charter 2018 - manurewa.ibcdn.nz kawa - ‘the way we ... we are reflective and willing to change ....

MANUREWA HIGH SCHOOL

Charter 2018

Contents:

Introduction Pages 1 - 2

Benefits/Journey Maps Page 3 - 13

2018 Overview Page 14

2018 Goals Pages 15 - 27

Measurable Outcomes Summary 8

Charter Targets Pages 29 - 35

Board of Trustees Summary Page 36

Manurewa High School Charter 2018 1

Manurewa High School

Vision Statement: Piki atu ki te rangi, Aim High, Strive for Excellence

Mission Statement: To grow a community of learners to ‘Be the ManuREWA Way’ by living our values of Respect, Excellence, Whanaungatanga and Akoranga.

Waikato Tainui Kawenata: We as a school community are committed to our Kawenata agreement with Waikato Tainui working in partnership to meet the educational aspirations of the iwi for our rangatahi.

Kaahui Ako o Manurewa: We as a school community are committed to working with our Kaahui Ako o Manurewa to meet the achievement challenges we collaboratively develop.

Our Kawa - ‘The way we work around here’: we live our values of respect, excellence, whanaungatanga and akoranga we are open in our communication, systems, shared vision and feedback we grow leadership capacity in people we are caring and challenging we have high expectations we work with a growth mindset we have our school community at the heart and centre of all our decisions we have fun together and celebrate success we believe that better never stops we are reflective and willing to change


Charter Focus Outcomes:

Improved Ability to Engage in Akoranga Improved Cultural Identity Aakonga Taking Positive Steps Beyond School

Strategic Vision:

Commitment to Akoranga Staff, students and whaanau practise a commitment to akoranga that is ubiquitous, dynamic, co-dependent and co-lead by the entire school community.

2018 Goals Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design will extend beyond the traditional classroom and current school timetable.

Pedagogy: Further develop strategies and approaches that support akoranga anytime, any space, any place

Curriculum Design: Further develop programmes of akoranga that occur anytime, any space, any place

Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway) conversations

and interventions / differentiated teaching strategies) Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and appraisal system)

eLearning: Continued development of eLearning pedagogy (introduction of Schoology)

Hauora: Improve student and staff Hauora (Be the ManuREWA way and Restorative Practice)

Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business academy programme design and development)


Overview

Glo

ba

l A

ssu

mption

s

Strategic Change Focus Outcomes Final Outcomes

Lifelong

learners

Confident &

connected

Responsible

citizens

Improved

ability to engage

in akoranga

Aakonga taking

positive steps

beyond school

Improved

learning in the

classroom

Improved

student hauora

Improved

access to future

pathways

Access to pathways

means understanding

and opportunity

Includes improved

academic

achievement,

increased merit,

excellence and UE

Improved

quality of

student

performance

Improved

classroom

teaching

Improved

learning

environment

Improved

cultural identity

Key for maps/shapes:

Action

Outcomes

Focus Outcome

Final Outcomes

Global Assumptions

Action Reference *


Improve quality of student performance

Glo

ba

l A

ssu

mption

s

Strategic Change Focus Outcomes

Improve akoranga tracking

and implementation of support strategies

*(a2)

Further develop the role of Kaitiaki in guiding students

towards employment

pathways

*(a2)

Improved

understanding of

pathways and

requirements

Improved

matching of

students to

courses for

pathways

Improved

course

selection and

construction

Increased

ability to succeed

in selected

courses

Improved quality

of student

performance

Improved

learning in the

classroom

Improved ability

to engage in

akoranga

Aakonga taking

positive steps

beyond school

Improved

cultural identity


Improve quality of student performance

2018 2019 2020-2022

Improve akoranga tracking and implementation of support strategies

Further develop the role of Kaitiaki in guiding students towards employment pathways

Improved understanding of pathways and requirements

Improved matching of students to courses for pathways

Improved course selection and construction

Increased ability to succeed in selected courses

Improved quality of student performance

Improved learning in the classroom


Improve classroom teaching

Glo

ba

l A

ssu

mption

s


Build on existing

Hauora initiatives to

strengthen

pedagogy and

curriculum design

*(a7)

