Wellington High School

Curriculum Report:Achievement and participation

2011

The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, not accept, everything they are offered. Jean Piaget

Wellington High where learning is central and high expectations, and effective teaching, produces resilient, self-directed learners Calendar of Events for 2011January10 Administration office opens15 - 9 Japan trip leaves26 - 27 Peer Mediation Training31 All NEW students start31 Morning tea and introduction for new

parents/caregivers31 Board of Trustees MeetingFebruary10 Y 9 Parent Evening16 Leadership Assembly21 CEC terms begins22 WHS Athletics Day22 - 25 Yr 13 Drama Camp24 Y 11 NCEA evening27 - 4 Yr 9 Royal to French Pass28 Science Roadshow at WHS28 Board of Trustees MeetingMarch6 – 11 Yr 9 Riley to French Pass13 - 18 Yr 9 Kelly to French Pass14 Yr 13 Geo trip to Kapiti14 - 18 Y12 PE camp to Abel Tasman16 Library Lunchtime – Earthquakes by Dr

Hamish Campbell28 Board of Trustees MeetingApril1 Learning Conversations4-6 Yr 13 Devised monologues12 - 14 Sheila Winn Regional Shakespeare15 End of Term 117 End of CEC term22 - 24 WHS 125 Year ReunionMay2 Start of Term 25 Report Evening (A-J)9 Report Evening (K-Z)9 – 14 Yr 12 ODE trip to Whanganui River10 - 14 Year 11 Drama “The Trial” by Kafka16 – 20 Learning conversations19 CSW Netball20 Wellington R’nalmanukorero26 – 27 Stage Challenge27 HOS223/323 to Food Show30 Board of Trustees Meeting31 Ensemble Impact performanceJune1 CSW cross country championships3-5 Nohomarae6-10 Shakespeare Society production of

Julius Caesar7-10 GEO223 trip to Taupo14-17 Yr 11 Drama “Wheeler’s Luck” by

Leach/Collins17-19 Nohomarae22 Southern Hospitality Comp with HSI22 Music Evening27 Board of Trustees meeting29 CSW Senior Badminton

July1-3 Noho marae4 CEC Term ends4 – 7 Top Art Exhibition5 Open Evening7 CSW Squash championships8 Music Solo Performances8-10 Noho marae12 CSW Junior Badminton13 Maori theatre performance14 Wellington Regional Kapahaka15 Term 2 ends19 – 5 Food and Fashion trip to Europe

August1 Term 3 starts4 Australian Maths Competition4 Library Lunchtime – Why take History

Seriously by Jim McAloon4 Yr 11-13 Report Evening8 CEC Term starts9 – 12 Yr 13 Drama Performance – “Francis of

Assisi” by McCaffrey15 – 18 Geo335 trip to Rotorua23 – 26 ODE335 Ski trip to Tukino23 – 26 HIS335 trip to Taranaki24 Otago University liaison visit24 – 26 Science fair at Victoria UW26 Study Day at Victoria UW29 Whitireia music performance29 Board of Trustees meeting30 Restorative talk for teenagers31 Music Evening

September1 MNA visit6 Learning Conversations9 Learning Conversations12 Margaret Thorsburn on restorative

practices14 Library Lunchtime – Realising a Dream by

Prof Swee Tan15 Music solo performances18 Wearable Art DTF Installations20 Yr 11 Maths CAT21 Library Lunchtime – Other Peoples Wars

with Nicky Hagar23 BIO335 trip to Zoo26 Board of Trustees meeting27 – 30 Yr 12 Drama performance “Cyrano de

Bergerac” by Rostand28 Library Week – Field Punishment No One

by Bob Kerr29 FTE CREST presentations

October

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3 Hamburger National competitions3 Library Lunchtime – NZ Electoral Voting

System3 Senior Report Evening3 – 5 Drama scripted scenes and monologues

4 Yr 11/12 Future Focus5 Yr 10 Future Focus6 Sports Prizegiving6 Library Lunchtime – Meet the Politicians7 End Term 325 CEC Term 4 starts31 Board of Trustees meeting31 Yr 9 Netbook Info Evening

November7 Senior Prizegiving7 – 8 Senior Art Exhibition10-30 NCEA Exams15 Community Health Consultation24 Yr 9 Exhibition28 Board of Trustees meeting30 – 1 Yr 10 Examinations

December5 Year 9 Arts/Tech Challenge5 School Ball at James Cook Hotel7 Yr 9 Picnic8 Junior Prizegiving

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measuredstudentlearning outcomes

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FacultyAnnual plans

School Annual planAnnual

varianceReport

Participation &Achievement

ReportFacultyReports

Wellington High School Charter and Strategic Plan

CURRICULUM REPORT - ACHIEVEMENT AND PARTICIPATION 2011

Introduction:

A Ministry of Education requirement since 2004 is that schools’ annual reports are variance reports against the annual action plan which supports the charter and strategic plan. Wellington High School had used annual plans for many years but reporting had been in a different style. It was decided to maintain the current style of whole school report, with some changes, out of which will comes the material for the annual Ministry variance report. The government expects that the planning process will help all schools adopt a continuous improvement culture based on annual self review and consequently raised student achievement. Through: gathering comprehensive information about student achievement identifying specific areas for improvement implementing programmes to lift performance evaluating and reporting on progress

The cornerstone of the government strategy is a clear focus on improving student learning outcomes and especially lifting the level of achievement among students with learning difficulties.

A Diagrammatic representation of the Wellington High School process:

As in past years each faculty has submitted an annual report. Faculty report against the faculty annual plan for which they are required to clearly focus on raising student achievement. The school has been refining the gathering and reporting of achievement data to get consistency with identification, analysis and presentation. This report should be read in conjunction with the Faculty reports.As in previous years this Achievement and Participation Report provides information about the effectiveness of the school, its curriculum delivery and its progress towards the strategic goals.The Board of Trustees Curriculum Policy requires the Principal to present an annual curriculum report at the March meeting of the Board for the previous calendar year. The policy defines the curriculum as “all matters learned and taught in the school”.

