charter, strategic and annual plan for … · the charter is the key planning document for schools...

1| RANGIORA HIGH SCHOOL CHARTER, STRATEGIC AND ANNUAL PLANS

Charter, Strategic and Annual Plan for

RANGIORA HIGH SCHOOL

Te Kura Tuarua o Rangiora

2016 – 2019

‘Naku te rourou, nau te rourou, ka ora ai te iwi.’

With your basket and my basket, the people will thrive.

Principal’s Endorsement

Commissioner’s Endorsement

Date of submission to Ministry of Education 29 March 2018

Rangiora High School Charter 2018

Contents INTRODUCTION ............................................................................................................................................... 3

SCHOOL PROFILE ............................................................................................................................................. 3

SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019 ........................................................... 4

A.STRATEGIC FOCUS ..................................................................................................................................... 4

B.PRINCIPAL’S STATEMENT .......................................................................................................................... 5

C.STATEMENT OF MISSION .......................................................................................................................... 5

D.STATEMENT OF VISION ............................................................................................................................. 5

E.ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT ....................................................... 5

F.STATEMENT OF VALUES ............................................................................................................................ 6

G.THE UNIQUE POSITION OF THE TANGATA WHENUA ............................................................................... 6

H.PRIORITY LEARNERS .................................................................................................................................. 7

I.STRATEGIC GOALS ...................................................................................................................................... 7

J.ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE ....................... 7

K.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ..................................................................................... 8

L.PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING) ....................................................... 11

SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN .................................................................................. 12

A.PLANNING & REPORTING CYCLE ............................................................................................................. 12

B.ANNUAL PLANNING & REPORTING ......................................................................................................... 13

C.RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES .................................................... 14

D.CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO) .................. 14

E.USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY ... 16

F.ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2016 .............. 17

G.STRATEGIC PRIORITY 2016 – 2019 .......................................................................................................... 17

H.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ............................................................................... 18

I.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ............................................................... 18

J.SUMMARY ANNUAL PLAN & TARGETS 2018 ........................................................................................... 19

K.PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS ............................................................................... 22

L.CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS ................................................................. 43

Appendix ....................................................................................................................................................... 44

Glossary including Acronyms ..................................................................................................................... 44


INTRODUCTION A charter sets the direction for the school and identifies the priorities the Board expects the Principal to be

leading. The Education Act requires every school’s Board of Trustees to:

• prepare and maintain a charter

• send a reviewed and updated charter to the Ministry of Education every year.

The Charter is the key planning document for schools in New Zealand. It includes strategic aims and

annual plans which:

• reflect the goals and aspirations the community has for the school and its students for the next 3 to 5

years

• outline how the school is implementing the government’s priorities as set out in the National

Education Guidelines and the National Administration Guidelines

• identify the key areas the board will focus on, both in the longer term and the coming year, to

improve the progress and achievement of all students.

In the words of the Education Act, Section 63:

A school charter has effect as an undertaking by the board to the Minister to take

all reasonable steps (not inconsistent with any enactment, or the general law of

New Zealand) to ensure that -

a) the school is managed, organised, conducted, and administered for the

purposes set out in the school charter; and

b) the school, and its students and community, achieve the aims and

objectives set out in the school charter.

The Board has overall responsibility for developing and reviewing the school’s charter. It plays an active role in

setting the strategic direction. There is a governance – management partnership between the Board of

Trustees and the Principal. The Principal and Board of Trustees will participate in this partnership to develop

and implement the charter. Developing 3 to 5 year strategic aims and expected outcomes for students is a

governance role.

Determining the specific steps that the school will take year by year in order to achieve the strategic

aims is a management role.

The strategic plan, and thus each year’s annual plan, focus on what is most important to achieve the school’s

vision or mission and the government’s priorities.

The Ministry of Education expects the school to review and update the charter as part of an annual planning

and reporting cycle, in accordance with the National Administration Guidelines. The Board, Principal, school

leaders and teachers all have roles and responsibilities in the school’s annual planning and reporting cycle.

SCHOOL PROFILE

Rangiora High School, Te Kura Tuarua o Rangiora, is a state co-educational secondary school located in

Rangiora, New Zealand. Established in 1881 by an act of parliament and opened in 1884, the school has a

roll of 1748 students from years 9 to 13 as of 28 February 2018. On 28 February 2018 the school roll's

gender composition was 48.5% male and 51.5% female, and its ethnic composition was 73.3% New

Zealand European (Pākehā), 11.1% Māori, 1.5% Pacific and 14.1% other.

Rangiora High School operates an enrolment scheme to help curb roll numbers and prevent overcrowding.

The school's home zone, in which students residing are automatically entitled to be enrolled, covers much

of the coastal half of the Waimakariri District and southern Hurunui District, extending north to Waipara,

east to the Pacific Ocean, west to Cust, and south to the Waimakariri River. However, the zone excludes

the towns of Kaiapoi, Woodend, Pegasus and Waikuku, which are instead served by Kaiapoi High School.

Students residing outside the zone are sometimes accepted, as roll places allow in accordance with the

https://en.wikipedia.org/wiki/Rangiora

https://en.wikipedia.org/wiki/New_Zealand_European

https://en.wikipedia.org/wiki/New_Zealand_European

https://en.wikipedia.org/wiki/M%C4%81ori_people

https://en.wikipedia.org/wiki/Education_in_New_Zealand#State_school_enrolment_schemes

https://en.wikipedia.org/wiki/Waipara

https://en.wikipedia.org/wiki/Cust,_New_Zealand

https://en.wikipedia.org/wiki/Waimakariri_River

https://en.wikipedia.org/wiki/Kaiapoi

https://en.wikipedia.org/wiki/Woodend,_New_Zealand

https://en.wikipedia.org/wiki/Pegasus_Town

https://en.wikipedia.org/wiki/Waikuku

https://en.wikipedia.org/wiki/Kaiapoi_High_School


enrolment scheme order of preference and secret ballot.

The school has a socio-economic decile rating of 9. The current decile came into force in January 2015,

after a nationwide review of deciles following the 2013 Census. Previously, the school had a decile of 8.

As a state school, Rangiora High School follows The New Zealand Curriculum. In Years 9 and 10, the

students will be organised in house groupings and the curriculum will be delivered as part of a ‘Connected

Curriculum’ approach to learning. The Learning Areas involved in this will be English, Health and Physical

Education, Mathematics, Science and Social Studies.

The term ‘connected’ describes a number of approaches: connecting the curriculum to create authentic

learning contexts; connecting the teachers in a collaborative co-teaching model; connecting students

within and across flexible learning spaces; and connecting students in collaborative and flexible models of

learning.

The students will be exposed to the same curriculum objectives as in previous years, for example: Year 9

students select four half-year elective subjects, which must include one Arts subject, one Technology

subject and one Language subject (out of French, Japanese, and Te Reo Māori). Year 10 students select

either two full-year electives, one full-year elective and two half-year electives, or four half-year electives.

In Years 11 to 13, students complete the National Certificate of Educational Achievement (NCEA). Levels 1,

2 and 3 of NCEA are usually completed in Years 11, 12 and 13 respectively, although students can choose

subjects from different levels depending on their progress through the NCEA level system.

In Year 11, students study English, Mathematics, Science, and three full-year elective subjects. Students in

Year 12 study six full-year elective subjects. Students in Year 13 study five full-year elective subjects, with

study for an additional four periods per week. Because the 25-period-per-week school timetable is not

evenly divisible into six subject lines, students in Years 11 to 13 spend the last period on Wednesdays

either in supervised study or sport.

SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019

A. STRATEGIC FOCUS

1 (a) This charter sets out our obligations and our aspirations to being a dynamic, caring, community-

based environment inspiring life-long learning to our community of learners. It also documents

our commitment to continuously improving our education provision on behalf of every student.

(b) The charter also assists the Board of Trustees to prioritise its aspirations for students, with a

specific focus on Māori students, Pasifika students and students with special needs.

(c) Under the National Administration Guidelines (NAG2(a)), a Board is required to develop a

strategic plan which documents how they are giving effect to the National Education Guidelines

through their policies, plans and programmes, including those for curriculum, National Standards,

assessment and staff professional development.

2. Students are at the centre of our work and we have an obligation and a commitment on behalf of

our community to ensure every student has a meaningful and relevant learning journey and that

they experience success and gain achievement to effectively transition to further learning and

training.

3. The school is also strongly focused on the three great challenges that have a significant impact on

how we view and deliver education:

pursuing excellence and equity simultaneously and aggressively

combining flexibility in delivery with accountability for results

meeting the demand that universal services should have a personal focus.

https://en.wikipedia.org/wiki/Socio-economic_decile

https://en.wikipedia.org/wiki/French_language

https://en.wikipedia.org/wiki/Japanese_language

https://en.wikipedia.org/wiki/Te_Reo_M%C4%81ori

https://en.wikipedia.org/wiki/National_Certificate_of_Educational_Achievement

https://en.wikipedia.org/wiki/Period_(school)#Study_period


B. PRINCIPAL’S STATEMENT

Rangiora High School has, since 1884, provided the families of this district with quality co-educational

secondary education. The school’s philosophy is underpinned by our Latin motto “Lux Cum Amore”,

translated in English as “Enlightenment with Friendship” or in Te Reo Māori as “Kua Puawai te

Hoahoatanga”. As an educational institution, we are committed to providing a high quality learning

environment, which promotes the best possible educational, social, cultural, and recreational

development of the individual.

Rangiora High School recognises that it is the right of every student to enjoy an education based on

traditional values that promote personal excellence and success in all areas. A Rangiora High School

education embraces a wide range of experiences, interests and opportunities that enhance learning,

acknowledge individual needs and differences, and challenge individuals to achieve personal standards of

excellence.

Our aim as a school is to equip all students for today’s rapidly changing society. Student need drives our

diverse and challenging curriculum and underpins all teaching programmes and assessment methods. As a

school we embrace the spirit of the Treaty of Waitangi, Te Tiriti o Waitangi, and encourage bi-cultural and

multicultural perspectives.

Rangiora High School is a successful school that ensures each student has an equitable chance to succeed

and to meet the challenges of the 21st Century with confidence. We provide students with the skills,

abilities and values needed to participate in and contribute to New Zealand society in an equal, positive

and constructive manner.

Rangiora High School is proud of its past and continues to be strongly focused on its future.

C. STATEMENT OF MISSION

Rangiora High School will be a centre of learning excellence that supports and prepares each learner to

connect with and contribute to our global community.

D. STATEMENT OF VISION

Our vision is to create for students at Rangiora High School, inclusive, equitable and relevant learning

opportunities with clear pathways that meet the aspirations of our community and which empowers

every student towards life-long learning.

This vision will be achieved through the implementation of a dynamic curriculum using innovative

teaching and learning within an enriched environment and by empowering and supporting each learner to

achieve personal excellence. The school will also engage the community in partnerships for learning and in

the life of the school to enable our learners to be actively connected, culturally aware and caring citizens.