Improved

staff hauora

Continue to

use Kia Eke

Panuku, inquiry and

data tools to inform

pedagogy and

curriculum design

*(a2) Improved

classroom

teaching

capability

Improved

classroom

teaching

Improved

learning in the

classroom

Improved

literacy

teaching

Continue to support

and develop teacher

and learner literacy

capabilities across

all learning area

*(a9)

Improved

literacy of

students

Improved ability

to engage in

akoranga

Improved

cultural identity

Includes culturally

responsive

pedagogy and

teacher student

relationship

Continue to

incorporate kite

conversational tool

(Toku Ara Tipu) into

teacher observation

feedback *(a5)

Develop a MHS

graduate learner

profile which reflects

our holistic

approach to our

learners *(a1)

Develop staff

capability to use

teaching as inquiry

*(a3)


Improve classroom teaching

2018 2019 2020-2022

Improved classroom teaching

Improved classroom teaching capability

Improved staff hauora

Develop staff capability to use teaching as inquiry

Continue to use Kia Eke Panuku, inquiry and data tools to inform pedagogy and curriculum design

Build on existing Hauora initiatives to strengthen pedagogy and curriculum design

Continue to support and develop teacher and learner literacy capabilities across all learning areas


Improved literacy teaching

Improved literacy of students

Develop a MHS graduate learner profile which reflects our holistic approach to our learners

Continue to incorporate kite conversational tool (Toku Ara Tipu) into teacher observation feedback


Improve student hauora

Glo

ba

l A

ssu

mption

s


Increased

student hauora

Increased

opportunities for

students to develop

leadership skills

Increased living

of the school

values

Further develop

student council and

whaanau leadership

roles

*(a6)

Introduce focused

teaching of expected

behaviours (PB4L) Be the ManuREWA Way

*(a5)

Implementation of

sustainable restorative

practice processes

*(a5)

Increased

understanding of

expected

behaviours

Improved ability

to engage in

akoranga

Aakonga taking

positive steps

beyond school

Improved

cultural identity


Improve student hauora

2018 2019 2020-2022

Increased student hauora

Increased opportunities for students to develop leadership skills

Increased living of the school values

Further develop student council and whaanau leadership roles

Introduce focused teaching of expected behaviours (PB4L) Be the ManuREWA Way

Implementation of sustainable restorative practice processes

Increased understanding of expected behaviours


Improve access to future pathways

Glo

ba

l A

ssu

mption

s


Improved

access to

future

pathways

Increased

connections to real

employment

opportunities

Increased

student exposure

to range of

employment

possibilities

Improved match

of course

construction to real

opportunities

Improved

coordination of

external speakers

engaging with

students

Establish and develop

pop up Business

Academy and

Makerspace as an

innovation hub to align

learning areas and

careers with employment

focus of businesses

*(a8)

Nurture existing and

develop new

partnerships, business

and friends of the school

connections

*(a8)

Aakonga taking

positive steps

beyond school


Improve access to future pathways

2018 2019 2020-2022

Improved access to future pathways

Increased student exposure to range of employment possibilities

Improved match of course construction to real opportunities

Improved coordination of external speakers engaging with students

Establish and develop pop up Business Academy and Makerspace as an innovation hub to align learning areas and careers with employment focus of businesses

Nurture existing and develop new partnerships, business and friends of the school connections

Increased connections to real employment opportunities


Improve learning environment

Glo

ba

l A

ssu

mption

s


Continue to develop

teachers e-learning

capabilities and

pedagogy

*(a4)

Continue to expand

infrastructure and

support for BYOD

*(a4)

Integrate collaborative

technologies with

appropriate pedagogy

to challenge, support

and inspire akoranga

*(a4)

Increased

ability to use

technology in

school

Increased use of

technology to

support

learning

Improved

learning

environment

Improved

quality of built

environment

Implementation of

phase 2 5YA

funding

*(a8)

Including Business

Academy building

if sufficient funding

can be secured

Improved

learning in the

classroom

Including

culturally

responsive

aspects

Improved ability

to engage in

akoranga

Improved

cultural identity


Improve learning environment

2018 2019 2020-2022

Continue to develop teachers e-Learning capabilities and pedagogy

Continue to expand infrastructure and support

for BYOD

Integrate collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga

Increased ability to use technology in school

Increased use of technology to support learning

Improved learning environment

Improved quality of built environment

Implementation of phase 2 5YA funding



2018 Overview


2018 Goals Aakonga are able to explore and engage in new and innovative spaces and programmes to allow for akoranga to occur. Pedagogy and curriculum design will extend beyond the traditional classroom and current school timetable.

