combined

endorsements

targets for all

students no

matter ethnicity:

Level 1 90%

Level 2 75%

Level 3 60%

Excellence and Merit endorsement rate school wide:

Level 1 a -7.2% variance

Level 2 a -9% variance

Level 3 a -6.5% variance

As a result of analysis of this data, the 2019 focus will be on Level 3 endorsements. Level 1 and 2 combined

endorsements remain above the national and decile level. However, at level 3 our endorsement rates are below

the decile level results and the gap has closed between school and national results.

We are also concerned about the endorsement success of our Maori and Pasifika students at Level 2 and 3. This

will be incorporated into our Maori and Pasifika action plan.

Overall Maori Pasifika

Asian

Level 1 82.8 82.6 42.8 78.125

Level 2 66 47.6 0 68.96

Level 3 53.5 33.3 0 69.56

High Student

Achievement

1.3

National

Scholarships

The number of

scholarships is

equivalent to 5%

of the Year 13 roll

12 Scholarships were gained by 9 students in 8 learning areas. Staff prepare students in non-timetabled time

and this is a testament to their dedication. The target was exceeded by 1.5%. Nevertheless, this result is

disappointing. Our most able students do not opt for scholarship. They prefer to get Excellence endorsement

which guarantees targeted entry scholarships at many universities.


High Student

Achievement

1.4

High levels of

achievement for

junior students.

100% of students

are at or above

the relevant

curriculum level

for year 9.

100% of students

are at or above

the relevant

curriculum level

for year 10.

Junior students continue to be scaffolded well through years 9 and 10. STEADA (Student Engagement,

Achievement and Data Analysis) tracks junior achievement in each faculty. Year 9 students come from over 71

contributing schools and staff work hard to consolidate skills and knowledge in all areas as well as progress

learning. STEADA data shows students moving well from Year 9 to Year 10 with the same cohort groups

showing improvement in achievement in similar curriculum strands between Years 9 and 10. An external

empirical indicator which supports our own tracking are the MidYis results which allow for value added from

Years 9 to Year 11. The average standardized residual value added to students at CGHS is 0.6 and this is

statistically significant (beyond chance) when compared to students of like ability in the national cohort. Most

learning areas had positive value added with Design and Visual Communication, Economics, English, Physical

Education, Science and Technology showing statistically significant progress compared to the national cohort.

English Y9 2018 2017 English Y10 2018 2017

Response to text -2% -15% Response to text -3.2% -4%

Close Reading -4% -17% Close Reading -3.2% -9%

Oral Target Met -1% Oral -0.8% -3%

Creative writing -10.4% -21% Formal writing -10.8% -5%

Personal Reading -8% na Personal reading -8.4% -7%

Mathematics Y9 2018 2017 Mathematics

Y10

2018 2017

Algebra Skills -20% -15%* Algebra Skills -34% -28%*

Geometric Reasoning -9% na Trigonometry -25.6% -19%

Measurement -22.8% -9% Statistics -10.7% -10%

Number -5% -3% Number -24.2% -12%

Linear Algebra -8.2% -6%* Tables/equation

s etc

-9.6% na


Science Y9 2018 2017 Science Y10 2018 2017

Chemistry -1.7% -18% Chemistry -3.2% -11%

Physics -1.3% -9% Physics -3.6% -9%

Engage with Science -1.25% -9% Engage with

Science

-3.3% na

Biology -0.8% -10% Biology -1.6% -5%

Geology -2.5% -16%

Social Studies Y9 2018 2017 Social Studies

Y10

2018 2017

Research -13.2% -7% Research -7.2% -7%

Communication -2.4% -1% Communication -6.8% -5%

Values -2.4% -0.4% Values -2.4% -4.7%

Knowledge -4.4% -5% Knowledge -4.8% -5%

Skills -2.6% -3% Skills -3.5% -3%

PE & Health Y9 2018 2017 PE & Health Y10 2018 2017

Physical Activity Target

met

-0.4% Physical Activity -0.4% Target met

Movement Skills -2% -0.4% Movement Skills -0.8% na

Sport Specific Move. Target

met

na Sport Specific

Move.