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The Annual Curriculum report is to include: a list of subjects taught in the school year and an assessment of compliance with the National Curriculum

Statements and Guidelines a list of co-curricular activities provided in the year of review total participation rates and participation rates by ethnicity and gender for each subject for each year total participation rates and participation rate by ethnicity and gender for each cohort level total retention rates and retention rates by gender for each subject for each cohort level achievement levels achieved in externally recognised exams/test/certificates by total gender and ethnicity qualifications achieved by school leavers an excellence success register for both mainstream and co-curricular activities comparison against a small number of schools with comparable characteristics to Wellington High School the implementation of the annual Drug Strategy. Total participation rates and participation rates by gender and ethnicity for each co-curricular activity provided

in the year under review. Health and Safety status of the school covering:

i. the physical state of the grounds and buildings and identify any existing or potential hazards and recommendations on eliminating or managing them

ii. the school’s state of preparation for civil emergencies and any measures that need to be taken in respect of such matters

iii. the physical and psychological safety of staff and students. The report should include such matters as possible drug use, assaults and or bullying among students and any other relevant matters

iv. any issues relating to the safety and health of students when away from the school premises on school activities

v. matters pertaining to the implementation of the MoE healthy eating policies. Qualitative assessment of achievement of the annual plan and progress towards the school strategic

priorities Report on the professional development plan and implementation As the school managing Alternate Education for the Wellington cluster there is now a greater reporting and

accountability requirement so this section was increased in 2010 Sports programme reporting mandatory since 2010 ( this has always been included in this report) And any other matters required through changes in the National; Education Goals, Administration

Guidelines and Priorities.

The Education Goals (amended Dec 2004)Set the government’s expectations of all schools. This report shows how the expectations are being met.

1.The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society.

2.Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.

3.Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world.

4.A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their children's first teachers.

5.A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology and physical activity.

6.Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual need.

7.Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.

8.Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand.

9.Increased participation and success by Mäori through the advancement of Mäori education initiatives, including education in Te Reo Mäori, consistent with the principles of the Treaty of Waitangi.

10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Mäori, and New Zealand's role in the Pacific and as a member of the international community of nations.

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National Administration Guidelines: (amended; 11 November 2009)This report along with the Faculty reports gives the Board sufficient information for them to be assured that National administration Guidelines 1, 2 and 5 are being complied with or to identify areas for improvement

NAG 1:Each Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate the National Curriculum as expressed in the New Zealand Curriculum 2007 or Te Marautanga o Aotearoa.

Each Board, through the principal and staff, is required to:(i) develop and implement teaching and learning programmes:

(a) to provide all students in years 1-10 with opportunities to achieve for success in all the essential learning and skill areas of the New Zealand curriculum; (b) giving priority to student achievement in literacy and numeracy, especially in years 1-8;(c) giving priority to regular quality physical activity that develops movement skills for all students,

especially in years 1-6;(ii) through a range of assessment practices, gather information that is sufficiently comprehensive to enable

the progress and achievement of students to be evaluated; giving priority first to:(a) student achievement in literacy and numeracy, especially in years 1-8; and then to:(b) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the National Curriculum as expressed in the New Zealand Curriculum 2007 or Te Marautanga o Aotearoa;

(iii) on the basis of good quality assessment information, identify students and groups of students;(a) who are not achieving;(b) who are at risk of not achieving;(c) who have special needs (including gifted and talented Term 1 2005) and(d) aspects of the curriculum which require particular attention;

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

(v) in consultation with the school's Maori community, develop and make known to the school's community policies, plans and targets for improving the achievement of Maori students;

(vi) provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

NAG 2 Each Board of Trustees, with the principal and teaching staff, is required to:(i) 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;

(ii) maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement;

(iii) report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups (identified through 1(iii) above) including the achievement of Maori students against the plans and targets referred to in 1(v) above.

NAG 2a – concerns National Standards and requirements for Yr 1- 8 schools

NAG 5Each Board of Trustees is also required to:(i) provide a safe physical and emotional environment for students;(ii) promote healthy food and nutrition for all students and(iv) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.NAG 6Each Board of Trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

National Priority Areas: 2009 – 2014 ( November2009)

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The government has identified six priority outcomes on which it will focus for 2009-2014. They are to supplement the NEGs and NAGs not to surpass. They are (with those relevant to secondary education highlighted);Priority outcomes

Measure of success Ministry actions

Every child has the opportunity to participate in high quality early childhood education

The proportion of children from targeted groups attending high quality early childhood education rising to levels consistent with the general population

Increases in the consistency and length of attendance in early childhood education for children from target groups

Fewer children starting primary school with previously unidentified and unsupported special education needs

Targeting for participation

Every child achieves literacy and numeracy levels that enable their success

Every child making progress to reach National Standards, regardless of where they go to school, their ethnicity, if they have a disability or have special education needs

Teachers, principals and schools responding more quickly and effectively to the learning needs of students who are not achieving

Greater levels of understanding and participation among parents in working with the teacher and their child to support the child's literacy and numeracy

Implementing National Standards

Supporting effective teaching

Ensuring parents are informed and involved

Every young person has the skills and qualifications to contribute to their and New Zealand's future

Increased student engagement and retention in education for target groups

Fewer young people from target groups leaving education without worthwhile qualifications

Reduced numbers of young people who are not in education, training or employment

Developing a Workforce Strategy

Using support and interventions better

Advancing the Youth Guarantee

Improving secondary-tertiary transitions

Developing a 21st-century school infrastructure

Relevant and efficient tertiary education provision that meets student and labour market needs

New Zealand maintaining comparability with other OECD countries on a set of indicators for high quality tertiary education

Greater levels of achievement for those learners who are currently leaving school without level 2 NCEA

Increased numbers of students from target groups completing tertiary qualifications at higher levels Tertiary education providers working in partnership with industry and employers Ongoing increases in the levels of student achievement per dollar invested in tertiary education Increasing numbers of international students and higher quality links between New Zealand and foreign tertiary and research providers

Providing strategic tertiary education advice

Researching, monitoring and evaluating the performance of tertiary education

Providing strategic policy advice and support for international education

Māori enjoying education success as Māori

Māori students achieving their potential through education Policy development and implementation tailored to Māori needs and approaches Increasing numbers of high quality te reo teachers entering the teaching profession

Supporting high quality teaching for Māori Increasing accountability for Māori achievement Supporting the Māori-medium network Ensuring informed decision-making

The Ministry is capable, efficient and responsive to achieve education priorities

The Ministry's efforts concentrated on effective targeting of interventions and levers in order to bring about system change Ongoing efficiencies in Ministry expenditure and greater assurance of cost benefits on significant expenditure Effective use of evidence in policy development

Improving value for money Increasing internal efficiencies Improving responsiveness Reducing compliance costs

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A better integration of policy advice, operational policy and implementation Ministers and central agencies expressing confidence in the Ministry's advice

 