At the heart of our vision and at the centre of our work are students studying at secondary school and we

want the best for them. We want to see them profoundly engaged in learning and through this

engagement to have them experience success and gain achievement in qualifications so that they can

effectively transition to further learning and training.

To achieve our vision, the school must continuously improve to ensure our vision matches our practice.

We have a commitment to implement and maintain a culture of rigorous critical reflection and self-review

that will contribute effectively to sustaining the school’s positive performance and continuous

improvement. This will involve building a culture of organisational renewal and transformation.

E. ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT

Rangiora High School has a commitment to develop students so that they have the skills and attributes to

be successful learners and members of our society. These skills and attributes are grounded in the New

Zealand Curriculum.


While we recognise that every students learning journey is very personal and that they will be at different

places on that learning journey our aspirations for all of them is clear and transparent.

We want every student at Rangiora High School to be:

Confident in their identity, language and culture as citizens of Aotearoa New Zealand.

Socially and emotionally competent, resilient and optimistic about the future.

A successful lifelong learner.

Participating and contributing confidently in a range of contexts – cultural, local, national and

global.

To assist us with the implementation of these aspirations the school will use the indicators and descriptors

developed by the Education Review Office. These indicators and descriptors give further meaning and

understanding to the above four aspirational statements.

F. STATEMENT OF VALUES

Rangiora High School’s values are its basic beliefs about what really matters, which guide how things

should be done. These values are based on the school’s culture of being a dynamic, caring, community

based environment, inspiring lifelong learning.

Our work at Rangiora High School will be guided and informed by our beliefs and commitment to:

Aspire (Wawatahia): Aspiring to achieve your best.

Respect (Whakautea): Respect yourself, others and the environment.

Contribute (Tohaina): Actively contribute to the community.

G. THE UNIQUE POSITION OF THE TANGATA WHENUA

Rangiora High School through its culture, policies and practices reflects the unique position of the Māori

culture. We have a commitment to undertake the implementation of the National Education Goals with

specific reference to NEG 9 and NEG 10.

Increased participation and success by Māori through the advancement of Māori education

initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of

Waitangi.

Respect for the diverse ethnic and cultural heritage of New Zealand people, with

acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a

member of the international community of nations.

The school is also committed to the Ministry of Education’s vision of Ka Hikitia - ‘Māori enjoying success as

Māori’. This vision recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao

Māori in Aotearoa New Zealand society and in the wider world. This means providing Māori learners with

the opportunity to get what they require to realise their own unique potential to succeed in their lives as

Māori.

To give life to Ka Hikitia Rangiora High School has committed to ‘Kia Eke Panuku: Building on Success’ to

address the aspirations of Māori communities, thus ensuring Māori students’ potential. ‘Kia Eke Panuku:

Building on Success’ is underpinned by the principles of ‘Ka Hikitia – Accelerating Success 2013-2017’ - in

particular the importance that the Treaty of Waitangi and valuing Māori language, culture and identity in

education have for enabling Māori students to not only reach their full potential and to achieve and

succeed as Māori, but to excel.

Rangiora High School is also committed to the concept of ako, as described in Ka Hikitia. This is a teaching

and learning relationship in which learning is reciprocal between teachers and students. It acknowledges

that high-quality teaching is the most important influence on education for Māori students and that

incorporating culture and productive partnerships into learning leads to student success. In recognising

the unique position of Māori, Rangiora High School takes all reasonable steps to provide instruction in


Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and actively works to raise the

achievement levels of our Māori students.

H. PRIORITY LEARNERS

Rangiora High School is committed to making a difference for priority learners. Priority learners are groups

of students who have been identified as historically not experiencing success in the New Zealand

schooling system. These include many Māori and Pacific learners, those from low socio-economic

backgrounds, and students with special education needs.

To make a difference for these priority learners requires the school to understand and action the

background of these learners, that is their identity, language and culture. It also requires a commitment to

having a curriculum that is relevant and tailored to the needs and aspirations of learners, their culture and

their strengths.

I. STRATEGIC GOALS

There are seven strategic goals that are derived from Rangiora High School’s vision statement. These

seven strategic goals are the planned outcomes that the school strives to achieve for its students. These

goals encompass our plans and vision for the school. These goals are achievable and reflect a realistic

assessment of the current and projected school environment.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable

and relevant with clear pathways to future learning, training and employment.

2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive

curriculum to create an engaging school for all students.

3. Innovative Teaching & Learning: Teachers making a difference to students learning through

effective and innovative teaching practice to improve student retention, achievement and

transitions.

4. Enriched Environment: Developing diverse environments that stimulate the engagement of

students to enrich their learning.

5. Student Engagement: Empowering and supporting learners through their involvement and

wellbeing to achieve personal excellence.

6. Student Success & Achievement: Students experience success, gain achievement in qualifications

and effectively transition to further learning.

7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation

through rigorous reflection and self-review.

J. ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE

Each strategic goal is developed as an independent portfolio. There are seven portfolios in total. Each

portfolio has a clearly identified senior leader who has the responsibility and delegated authority to act in

their assigned portfolio. All of these portfolios do not work in isolation and strong connections and

collaborations are required for effective implementation. This strategic collaborative work will be the

responsibility of the Strategic Leadership Team (SLT). As senior leaders they are empowered to enact the

schools vision through the strategic goals.


A second review of the SLT model in the 2016 charter was undertaken to ensure robust alignment with

the vision and strategic goals the school was undertaking. As a result the model was strengthened and

modified. A new portfolio was identified called ‘Dynamic Curriculum’ which sits alongside ‘Innovative

Teaching & Learning’ and ‘Enhanced Environments’ as the three key provision drivers to implement the

education design of Learning Opportunities.

An organisational relationship has been developed

between the portfolios and this is shown on the

portfolio organisational diagram.

The Importance of Leadership

Rangiora High School wants its students to be much

more deeply engaged in learning, staff to be more

engaging practitioners, and for the school to be rich in

engaging learning opportunities for the whole

community. We look to our middle and senior leaders

to be prepared to redesign our school to achieve this

aspiration.

Leadership is essential to initiate, develop and implement this change and to sustain it, and to ensure that

students and learning remains at the centre of innovation at Rangiora High School. This requires vision,

but also design and strategy to implement it. The Principal will take a transformative leadership approach

in developing and guiding this team. This transformative leadership will involve: creating an inspiring

vision of the future; motivating people to buy into and deliver the vision; managing delivery of the vision;

and building ever-stronger, trust-based relationships with the community.

Professional learning and development is critical to acquire the expertise to contribute to learning

leadership, orchestrate teaching and learning activities, shape content and learning resources, so that

middle and senior leaders become confident formative evaluators and researchers to develop Rangiora

High School as an engaging school. Learners themselves can and should importantly shape content and

direction. Information about the learning taking place should be constantly fed back to the different

stakeholders, and into revised strategies for learning and further innovation.

K. CRITICAL SUCCESS FACTORS ALIGNED TO GOALS

Each of the seven strategic goals has a number of critical success factors. These critical success factors are

limited in number and have a tremendous impact on the effectiveness, efficiency and viability on

achieving the strategic goal. Activities associated with critical success factors (CSF) must be performed at

the highest possible level to achieve the intended overall objectives.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable

and relevant with clear pathways to future learning, training and employment.

a. The effective use of educational environmental scanning to identify and monitor changing

trends and patterns in education and to assess their organisational impact on the school’s

curriculum.

b. The gathering and use of information about the needs, wishes and aspirations of the parents,

whānau and the wider community to support the development of an engaging school.

c. The identification and application of key programme and course design characteristics for the

development of a robust and relevant curriculum profile that meets the needs of students.

d. The establishment and implementation of a range of curriculum models to meet the diverse

needs and circumstances of learners.

e. The development and implementation of new programme and course initiatives based on

effective programme design and curriculum models.


f. The redesign and implementation of an integrated and comprehensive infrastructure to break

down barriers to student engagement and to align resources with programmes and courses of

learning.

g. An analysis of programmes and courses to evaluate their performance in providing effective

learning opportunities for students.

h. The effective engagement of the community in the life of the school and the development of

the school as a ‘learning commons’ and ‘learning hub’.

i. The implementation of business and industry partnerships that are negotiated to create

effective learning opportunities, pathways and transitions for students.

j. The building of collaborative, trustful relationships to empower people to think and do things

differently, and to develop a ‘can do’ attitude where anything is possible.

2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive

curriculum to create an engaging school for all students.

a. Leading curriculum design implementation to ensure student engagement in learning.

b. The gathering and use of information about the needs, wishes and aspirations of the parents,


c. The identification and application of key programme and course design characteristics for the

development of a robust and relevant curriculum profile that meets the needs of students.

d. Developing and implementing innovative programmes based on effective programme design

and curriculum models that are responsive to the diverse learning needs of students across

the school and which create effective learning pathways and improve engagement.

e. Applying current thinking and research into best and next practice in student learning to

inform curriculum design and implementation.

f. Leadership of curriculum leaders (Heads of Faculty) within the school and the ‘learning hubs’.

g. An analysis of programmes of learning to evaluate their performance in providing effective

and meaningful learning opportunities for students.

h. Developing and leading innovative NCEA assessment practices integrated with teaching and

learning.

i. Developing and implementing curriculum timetable structures that meets the curriculum

design of programmes of learning.

j. The building of collaborative trustful relationships to empower people to think and do things


3. Innovative Teaching & Learning: Teachers making a difference to students learning through

effective and innovative teaching practice informed by ‘spirals of inquiry’ to improve student

retention, achievement and transitions.

a. Build a culture of collaboratively-designed pedagogy involving teachers and students.

b. The school implements a responsive curriculum to enable students to learn, progress and

achieve in the breadth and depth of the New Zealand Curriculum.

c. The implementation of effective and culturally responsive teaching through high expectations,

personalised learning, collaborative learning relationships and effective assessment for

learning.

d. Students have effective, sufficient and equitable opportunities to learn.

e. Teachers build caring and inclusive learning communities by embracing the principles of ako

and Kia Eke Panuku where each student feels that their contribution is valued and that they

can participate to their full potential.

f. Through ‘spirals of inquiry, the development and use of a wide range of teaching strategies

and models of best practice to effectively engage students in their learning.

g. Teacher professionalism is paramount and the building of professional capability and

collective capacity.

h. A strong impact on the emotional health of the school through the quality of internal

relationships, the sense of collective agency and the passion for the work.


i. The building of collaborative, trustful relationships to empower people to think and do things


j. The development and active participation in the Puketeraki Kāhui Ako to assist students on

their learning journey through collaboration around student pathways and achievements, and

the sharing of best practice and next practice across schools.