Pedagogy: Further develop strategies and approaches that support akoranga anytime, any space, any place

Curriculum Design: Further develop programmes of akoranga that occur anytime, any space, any place

Priority Learners: Improvement in underperforming groups across all levels (data sharing and tracking / akoranga and ara (pathway)

conversations and interventions / differentiated teaching strategies) Cultural Identity: Continued development of cultural identity and culturally responsive pedagogy (Kia Eke Panuku observation and

appraisal system) eLearning: Continued development of eLearning pedagogy (introduction of Schoology) Hauora: Improve student & staff Hauora (Be the ManuREWA way and Restorative Practice) Curriculum Design: Continued development of an effective and engaging 21st Century Ako based curriculum (course and business

academy programme design and development)

Term 1

Action

Key Activities

Key Staff Measurable Outcomes Links to 2017–2018 Goals

a1 Develop a MHS graduate learner profile which reflects our holistic approach to our learners

Collect staff, student and whaanau voice

SP, NG

Staff voice gathered through

professional learning workshop

on Monday 5th February and

through a face to face group

panel then collated.

Student voice to be collected

throughout the term through

Kaitiaki time and a range of

student panels and then collated.

Whaanau voice to be collected

throughout the term through a

range of school events, online

surveys and face to face group

meetings and then collated.

Priority Learners Cultural Identity eLearning Hauora Curriculum Design


a2

Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.

Learn about the evaluation process and set up inquiry to undertake for Term 2. Introduce tools that will assist along the way – Pedagogy: Stem & Leaf, Self-Reviews, Schoology Curriculum Design: Solo & Backward Mapping, Schoology

MN, NG, KEP Facilitators

Deliver PL on Effective School Evaluation Research and select an inquiry model to use with staff school wide Learning Area’s to set targets for Maori and Boys

Priority Learners Cultural Identity Curriculum Design

a3 Develop staff capability to use teaching as inquiry

Provide relevant professional development and promote sharing of good practice

Staff to use WEAP to set their inquiry goal Staff to complete 1 KEP observation focussing explicitly on teaching at least 1 school value

a4

Integrating collaborative technologies with appropriate pedagogy to challenge, support and inspire akoranga

Deliberate leadership aligns the use of technology with curriculum needs

SLT, Middle Leaders, SK, Accredited PLD providers

Consult with Core Ed., Team Solutions, Cyclone & Schoology Delivery plan for PLD produced Establish an eLearning Lead group Survey teachers to ascertain skill level with eLearning

eLearning Curriculum Design Priority Learners

Professional learning explores ways to enhance evidence informed learning using appropriate technologies

NR, SK, Accredited

PLD providers

Research & investigate delivery methods that will make differentiated PL available to teachers Survey teachers for methods that will best meet their needs File structure for Schoology discussed at LA meetings

Learning activities integrate technologies

NR, SK, eLearning Lead Team

Teachers are supported to log into Schoology, explore the


appropriately to support authentic, higher order collaborative learning

platform, add materials to their courses (folders, documents, links, video) Teachers identify at least one class they will implement Schoology

a5

Use 'Be the ManuREWA Way' to enhance pedagogy and curriculum design

PB4L Eyes Programme - teachers working with others to highlight their strengths and areas for further development; using the Toku Ara Tipu Tool

All staff through peer appraisal observations

Staff to have used the Toku Ara Tipu tool (the kite tool) to collect data to inform inquiry

Hauora Priority Learners Cultural Identity

PB4L PD Bites – development and delivery

LU, PB4L Team

4x Be The Manurewa Way Bites delivered to staff

Develop and deliver a sustainable approach to celebrating success

LU, MN, PB4L Team

Gather student voice to inform research on a sustainable approach to celebrating success