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Summary

New principal Nigel Hanton appointed Prue Kelly retired New gym completed, blessed and opened New hospitality kitchen competed WHS app launched through Apple Apps store Junior Physics Team Runners up in International Tournament 26 scholarships, 3 of these outstanding Net books classes across the Junior school 80.3% NCEA Level 1 pass rate 89% NCEA Level 1 pass rate for students who started at WHS in Y9 higher than Decile 9 rate 81.5% NCEA Level 1 pass rate for Maori students – higher than Decile 9 rate 86.5% NCEA Level 3 pass rate for students who started at WHS in Y9higher than Decile 9 rate Felix Borthwick Dux 2011 achieved 3scholarships, 2 of these outstanding, awarded

‘Outstanding Scholar’ award Izaac O’Hara CSW Futsal player of the year Community Education achieves better than planned results Restorative practices embedded He Kakano programme begun 99% of parents think their students are happy here

School Strategic Plan

In 2003 the Board of Trustees reviewed and rewrote the Charter to meet the government requirement as the Board interpreted them. It has been revisited annually without significant change however at the end of 2006 the board began a review by consulting with the Maori community – this consultation continued in 2007 and resulted in no significant change to the Charter. Currently the Board seeks to reach their vision through five key goals.

MissionTo be the school of choice for Wellington families seeking a supportive and coeducational environment, which promotes; individual achievement and mutual respect

VisionA school that provides inclusive education that uses modern learning technologies and a range of teaching strategies to develop the acquisition of life long, independent learning and research skills.

To develop truly inclusive classrooms in which the skills and abilities of each student are fully developed To work closely with the Maori community to raise Maori achievement To continue to be a forward-looking school preparing students for their future To establish a strong vibrant learning community To provide superior resources for students and staff

The key words inclusive classrooms and the skills and abilities of each student are fully developed are seen as students achieving personal excellence. To understand and measure how well students achieve can really only be done at an individual level through measuring and monitoring individual progress. To examine school effectiveness over a period of time aggregation is used to measure progress. However aggregating results renders individual achievement invisible.This school takes a holistic approach to individual learning and believes that development is not only academic but social, cultural and sporting as well. In addition it seeks to “challenge and inspire students”. Sometimes this results in students being permitted to sit for national qualification when staff know they will not do well. This may be a real achievement for the individual but through the aggregation of results helps to depress the school’s results. Students may be permitted to follow a course of study when completion itself of the course is a major achievement for the student. Multi level study and inward movement of new students also clouds the picture of achievement of particular cohorts of students. However NCEA has shown that the school is able to better tailor assessment to student needs and abilities so that all students experience success and leave with some appropriate qualifications.

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Achievement and the measures used to assess achievement:

Achievement is seen as growth - students progressing beyond the point at which they entered courses and the school - the value the school adds.

The report examines achievement, participation and the effectiveness of a range of activities from national examinations to co-curricular activities. It does this by describing: the characteristics of Wellington High School students student entry abilities achievement in external examinations achievement in co-curricular and sporting activities attendance data guidance data school leavers qualifications individual and group successes in a range of activities surveys and evaluations focus groups progress on developments

To gather information on achievement the following are used: progress and achievement reading and mathematics tests individual department student records school assessments participation rates national qualification results surveys staff development activities guidance information outcomes of special programmes attendance records the three yearly ERO assurance audit

This report aggregates the material to examine school progress. Faculty reports examine achievement within their faculty in greater detail. Material from these two in-house reports is used to compile the annual variance report which is presented to the community at an annual meeting and through a supplement to the newsletter.

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The Characteristics of Wellington High Students

Decile Rating as determined by the MoE review 2007 (2002 values)Wellington High School is a Decile 9 school (See Table 1). The indicators that give this rank are:

12.8-16.0 (14.5 - 16.8) % low income householders 16.0-19.0 (18.1 - 21.3) % households that are overcrowded

10.5-14.6 (10.9 –13.7) % of parents without qualifications10.6-12.7 (9.6 –12.0) % parents receiving income support

10.4-28.2 (1.6 – 1.1) % parents in low skills occupationsThe big change for 2007 ranking was the removal of a score for the Maori and Pacific Islands students as % of school roll. WHS score of six had kept us in Decile 8. I have tried to update the average for other schools but no one in the MoE is able to help so I have left the old comparisons.

Table 1: Wellington High School TFEA Indicator Compared with Other Schools

TFEA dimensionWHS value2007

(2002)

Average for similar

school in the local area

2002

Average for schools in the region

2002

Average for schools in

decile 9 2007

% low income households% households that are crowded% parents with no qualifications% parents receiving income support% parents in low skills occupations

9 (8)5 (5)9 (9)7 (7)

10 (9)

84766

95978

tba

TFEA Decile 9 6 8 9Number of Schools 1 5 77 242 (261)A dimension that could usefully be added to these is a ranking for the transitory nature of the student population.It is interesting to note that other 33 decile 9 secondary schools include: 7 private schools - 5 of them single sex, 7 catholic schools - only one of the coed, 9 single sex state schools including Epsom Girls, 11 co-ed schools all of course serving high socio-economic areas none with a multi cultural and transitory student population like ours.

The School Roll - Appendix 1 & 2

The total school roll on 1 March 2009 was 1064 – down 2 students from 1066 in 2010 (See Appendix 1). This included 68 international students up 9 from the 59 in 2009. The Ministry funded roll was 996, down 11 on 2011. The Yr 9 roll of 152 up 2 students from 2010 and while this had funding implications it is a convenient number to group into Tukutahi classes. The goal now is to start the year with between 150 - 160 students and grow to no more 180 by the end of Yr 10 so that Tukutahi is not compromised. The beyond Wellington proportion (went to a primary school beyond Wellington, but could now live in our zone) of Yr 9 enrolments remained at almost 20%. SWIS and EBIS our key source of Yr 8 students contributed 46%. SWIS students make up 29% with EBIS 17% of the Yr 9 roll. For the rest the pattern remains similar with Seatoun dropping from 13 to 3 closer usual - there is little pattern to the swings (See Figure 1 & Appendix 2). Of concern is and downward trend in EBIS enrolments and more work needs to be done with this school over the next few years.

Figure1: Source Schools for Yr 9 students 1996 – 2011

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The Wellington region secondary population was predicted to shrink beginning in 2007 so the school has had a real challenge to maintain its goal of 1000-1050students. With the goal to maintain a manageable Yr 9 and Yr10 at about 340 - 350, senior new enrolments are imperative.New enrolments are fairly consistent over the years. The senior programme attracts students from other schools (See Table 2) and the cohort growth shows the goal is achievable. It also shows the need to enrol no fewer than 150 for Yr 9. In 2006 the Yr 9 roll was 138 and the cohort continued to be under goal for the following five years.