4. Enriched Environment: Developing diverse environments that stimulate the engagement of

students to enrich their learning.

a. The creation of innovative learning environments to enhance effective curriculum design and

support diverse learning opportunities for students to meet the ILE principles.

b. The development of a master property plan to align with the school’s vision for the future.

c. The design and maintenance of the physical landscape to create environments that are

stimulating and engaging and support students in their learning and connectedness to school.

d. A planned property maintenance programme to sustain the requirements of learning

programmes and support services.

e. The implementation of all legislative requirements to ensure the safety and well-being of

students and employees.

f. An active sustainability and energy efficiency programme to support the effective

maintenance of the environment.

g. The building of collaborative, trustful relationships to empower people to think and do things


5. Student Engagement: Empowering and supporting learners through their involvement and

wellbeing to achieve personal excellence.

a. The gathering and use of information about the needs, wishes and aspirations of the parents,


b. The development and leadership of a coherent vision of student engagement across Rangiora

High School based on the premise that engagement is centered on students’ wellbeing and

involvement in their learning.

c. The development and implementation of specific models of student engagement that

incorporates the key strategies of student wellbeing and student involvement.

d. The development of a strategy around three profound influences on student involvement in

learning that include: the relationship teachers have with their students; the classroom

environment; and the quality of the experiences teachers provide for their students.

e. The provision of explicit learning opportunities for students to develop skills, abilities and

understandings important to the development of wellbeing for learning based on evidence-

informed practices adopted within the school in partnership with families and community.

f. The implementation of a learning environment and culture in which students believe that

adults in the school care about their learning and about them as individuals.

g. To establish evidence based data measures of student engagement and to use this data to

inform student outcomes of retention, achievement and transitions.

h. The implementation of the PB4L and restorative justice initiative to build a culture where

positive behavior and learning is a way of life for students.

i. The development and application of the ‘cultural narrative’ for Rangiora High School to

develop metaphors, models and structures to create relevance and understanding that link

the past, the present and the future.

j. The extension of learning experiences for students through community service and global

citizenship.

k. The building of collaborative, trustful relationships to empower people to think and do things


6. Student Success & Achievement: Students experience success, gain achievement in qualifications

and effectively transition to further learning.


a. Junior School Value Added: The school has effective learning frameworks and infrastructures

to identify, analyse and report junior students’ progress in learning engagement and

achievement.

b. Qualification Achievement: The school analyses the achievement of students across the

school and uses a range of performance standards and benchmark data to compare how

students are performing internally, regionally and nationally and uses this analysis to facilitate

improvements.

c. Communication: The informing of parents about their children’s engagement, achievement

and learning pathways, the learning opportunities the school provides and the new

opportunities it is creating.

d. Retention: The school effectively retains students in their programmes of learning across all

Year levels between years and throughout the year.

e. Engagement: Rangiora High School meets the characteristics of an ‘engaging school’ and has

developed diverse strategies to improve the learning engagement of all students.

f. Transitions: All school leavers next steps destinations (transitions) are identified including any

qualifications they are undertaking within this next destination.

g. The development and active participation in the Puketeraki Kāhui Ako to assist students on

their learning journey through collaboration around student pathways and achievements.

h. Building Relationships: The school builds successful relationships across the community and

within the school by connecting all participants to the performance and development of the

school.

i. Planning and Reporting: The school successfully disseminates all performance data to

accurately present how students are achieving and being successful, and how the school is

responding to areas of development.

7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation through

rigorous reflection and self-review.

a. The school has a documented and approved Charter (BOT and MOE) that identifies strategic

goals, strategic priorities and critical success factors for effective performance.

b. Every strategic goal (portfolio) in the Charter has an annual performance plan that sets

targets, key activities, and achievement objectives for the year.

c. The school annually reviews all portfolio areas within an established model of self-review and

evaluation in conjunction with ERO ‘best practice’.

d. There is comprehensive reporting on school performance and improvement for the benefit

of students and the impact on their retention, engagement achievement and transitions.

e. A comprehensive analysis of variance is undertaken on the school’s annual strategic priorities

and strategic goals.

f. There is effective educational leadership that builds the conditions for equity and excellence

necessary for successful learning and teaching.

g. The BOT regularly reviews and evaluates its governance roles and responsibilities and its

effectiveness in realising the vision for the school.

L. PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING)

Rangiora High School belongs to a Kāhui Ako (community of learning) made up of seventeen schools. They

are: Amberley School, Ashgrove School, Ashley School, Broomfield School, Cust School, Fernside School,

Leithfield School, Loburn School, North Loburn School, Ohoka School, Rangiora Borough School, Rangiora

High School, Sefton School, Southbrook School, Swannanoa School, View Hill School, and West Eyreton

School.

The seventeen schools in the Puketeraki Kāhui Ako share many strengths, interests and developments

that, together, provide a positive platform for strengthening educational outcomes across this wide

geographical area.

Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is


engaging, relevant and responsive to the needs of all students. We will strive to produce lifelong learners

who participate and contribute positively. Our students will be taught to Collaborate, Communicate and

Create. We will do this by building highly effective working relationships between our teachers, our

students, our parents and our communities. We will ensure that all students have their learning needs

met. We will enable students, parents and whānau to develop educational pathways to success. We aim

to:

Build a new community of learning

Raise the achievement levels for all learners in the community

Improve the outcomes for at-risk and priority learners

Develop teacher/educator capacity across the learning community

Improve educational pathways

The strategic priorities 2018 – 2020 for Puketeraki Kāhui Ako are:

Create: Support innovative practice to enhance learning environments.

Communicate: Build a communication network that promotes quality teaching and learning.

Collaborate: Promote collaborative practice and the professional development of teachers.

SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN

All New Zealand state schools are required to set annual targets and take actions for improvement

within a strategic planning and review cycle. Every school’s charter must contain an annually updated

section that states the board’s targets for student outcomes, its aims, directions, and objectives for

school performance and its plan for resource use. The Ministry of Education school planning and

reporting requirements include the need to set at least one annual target for improvement in student

achievement and to plan, implement and evaluate the actions required to achieve this target. The

board’s annual plan should clearly outline the actions proposed for lifting student achievement over the

next year. The details in the plan should be informed by the school’s analysis of its last year’s

performance.

A. PLANNING & REPORTING CYCLE

The school planning and reporting cycle provides guidance for the Rangiora High School Board and

school leaders for when they can start working on the planning and reporting documents. The cycle

shows the annual roles and responsibilities of the Board, Principal, school leaders, and teachers in school

planning and reporting throughout the year.


B. ANNUAL PLANNING & REPORTING

The 2018 annual plan for Rangiora High School establishes the planned priorities, goals and targets for

student achievement. The annual plan is one of two key accountability documents that the Board of

Trustees is required to use to inform and report to stakeholders such as the Ministry of Education,

Members of Parliament and, most importantly, parents and the wider school community.

The annual report, the second accountability document, contains an analysis of any variance between

the planned aims, objectives, directions, priorities, or targets (as set out in the previous year’s Charter

and Annual plan) and what the school has actually achieved during the year. The analysis of variance

describes for the community how the school has addressed the Board's priorities for improving student

achievement, and how successful the school's approach has been. The analysis of variance also provided

the basis for plans for the coming year. The annual report, also contains the annual financial statements

that show how the board has applied its financial resources to achieve its charter goals.


C. RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES

There has been a marked increase in recent years in research outlining the factors that contribute to

achievement and actions that counter underachievement in schools.

International research on school leadership shows that pedagogical leadership has a key influence on

improving student outcomes for diverse learners. Target or goal setting is important within pedagogical

leadership because it creates high expectations. Pedagogical leaders take key actions that make the link

between direction setting and wider school processes of strategic and curriculum planning, pedagogical

development and focused resourcing.

New Zealand research on effective school improvement shows that schools need to combine processes

of target setting based on achievement information, with planning in-school actions. To succeed, schools

need to apply their time and money strategically, so that they build teacher capacity. Student

achievement and engagement is improved through the resulting improved learning opportunities.

The Education Review Office’s School Evaluation Indicators (2016) are drawn from an analysis and

synthesis of research and evaluation findings linked to student outcomes. They focus on what makes the

most difference to achieve equity and excellence. This requires a national effort to reduce the

achievement disparity within and across schools, improve education provision and outcomes for all

students, and ensure that Māori achieve education success as Māori.

Meta-analyses pulling together large international studies of learning and teaching show that to

accelerate learning, in-school conversations need to focus on defining progress and implementing

interventions for students at risk of underachieving. Educational officials, school leaders and teachers

need to work together more collaboratively than they have in the past for successful educational reform.

Rangiora High School has a commitment to understanding and applying this research to its annual

planning through the strategic priorities, strategies and targets to improve the achievement and

successful outcomes for students.

D. CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO)

The Education Review Office analysis of the conditions and practices in successful schools in raising

achievement found four key differences between the planning and actions of successful and less

successful schools. The successful schools demonstrated:

an explicit commitment to equity and excellence

the effective targeting of progression

leadership at multiple levels

capability building for school improvement.

These findings have significant relevance for Rangiora High School especially the two focus areas of

‘raising the bar’ in overall achievement (excellence) and accelerating progress to ‘lift the level’ of

underachievement to close the gap (equity). These two focus areas are incorporated into the school’s

strategic priority for 2018. In addition, ERO’s conclusions are shaped around four themes that distinguish

successful from less successful and unsuccessful schools in targeting achievement. These four themes

described below also guide and influence Rangiora High School in its planning process and target setting

for 2018.

The explicit commitment to equity and excellence

The most significant difference between schools that succeeded and less successful schools was the

explicit commitment to both equity and excellence in successful schools. The findings show that

successful schools took a range of key actions to accelerate progress for selected students, to close the

achievement gap between them and other learners as a matter of equity. Targeting did not mean

ignoring the needs of the majority of students. At the same time as prioritising target learners, successful

schools maintained a focus on the quality of the learning experience offered to other learners, so that


those already achieving success sustained their path of positive learning. Successful schools continued

their commitment to excellence by taking deliberate actions to improve the quality of teaching across

the school, and by strengthening learning opportunities for all students.

The effective targeting of progression

Successful schools set effective goals and also took effective actions to accelerate learning. Their

targeting demonstrated two key qualities. Goals and targets set an optimum level of challenge for

teachers and students, by being low enough to seem achievable but high enough to make a real

difference. Goals and targets also created maximum visibility and alignment between the targets and

objectives set, and the plans and initiatives of trustees, school leaders, teachers, students, parents and

whānau. This ensured that daily actions were taken in classrooms and across the school community

that supported successful learning outcomes.

Successful schools took a series of interrelated actions to create positive change for targeted learners.

Staff teams worked to reach agreement about what one year’s progress looked like in key areas of

learning. They then set goals and targets to accelerate the rate of learning for students who were at risk

of failing to achieve a year’s progress. They designed interventions by using either internal or external

expertise. They monitored the progress of target students, and modified actions where required.