Implementation of sustainable RP processes

MN

RP PL delivered to PRT 1 2 and new staff

a6

Practice Hauora to influence pedagogy and curriculum design

Develop a Hauora strategic plan for staff and students to be implemented in 2019

SA, NG, Wellbeing Council

Agree on the problem to be solved. Research into existing models (education & business)

Hauora Priority Learners Curriculum Design

a7 Build on existing Hauora initiatives to strengthen pedagogy and curriculum design

Develop and implement 2018 Hauora programme for both staff and students

WOF

WOOF

Mission Impossible

Social Club events

Wellbeing Council


Staff and student voice / survey reveals Hauora improvement (measured term by term)

SLT strategically plan and monitor the school calendar to reduce staff workload 'pressure points'

SLT Staff and student voice / survey reveals Hauora improvement (measured term by term)


a8

Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design

Integrate Polyfest as an opportunity for learning

NG, All Staff

Assessment data (NCEA)

Curriculum Design Priority Learners Cultural Identity eLearning Hauora

Analyse learning area course data to inform future course construction

SLT, HOLAs

Assessment data (NCEA)

Establish ‘pop-up’ business academy and MakerSpace

GBN, OR, PK, TSI

Container 2/3 fit out in progress MakerSpace equipment installed Staff & student training started “ Walk through” Mon 5th March

All staff PL : Co design curriculum project

SP SK BR, All staff

The Curriculum Design team establish 2018 foci / action plan in support of ubiquitous learning

NG, SK, MP, BR 2018 key foci and action plan developed and share with SLT

a9


WTE partnership re-committed to for 2018. PL plan created and implemented.

NG

Asttle data

Curriculum Design Priority Learners eLearning

Buddy reading programme – Homai Primary

NG

Asttle data

Y9 pen pal pilot

NG

Asttle data

RT3T proposal submitted to the Ministry (if accepted PL plan for staff will be implemented)

NG MW Asttle data


Term 2

Action

Key Activities

Key Staff Measurable Outcomes Link to 2017–2018 Goals

a1 Develop a MHS graduate learner profile which reflects our holistic approach to our learners

Collect staff, student and whaanau voice

SP, NG Staff voice gathered through face

to face group panels then

collated.

Student voice to be collected

throughout the term through

Kaitiaki time and a range of

student panels and then collated.

Whaanau voice to be collected throughout the term through a range of school events, online surveys and face to face group meetings and then collated


a2

Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.

Undertake and collect evidence for a collective inquiry focussing on Excellence and Equity for Maori and/or boys


Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value

Priority Learners Cultural Identity Curriculum Design



LU, BR Year 10 Inquiry teachers have received PL on cultural Indicators

a4


NR, SK, Accredited

PLD providers,

DAV

Implement PLD Delivery plan Role of eLearning Lead defined more clearly Discuss with curriculum leaders top down approach to the skills part of the eLearning journey Discuss with curriculum leaders bottom up approach to consider



role of eLearning in influencing Curriculum Design. Investigate how best to use Schoology to enhance communication within MHS. Differentiated eLearning PL made available to all staff Teachers join at least one virtual learning community Teachers are using Schoology with at least half their classes.


NR, SK, eLearning Lead Team

Within LA teachers are using schoology to collaborate more effectively when sharing resources and practice.

Learning activities integrate technologies appropriately to support authentic, higher order collaborative learning

NR, SK, eLearning Lead Group

Support teachers understanding around Flipped/Blended learning & SAMR tool

a5







LU, PB4L Team



LU, MN, PB4L Team

Be the Manurewa Way App goes live school wide



All staff RP cards and PL delivered to all staff

a6 Practice Hauora to influence pedagogy and curriculum design



Staff and student survey informs the writing of 2019 strategic plan



Implement 2018 Hauora programme for both staff and students

WOF

WOOF

Mission Impossible

Social Club events

Wellbeing Council


Staff and student voice / survey suggests improved Hauora (term by term)


SLT Staff and student voice / survey suggests improved Hauora (term by term

a8 Explore and establish new and innovative spaces and programmes to enhance pedagogy and curriculum design

Curriculum Design team implement action plan

NG, SK, MP, BR

Pre / post reflections, staff feedback and feedforward.