-0.8% na

Creative Movement Target

met

-0.4% Creative

Movement

-0.4% -2%


Personal Well-being -3.3% Target

met

Values Target

met

-0.3%

Personal Safety -3.7% -3% Nutrition -2% Target met

Personal safety -0.8% 0.2%

The Arts

Music Y9 2018 2017 Music Y10 2018 2017

Performance Target met Target

met

Performance Target met Target met

Composition Target met Target

met

Composition Target met Target met

Aural -1.2% Target

met

Aural -4.6% Target met

Written Target met na Written -1.5% na

Drama Y9 2018 2017 Drama Y10 2018 2017

Developing Ideas -1.4% Met Developing

Ideas

Met Met

Comm. & Interpret. -1.4% na Comm. &

Interpret.

-1% na

Practical Know. Met na Practical

Know.

-5% na

Understand. in

Context

-0.7% na Understand. in

Context

Met na

Art Y9 2018 2017 Drama Y10 2018 2017

Developing Ideas Met Met Developing

Ideas

Met Met

Comm. & Interpret. -1.3% -3% Comm. & -4.3% Met


Interpret.

Practical Know. Met Met Practical

Know.

Met Met

Understand. in

Context

-2% -1% Understand.

in Context

-5.1% Met

Languages

Chinese Y9 2018 2017 Chinese Y10 2018 2017

Listening -6% Met Listening -4.8% -7%

Reading -6% Met Reading Met -7%

Speaking -2% Met Speaking -4.8% Met

Writing -6% Met Writing -4.8% -3.5%

French Y9 2018 2017 French Y10 2018 2017

Listening -1.7% Met Listening -5.2% -1%

Reading -5.1% -8% Reading -7.7% -1%

Speaking Met -1.3% Speaking -2.6% -1%

Writing -5.9% -5% Writing -5.2% -1%

German Y9 2018 2017 German Y10 2018 2017

Listening Met -2% Listening Met Met

Reading -2.2% -2% Reading Met Met

Speaking -4.4% -4% Speaking Met Met

Writing -11% -7% Writing Met Met

Te Reo Y9 2018 2017 Te Reo Y10 2018 2017


Whakarongo -32% -4% Whakarongo -6.25% -4%

Panui -2.3% -7% Panui Met -4%

Tuhituhi -13.4% -14% Tuhituhi -10.6% -4%

Korero -9.8% Met Korero -11.8% -9%

Commerce

Economics Y9 2018 2017 Economics

Y10

2018 2017

Choice -2% -9% Demand -1% -3%

Income -7% -12% Consumer -2.6% na

Money -2% -0.8% Econ. Part. -8.5% -7%

Spending -2% Met Accounting -5.2% -9%

Cash -4% -2% Enterprise -1% -2%

Savings -1% -2% Sharemarket -4.2% -3%

Insurance -1% -2%

Technology

Technology Y9 2018

Brief -22.8%

Planning -5.2%

Outcome -3.6%

Media -8%

Managing Info -5.2%

Com. Thinking -6%

Fabric Tech -4.8%


Construction -7.2%

Des & Tech -7.6%

Food &Fabric

Y10

2018 2017 Graphics Y10 2018 2017 Digitaltech.

Y10

2018 2017

Textiles -4.4% -1% Freehand Met -2% Website Met Met

Nutrition -2.9% -10%* Visual Met -2% Imaging Met -5%

NZ issue -

24.3%

-18% Develop… Met Met Algorithms Met na

Garment -5.8% -2% Manufacture -5.6% -2% Programming -5% -5%

Research Met -5% Managing

Info

-10% -2.5%

Use Work Met -7%

Model -4.2% -2%

Instrument. na Met


1.5

High levels of

attendance

All year groups

have over 90%

attendance.

Proactively

manage Year 13

attendance

Attendance rates were actively tracked and reported to the board. No year group achieved over 90%

attendance. Unjustified absences were very small and truancy is not an issue at the school. Intermittent

absences are of concern and at an average of 5.5% for the year. Justified absences account for most absences

at an average of 8.275%. For learners who are at risk, continuity of learning and hence attendance is important.

Year 13 were monitored closely. Students whose attendance dipped below 80% or who deliberately missed

selected classes were followed up and had privileges removed. Year 13 attendance in 2018 was much better

than 2017. Level 3 pass rates increased from 89.4% in 2017 to 95.5% in 2018. Endorsement rates remained

similar with 54.4% receiving endorsed certificates in 2017 and 53.5% in 2018.