Table 2: Change in Student roll, 2007 -2012 (excludes international students)

To maintain the roll requires managing the out of zone

enrolments. Since 2004 the school has had an enrolment scheme. While we possibly could do without the scheme it has a status in the public’s eye that offers advantages when marketing the school. It also gives us the ability to stop enrolments at a year level if there is too much pressure on it eg if Yr 9 gets to 155 we would close the roll to out of zones because we know we always get a late enrolments at the beginning of the year. 2011 started with a small roll that our GMFS for 2012 is low despite us going back to the MoE and showing past patterns.

Figure 2: WHS: out of zone students 2007-2011 Figure 3: WHS: area of residence 2005-20111

Over the last five years as expected most of the out of zone students are in the senior school, with some years close or over 20% of a senior level with the overall out of zone around 15% (See Figure 2). This year out of zone students dropped to 10%. Just as there is an ideal roll size there is an out of zone ideal to maintain our total roll. The earlier we can get out of zone students the fewer we would have for just one or two years higher up the school. Between 15 and 20 at Yr 9 is an appropriate number to build on. The significant drop in out-of-zoners could be related to the economic downturn with fewer families having money to spend on school travel. Certainly we enrolled more students from private schools than usual.Where students live has remained fairly constant over the years (See Figure 3). There is room for growth in the western suburbs and perhaps some strong messages in the community papers – though the co-ed v single sex is a bit diffused with Onslow nearby. It will be interesting to see if the 2012 pattern is altered by some extra advertising in community papers. We end the year with 13% out of zone enrolled for 2012 but often these folk are the late enrolees the pattern will probably change.

Change in Roll between March and July – Appendices 1 & 3Between March and July roll returns the whole Figure 4: Change in Roll 1997-2011school roll fell by 2% - 20 domestic students (See Figure 4 & Appendix 1).

The drop seems small but it masks the continual movement of students. 146 students left Wellington High between February and July. 42, 40% of these had started in 2011 illustrating a highly mobile student population. The shortest stay was 5 days.

1 From 2010 areas were determined by postcodes and probably accounted for the sudden rise in central city location

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Goal 2007 2008 2009 2010 2011 2012GMFS

Yr 9 160 159 163 181 150 152 160Yr 10 180 147 189 177 183 165 171Yr 11 210 201 176 225 215 190 190Yr 12 260 255 235 209 259 229 219Yr 13 240 218 230 226 189 246 219

The figure is slightly better for Maori 30% of those who started in February had left by July. However continual enrolments meant the total number of domestic students changed by just 26 between February and July. Including Yr 9s, 433 students joined the school during 2011 – 40.6% of our students were new to the school in 2011.

Of these 167 had left by the end of the year – consistent with past years (Appendix 3).The student population is transient. People enrol and leave every week. On average, excluding the first day, 22 students start each month peaking to 42 in July – most were international fee payers. This represents considerable disruption to classes and teaching. One new senior affects 6 classes and one roopu while a new junior affects the tukutahi class and options. We have tried to regulate the entry of new students to the beginning of terms only but this proved impossible as people expect to start as soon as they move into an area or when they decide to transfer. The current trend with international students to one semester stays increases the mid-year changes. There is a changeover of about 40 students going and another 40 coming..

2011 Leavers and the time they have spent at Wellington High School – Appendix 3BThe year began with 1064 (68 international fee payers) students and by December 489 had left. 146 of them left by July and the remainder left during the year most as annual leavers. Of the leavers who had left by July, 40.6% began in 2011. This pattern is repeated every year. Some senior students transfer to High thinking our approach will mean they can succeed but find that we have the same demands about attendance and work as other schools and leave. At the end of Term 4 2011 we had approximately 750 students, who intended to return, and enrolled 190 to start 2012.By the end of the holidays we had 943 on the roll for the first day of 2012.

The pattern for Maori students is similar. We enrolled 87 new Maori in 2012 - 48% of Maori were new to the school and 31, 36%, of them had left by the end of the year. 13 Maori juniors started and left by the end of the year as did 5 Yr 11s and 6 Yr 12s.

The pattern of turnover it is remarkably similar year in and year out. It does illustrate the difficulty the school faces every year setting timetables, teachers’ workloads, realistic resourcing and re-establishing the school culture and tone. It is also difficult establishing class sizes at the beginning of the year and some classes established at the beginning of the year to prevent overcrowding are unnecessary by July but it seems pointless to cancel them. It also makes success in programmes to improve Maori Achievement harder as we start from scratch with almost half of them every year.

Tracking the progress and destination of these transient students is a monumental task. However every student under the age of 16 who left the school went to another school or another provider.

Age and Gender: Appendix 4Figure 6: Students over 16 years: 1995-2011 / Gender 1995 - 2011

The proportion of students aged over 16 years has risen to 51% the highest since the Chinese influx in 2000 (See Figure 6).This rise in percentage of older students is probably because we are keeping Y9 & 10 at around 160 each year level so that Tukutahi classes are not swamped. The size of each cohort was close to goal size which means 50-55% of students over 16 years at mid-year. Boys over 16 years make up 29% of the school population and girls 22%. The whole school male:female ratio has remained similar but boys make up the biggest proportion for many years (57:41) (See Fig 6 & Table 3)

There are more boys than girls at every level. In Year 9 the ratio in 2011 was the boys to girls was back to 2:1 similar to the 2010 63:37. With Tukutahi classes there are no boys’ only classes but some have few girls. At Yr 13 the (domestic) ratio was almost even at 52:48 only 10 more boys than girls compared to 50:50 in 2010. In Yr 12, 52% are boys so again boys and girls are almost even (51:49 2010). The gender ratio moves slightly closer at each age level and by 18 years there are a similar 19

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number of girls and boys. It seems we may be considered a finishing school for girls. Try as we might we cannot get more girls here earlier.

Ethnicity – Appendix 5Figure 7: Ethnicity 1995 - 2011

The school is multi ethnic and the pattern has stayed fairly consistent over the last sixteen years. The size of the international student body has a widening but not really significant impact on the diversity of students. The Pakeha roll is 58%, with another 9% calling themselves other Europeans. The proportion of Asian remained at 5% and International students rose to 7%. The proportion of Maori (17%), Pacific Island (3%) and other ethnicities (4%) has remained fairly constant over time (See Figure 7).