Establish and start to integrate ‘pop-up’ business academy and MakerSpace into the curriculum

GBN, OR, PK, TSI Container 2/3 fit out completed Y10 MakerSpace programme delivered Carry out learner engagement surveys Staff & student training continues

a9 Continue to support and develop teacher and learner literacy capabilities across all learning areas

WTE PL plan implemented.

NG

Asttle data



NG

Asttle data

Y9 pen pal pilot

NG Asttle data


Term 3

Action

Key Activities


a1 Develop an MHS graduate learner profile which reflects our holistic approach to our learners

Collate, share and refine stakeholder feedback

SP, NG Collated data from all three groups is put together, refined and displayed in an appropriate and meaningful way Feedback shared with all groups through a range of platforms where further discussion and feedback can take place if necessary. Face to face opportunities are created for this to be shared


a2 Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.

Report to appraisal group and/or learning area. Undergo second inquiry or continue with first


Staff to have completed at least one inquiry Staff to have completed 2 KEP Observations – 1 in a classroom setting and 1 in another focussing explicitly on teaching at least 1 school value




LU, BR Review of Cultural Indicators embedding in Year 10 Inquiry - analysis of learner voice

a4



NR, SK, Sports Co-ordinators

Collect and analyse data from teachers and students around using Schoology so far Support Sports Staff to effectively use Schoology to communicate with students and whanau.




NR, SK, MN

Use data collected from T2 feedback to inform and shape PL delivery and support for teachers and students Teachers are using eLearning to support and/or frame their KEP inquiry. Continue to support teachers around flipped/blended learning, SAMR.

Learning activities integrate technologies appropriately to support authentic, higher order collaborative learning

NR, SK, eLearning Lead Group

Teachers using Schoology with most of their classes. Schoology being used more effectively to give students feedback. Teachers are becoming more familiar with the gradebook, digital submission & marking.

a5







LU, PB4L Team



LU, MN, PB4L Team

Review of Be The Manurewa Way App


All staff Review of Disciplinary process incorporating Be the ManuREWA Way


a6 Practice Hauora to influence pedagogy and curriculum design



Draft 2019 strategic plan written


a7

Build on existing Hauora initiatives to strengthen pedagogy and curriculum design


WOF

WOOF

Mission Impossible

Social Club events

Wellbeing Council


Staff and student voice / survey suggests improved Hauora (term by term)


SLT Staff and student voice / survey suggests improved Hauora (term by term)

a8


Curriculum Design team implement action plan

NG, SK, MP, BR

Pre / post reflections, feedback and feedforward.


Continue to integrate ‘pop-up’ business academy and MakerSpace into the curriculum

GBN, OR, TSI Carry out learner engagement surveys

a9


WTE PL plan implemented

NG

Asttle data



NG

Asttle data

Y9 pen pal pilot

NG Asttle data


Term 4

Action

Key Activities


a1 Develop an MHS graduate learner profile which reflects our holistic approach to our learners

Present and plan for 2019 SP, NG Graduate learner profile is

developed and put into action in

a range of spaces for 2019. It will

be evident in Learning Area,

Kaitiaki and extra-curricular

learning opportunities for all of

our learners.


a2 Use Kia Eke Panuku (KEP) inquiry & data tools to inform pedagogy & curriculum design.

Report back findings on first or second inquiry


Staff to have completed a reflection and shared their inquiry with others




LU, BR Use of data analysis to inform any updating of cultural indicators; prototype use of cultural indicators in reporting and assessment for Year 10 Inquiry

a4



NR, SK

Collect and analyse data on implementation of PLD delivery plan in 2018 Continue work with school leaders around influence of eLearning on CD.



NR, SK

Survey teachers as to where they are at with eLearning. Same questions as in Term 1 to gauge value added.