Together the effective goals and interrelated actions in successful schools created a commitment for

improvement that people across the community bought into and felt they owned personally.

The spread of leadership

ERO found that the influence of leadership applied at multiple levels in successful schools. Trustees,

school and middle leaders defined a shared achievement challenge in terms of acceleration for target

students. Trustees and school leaders strategically resourced the key actions required to make a

difference. In larger schools, middle leaders led teams of teachers who put the plans into action. Leaders

at all levels monitored and evaluated progress, and made adjustments to increase students’ chances of

success.

Leaders in successful schools connected plans and actions through effective professional learning

conversations. Leaders played a critical role in leading these conversations. Groups of teachers needed

to plan interventions with individual students’ needs in mind, so that professional knowledge and

expertise about what might work for acceleration of their learning could be sourced. Sometimes this

expertise was sourced from elsewhere within the school, and shared through professional learning

communities of teachers who worked with targeted students. In other cases, this expertise was sourced

from outside the school and was adapted by middle leaders responsible for in-school implementation.

Capability building for school improvement

Leaders supported efforts in their school to make ongoing improvement by deliberately building school

capability. At the same time leaders were developing teaching capabilities and improving learning

opportunities. To achieve this, leaders in successful schools demonstrated four key capabilities:

strategic capability, so that school plans and resources were directed to priority areas with the

biggest influence on achieving equity and excellence

evaluative capability, so that the right evidence was gathered and used throughout the teaching

and learning cycle, as well as in the planning and internal evaluation cycle, to make a real

difference

instructional capability, so that teachers developed and applied the knowledge and skills for

instruction that meet the needs of particular students, where these needs may not have been

previously met

adaptive capability, so that leaders and teachers could retrieve, organise and use relevant

knowledge and expertise from either internal or external sources, whenever new problems or

issues arose in teaching or learning.


Capability building meant that successful schools built the key conditions that made a difference for

targeted learners into their regular practice. Capability building increased the chances that positive

outcomes would be sustained in future.

It is the commitment of Rangiora High School to bring to life through its strategic and annual planning

the raising of student achievement in the Rangiora community using this ‘best practice’ research and

turning it into ‘next practice’ in the school for the success and achievement of all students.

The model that Rangiora

High School is using to

implement its annual plan

and targets are the key

processes identified by ERO

that successful schools used

in evaluating for

improvement. Based on the

RS40 roll returns the school

‘noticed’ that there was a

significant reduction in

students from Year 12 to

Year 13 and the biggest

proportion were young

males. Further investigation

identified Māori students

leaving earlier at the

transition from compulsory

to non-compulsory aged

learning. This was the starting point for the school to make-sense of what this data was identifying

so that they could prioritise strategies to take action. This is described below.

E. USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY

The analysis of the data from different sources and perspectives leads the school to the conclusion that

student retention across the Year 12/13 transition, throughout the Year 13 programme and for Māori

students beginning at Year 11 especially related to the compulsory / non-compulsory learning interface

is having a significant impact on their achievement in qualifications and the transition to further learning.

This will be basis for identifying the strategic priority for the school. The strategy will operate across all

portfolios in the school.

The school recognizes that retention is not a problem within itself but rather is a symptom of student

engagement in learning. Students leave ‘early’ because they become disengaged or disconnected with

their learning. Based on analysis of data the school has identified student engagement as a barrier to

students gaining the highest qualifications and raising their achievement to transition to higher

qualifications and employment.

The major areas of focus continue to be:

1) The engagement, achievement and retention of Māori Students to Year 13

2) Year 9 and 10 students who need to have their learning accelerated

3) Improving NCEA results with a focus on boys

4) The transitions of students from Year 12 to Year 13 and the retention of students

throughout Year 13

The retention of students in appropriate programmes of learning and having students closely connected

to their learning environments is vital to student success. Rangiora High School is committed to retaining

students in their programmes of learning until they have reached their goals. These goals will include


qualifications, pathways and transitions to further learning, training or work.

The school is acutely aware that early interventions for Māori students in their Year 9 and Year 10

learning programmes will be necessary to provide an appropriate environment to build their

engagement, achievement and transitions to further learning. This will be developed through Kia Eke

Panuku initiative, focusing on accelerating Māori student achievement in years 9–13. This initiative is

focused on:

building leadership teacher and school-wide capability to enable Māori student success

creating and maintaining culturally and relationally responsive teaching and learning that

enables Māori students to achieve success as Māori

building and strengthening Iwi and whānau relationships with schools; and

providing the school with access to tools that ensure Māori success.

F. ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2016

In 2016 ERO carried out a review of Rangiora High School. In the two areas of curriculum and learning,

the Education Review Office made the following recommendations for the school to develop and

improve:

1. that the school must keep a sustained focus on:

effectively addressing and improving student retention, engagement and achievement

improving the quality of NCEA qualifications by increasing the number of endorsements

across learning areas

improving the achievement, engagement and retention of Māori students from Year 11 to

Year 13.

2. In addition, Year 11 students who are at risk of leaving without an NCEA qualification should be

prioritised and responded to much earlier in the year.

3. Achievement data analysis in Years 9 and 10 should be used to identify and report:

the rates of progress students are making within and across the junior year levels

the students who most need to have their learning accelerated

how well Year 10 students are prepared for success in their NCEA Level 1 programmes.

4. Leaders should evaluate, and effectively respond to, how well the school’s current curriculum

design promotes equity and excellence for all students, especially those at risk of lower levels of

retention, engagement and achievement.

5. The school-wide focus on improving the engagement, retention and learning progress of Māori

students should continue with greater urgency in ways that meet their specific interests, needs

and aspirations of Māori students.

6. In consultation with Māori students and their whānau, senior leaders should collaboratively

identify further plans, priorities and goals for promoting success for Māori students, as Māori.

Progress against these goals should be evaluated and reported.

These recommendations will be integrated into the annual plan through the strategic focus areas to

address the school’s strategic priority.

G. STRATEGIC PRIORITY 2016 – 2019

The identified strategic priority for 2016 – 2019 is to improve and enhance engagement through

inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at

risk’ of not achieving to their potential. The strategic priority is specifically targeting the

engagement of Year 9 and 10 students, the retention of Māori students beyond compulsory age,

the transitions of students from Year 12 to Year 13, and the retention of students throughout

Year 13. The outcomes for this strategy will identify improvements in student retention,

achievement and transitions. All teaching staff are fully involved in the unpacking of this priority to

identify diverse strategies to improve student engagement in learning.


In education, student engagement refers to the degree of attention, curiosity, interest, optimism,

and passion that students show when they are learning or being taught, which extends to the

level of motivation they have to learn and progress in their education. The concept of student

engagement is predicated on the belief that learning improves when students are inquisitive,

interested, or inspired, and that learning tends to suffer when students are bored, dispassionate,

disaffected, or otherwise disengaged. When students are deeply engaged in their learning they

care not just about the outcome, but also the development, of their learning. They take

responsibility for their learning and they bring discretionary energy to their learning task(s).

Students also see the value in, and show a desire to, learn beyond the school walls and the school

day.

H. DEVELOPING THE STRATEGIES FOR ENGAGEMENT

In developing the model for Rangiora High School’s annual planning, the school has established

an agreed position based on having a strong, dynamic, single focus, which is centred on the

strategic priority. This is to ensure every staff member is focused and committed to the one

priority for improvement. However, as education is holistic it is important that the priority is

addressed from a number of different perspectives and so the school is using multiple strategies.

It is also important that staff have strong ownership of their role in addressing the strategic

priority and therefore their personalised inquiries will provide for staff choice and encourage

commitment and ownership. Every ‘spiral of inquiry’ will have a direct line of sight to the strategic

priority and a target. In this way staff can see directly the influence their work is having on

bringing about change and improvement. From a school-wide perspective it gives the school the

ability to analyse the impact of all this work from different strategic perspectives.

I. CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION

Teaching staff and the community in 2015 provided comprehensive wide-ranging feedback on the

range of targeted strategies that could be undertaken to address the strategic goals. This

feedback is grouped into strategic focus areas, which in turn are linked to the strategic goals of

the school. Self-review has been used to inform the development of the 2018 Annual Plan.

Faculties and Departments will develop their annual goals and targets from the Rangiora High

School Strategic Goals, Strategic Priority and Annual Goals and Targets. The Puketeraki Kāhui Ako

Strategic Objectives and Achievement Challenges; and the Rangiora High School Strategic Goals,

Strategic Priority and Annual Goals and targets have informed the development of the 2018

Professional Learning and Development Programme for teaching staff. In particular, the

parameters of teachers individual ‘spirals of inquiry’. The parameters for these have been

developed to build the schools capacity in making a real difference to the strategic priority of

‘student engagement’ and to ensure every staff member feels connected and understands the

impact that they are making to improving the success and achievement of students.


J. SUMMARY ANNUAL PLAN & TARGETS 2018

Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.

Focus: The strategic priority is specifically targeting



3) Improving NCEA results (roll based) particularly boys

a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages

b) Endorsements comparable to other deciles 9 school’s national averages

4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13

The outcomes of this focus will identify improvements in student retention, achievement and transitions.

Strategic Aim: To address and improve student progress, achievement, retention and transitions of targeted priority learners by improving their engagement in learning.

Annual Aim: To ‘raise the bar’ in overall achievement (excellence) and ‘lift the levels’ of underachievement to close the gap (equity) through a focus on coherency in planning, goal / target setting and

resourcing

Targets:

The Annual plan outlines RHS commitment to equity through targeted actions to accelerate progress for identified priority groups of students

The Annual plan outlines RHS commitment to excellence through deliberate actions to improve the quality of teaching across the school, and by strengthening learning opportunities for all

students

The Annual Plan provides the work plan for each of the strategic lead team portfolios and informs their goals for the year

Termly review of each section of the Annual plan ensures a focus on raising the bar and lifting levels of achievement

Review Cycle

Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018

Action Steps By when Who will Lead? Indicators of Progress Monitoring

The identification and approval of significant strategic

priorities to improve the success and achievement of

students

5 February 2018 Commissioner and SLT Documented strategic priorities.

Consultation with staff and

community

Staff feedback on 2017 strategic priority through dedicated staff meetings in term 4 2017 informing next steps in 2018

Teacher only day feedback

Develop a model for annual planning linked directly to

the schools’ strategic plan and goals

February 2018 Commissioner and SLT Development of common Faculty template through consultation in term 4 2017 (and review 2018) that links Faculty strategic and annual planning to

Portfolio reports to the BoT


the School Strategic Plan and Annual Plan

Teacher Spirals of Inquiries link to Puketeraki Kāhui Ako and RHS Annual Aims and Goals

Completed Charter to the Ministry of Education that

includes the strategic plan, annual plan(s) for 2018.