Quality

Learning

Environment

2.1

Participation in a

variety of co-

curricular

activities.

Students are

encouraged with

local, regional

and national

aspirations

90% of students

are involved in

co-curricular

activities.

A wide range of

opportunities is

provided.

Facilities are

completed and

fully utilised

The school continues to believe in a holistic approach to education. A wide range of opportunities continue to be

provided. 58 sporting or cultural/artistic pursuits are offered.

72.3% of students were involved in school organised co-curricular activities. This was a drop from 2017.

However, in 2017 results included academic co-curricular groups but these were excluded this year.

Notable highlights this year included placing third in national Federation Cup for hockey, making the top four

nationally once again at the Condor 7s, achieving outstanding national athletics results and placing second in the

national cricket competition.

On the cultural and arts front our Pasikifa students performed with pride at Polyfest and our Maori students with

distinction at Manu Korero. Cantrices won Outstanding work by a choir with a first-time conductor and

Outstanding Performance of a Contemporary/ Commercial Composition at the Big Sing. Song and Dance came

back to school with the gala performance to celebrate our new PAC.

Duke of Edinburgh: 46 students were involved in Duke of Edinburgh this year, fewer than the record number

last year. 38 students gained Bronze 7 gained Silver and 1 gained Gold.

9 students were NZ representatives in archery, cheerleading, highland dance, judo, kayaking, rhythmic

gymnastics, sailing, softball and volleyball. These were different students than those in 2017 and rhythmic

gymnastics is the only repeat sport.

2.2

Progress the

rebuild

Progress the

refurbishment of

In 2018 the refurbishment and strengthening of Level 4 and roof of the main block occurred. This has

significantly improved the physical environment of the English faculty who occupy this area. However, it has not

been without major impact on the well-being of staff both physical and emotional. During the refurbishment,

floors 1-3 were still occupied. Assurances were given that work would occur after school hours with only minor,


the technology

and main blocks

Continue to

develop the

school site

Balance rebuild

methodology with

curriculum needs

and staff and

student welfare

non-invasive work happening while school was in session. Our experiences on the PAC had clearly shown that

major construction work could not occur during school time. It was agreed at SDG meetings that because work

on the main block was much more intrusive and invasive, it would be conducted after school hours (for example

between 4pm and 11pm.) This understanding was not adhered to. Dust and noise continued to be part of the

school day. Matters came to a head when welding fumes drifted into occupied spaces during school time. It

resulted in the commissioning of an independent report by a Health and Safety Consultant on behalf of the

Board, CGHS staff and PPTA. Only then was the original agreed work methodology actually put into practice.

School concerns would have appeared to have been ignored and it was only when the Ministry perceived it did

have a major problem that the matter was taken seriously. This was not before the integrity of the board and

senior staff was partially compromised with staff, students and our parent community.

No work has occurred on the technology block and three floors of the main block await remediation. We are at a

stand-still because there is no pathway forward that will allow safe occupancy of the main block while building

continues as there are no viable spaces for the school to decant into. Original time frames for “invasive” work on

the ground floor (ie building not occupied) have been extended from ‘November to the end of January’ to ‘from

November to the start of third term’. When methodologies were agreed extended timelines were not part of the

equation. Changing information has made future planning extremely difficult.

Defects in the PAC, completed end of 2017, have not been fully remedied by the end of 2018.

2.3

e-Learning

Continue to build

staff and student

capacity with e-

learning

pedagogies and

practices

Building Staff capacity with e-learning pedagogies and practices

PD provided as part of induction process for new staff

PD sessions organised with departments for Turnitin

PD session for Clickview

PD session on digital tools for learning engagement, also offered in Dept Pedagogical meetings

PD on virtual learning (Google Cardboard)

Individual PD provided for Google Classroom, OneNote, OnStream, Google Sites, Team Drives

Individual support provided to teachers in class, via email or face to face sessions

Team Drive created for e-learning resources for staff – help guides etc

Information shared with staff via email on latest tools/websites – relevant to departments


Building student capacity with e-learning pedagogies and practices

IT Bootcamp run for all Year 9 Ako Classes

Web printing (from own device) was identified as a problem area. A video tutorial was produced and a link created on OnStream to facilitate web printing.

E-learning slideshows updated on OnStream for students to access information about Google, Office 365 and the school network.