Table 3: Ethnic Gender Ratio 2001 - 20112001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

All students 57:43 57:43 59:41 60:40 59:41 57 43 57:43 58:42 57:43 57:43 59:41

Pakeha 62:38 59:41 60:40 60:40 60:40 60:40 58:42 58:42 57:43 56:44 61:39

Maori 54:46 51:49 53:47 58:42 52:48 50:50 49:51 51:49 55:45 54:46 55:45

Pacifica 46:54 49:51 51:49 54:46 60:40 57:43 66:34 54:46 62:38 50:50 50:50

Asian 56:44 65:35 66:34 58:42 57:43 65:35 62:38 66:34 72:28 66:33 60:40

Others 66:33 68:32 61:39 65:35 62:38 63:37 60:40 64:36 68:32 62:38 64:36

IFP 30:70 50:50 56:44 66:33 56:44 36:64 47:53 52:48 51:49 52:48 47:53

The ethnic gender ratios have moved a little but the pattern is unchanged. Boys dominate the student population particularly with Asians and Others many of whom appear to value a more traditional style of schooling especially for their girls. Pacifica have an even number of boys and girls but the total number of 36 has little impact on the whole pattern. Maori are the group where girls are consistently closest to boys though the gap has widened in the last three years (See Table 3).

Retention Rates - Appendix 6

The school continues to have high retention rates as measured by numbers using the 1 March return but for the second year the increase was smaller – 2% than the previous year. These figures do not record students moving in and out of the school, only the actual number on 1 March every year.

Figure 8: Retention of Year 9 students 1996 – 2010 compared to NZ

The school attracts students and increases its roll at all levels up to Yr 13 (See Table 2).

In 2011 the year began with 153 Yr 9 students and continued to grow despite considerable outward movement and there were 161 at the end of the year.

The trend is for each cohort to increase in each subsequent year level with the smallest increase being 3% for Yr 12 girls.

The 2007 cohort, Yr 13 in 2011, was 90 students larger – up 63%. This overall pattern is quite different from the national rates of 82% and 62% respectively2 (See Figure 8). The high rates are the result of inward movement of senior students from other schools. The growth permits the school to maintain school size and

2 The 2009 NZ Schools Report records 81% of all 17 year olds and 66% of Maori 17 year olds (as a %age of 14 year olds) still at school. These are the closest comparative figures available.

020406080

100120140160180200

NZ

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2208

2009

2010

2011

% o

f all

stud

ents

Year of Yr 9 ( Yr 11 2yrs later, Yr 13 2 more years)

WHS: growth of all students; Yr 9 through to Yr 11 & Yr 13:

1996 - 2011 compared to the NZ pattern

Yr 9

Yr 11

Yr 13

0%10%20%30%40%50%60%70%80%90%

100%

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2008

2009

2010

% a

ll st

uden

ts

years

WHS: Ethnicity of all students 1995 - 2011

International

Other

Asian

Pacifika

Maori

Pakeha

14

not lose its special character of a larger senior school. It also counteracts the quite high number of Yr 9 students who begin at High but who leave in each subsequent year. Nationally, retention rates for 17 year olds (Yrs 12 & 13) have been steady but rising slightly since 2007 when the Ministry reduced early leaving exemptions. That, plus the recession has probably impacted on retention rates. Only in 2003 was the Yr 13 smaller than Yr 9 and usually WHS Yr 13 has been over 20% larger than Yr 9. 2011 is the second largest increase since 1996.

Retention Rate of Students who began WHS in Year 9 – Appendix 7

When the retention of students who started at Wellington High School in Year 9 is examined retention rates show a different pattern, lower than the national pattern but with Yr 11 completing three years secondary education showing a pleasing improvement over the last two years. Of the 154 students who started in 2007 59 - 65% of the boys and 34 - 54% of the girls remained at school for Year 13 in 2011 an average retention rate of 60% (See Figure 7). All were studying for NCEA at an appropriate level. Nationally 81% stay at school until Yr 13 or age 17. The Wellington High Yr 9 retention rate is lower than the national pattern which moved from 62% to 81% in 2009.

Of the 181 students who began in 2009, 75%, 83% (90) of the boys and 64% (46) of the girls remained at school at the end of 2011 – NCEA level one year (See Figure 9). This is a continuation of a trend begun in 2008. Most of the Yr 11 leavers transferred to other towns, went to Alternative Education courses, to tertiary training or overseas.

Figure 9: Retention of WHS Year 9 students, 1995 - 2011The pattern for 2009 Maori student retention is less for both boys, 68% and for girls 60%. This is better for girls than last year but lower for boys. Retention for Maori staying for Level 1 NCEA has trended down since2009 (See Appendix 7). Nationally, 66% of Maori stay at school until 17 years (Year 12).

47% (8/17) boys and 41% (7/17) girls of the 34 Maori students, from the 2007 cohort remained at school until Yr 13 and sat NCEA at an appropriate level.

A review of Maori students who began WHS in Yr 9 in 2011 shows that of the 39 Maori students, who began in February, 7 had left by the end of the year. The challenge is to keep the rest at school until they have appropriate qualifications.

Social Competencies of Wellington High Students

In general terms students at WHS are friendly, open, intelligent, challenging people with considerable social skills and self confidence. The BoT seeks to develop social literacy in all students

A significant number have out-of-school interests and activities that take precedence over learning and study

Many students are at the school for only a short time – one or two years and do not always have a real commitment to the institution

About 40% of the students are girls and many of the girls are socially mature and often risk takers There is an increasing ethic of community service, and an increasing number are getting involved in school

based activities beyond the usual peer support, mediation, Shakespeare Society, Stage Challenge and curriculum based activities

A significant proportion of the students are interested in the arts - both performing and visual and many out of zone students come for those courses

A significant proportion of Year 9 to Year 11 students are coming to the school with well established attendance, learning and behavioural problems.

Most report they are happy to be here. There is a small but significant group of students from non-English speaking backgrounds and those that

are refugees need intensive education as well as language assistance.

0

20

40

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120

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1996

1997

1998

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2001

2002

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2005

2006

2007

2008

2009

2010

2011

% o

f stu

dent

s

Year of Yr 9 ( Yr 11 2 yrs later, Yr 13 2 more years)

WHS: proportion of Yr 9 students beginning at High remaining at school for Yr 11 and Yr 13: 1996 - 2011, compared to the NZ

pattern

Yr 9

Yr 11

Yr 13

15

Non-English Speaking Backgrounds:The school includes a small but significant number of students from a non-English speaking background. Of these, a decreasing number lack formal education and are pre-literate (See Tables 4 and 5).