Learning activities integrate technologies appropriately to support

NR, SK Teachers are effectively using Schoology to support students studying for the external NCEA exams.


authentic, higher order collaborative learning

a5




Staff to have completed 3 KEP Observations - either inside the classroom or outside the classroom (physically or virtually) - within the observations



LU, PB4L Team

Use the tools of e-learning (Schoology); teaching the values explicitly; using Te Ao Maori as a framework


LU, MN, PB4L Team



All staff Review 2018 and devise a plan for 2019 Be The Manurewa Way reward and disciplinary systems Feedback gathered for RP practices

a6

Practice Hauora to influence pedagogy and curriculum design



Draft 2019 strategic plan shared with all staff for feedback / feedforward




WOF

WOOF

Mission Impossible

Social Club events

Wellbeing Council

SLT strategically plan and monitor the school

SLT Staff and student voice / survey suggests improved Hauora (term by term)


calendar to reduce staff workload 'pressure points'

a8


Curriculum design team review 2018 action plan

NG, SK, MP, BR

Curriculum design team pre / post reflections, feedback and feedforward


Measure impact of ‘pop-up’ business academy and MakerSpace integration into the curriculum and plan for 2019

GBN, OR, TSI No. of students, staff, courses & external partners utilising the facilities reported Analyse learner engagement surveys

a9


WTE PL plan reviewed

NG

Asttle data



NG

Asttle data

Y9 pen pal pilot Proposal prepared in support of the employment of a school wide Lead teacher / co-ordinator of literacy

NG Asttle data

Key Staff Reference:

JE Pete Jones Principal BR Penny Bradford Curriculum Design Team Member

DAV Sarah Davies Principal’s PA GBN Leanne Gibson Alumni/Business Academy

LU Manaia Laulu Deputy Principal MP Donella McPherson Curriculum Design Team Member

MN Nichola McCall Deputy Principal MW Kim Millwood SENCO

NG Barbara Ngawati-Salaivao Deputy Principal OR Emma O’Riordan Business Academy

NR Lawrence Naicker Deputy Principal PK Steve Perks HOLA Technology & Trades Academy

SP Katie Spraggon Deputy Principal SA Latika Sharma Staff & Student Hauora Coordinator

HOLA Head of Learning Area SK Ben Silk eLearning Co-ordinator


Measurable Outcomes Summary: Graduate learner profile is developed and put into action in a range of spaces for 2019. It will be evident in Learning Area, Kaitiaki and extra-curricular learning opportunities for all of our learners All staff have completed their KEP Observations and have been supported to gather on-going evidence to meet our professional standards All staff to have completed a reflection and shared their inquiry Set of cultural indicators prototyped and developed for use in 2019 Learning Areas have met their targets for Maori & Boys achievement Target progress made towards asTTle (Y9 70% at L4 and Y10 30% at L5) and NCEA courses (75% of students achieve at least 14 credits) Teacher and learner literacy capabilities have increased (comparison of end of year to start of year e-asTTle data Survey data supports effective eLearning professional learning and increased staff capability Data shows that teachers are effectively using Schoology to support learning Survey data supports implementation of ‘Be the ManuREWA Way’ and restorative practices 2019 Be the Manurewa Way reward and disciplinary systems plan completed Hauora strategic plan developed for 2019 Student engagement and staff surveys over the year show improved Hauora Curriculum design team Learner engagement surveys support the positive impact of ‘pop-up’ business academy and MakerSpace integration into the curriculum


How do we measure our commitment to Akoranga:

AREA Data Learner Engagement Surveys Destination Data

Charter Targets 2018

Attendance through student management system (KAMAR)

Item 2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Target

2017 Actual

2018 Target

All % of student attendance in

class 87.1% 86% 87% 87%

90% 84.9%

90%

Maori % of student attendance in

class 82.8% 81.2% 83% 83%

90% 80.2%

90%

Pasifika % of student attendance in

class 87.2% 84.6% 87% 86%

90% 86%

90%

Retention whole school (1 July Return - 2018)

Year

2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Actual

9 470 437 452 431 482

10 400 (99%) 455 (98%) 435 (99%) 452 (100%) 419 (97%)

11 380 (93%) 375 (94%) 461 (101%) 433 (100%) 457 (101%)

12 349 (90%) 323 (85%) 316 (84%) 415 (90%) 369 (85%)

13 300 (86%) 306 (88%) 274 (85%) 268 (85%) 332 (80%)

Total 1899 (68%) 1896 (71%) 1938 (69%) 1999 (66%) 2059 (70%)


Male Maori

Year 2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Actual

9 70 61 61 58 72

10 35(78%) 65(93%) 55 (90%) 56(92%) 53 (91%)