31 March 2018 Principal Documents sent by MoE deadline Approved by the Commissioner

Development of Faculty and Curriculum Area goals linked

to the RHS Annual Plan aims and targets

31 March 2018 HoFs and SLT Dynamic

Curriculum

Faculty goals aligned to Annual Plan

aims and targets identified

SLT meet with HoFs they have

oversight with to review and discuss

next steps

Review of performance against targets

feeds into appraisal and spirals of

inquiry

Development of House pastoral programmes linked to the

RHS Annual Plan aims and targets and annual calendar

31 March 2018 Heads of House and SLT

Student Engagement

House goals aligned to Annual Plan

aims and targets identified

Regular meetings of DP with oversight,

HoHs and Deans inform ongoing

development

Review of performance against targets

feeds into appraisal

The development of 120+ individual PLD ‘spirals of inquiry’

projects

March 2018 SLT Teaching and Learning and Puketeraki Within School Lead Teachers

Target students identified. Spirals

of Inquiry underway

Puketeraki Kāhui Ako WSL

Teachers reporting to ASL lead

teachers and DP Teaching and

Learning reporting through

Portfolio Report to BoT

Implementation of strategies throughout the school Ongoing SLT New work and innovations being

undertaken.

Discussions taking place. Ideas being

shared

Hub Leaders and HoFs reporting

through meeting minutes to SLT

Portfolio reports to the BoT

Evaluation of progress on the targeted strategies. Week 7 each term HoFs and SLT Tracking system informing learning

conversations. PLD re next steps. Mid-

term review informing termly

reporting to the Commissioner /

Board of Trustees

Review with MoE Facilitator

ARTE Report to BoT

Evaluation by Staff of actions

Results for all targets collated and analysed and discussed 28 January 2019 SLT Analysis documented in

Analysis of Variance, findings

discussed to inform

Interim Results presented at

Teacher only day 28 January

2019 to inform discussion


development of 2019 Annual

Plan

Analysis of impact of all strategies on the strategic priority.

Results circulated to all staff

Week 3 February 2019 Principal and

SLT

Evidence of achievement.

Celebration of performance

depending on the degree of

success of the strategy

Analysis of variance at all levels (teaching staff to SLT) to

review impact of strategy on the priority and identify next

steps

20 February 2019 Principal and

SLT

Analysis of variance completed and

part of documentation to MOE. Next

steps clearly identified in the 2019

Annual Plan

Draft Analysis of Variance presented

to the December Board of Trustees

Draft Analysis of Variance presented

to Middle Leaders February 2019

New annual plan as part of the revised charter 1 March 2019 Principal Approved charter documented and

received by MOE on time


K. PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS

1. PORTFOLIO: LEARNING OPPORTUNITIES - ANNUAL PLANS & TARGETS 2018

Strategic Focus: The development of different programmes of study










Strategic Aim: To develop new models of learning delivery based on the key characteristics of effective programme design to improve the engagement of students in Year 12 and Year 13.

Annual Aim: To develop multi-disciplinary vocational courses that support student transition into the workplace, further training or tertiary education

Baseline data:

In the 2017 there were 14 Year 12 and 12 Year 13 vocational courses that provide pathways into the workplace or further training In 2017 there is only one Connected Curriculum course offered – Year 13 Media, English and Design which 12 students have enrolled in In 2017 the Tertiary Education Commission funded 25 Gateway placements

Targets:

1) To complete at least one feasibility study to determine the viability of the Connected Curriculum model in the senior school

2) To extend the provision of vocational courses in Years 12–13

3) To review the Faculty structure and Budget provision with a view to informing and enabling the development of the Connected Curriculum

Review Cycle



Action Steps By When Resources Who will lead? Indicators of Progress Monitoring

Connected Curriculum in Years 12 and 13

Feasibility study undertaken to determine

viability of a connected curriculum agricultural

business school in Years 12 and 13 (Note:

The nature of the school to be negotiated)

Week 5 Term 2. Agribusiness Schools Network

Agribusiness Subject Advisor, Melanie Simmons

Agribusiness Project Curriculum Director, Kerry Allen

Principal

DP Dynamic Curriculum

Completed ‘feasibility’ study

highlighting the potential of the

strategy presented to Middle Leaders

and SLT

Portfolio Report

HoF meeting minutes

Special interest meeting minutes

Creation of the model for the

agricultural business school based on

the characteristics of effective

programme design

By the end of

Term 2

DP Dynamic

Curriculum

An agreed, approved and documented

model for the Agricultural Business

School.

Solving the practicalities: staffing; rooming,

resourcing; qualifications; collaboration;

community involvement.

By the end of

Term 3

SLT A framework for dealing with and

resolving issues. Practicalities match

programme design features.

Guidelines around priorities.

HoFs minutes

Timetabling Guidelines

2019 Budget

Portfolio Report

Involving students and their parents /

whānau in the development

By the end of

Term 2

www.agribusiness.school.nz

Subject selection process

Principal

Careers Advisors

Students have a forum(s) where their

ideas can be gathered, their views

listened to and incorporated into the

programme design.

Meeting with parents where their

ideas can be gathered, their views

listened to and incorporated into the

programme design.

Portfolio report

Developing priority enrolments (breaking

the rules) to answer questions such as:

Who is eligible to enrol? How long can a

student stay in the programme? Are there

any pre-requisites? Where does it

transition?

Wk 10 Term 2 HoF Special Interest Group

Career Advisors

Principal

SLT Connected

Curriculum

Optimism rules. No obstacle is too

great. What do we need to do to

make this happen?

Solutions are innovative and

creative.

Enrolment including interview to establish

client base.

Wk 10 Term 4 Careers Advisors Successful auditions with high

participation.

SLT Student Success and Engagement

monitoring through the Timetable

process

Establish baseline data and profile of new

students to include: academic qualifications,

30 January 2019 Careers

Advisors Baseline data identified and

documented.

ARTE Report to BoT

http://www.agribusiness.school.nz/


aspirations and intentions, engagement

profile, attendance. Learning Profiles uploaded on

KAMAR

Vocational Courses

Apply to the Tertiary Education

Commission to expand the Gateway

programme to 55 places

TEC deadline Gateway Coordinator Principal

DP Dynamic

Curriculum

Application submitted on time

Gateway reporting and

performance monitoring target

are met for 2018

Curriculum Report to BoT

Secondary Tertiary Partnerships

Explore how to further develop

secondary tertiary partnership with

local tertiary providers to extend the

provision of vocational courses in

Years 12 -13

Feasibility of introducing / developing

Trades Academy, Dual Enrolments,

Dual Pathway Pilot (DPP) Funded

Student, Tertiary EFTS Funded

Student explored

Week 5 Term 2 MoE Advisor Principal Meetings with ARA, Community

College, ITO Providers

Analysis of programmes to meet

RHS Student need presented to

HOFs and BoT

Analysis of resourcing availability

Curriculum Report to the BoT

2019 Budgeting processes

Selling and marketing the new courses

internally to students, staff, parents and

whānau.

Week 2 Term 3 Subject Selection Process HoFs

DP Dynamic

Curriculum

Principal

Sharing the excitement of the new

model and it’s potential for their

learning through:

Assemblies

Special interest newsletter

Option booklet

Options evening

Portfolio Report


2. PORTFOLIO: INNOVATIVE TEACHING & LEARNING - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Priority Learners










Strategic Aim: Teachers making a difference to student learning through effective and innovative teaching practice to:

Improve student engagement, achievement and retention.

To ‘lift the levels’ of underachievement to close the gap (equity).

Annual Aim: To target students who are

Year 9 and 10 students, with a focus on Māori Students to accelerate their progress

Year 11 Māori students who are at risk of not achieving enough credits to be awarded NCEA Level 1

Year 11 boys who are at risk of not achieving enough credits to be awarded NCEA Level 1

Baseline data:

‘Me and My School Survey (2017)’ results indicate that on average:

Year 9 boys strongly believe that their families’ culture is treated with respect by the teachers. They are proud to be at the school. Students agree that they take school seriously. They agree

that they can talk to teachers about their schoolwork. Students disagree that their classes are a waste of time. They believe they have a lot of respect for the teachers. Students agree that

they feel safe at school but also agree that often feel bored in class.

Year 9 and 10 Māori and Year 10 boys feel that they are making progress at school and agree that their teachers help them learn. They agree that they like learning new things in class and that

it is important to behave well at school. Students disagree that they look forward to going to school each morning.

In 2018 we have identified the students who are ‘at risk’:

Male Māori Total

Year 9 Students who are ‘at risk’ of not

achieving Level 4 outcomes

Reading – 17

Math – 25

Reading – 3

Math – 5

Reading – 25

Math – 36

Year 10 Students who are ‘at risk’ of

not achieving Level 5 outcomes

Reading – 22

Math – 10

Reading – 7

Math – 6

Reading – 33

Math – 22

Year 11 Students who are ‘at risk’ of

not achieving NCEA Level 1

Reading – 5

Math – 29

Reading – 1

Math – 9

Reading – 11

Math – 47


Targets:

85% of Year 9 students feel positive about Rangiora High School and feel engaged with their learning

85% of Year 10 students feel positive about Rangiora High School and feel engaged with their learning

85% of Year 9 Māori students working at Level 4 of the Curriculum

85% of Year 10 Māori students working at Level 5 of the Curriculum

85% of Year 9 boy students working at Level 4 of the Curriculum

85% of Year 10 boy students working at Level 5 of the Curriculum

90% of Year 11 achieve NCEA Level 1

90% of Māori Year 11 learners achieve NCEA Level 1

Review Cycle

Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November

Action Steps By when? Resources Who will lead? Indicators of Progress Monitoring

Developing a shared understanding of collaborative ‘Spirals of Inquiry’ informing learning and teaching WSL sharing their 2017 inquiries

and learnings to model the process for teachers

Spiral of Inquiries informed by and developed to support RHS vision and strategic objectives; and address targets identified in the annual plan

Staff teams (Year 9 and 10 Learning hubs) working to reach agreement about what one year’s progress looks like in key areas of learning

Teachers setting goals and targets to accelerate the rate of learning for identified learners (4 or 5) who are at risk of failing to achieve a year’s progress

Teachers designing interventions, monitoring progress of their identified students and modifying actions where required

Ongoing

End of Term 1

Term 4

End of term 1

End of Term 3

Term 4

Tuesday PLD

meetings

Puketeraki Kāhui

Ako Leadership

PLD and ASL

teachers

Weekly Tuesday

PLD meetings

Timperley et al

(2014) A

framework for

transforming

learning in schools:

Innovation and the

spiral of inquiry

Hattie (2013) Visible

Learning for Teachers:

Maximizing Impact on

Learning

Poutamu Pounamu

facilitator

PLD Budget

DP Teaching &

Learning

WSL Teachers

Spirals of Inquiry are understood and

used by all teaching staff as the basis

of their PLG and to inform their

appraisal and registration

requirements

Digital Technologies used to inform

and support teaching and learning

programmes

Student agency informs the

development of each teacher’s hunch

and evaluation of interventions

A range of innovative strategies and

pedagogies identified and trialed by

staff. Strategies being applied in

different contexts with different

students.