NESB students fall into two groups - refugees and migrants. Refugees are also divided into two groups: Quota refugees and refugees coming into New Zealand under the family reunification scheme. Currently High’s refugees come from Cambodia, Yemen, Iraq and Somalia, with only the Somalis not receiving ESOL tuition this year. Somalis have an additional problem to other refugees. They have only had a written language since 1972 so the level of literacy is low among adults as well as children. The numbers of refugees coming to High has been steadily falling as a result of the Government decision not to settle any more refugees in the city because of the difficulty of finding affordable housing. For the second year we have not enrolled any new into New Zealand refugees. Migrants come from many countries but those from Burma, Cambodia, and Vietnam share many of the difficulties of the refugees.Many refugee students and the migrants from those countries mentioned above, live in high rise council and Housing Corp. apartments, in large family groups, in crowded conditions that are not conducive to educational progress.

Table 4: Number and proportion of Wellington High School students from non- English speaking backgrounds (excluding IFPs)

Year Number % of students

Year Number % of students

Year Number % of students

1995 48 6% 2001 51 6% 2007 75 7.5%1996 70 8% 2002 71 7% 2008 90 8.6%1997 61 7% 2003 50 5% 2009 109 11%1998 77 9% 2004 45 4% 2010 97 7.9%1999 85 10.7% 2005 933 8% 2011 105 10%2000 51 6.5% 2006 72 7%

Table 5: Number of Wellington High School students who have had minimal formal education and are functionally illiterate

Year Number % of students

Year Number % of students

Year Number % of students

1995 29 4% 2001 12 1.5% 2007 8 0.8%1996 37 4% 2002 16 1.5% 2008 8 0.8%1997 28 3% 2003 11 1% 2009 6 0.6%1998 22 3% 2004 15 1.3% 2010 5 0.4%1999 20 2.5% 2005 19 1.8% 2011 5 0.5%2000 15 2% 2006 13 1.3%

While the number of the NESB students who have not acquired sufficient English language fluency to cope successfully in fully mainstreamed classes is not large, their needs have to be catered for and this is not easily done in mainstream classes. These students, especially those described in Table 4 and those relatively new to New Zealand, without much prior exposure to English, need intensive instruction in English as an additional language and a secure environment geared to their learning needs. Their lack of formal education means they cannot work for longer than a short time, in even basic skills, without guidance. The ESOL staff liaises with the teachers of mainstream classes to effect a good learning environment for these students who also have programmed ESOL classes. We were fortunate this year to have again three very competent interns from the Netherlands in the first term. They were able to give one on one instruction to students with the highest language needs. The two quota refugees, from Iraq, brothers, both severely traumatised and with limited prior schooling were helped to achieve functional literacy. We also had a trained language teacher employed as a teacher aide working with students with high language needs and a volunteer who continued her work from 2010 with one of the Iraqi refugees she had established a special rapport with.

Senior NESB students who have not achieved language parity with their cohort, but want to achieve some qualifications so that they can track through secondary school and move onto tertiary education, take mainstream classes and have ESOL as one or two options. In 2011 twenty three of these students entered NCEA levels 1, 2 and 3. Eight achieved the Level 1 numeracy credits and varying numbers of credits at Level one and two. Five achieved the level 1 literacy credits and of this five, three achieved level 1 NCEA. Of this group eleven will return in 2011. Two students achieved the full NCEA Level 1 certificate.

3 Large increase due to a more accurate database than in previous years

16

Four of the other students have some credits towards literacy and have achieved some ESOL unit standards at level 1 & 2. They will continue to acquire the credits they need in 2012.

In 2011 four students studied for the level 2 literacy standards, two were doing a full University Entrance programme. These students achieved the literacy standards and are expected to achieve University Entrance. One student will return to WHS in 2012 and the other will go to Weltec. Many ESOL students – especially the refugee students – are involved in the Employment Studies programme which helps meet their special needs by focusing on providing clear, achievable goals and planning which will lead onto training opportunities following school.

Table 6: Interventions for ESOL Students 2009 – 2011Country of origin

Total Students ’09 10’ 11’

Juniors

’09 ’10 11’

Seniors

’09 ’10 11’

ESOL

’09 ’10 11’

Specialneeds ’09 ’10 11’

Somalia 9 9 10 0 2 3 2 7 7 2 1 0 0 0 0

Ref

uge

es

Ethiopia 3 1 0 0 0 0 2 1 0 2 0 0 0 0 0Iraq 4 3 4 3 2 2 1 1 2 4 3 4Armenia 2 0 0 0 0 0 2 0 0 3 0 0Cambodia 1 1 1 1 0 0 0 0 1 1 1 1BurmaAfghanistanYemen

1 0 0 1 1

0 0 0 0 0

1 0 0 1 1

1 0 0 1 1

Total 20 14 17 4 4 5 8 9 12 13 5 7 0 0 0Vietnam 9 7 4 4 0 1 5 7 3 9 6 2

Mig

ran

ts

Spain 0 1 1 1 1 0 0 0 0 1 0ChinaIndonesia

13 10 12 1 0

1 2 2 0 0

5 8 10 1 0

1 7 9 1

1 1 1

Samoa 18 14 10 2 5 6 16 9 4 1 1India 14 10 10 0 0 3 2 10 7 2 1 1 1 1 1FranceMacedonia

1 7 4 1 2

1 0 1 1

0 5 2 1 1

4 2 1 2

Malaysia 0 4 3 1 0 0 3 3 0 3 2ThailandEast TimorChileTurkey

3 2 1 2 1 2

0 0 0 0 1

2 2 1 2 1 1

4 2 1 2 1 1

Total 49 57 52 8 9 16 15 46 35 21 25 21 2 2 2NESB Students from countries not those mentioned, but with English language competence, who participate in mainstream classes come from: Cook Islands (3), Eritrea (1), Fiji (3), Germany (3), Greece (1), Guatemala (1), Italy (1) Japan (1), Jordan (1), Kenya (1), Korea(1), Netherlands (2), Niue (2), other Pacifika (7), Philippines (2), Russia (3), Sweden (3 ),Tonga (4 ),

Current research shows that, on average, it takes six to eight years to deliver the outcomes needed to reach age grade norms and 13 years for intergenerational language transfer. Students coming from a background with no formal education and a life disrupted by war and trauma generally take longer. We are getting students coming to High who have fully used their 20 terms of language support funding and still need extensive additional support (See Table 6). (As mentioned above, the number of students from refugee backgrounds has fallen over the last two years and will continue to fall as refugees are no longer being settled in Wellington City due to accommodation issues. In general the largest groups in Wellington are from Somalia, Iraq and Ethiopia and increasingly Afghanistan. They are traditionally very socially conservative and as they become established, send their children to single sex schools. However the number of NESB migrants has remained fairly constant over several years.