11 41(74%) 36(103%) 63(97%) 53(96%) 61 (108%)

12 29(81%) 31(76%) 28 (78%) 53(84%) 43 (81%)

13 26(66%) 28(97%) 27 (87%) 15(54%) 35 (66%)

Total 201 (38%) 221(44%) 234 (53%) 235(33%) 264 (50%)

Female Maori

Year 2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Actual

9 58 71 61 63 63

10 44(88%) 58(100%) 67 (94%) 58(97%) 58 (92%)

11 58(92%) 41(93%) 55 (95%) 65(97%) 57 (98%)

12 38(69%) 46(80%) 24 (59%) 48(87%) 43 (66%)

13 31(82%) 35(92%) 23(50%) 19(79%) 39 (81%)

Total 229 (44%) 251 (52%) 230 (36%) 253(38%) 260 (67%)


Stand Downs through student management system (KAMAR)

Item 2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Target

All Number of students per 100 students who were stood down

9 6 5 6 8 6

Maori Number of Maori students per 100 students who were stood down

12 12 7 12 14 6

Pasifika Number of Pasifika students per 100 students who were stood down

6 6 4 4 7

6


Engagement (own school data) 2014 Agreed 2015 Agreed 2016 Agreed 2017 Agreed

At school learning is relevant and links to the real world 82% 72% 77% 68%

At school learning is personalised to my needs 79% 72% 72% 67%

At school, I can explore new ideas 83% 75% 80% 75%

Teachers make learning interesting 70% 69% 71% 58%

Teachers and parents work together 72% 64% 49% 46%

Teachers care about how I feel 69% 67% 62% 61%

Teachers are interested in my culture or family background 66% 60% 53% 54%

Students have a say in what happens at school 74% 78% 64% 63%

At school, people accept me for who I am 81% 77% 78% 71%

I work at home to extend my learning 59% 58% 61% 54%

Teachers challenge me to think more deeply 84% 81% 75% 73%

Teachers encourage a positive attitude towards learning 86% 81% 82% 75%

Teachers think that all students can do well 83% 75% 81% 71%

m proud of my school 80% 81% 82% 73%

I am proud of who I am and where I come from 90% 89% 90% 82%

The school shows pride in Maori culture 77% 80% 84% 78%

Students treat each other with respect 57% 54% 61% 57%

Teachers always take action if someone is being hit or bullied 74% 69% 72% 67%

Teachers treat students fairly 69% 65% 65% 61%

I feel safe at school 80% 80% 77% 72%

2014 - Based on survey of Year 9 and Year 10 students (approx. 200 students) 2015 - Based on survey of all year levels (over 600 students) 2016 - Based on Year 9 and Year 12 students (approx. 300 students) 2017 - Based on Year 9, Year 10 and some senior students (over 800 students)


Achievement through NCEA (NZQA data) - (roll based)