Ideas exchanged within learning hubs

and PLG groups - strategies modified

and new ones adopted.

Development of a culture of

collaboratively-designed pedagogy

involving teachers and students (Ako)

A culture of staff collaboration focused

on growing capability and capacity

WSL collate data re each

teacher’s for SLT re

o 4 or 5 identified learners

(meet target groups)

o Hunch (linked with annual

plan targets and aims)

o Pedagogical focus

o PLG / Learning Hub to

inform planning

Termly BoT Personnel reports

detail progress of against PLD

plan

Appraisers informing DP teaching

and learning at the end of term 4

o Spirals of Inquiry

completed and discussed

o Quality Practice Templates

completed with evidence

o Appraisal sign off

o PLD requirements

o Issues arising


Every teacher sharing progress on their individual spiral of inquiry within their PLG groups / Learning Hubs

Spirals of Inquiry used to inform appraisal conversations and provide registration evidence

Term 4

Student achievement improving

Individualized personalized ‘spiral of

inquiry’ for every teacher completed

and shared with SLT and the staff in

their PLG / Learning Hub

Wellbeing

Working with schools in the

greater Christchurch area

developing and implementing a

wellbeing strategy through

Learning about wellbeing literacy and research

Collecting data and understanding the school’s context

Collaboration within and between schools

Adopting a range of leadership tools and frameworks

End of term 1

Ongoing

Ongoing

End of term 4

Grow Waitaha

PLD facilitator

PLD budget

NZCER Surveys

Me and My schools

Teacher Workplace Survey

Head of Guidance

Wellbeing Committee Staff introduced to and provided with

information about how EAP can

provide support / services available to

enhance their wellbeing and

performance

Baseline data established wellbeing of

RHS community – shared with staff and

the BoT

A range of leadership tools and

frameworks researched and evaluated

with a view to implementation in 2018.

Regular feedback to / from staff

Identified leadership tools and / or

frameworks incorporated into 2019

Annual plan

Termly reporting to SLT



plan

Cultural and Relationally

Responsive Pedagogies

Strengthening use of Te Reo and understanding of Tikanga

Developing a shared understanding of cultural and relational pedagogy

Teaching staff use shadow coaching to inform development of cultural and relationally responsible practice and spirals of inquiry

Ongoing Ongoing End of term 3

Kia Eke Panuku SLT

Poutamu Pounamu

Facilitator

MoE PLD Contract

Teacher only day 28

January 2018

RHS Staff shadow coaches

(trained in previous years)

Tuesday weekly Kia Eke

Panuku meetings

Deputy Principal Teaching

& Learning

Staff understand the tikanga of mihi

whakatau and the whare

Staff strengthening understanding of Te

Reo through Teacher only days, enrolment

in wananga courses, Friday waiata …

Individually targeted culturally responsive

teaching strategies linked to ‘Spirals of

Inquiry’ for Kia eke Panuku inquiry group

Shadow coaching used to inform both

Spirals of Inquiry and Appraisal

observations

Rongohai Te Hau August 2018 to

include classroom observation,

student, teacher and whānau

feedback



plan

Reporting to MoE on progress against

objectives as outlined in application for

PLD provision

Reporting to whānau hui as to progress

and next steps (Māori Education Plan)


3. PORTFOLIO: ENRICHED ENVIRONMENT – ANNUAL PLANS & TARGETS 2018

Strategic Focus: Passive space for students to create a sense of belonging and connectedness.





3) Improving NCEA results (roll based)





Strategic Aim: Develop a master property plan to align with the school’s vision based around the enhancement of the outdoors/indoors facilities for students.

Annual Aims:

Increase the student engagement in and develop the ownership of a plan and the facilities with students in the school.

To develop a staged/staggered plan/model to enhance the outdoor/indoor student environment in consultation with the Enriched Environment Action Group.

To complete the 5YA projects identified for 2018

To develop a cultural narrative for the redevelopment of Gymnasiums

Baseline data:

Student were surveyed re the environment in 2014, 2015 and 2016 to inform planning

The Student Enriched Environment Action Group met in 2015 and 2016

The Rangiora High School 5YA Plan (2017-2022) details the work to be undertaken in 2018

The cultural narrative was developed to inform the design of Rakahuri

Targets:

20 % of the students engaged in the feedback process to inform planning.

5YA projects identified for completion in 2018, completed on time, within budget and meeting student needs

Annual systems for reviewing Health and Safety on an annual basis are developed implemented

To increase the use of Te Reo in signage by 200%

Review Cycle:

Term1: 21 March 2018 Term 2: 7 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018


Action Steps By when? Resources Who will lead? Indicators of Progress Monitoring

Re-establish the Enriched Environment

Action Group

Week 6

Term 1

Student Leaders

Blue Planet Student Committee

DP Enriched Environment Group established Enriched Environment Portfolio

report to the BoT

Report outlining

recommendations

presented to the June BoT

Finance and Property

meeting

Review of present facilities/state of the

environment for students

Week 9

Term 1

DP Enriched Environment

Student Enriched

Environment Action Group.

Review carried out. Brief

report produced.

Survey the student body re the priorities

for the “student” environment. Analyse

feedback and formulate priorities

Week5

Term 2

Student Enriched Environment Action Group

Survey produced and carried out.

Publicize through assemblies.

School community agrees on

priorities/staging of development

Weeks 6-7

Term 2

Student Enriched

Environment Action Group

Report circulated. Consultation

process undertaken.

Source funding for future development Week 4

Term 3 DP Enriched Environment

and Student Enriched

Environment Action Group

Applications to Trusts and Funding

sources

Notification of Rata application made

in 2017 due March 2018.

5YA Projects - developing quality learning spaces Improve ventilation in B, C and D blocks

End of Term 1 MoE 5YA Funding

Project Manager

MoE funding

0.1FTTE

RHS Property

Meetings

DP Enriched

Environment

Air temperatures reduced in ‘hot

days’ to within MOE recommended

range

Monitoring of impact of the tinting of

windows re achievement of a 50C

reduction in temperature has been

achieved to inform next steps

Development of further ‘learning hubs’ End of Term 1 DP Enriched

Environment

Learning hubs enhanced

T2 and T3

H4 and 5

Reporting to Commissioner March and

April BOT meetings

Provision of outdoor learning space in in the G1-G4 area

End of Term 4 DP Enriched

Environment

Outdoor Breakout Learning

Environment completed

Enriched Environment Portfolio report

to the BoT

Health and Safety

To review and develop Rangiora High School Health and Safety system, procedures and practice to ensure legislative requirements are met and best practice in implemented

To review and develop Rangiora High School EOTC systems, procedures and practice to ensure legislative requirements are met and best practice in implemented

To grow staff capability and competence in ensuring Health and Safety practice and procedures are followed

End of Term 1

End of Term 2

Ongoing

MoE Health and

Safety Resources

RHS Health & Safety

Committee

DP Enriched

Environment Emergency Management Plan,

phone tree, and Emergency

Procedure Booklet updated

Traumatic Incident Plan updated

Health and Safety Committee

elected and meets regularly

Links to all key documentation

provided to BoT (through BoT

H&S Reports) and to staff in the

Staff Handbook

Regular briefings each term in

staff meetings

Termly BoT Health and Safety

Reports

Fire Service evaluation of

evacuation procedures

Health and Safety Committee

minutes shared with SLT and BoT

Staff Meeting minutes


4. PORTFOLIO: STUDENT ENGAGEMENT - ANNUAL PLANS & TARGETS 2018 Strategic Focus: Pastoral Care and Wellbeing










Strategic Aim: To improve and enhance the engagement and wellbeing of students

Annual Aims:

To implement a range of engagement strategies to improve the retention and achievement of Māori students post compulsory (16+).

To improve attendance rates of identified priority learners

Baseline data:

In 2016, Māori retention to age 17 was 71.9% (compared with 84.2% of their peers)

Year 9 and 10 Achievement (see Number 2 Portfolio: Innovative Teaching and Learning)

2017 NCEA achievement for Māori students (roll based figures)

Attendance 2017

Māori Achieving % 2017 National 2017 Decile 9 2017 Decile 9 Co-ed 2017 Rangiora Decile 9

Level 1 (47 Students)

62.4 75.9 70.5 59.6

Level 2 (40 students)

74.9 85.2 84.8 75.0

Level 3 (22 students)

56.9 73.0 67.8 31.8

% of half days attended Year 9 Year 10 Year 11 Year 12 Year 13

Year Level 90.5 88.4 90.9 89.2 85.0

Boys 90.5 89.0 90.1 90.6 82.9

Māori 88.5 84.3 84.9 81.6 80.3


Target:

85% retention of Māori students to age 17 years

By the end of 2018 Year 9 and 10 Māori students achieving at or above the average Curriculum level of their cohort

By the end of 2018 Senior Māori students achieving at or above the NCEA national averages for years 11, 12 and 13

90% attendance at each year level, Years 9 – 13

90% attendance for boys at each year level, Years 9-13

90% attendance for Māori students at each year level, Years 9-13

Review Cycle:


Action Steps When by? Resources Who will lead? Indicators of Progress Monitoring

Māori Students – Progress and Achievement

Māori students allocated academic mentor as part implementation of the Tracking System

Programme of academic mentoring developed and implemented

Evaluation of student progress and achievement; and effectiveness of mentoring programme

Review of Yr 11 – 13 Māori student academic outcomes prior to NCEA external examinations to identify students ‘at risk’ of not achieving NCEA

Wk 8 Term 1

Wk 8 Term 1

Wk 8 Termly

Wk 2 Term 4

MoE SAF Facilitator

DP Student Success and Achievement

Heads of House

Academic Dean

DP Student Engagement and Heads of House

DP Student Engagement

DP Student Engagement Heads of House

DP Student Success and DP Student Engagement

Academic mentors allocated to all Māori

Students.