Health:

In general the students are healthy young people. 53% of boys and 43%of girls participated in school sports in 2011, often for enjoyment rather than winning the competition. This is similar to last year, however many students dance, do martial arts, skate, bike and swim out of school and are not counted through the annual census.

17

Survey of non-sport playing students:

Figure10: WHS reasons students do not play sportAs part of the push to get more students participating Di Jordan, sports coordinator, again surveyed students who do not play sports. Students’ found three more reasons this year and reasons fell into twelve different categories – by far the largest number of students had no interest in sport (See Figure 10). Distance, cost and work are a reason for only a minority of students, most are too lazy or not interested. Our challenge is to galvanise the non interested and the lazy.

School counsellors continue to provide one on one and small group counselling interventions for students to help to resolve their issues, the majority of which related to school and family relationship difficulties, depression, anxiety and managing the challenges of adolescence. Students confidently refer themselves. Those students showing symptoms of depression and other more serious mental health issues are referred to outside agencies but continue to see the School Guidance counsellors for support. Counsellors also work with families as appropriate. More families are seeking support.

Students who are found using drugs or who seek help from the guidance staff for addiction are referred to the WellTrust counsellor Julia Rainsford, who runs a weekly clinic at school. Students are referred by the school, family and can self refer.  During 2011 twenty two students (19 males and 3 females) were referred. Eleven of these referrals were the outcome of restorative conferences. These students attended a total of 110 counselling sessions, these were generally an hour long. Four students continued contact during the summer school holidays. Julia provides a report on each student’s progress and keeps in close contact with the counselling staff and SMT and deans where appropriate.

Year group Ethnicity

Year Number of students Ethnicity Number of students9 2 Maori 610 10 Pakeha 1411 5 Pasifika 212 513 0

The Guidance network continues to provide opportunities for Year 9 and 10 students in need of social and or cooperative skills through the APEX programme. A group of 22 at-risk students participated and all have remained in school learning. Mentoring will continue for the group in 2012 so that they can continue to benefit.Ann MacGregor, Mark Pope and Kirsty Ferguson continued the Travellers programme. Sixteen students participated in this 8 week programme during term 2 and 3. The programme seeks to support students manage the challenges of adolescent, especially those that have experienced significant change, loss and grief.

Kirsty Ferguson has continued to work with undercover groups to help students having problems settling into or being accepted by their class.

A restorative practices have been embedded this year and have had an impact on health and peace in the school. This development will be discussed later in the report.

0.0010.0020.0030.0040.0050.0060.00

WHS: Reasons students don't play sport: 2010-2011

% Students 2010

% Students 2011

18

Figure 11: ASH survey of WHS Yr 10 2000 – 2011Many of the students smoke tobacco. 26% of the 111 Yr 10s who participated in the ASH annual smoking survey described them themselves as smokers – 13% daily, and 13% regular smokers compared to 9% nationally. It is disappointing to see WHS is above the national figure. However, there has been a pleasing down ward trend since 2007 and a corresponding rise in students who have never smoked. Most of the students reported not approving of smoking but that it was hard to give up and it helped with relaxing, gaining friends and controlling their weight. Smoking cessation opportunities are offered regularly and the campus is smoke free. 60% (55%) of students said they had never smoked this compares to a national figure of 64%. The school has been part of the National Survey on Yr 10 smoking patterns for 10 years and it is pleasing to note that since 1997 when 55% of Yr 10 students claimed to be smokers there has been a downward trend (See Figure 11). The school is part of The X-Smoker Project and maintains the posters where students have time to read them, the campus is smoke free and the health programme actively discourages smoking.

Public Health Nurse visits:The service has been axed by the government. First aid is provided one of the student services staff.

Simply Dental:A mobile dental service has been visiting to provide dental health and hygiene checks for all adolescents who are eligible for free dental services. Others can opt into the service. It has proved very effective and WHS benefits from the partnership with ex-student Robin Groves.

Health Programme: All Yr 9s participate in a Health programme running with the compulsory options for 4 hours a week for a five week block during the year. The theme of the courses is Being, Belonging and Becoming with Hauora, well-being, as the underlying concept. In Yr 10 the health programme continues as part of Physical Education. Three members of the PE faculty are trained Health teachers so a full programme is developed and delivered with in-school staff. The aim of the programme is to teach decision making, assertiveness and harm minimisation in a variety of contexts ie smoking, relationships, mental health – hauora and coping with loss and grief. Physical Education is a compulsory course for most Yr 11 students although about 35 students are excused if they completed a fitness plan.

Health is a Yr 11 option with enough students choosing it so that it could run and it has continued to run successfully since. Students were offered Yr 12 health as an option for 2011 but not enough students choose it make it a viable course.

A community health consultation was not held and the decision was made to explain the programme in a term one newsletter in 2011 and invite comment and approval through the website.

Peer supportPeer support continued with a training programme at the end of NCEA followed by two days during the week before school. 38 Yr 13 acted as big brothers and sister for the incoming Yr 9. Peer support was linked to roopu time and the connection between Yr 13, Yr 9s and roopu teachers ensured the programme was successful. A high level of satisfaction was expressed by the staff and students with the programme.

19

Range of Courses and Assessment of Compliance of National Curriculum Statements and Curriculum – Appendix 8

All programmes were delivered according to the National Curriculum Statements and Guidelines. Senior courses for national qualifications closely follow prescriptions set by the qualification authority. Course outlines and assessment statements are given to students for all senior courses. Junior students also receive course outlines and expectations for the year.In Yr 9 students study in each essential learning area and with their options in Yr 10 fulfil the requirement to cover the seven essential learning areas. The school has a wide range of subjects and annually reviews what is offered to meet the changing needs of students (See Appendix 8). The policy, of only Yr 11 (third year secondary and first time NCEA level 1) would be placed in Yr 11 Level 1 courses, has continued. Staff report classes more focussed with fewer individuals without clear goals and this paying off in results. A selection of Yr 12 classes provides for all Yr 12 & 13 students who needed Level 1 credits. The range of courses remained the similar to last year with some students benefitting from WHS entry into the Virtual Learning Network. Entry to level 3 courses was dependent on meeting prerequisites although some leeway was negotiable. All courses are offering credits towards NCEA. Foundations courses are well established for Year 11 & 12 English and Mathematics. An Advanced Mathematics course with the aim of preparing students adequately for Calculus has proved successful. The foundation courses are designed to ensure that all students meet the Level 1 and 2 literacy and numeracy credits or get another chance at them if they missed. Gateway opportunities are also offered. A move towards blended courses taking standards from different subject areas is proving successful and popular - Painted Word uses English and At History standards or Art History content for English standards, Sonic Arts similarly and next year Music Technology will do the same.