Ako class visits by IT committee for troubleshooting

E-Learning website created with pages on troubleshooting, OnStream, remote access to files, school network etc (ongoing project)

A lunchtime help desk was established in the library – run by IT committee

A survey was conducted on the school app, with a view to incorporating feed back and increasing student usage of this tool.

Improved system of device loans to students – now run through the library system

The requirement for students to have a device for use in every lesson, and the availability of loan devices was

reinforced.

2.4

Each student

has the skills and

qualifications to

determine her own future

pathway.

Implement ako

time

Enhance profile of Career education

and future

pathway planning

Develop an action plan for the

retention and achievement of

Maori and Pasifika students that

meets

expectations of

In 2018, Christchurch Girls’ High School introduced ako time. This was scheduled on a Wednesday before

interval, in a 30 minute slot. The aims of ako time were:

- To strengthen students connections to each other, our staff, the school and the wider school community.

- To develop students’ wellbeing, thinking capacities and character strengths. - To give our students the tools and support to take control of their own learning and future directions.

- To support our students to “find their balance” in their lives by embracing a growth mindset. - To allow our students to view challenges and failures as opportunities to improve their learning and

skills.

- For students to assess themselves, journal their thoughts and set self-expectations to develop elements of their wellbeing.

Students spent up to 15 sessions in 2018 in their ako class with their ako teacher. Each year level had a

dedicated programme and the topics that were covered were age and stage appropriate. For example, Year 13

students wanted to hear about budgeting and managing flat expenses, whereas Year 10 students needed to spend time on responsible device use around social media.


the school and

whanau

To support the programme, every student purchased an ako workbook. This resource was purchased from Learning Curve and had CGHS specific pages incorporated in it.

In 2018, after a year of the programme, feedback was gathered from students and staff. Many commented on similar things:

- the ako workbook is too big and heavy - need more time playing games and getting to know each other and building relationships

- continue with character strengths, growth mindset, turangawaewae - spend more time on career and academic mentoring, life skills, goal setting

- fewer assemblies so continuity is maintained between ako sessions

The 2019 programme has taken these comments/recommendations into consideration and a significant number

of changes have been made.

Careers at CGHS in 2018 was integrated in Ako time. Career Central (a whole school programme) was bought on

board week 10 Term Two at the end of July. Students utilise this system completing modules that allow students to gain a deeper understanding of who they are, their qualities and skills, and to take these to create

personalised career planning. Most students had utilized this programme well and had completed the first three modules by the end of the year. With ongoing use by staff in Ako time as well as follow-up by Careers staff this

a very useful tool at our disposal.

Yr 13 also undertook the 'Myself Career Assessment' run by external provider Sheffield Consulting. This

questionnaire and subsequent personalised report provided detailed insight into strength and challenge areas for

each student and how these align with different careers. Students valued this report and found the follow-up feedback session very useful. Many used some of the key findings about their strengths when applying for both

scholarships and Halls of Residence applications.

STAR and Gateway funding were used for a number of different courses as well as the Gateway class. There

were over 100 students who attended a range of STAR courses. These included a Vision College barista course

and barista qualifications through Pinnacle Hospitality; Customer Service Courses and Christchurch Teamwork courses through The Learning Place, and L2 Hospitality/Catering credits through Ara. Most courses were held

during each of the holidays. Other providers used were Kalandra, NTA, Sound Engineering through MAINZ, Telford, ITC Flight Attending Short Course, City First Aid, Youth Alive Trust Babysitting, Yoobee, The Learning

Place Bartending, Kristen Stewart Makeup course.

The Gateway class was introduced in 2018 replacing the previous Extension Studies class. Student numbers began with 15 but by Term 3 only 12 students remained with the students who left going to another school

(Hagley Community College) or Tertiary Provider (Ara). Students were offered a range of standards that fitted


with their career paths. Term One saw students work through Core Generic standards that helped them establish their future pathway ideas. They also completed a First Aid course and visited tertiary providers such

as Ara and Avonmore. Students worked towards making decisions where their Work Experience placement

would be, learning about what would best suit their interests and skills. Courses that were completed by students ranged from Telford which provided agriculture standards, WelTech, ITC (International Tourism

College) and Porse. Term Two saw students in a work placement in the community for one day a week with standards associated with this learning to be completed when back in class. In Term Three outside providers

were used after earlier discussion with students as to what they would value or find useful to help with future decisions. Pinnacle Hospitality and Plunket assessed students around Teamwork, Interview techniques, basic

play and basic needs of young children. Term Four saw the completion of a group activity through Pinnacle

where students organized the collection and dispersal of donated goods to the Women’s Refuge.