Regular Learning conversations held with

academic mentors

Tracking data and retention Data

Students who are at risk of not achieved

identified for Catch-up School

Mentors incorporated into

school-wide tracking system

KAMAR entries analysed

Weekly meetings with SAF

Facilitator

ARTE Report to the BoT

Māori Students - Retention

Incorporation of cultural and relationally responsive pedagogies into teaching and learning programmes

Yr 10-12 Māori student option selections supported by academic mentor

Yr 10-12 Māori students option selections analysed

Identified students interviewed around individual choices and final programmes

Ongoing

Wk 4 Term 3

Wk 8 Term 3

Wk 3 Term 4


Poutamu Pounamu

Facilitator

Kia Eke Panuku SLT

Teacher Only Day 28

January 2018

Kia Panuku SLT

HoFs

DP Student Success

Academic Mentors

DP Student Success

Careers Staff

DP Student Success

Careers Staff

Spiral of Inquiry checking stage

Year 11-13 Māori students entered

electronically by the due date

Student choices monitored against progress

and achievement as results including NCEA

results become available

Rongohai Te Hau

August 2018 to include

classroom observation,

student, teacher and

whānau feedback as to

engagement

NZCER Me and My

School Survey analysis

Timetabling processes


Building respectful and collaborative working partnerships with akonga and whānau

Development of Māori Student Leadership Programme to support Akonga to achieve to their potential

To share and work with whānau and akonga to inform development and review of the Māori Education Plan

To work with tangata whenua to inform the development of the local curriculum and cultural narrative informing property programme

Wk 10 Term 1 Term 4

Ongoing Ongoing

Whānau Hui Budget

Termly Whānau Hui


Kia Eke Panuku SLT


Kaitātaki Kapa Haka

Poutoko Te Reo

DP Student Engagement & DP Enriched Environment

Kaitātaki Kapa Haka and Poutoko Te Reo

appointed

Leaders supported in developing a Teina

Tukana programme

Celebration of Akonga Success at Whānau

Hui

Whānau Hui calendared and dates advertised

Māori Education Plan on each agenda for

discussion to inform review. RHS staff

providing feedback on progress to date.

Cultural narrative for gymnasiums developed

ARTE Report to BoT


Architectural plans for

redevelopment

Engagement and Retention Re-establish the PB4L team

Using data and understanding the school’s context to inform next steps

Collaboration within learning hubs and between learning areas

Adopting consistently across learning hubs and learning areas student management & engagement tools

Week 5 Term 1

Termly Week 8

Ongoing

Wk 10 Term 3

WSL Teacher (PB4L)

KAMAR data

Academic Dean


DP Student

Engagement & DP

Teaching and Learning

Heads of House and

Deans

Data analysis used to understand

engagement and student management by

year level, ethnic group, gender and House

Data analysis used to inform House tracking

Best practice shared across learning hubs and

learning areas

Student engagement and management tools

reviewed, and best practice adopted and

implemented across the school

ARTE report to the BoT

Portfolio report

Attendance

Using data and understanding the school’s context to inform next steps

Collaboration between Houses to identify and adopt identified ‘best practice’

Focused attention on improving attendance rates across the school

Termly Week 5

Wk 11 Term 1

MoE Attendance Team

RHS Truancy Officer

RHS Attendance

Officer

MoE SAF Facilitator

House Meetings

Form time

DP Student

Engagement

Deans

Form Teachers

Attendance targets met each term

Attendance targets met for identified groups

o Māori

o Boys

o Year 13


Facilitator

Termly Attendance

Matters Report

ARTE report to the BoT

Portfolio Report to the

BoT

Pastoral curriculum

Learning goals established by each learner

Students tracking own progress and achievement

Students and Academic mentors having learning conversations

Week 6 Term 1

Ongoing

Week 9 termly

Form time

Assembly themes

RHS Tracking system

DP Student

Engagement & DP

Student Success and

Achievement

Deans, Head of House

& Form Teachers

MoE Facilitator

Pastoral Curriculum provides coherency of

messages / themes through school

assemblies, house assemblies and form times

Template forms disseminated to Students

KAMAR Records of learning conversations

and next steps

ARTE Report to BoT

Portfolio Report


5. PORTFOLIO: DYNAMIC CURRICULUM - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for a ll students.






a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national average




Strategic Aims: Leaders and Teachers making a difference to student learning through the development and adoption of effective and innovative Curriculum design and models, developed to improve student

retention, achievement and transitions.

Improving NCEA results, in particular the number of merit and excellence endorsements

Improving retention from year 12 to Year 13 and through Year 13

Annual Aims:

To analyse programme of learning to evaluate their performance in providing effective and meaningful learning opportunities for students

Developing and leading innovative NCEA assessment practices integrated with teaching and learning to meet the needs of learners with a view to improving engagement and achievement

To develop and implement timetable structures to support the develop of a connected curriculum in the senior school

Baseline data:

1) In 2017, 45.7% of all Year 13 students achieved UE

In 2018, 60% are considering or committed to Degree level study before the age of 20 at a University, Polytechnic or Private Provider, for which the University Entrance qualification is required. (2018 Term 1

Survey). It is highly unlikely that this will be the percentage who actually pursue Degree level study before the age of 20. Leaver destination data has shown that around 48% are considering or committed to

this pathway over recent years (including those who intend to work/travel then study).

2) Endorsement rates

Total Achieving % 2017 National 2017 Decile 9 2017 Decile 9 Co-ed 2017 Rangiora Decile 9

Level 1 Excellence 20.2 28.2 24.3 16.0

Level 1 Merit 35.6 41.5 38.8 35.7


Level 2 Merit 27.1 34.5 37.9 26.5


Level 3 Merit 23.2 33.9 32.2 34.4


3) Students not achieving NCEA

4) In 2016 there were 347 Year 12 students. There were 263 Year 13 students in 2017. A retention rate of 76%

5) There were 263 Year 13 students enrolled at the beginning of 2017. 226 students completed the year; a retention rate of 86% (i.e. an overall retention rate to the end of year 13 of 65%)

NCEA % not achieving NCEA by 10 credits or less

Level 1 4.7% (19/401)

Level 2 3.3% (10/301)

Level 3 8.5% (24/280)

Target:

1) 85% of Year 13 students who are intending to enroll in University gain University Entrance.

2) Endorsement rates at NCEA Level 1-3 are at those of Decile 9 Co-educational schools

3) 10% or less of those failing NCEA Level 1, 2 or 3 miss by 10 credits or less

4) Retention from Year 12 to 13 improves by at least 10%

5) Year 13 retention improves by 10%

Review Cycle:



Enhancement Review of Year 9 and 10 model of project based

learning to inform next steps Sharing of best practice across Learning Areas re

how teachers / schools are monitoring and supporting students who are identified as capable of achieving endorsements

Week 3

Term 3

Ongoing

MU Enhancement

– 1 MU and 4

hours for

enhancement

Tracking system

Academic Dean

DP Dynamic

Curriculum

Feedback on review of Year 9 and 10

enhancement programme (students,

staff and parents / whānau)

Students capable of achieving

endorsements identified

Programme of Learning developed for

potential excellence students

Academic Mentors of students

identified as capable of achieving

endorsements focusing learning

conversations to provide support

HoF Meeting Minutes

SLT Meetings Minutes

Curriculum Reports to the BoT

Portfolio Report

Curriculum, Timetable Design, Models and Implementation To develop a flexible timetable model that provides opportunity for all learners

In year 9 and 10 to support the connected curriculum model across all learning areas

Week 5

Term 3

Curriculum & PLD

Budgets

Timetablers

DP Dynamic

Curriculum

& DP

Year 9 and 10 Elective subjects

develop connected curriculum and

offered for 2019

HoF Meeting Minutes



Portfolio Report


In years 11-13 to develop connected curriculum models across learning areas

In year 13 to provide a range of vocational pathway courses (and transition in the workplace or tertiary learning)

That provides opportunities for project based learning

That enables a learning advisory model to support accelerating progress and raising achievement

Vision Group

Student

Success and

Achievement

HOFs

Analysis of student, teacher and

parent / whānau consultation as to

what subjects should be compulsory

at Year 11

Year 11-13 offered a greater range of

connected curriculum subjects in 2019

Curriculum timetable structures meet

the curriculum design of programmes

learning

Evaluation (including student, staff,

parent / whānau voice of

o Longer learning periods

o Semesters

o Learning Advisory Model

Assessment Finalise review of assessment

In years 9 and 10 Curriculum Levels are interpreted and used consistently across learning areas to inform feedback and feedforward to students and their parents / whānau

Review of number of credits offered in each course to support school wide focus on learning

Community consultation on whether RHS should continue to offer NCEA Level 1

Week 10

term 1

Week 3

Term 3

MoE SAF

Facilitator

DP Dynamic

Curriculum

HOFs

Assessment enables the curriculum

level all year 9 and 10 students are

working at

New reporting templates in plain

English enable parents / whānau to

identify which curriculum level their

child is working at

Agreed range of credits offered across

learning areas and year levels

Community consulted on whether

RHS should continue to offer Level 1

Weekly meetings with SAF Facilitator

HoF Meeting Minutes



Portfolio Report

Reporting

Further develop the new reporting system implemented in 2017 to provide students and their whānau/family with up to date information on achievement and effective feedforward to support learning progress.

An analysis of surveys, 2017 KAMAR records and ‘best practice’ to inform next steps

Review and redevelopment of SAID day

Ongoing –

by the

end of

2018

DP Dynamic

Curriculum

HoFs

Plain English reports

Reporting includes feedback and

feedforward on engagement and

achievement

Reports include an explanation of how

year 9 and 10 are assessed against

curriculum levels

Analysis of parent / whānau voice on

new SAID day format

HoF Meeting Minutes



Portfolio Report

Faculty Self-Review

The common faculty reporting template embedded across the school for use in 2018

Week 5

Term 1

MoE SAF Facilitator


Faculty Goals linked to the Annual

Plan. The outcomes identifying

Weekly meetings with SAF Facilitator

Self-Review Report to the BoT

Portfolio Report


Review to ascertain whether agreed report provides analysis needed in terms of student engagement; qualifications offered and achieved; the suitability of the programmes offered; and pathways and transitions within school and beyond

Week 5

Term 1

2019

Faculty Reporting HoF Sub Committee

improvements in student retention,

achievement and transitions.

Faculty tracking systems analyzing

engagement, progress and

achievement to

Raising Achievement

Evaluate their performance in

providing effective and meaningful

learning opportunities for students

Next steps in developing Learning and

Assessment programmes

PLD needed for Faculty staff

Middle Leadership

Development and implementation of a

leadership programme that strengthens and

supports HOFs to:

Improve outcomes for all students – outcomes that embrace their education, welfare, and development.

Shape innovation and lead change at RHS, particularly change directed at raising student achievement

Further develop the knowledge, skills, and qualities that are at the heart of effective school leadership: manaakitanga (leading with moral purpose), pono (having self-belief), ako (being a learner) and āwhinatanga (guiding and supporting).

Week 10

Term 1

MoE SAF Facilitator

Leading from the Middle


Self-Review / tracking systems

developed by HoFs within each

Learning Area

Programme developed in consultation

with HoFs

Clear lines of reporting established for

Heads of Faculty.