Item 2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Target

All

Level 1 passes Y11

Level 2 passes Y12

Level 3 passes Y13

University Entrance

72.0%

66.0%

53.2%

30.6%

71%

75%

54%

24%

71%

76%

66%

26%

63%

72%

60%

33%

64.6%

74.7%

66.9%

32.2%

75%

75%

75%

35%

Maori Level 1 passes Y11

Level 2 passes Y12

Level 3 passes Y13

University Entrance

53.5%

61.2%

43.9%

12.3%

53%

60%

46%

16%

61%

60%

62%

8%

50%

57%

47%

18%

50.0%

79.1%

54.1%

25.7%

75%

75%

75%

35%

Pasifika Level 1 passes Y11

Level 2 passes Y12

Level 3 passes Y13

University Entrance

72.5%

61.0%

48.5%

25.6%

72%

76%

47%

15%

71%

74%

57%

17%

63%

71%

54%

27%

65.9%

69.7%

63.7%

22.3%

75%

75%

75%

35%

Merit endorsements

2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Target

Year 11 Level 1

All

Maori

Pasifika

21.9%

11.1%

18.5%

15.8% 15.0% 12.6%

20.1%

22.5%

17.5%

27.7% 27.6% 26.2%

23.2%

25%

Year 12 Level 2

All

Maori

Pasifika

12.7%

9.1%

5.8%

12.9% 4.4% 11.7%

14.3%

13%

12%

15.5% 21.1% 8.5%

14.7%

25%

Year 13 Level 3

All

Maori

Pasifika

7.8%

0%

7.6%

7.8% 10.7% 1.5%

14.8%

3.3%

7%

18.2%

12.5%

18.3%

18.0%

25%


Excellence endorsements

2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Target

Year 11 Level 1

All

Maori

Pasifika

2.2%

1.9%

2.3%

6.4%

0%

4.9%

5.2%

1.4%

1.9%

6.0% 3.4% 7.8%

6.0%

10%

Year 12 Level 2

All

Maori

Pasifika

2.5%

6.8%

0%

2.5% 2.2% 1.7%

3.8%

0%

0%

6.8% 3.5% 1.4%

5.4%

10%

Year 13 Level 3

All

Maori

Pasifika

3.8%

0%

1.5%

3.6% 7.1% 0%

1%

0%

1.2%

7.5% 0%

2.4%

5.9%

10%

asTTle

End of year or better

2013 Actual

2014 Actual

2015 Actual

2016 Actual

2017 Actual

2018 Target

All Y9 – Level 4 Y10 – Level 5

60.3% 23.1%

59.3% 23.9%

62.1%

27.5%

63.4% 24.4%

59.5%

19.1%

70% 30%

Maori Y9 – Level 4 Y10 – Level 5

61.5% 24.4%

57.4% 22.2%

72.3%

24.5%

59.4% 24.2%

61.0%

16.5%

70% 30%

Pasifika Y9 – Level 4 Y10 – Level 5

55.2% 16.2%

56.1% 17.8%

54.2%

22.9%

58.9% 17.6%

52.1%

13.0%

70% 30%


Leavers Data Achievement from Education Counts (2017 data not available until term 2, 2018)

Item 2013 2014 2015

2016 Actual

2017 Actual

All Level 1 or better

Level 2 or better

Level 3 or better

81.8%

68.5%

38.7%

85.6%

74.2%

42.2%

85.8%

73.0%

44.0%

83.6%

72.4%

39.4%

Maori Level 1 or better

Level 2 or better

Level 3 or better

71.3%

58.4%

28.7%

80.9%

68.1%

30.9%

77.6%

53.3%

29.0%

73.6%

53.8%

19.5%

Pasifika Level 1 or better

Level 2 or better

Level 3 or better

81.6%

65.9%

32.3%

84.1%

71.6%

36.5%

87.2%

75.8%

41.9%

83.1%

73.4%

36.7%

Retention data from Education Counts Percentage staying until at least 17 years of age (2017 data not available until term 2, 2018)

2013 2014 2015 Actual

2016 Actual

2017 Actual

All 76.9% 81.1% 77.8% 74.6%

Maori 61.4% 72.3% 63.6% 60.9%

Pasifika 78.3% 81.9% 80.2% 79.0%


Board Summary The Board of Trustees has worked with the Senior Leadership Team to develop this Charter for the next 5 years at Manurewa High School. The Board will continue to monitor the programmes at the school by:

tracking the roll

monitoring the buildings projects which are urgently needed

development of the Charter with the Senior Leadership Team

being kept informed on curriculum development through the learning area annual reports to the Board and ongoing learning area reviews held throughout the year

tracking the allocation of finances and recourses through monthly Board and finance subcommittee meetings While working through this process, the Board is determined to ensure that:

aakonga improve their ability to engage in akoranga, cultural identity and ability to take positive steps beyond school policies are updated

finances and resources are being used to the best advantage for the students at the school

a suitable level of financial reserves is maintained

The Board is committed to monitor the finances and resources, checking on a monthly basis how spending is tracking to ensure a positive outcome.

Year Working capital ($) Operating Surplus ($) % Income spent on learning resources

2012 316,258 100,316 73.0

2013 86,928 513,415 74.0

2014 1,239,792 765,922 66.0

2015 1,387,343 517,281 65.2

2016 2,125,853 828,581 64.4

The Board, Senior Leadership Team and school community will continue to work collaboratively throughout the year to achieve our Charter goals and targets for 2018

charter 2018 - manurewa.ibcdn.nz kawa - ‘the way we ... we are reflective and willing to change ....

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