In 2018 with consultation with our whanau community a Maori and Pasifika action plan was implemented.

Whanau were consulted about what they expected from our school and what their hopes and aspirations were for their daughters. We introduced a whanau form class. 27 students signed up to be part of the group with

incorporates Maori tikinga and kawa. In 2019, 49 students have chosen to be part of this group. It is made up of

11 ethnic groups and is open for any students who feels that the vertical structure of the class will meet their holistic needs and sense of belonging within the school.

2.5 Develop the

wellbeing of

staff and students

Progress the staff and student well-

being programme

The pastoral curriculum

enhances well-being, promotes

deep learning and

positive engagement

In 2018 we introduced a school wide Ako programme which finds in foundations in social and emotional learning principles aimed at promoting positive youth development.

Alongside the introduction of the student focused wellbeing programme we continued to work on our staff wellbeing. In term three we conducted our second staff wellbeing survey.

The survey found that staff continue to be committed to the successful achievement of our students. There is a

strong sense of sharing, connectedness, feeling safe and belonging within the departments however continued

work needs to be done to improve the cross-departmental relationships, including reducing the sense of competition between departments while also working on the sense of safety and trust amongst staff. There

continues to be concerns around building or lack of progress in the building programme, some interpersonal relationships between some staff and some staff felt there was a lack of availability and visibility of SLT.

In 2018 we were part of the Grow Waitaha Wellbeing Community of Practice and will continue to do so.

However, in 2019 the team will consist of 3 staff and at least 2 team members being students. This COP is for

staff and students who are passionate about exploring and collaborating together around growing wellbeing across our school community where keynote speakers share initiatives as well as schools sharing successful

wellbeing initiatives with each other. We will also continue to have facilitated mentor session with our wellbeing team.


For 2019 we will continue to work with both staff and students to enhance wellbeing and positive engagement

while continuing to gain feedback from both staff and students through regular questionnaires and an open door

policy.

Effective

school

organisation

and structure

3.1

Quality Boarding

Provide a quality

boarding

experience.

Acland House remains full. The 2018 survey indicates that 95.71% of parents are satisfied that Acland facilities

cater for their daughters’ needs. They are also very satisfied that a positive culture is promoted at the hostel.

Security, heating and privacy continue to rank as priorities with parents. 97.14% of students are happy at

Acland and parents are very satisfied with the level of pastoral care and communication.

Food is always a contentious issue at boarding school. In 2018 this was a targeted area. Survey results indicate

that 95.71% (80.36% in 2017) are satisfied with food. This is a very pleasing result. 90% (76.79% in 2017) feel

the diet is healthy. 85.71% of students (67.86% in 2017) feel they get enough food.

A further focus area identified was offering a greater number and variety of activities at Acland. This improved

from 80.36% in 2017 to 87.14%.

3.2

Effective

systems are

used to identify,

monitor and

support all

students,

including those

at risk of not

achieving.

Integrate hautu

into BOT self-

review process to enable the BOT to

review CGHS responsiveness to

Maori, promote

conversation and foster an

awareness of understanding

Continue to integrate

principles of tātaiako with staff

Annual auditing of well-being

programme

including

The Board started looking at hautu in 2017 with a discussion of Ka Hikitia and tātaiako. More work needs to be

done in this area and this will continue in 2019.

Please refer to 2.5 above for reference to the well-being programme. This work has started and will develop

through 2019. The school wide definition of well-being, development of a whakatauki and a CGHS specific well-

being model commenced in 2018 and will be continued into 2019.


developing and embedding a

school-wide

definition of well-being and

whakatauki; Designing a CGHS

specific and culturally

responsive model

of well-being Developing and

designing a well-being programme

3.3

The school

resources meet

identified needs.

A positive budget

is maintained

The 2018 budget anticipated a $87 149 deficit. The final result is likely to be $200 341 surplus. The $287 490

swing was due to two main factors:

1. Higher than budgeted income from MOE operations grant, less expenditure on foreign fee paying students

and interest on investments and

2. Less operating expenditure with learning resources costs being lower than budgeted.

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