Feedback into appraisal cycle

HoF Meeting Minutes

SAF Facilitator reports to Principal

Personnel Report to the BoT

Portfolio Report


6. PORTFOLIO: STUDENT SUCCESS AND ACHIEVEMENT - ANNUAL PLANS & TARGETS 2018 Strategic Focus: Improve achievement

Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential









Strategic Aim:

Accelerating the progress of identified Year 9 and 10 ‘at risk’ students

Improving NCEA results

Annual Aim: Leaders and Teachers making a difference to achievement, retention and transition through the refinement of the tracking system introduced in 2017

Baseline data:

Tracking system to monitor engagement, progress and achievement of Year 11, 12 and 13 developed Term 3 2017. There is no tracking system in place for Year 9 & 10

In 2017

76.3% of Year 11 students achieve NCEA Level 1 83.9% of year 12 students achieve NCEA Level 2 80% of Year 12 males achieve NCEA Level 2 66.8% Of Year 13 students achieve NCEA Level 3 60.7% Of Year 13 Males achieve NCEA Level 3 72.3% of Year 13 Females achieve NCEA Level 3

Targets:

Tracking system in place for Years 9 and 10 85% of Year 11 students achieve NCEA Level 1 85% of year 12 students achieve NCEA Level 2 85% of Year 12 males achieve NCEA Level 2 75% Of Year 13 students achieve NCEA Level 3 75% Of Year 13 Males achieve NCEA Level 3 80% of Year 13 Females achieve NCEA Level 3

Review Cycle:




Refine tracking systems that monitor and support student progress and achievement Developing systems to monitor the

engagement and learning progress of Year 9 and Year 10 students, identify those junior students who most need to have their learning accelerated, progress across the junior school, and inform the transition into Year 11

Identification of all senior students ‘at risk of not achieving’

Develop programmes of ongoing intervention and monitoring of ‘at risk students’ by teachers, CLs, HoFs, Deans and HOHs.

Time achievement tracking cycles to support effective reporting to students, whānau / families, HOFs, HoH, SLT and the BoT

Week 10 Term 1

Week 9 Termly

Ongoing

Week 10 term 4

MoE SAF Facilitator

KAMAR

Academic Dean


Comprehensive Learning profiles linking

CEM eAssTTLe English, Mathematics,

Social Studies, Science for individuals,

classes and year group to inform

planning

Accurate spreadsheet of internal /

external assessments / credits created

and updated each term week 6

Accurate Predictive data used where

necessary

Analysis of Years 9-13 data occurs each

term week 7.

Learning Conversations weeks 9-10 each

term

At risk students identified and

intensively supported

Data informs next steps for learning

Strategies being applied in different

contexts with different students.

Students responsive to the interactions

Ideas exchanged and strategies modified

and new ones adopted.

Catchup school supports those most at

risk of not achieving in Term 4


Facilitator

ARTE Report to BoT

Qualification Achievement External standard rationalization for all

Year 11, year 12 and Year 13 students to avoid entry into standards that are not working towards

A range of performance standards and benchmark data used to compare how students are performing internally, regionally, nationally

End of Term 3 Academic Dean

Administration Support


Students not entered for standards that

they are not working towards

Regular /termly reporting to the BoT,

SLT and Middle Leaders to support their

work towards achieving targets as

outlined in the Annual Plan

ARTE Report to BoT

Newsletters

Informing whānau, parents and caregivers

About their children’s engagement, achievement and learning pathways, the learning opportunities the school provides and the new opportunities it is creating

Ongoing

Administration support

SAF Facilitator

DP Student Engagement and DP Teaching and Learning

A communication plan is developed for

the year

ARTE Report to BoT

Newsletters


Disseminate information performance data for all Year Levels to accurately present how students are achieving and how the school is responding to areas of development

Special focus newsletters developed to

provide information on

o NCEA

o Vocational Pathways and subject

choices

o Preparing for NCEA

Data informing retention

School Leaver form updated All school leavers next steps (transitions)

are identified including any qualification are they undertaking to achieve this

Information is shared with / by Teachers and Careers staff

Information is used to inform Learning Conversations

Data collected including exit data is collated and used to inform curriculum development

Ongoing KAMAR

MoE SAF Facilitator

Careers and Transition Staff


Student Learner Profiles (KAMAR)

include information on leaners next

steps as discussed with careers staff

Student Leaver form updated to include

destinations (and vocational Pathways)

KAMAR generated Leaver Profiles

explicitly identify

o Students’ employability skills

o student success and

achievement

o Student exit surveys are used to

inform development of

curriculum design and models

ARTE Report to BOT

Portfolio Report


7. PORTFOLIO: SELF-REVIEW & EVALUATION - ANNUAL PLANS & TARGETS 2018

Strategic Focus: Self-Review Model – Building a culture of organizational renewal and transformation through rigorous reflection and self-review.










Strategic Aim: To establish and implement a model of self-review based on ERO ‘best practice’ and to align the model to the evaluation and review of the school’s strategic priorities to inform ‘next

practice’.

Annual Aim: The establishment and use of a self-review model to improve and enhance engagement for every student with a strong focus on students who are ‘at risk’ of not achieving.

Baseline data:

There is no documented self-review model/process ARTE repot and Tracking System (senior school) developed in Term 3, 2017 ‘Teaching as inquiry model’ variable across the school Monitoring and self-review of compliance variable across the school

Targets:

An approved documented self-review model that is being extensively applied to improving school performance and student achievement. Evidence shows improvement in targets established for retention, engagement and achievement.

Data informing responsiveness and best practice. Ongoing monitoring and self-review of compliance embedded.

Review Cycle:


Action Steps Timeline Responsibility Indicators of Progress Monitoring

Annual Performance Plans

Every strategic goal (portfolio) in the

Charter has an annual performance plan

that sets targets, key activities, and targets

for the year.

1 March 2018 Principal

SLT

Middle Leaders

The SLT uses the ‘Learner Focused Evaluation

Processes’ of noticing, investigating,

collaborative sense making, prioritizing to take

action, and evaluating impact to establish

plans and priorities

2018 Annual Plan presented to the

Commissioner for approval.

Inquiry Focus collated by DP Teaching

and Learning for analysis by SLT

Middle leaders (and staff) actively

involved in the development of the


Faculty, Department and Staff Inquiry foci are

aligned to the targets

All staff evaluate their success in meeting the

targets identified. SLT collates these and

determines impact within their portfolio’s.

analysis of variance at the end of each

term

Self-Review Framework

A framework for self-review and

evaluation is established based on ERO

best practice

The Framework is reviewed

Wk 4 Term 1, 2018.

Wk 1 Term 1, 2019

Principal

Documented self-review model presented,

discussed and approved by the Commissioner.

Review of Framework informed by 2018

findings and recommendations

Principal’s report to the Commissioner

Triennial Review of Faculties /

Departments is established based on ERO

best practice

Wk 4 Term 1

Wk 5 Term 2

Ongoing

Ongoing

Principal

Principal and SLT

SLT and Middle Leaders

Principal and SLT

Triennial review programme established for the

period 2018-2022

Templates developed to inform triennial review

– report template, classroom observation,

questions for HoFs, teachers, support staff

members

Faculty Review objectives developed in

collaboration with Middle Leaders

Comprehensive reports written and presented

to Faculties and Board of Trustees

Links to completed Faculty Reports

included in the Principal’s Reports to

the BoT

Monitoring and Reporting

Further development of reporting on

school performance and improvement for

the benefit of students and the impact on

their retention, engagement achievement

and transitions.

Engagement (PB4L)

Wk 4 Term 1

Wk 4 Term 4

Wk 10 Term 1

DP Dynamic Curriculum & HoFs

DP Dynamic Curriculum & HOFs

DPs Student Success and Engagement, DP Teaching and Learning, DP Student Engagement

Common Reporting template adopted and

commitment by HoFs use this for 2017

summative report

o Faculty Goals linked to the Annual Plan.

o The outcomes identifying

improvements in student retention,

achievement and transitions.

o Evaluate their performance in providing

effective and meaningful learning

opportunities for students

o Next steps in Learning and Assessment

programmes and informing PLD

planning

Faculty Report reviewed for 2019


Self-Review Reports to BoT

ARTE Report to BoT


ARTE report template developed further to

include analysis of engagement as documented

in KAMAR (using pB4L framework)

Review against the Annual Plan

A comprehensive analysis of variance is

undertaken on the school’s annual

strategic priorities and strategic goals.

Wk 7 Termly SLT Analysis of Variance developed through termly

reports to BoT

The analysis of variance should identify next

steps for planning towards further

improvement and maintaining successes.

Portfolio Reports to BoT end of each

term

BoT Commitment to Self-Review

The BOT regularly reviews and evaluates

its governance roles and responsibilities

and its effectiveness in realizing the vision

for the school.

End of Term 4 Board of Trustees

Chairperson NZSTA model used to inform review

Results analysed

Analysis used to inform next steps for BoT in

terms of both of adopting best practice and

development of BOT PLD programme

BoT Minutes

Faculty Review - next steps

Revised Faculty Structure aligned to

school’s strategic direction

Per funding formulae adopted as the

basis of faculty budget

Reviewed and revised procedural policies

relating to class sizes, performance targets…

Wk 10 Term 3 NZSTA Advisors

Solutions and Services

SLT

Executive Officer

Review of Faculty Structure against RHS

strategic objectives

Review of curriculum budgets based on

projected student numbers to develop

a per student funding formulae

Timetabling Guidelines reviewed

through self-review processes and

Consultation


L. CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS

It is beyond the scope and practicalities of a school charter to contain all the annual plans that the school

is undertaking and it is important that they are referenced within the charter document. The school has

120+ individual teacher ‘Spirals of Inquiry’ (i.e. individual targeted strategies) that establish important

targets to address the strategic priorities for 2018.

Rangiora High school is committed to making these plans more connected and available to others in

its drive to raise collaboration and to keep everyone connected to raising student achievement and

success. These plans are fully documented and shared through Tuesday PLD meetings. These electronic

documents will also be available for the Education Review Office in the external review scheduled for

2018.


Appendix

Glossary including Acronyms

Ako Learning

ASL Across School Lead Teachers

BoT Board of Trustees

Building Learning Power Developing the habits and attitudes of curious, confident and

independent learners

BYOD Bring your Own Devices (laptops, Chromebook)

CLs Curriculum Leaders

Data Literacy The ability to create and derive meaningful information and

communicate data

ERO Education Review Office

Growth Mindset When students believe they can get smarter; they understand that

effort makes them stronger

HOF Head of Faculty

HOH Head of House

IC In charge of

ILE Innovative Learning Environments

Kete Basket of knowledge

Kia Eke Panuku a journey towards success that is both dynamic and continuous,

building from one's current location to where one aspires to be in the

future

MoE Ministry of Education

PLD Professional Development and Learning

RS40 Roll Return The MoE collects March, June, July September roll returns from state

with students in funding year levels nine to 15.

SLT Strategic Leadership Team

WSL Within School Lead Teachers

http://ile.education.govt.nz/