Abilities on Entry: Appendix 9

Students are tested for Reading Comprehension, Listening, Vocabulary and Mathematics skills. Progress and Achievement Tests are administered in February each year. Probe testing, Schonell and Burt tests are done as appropriate the year.

Examination of the 2011 Yr 9 Reading Comprehension age stanines4 shows a pattern similar to most years with a significant group of above average readers. 74% of Yr 9s scored stanine 5 or above. 42% stanine 7, 8 or 9 are reading above average at a 16 year old level at least – the same as last year which was the highest for the last five years. 84% of students are reading and comprehending at average or higher (stanine 4 plus) (See Figure 12). This is above normal expectations with the median between the 6 and 7 stanines indicating Level 2 literacy should not be a problem for most of these students Figure 12: 2010 Year 9 Reading Comprehension PAT Results compared with 2007 -2011 results

4 To assist in the comparison of stanines and percentile ranks see Appendix 920

The distribution of Mathematics scores lies just below the normal curve up to and including stanine 5 drops below between 5 and 6 after which 6% below the normal curve while above stanine 6 after which the WHS curve is above the normal distribution. 42% of students scored in the above average range (stanine 7 and above) (See Figure 13). The median stanine is just below stanine 5. In comparing 2011 to the past years (See Figure 13) the incoming students have more normal range of mathematics skills than past years. The challenge is to develop the skills of all the mathematics students particularly those with below average scores while offering appropriate opportunities for the advanced mathematicians.

Figure 13: 2010 Year 9 Mathematics PAT Results compared with 2007 -2011

The pattern for the 32 Maori students tested for reading comprehension shows a similar pattern to past years. 34% of the group are below stanine 4 -11 students - however 66% of the students can read and understand at an average or above level (stanine 4 and over) (See Figures 14 &15).

Figure 14: 2009 Yr 9 Maori Students Reading Comprehension PAT Results compared to 2007 - 2011

Thirty two Maori students were tested in mathematics and 63% scored at Stanine 4 or below. They lie below the normal curve and will need additional support and an appropriate learning environment to be ready for NCEA. It is important to remember numbers are small and the students who were not tested could change the pattern.

21

Figure 15: 2007 Year 9 Maori Students Mathematics PAT Results compared to 2007 - 2011

The students who scored in stanines 1-3 were further tested with the Probe test to identify strengths and weaknesses then given additional support through differentiation and learning support. During the year 36 students were tested (see page 25).

Ongoing pattern:

Figure 16: Yr 9 students scoring above 50Th percentile in Reading ComprehensionThe percentage of students scoring at or above stanine 4 in either of the tests has been reasonably consistent over the last seventeen years (See Figure 16 & 17). The 2011 Yr 9 results show 74% of all students and 65% of Maori scoring over stanine 4 in reading comprehension. Continuing a long term upward trend. 65% and 35% respectively for mathematics continues variable results over the last five years.

Figure 17: Yr 9 scoring over the 50th Percentile in Mathematics

_x00

04_1

996

_x00

04_1

997

_x00

04_1

998

_x00

04_1

999

_x00

04_2

002

_x00

04_2

001

_x00

04_2

002

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04_2

003

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04_2

004

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04_2

005

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04_2

006

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04_2

008

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009

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04_2

010

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04_2

0110

1020304050607080

WHS: proportion of Yr 9 scoring at above stanine 5 in Mathematics PAT, 1996-2011

All Yr9s Yr 9 Maori

years

% o

f st

ud

ents

0102030405060708090

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

% o

f stu

dent

s

years

WHS: proportion of Yr 9 scoring at or above stanine 5 in Reading Comprehension PAT, 1995-2011

All Yr 9 Yr 9 Maori

22

MidYIS

For the last six years we have tested students using the Curriculum, Evaluation and Management Centre of the University of Canterbury MidYis testing. This standardised test groups students in four quartiles across four skill areas mathematics, vocabulary, non verbal and skills and also provides an individual pupil record sheet. The standardisation means student results can be compared relative to each other and relative to the rest of the schools that took part.

This information is added to the pool of learner information that helps shape learning programmes. It is also used when students sit NCEA Level 1 to see what impact the school has had on the student learning during their three years in the school – gives a value added measure.

The overall data for Yr 9 2011 shows almost 50% of students in A and B band. The cohort strengths are in vocabulary and non-verbal skills with over 60% of the students in the A and B band. However in the Maths 40% scored in the A& B bands and with 60% evenly spread in the D and C bands in the skills test.(See Figure18).

Figure 18: WHS Yr9 2011 MidYis scores.

23

Assessment with e-AsTLeeAsTLe has the potential to give great information about students’ abilities. All Yr 9and Yr 10 were tested for writing skills in March and then tested again at the end of November. These tests provide really valuable rich information about individual strengths and skills. HoFs know the value of eAsTle and its ability to provide data that can help in the design of suitable teaching and learning programmes. Emphasis has been on writing as reading is well catered for through PATS and further Probe testing as necessary.

Figure 19: WHS Yr 9 Writing Curriculum levels - March 20115compared to all schools

144 Yr 9 students completed the writing task in March 2011.

The result showedWHS exceeded the goal in curriculum functions and was above the mean in depth of thinking and writing, but with a longer tail in surface thinking

and writing. WHS smartest were not as able as all NZ (See Figure 19).

Figure 20: WHS Yr 9 Writing Curriculum levels - November 2011 compared to all schoolsBy the end of the year the 130 students who completed the writing task curriculum functions were improved and still above the NZ. Thinking and Writing had improved with WHS median was at the top of the

5 The blue shading is the average results for all the schools participating in e-astle. The red pointers and graphs are WHS results. Score 650 is equal to 4P curriculum level .

24

NZ Middle group and NZ best as good as NZ best however WHS lowest achievers are well below the All Schools result (See Figure 20). Their attitudes had declined however.

All, 147, Yr 10s were tested in the same manner and their curriculum levels, median in thinking and writing were above the NZ results (See Figure 21).

Figure 21: Yr 10 Writing Curriculum levels March 2011 compared to All Schools

By the end of 2010 the 127 Yr 10 tested have improved and were performing above the level as all schools in curriculum functions.In depth of thinking and writing they exceed all schools however the tail has lengthened (See Figure 22).

Figure 22: WHS Yr 10 November 2011 results compared to all schools 6

The pattern is similar for Maori students the 2011 console show the curriculum functions above the all schools level. Thinking and writing medians are above the All Schools though again the lowest scores are well below

6 The blue shading is the average results for all the schools participating in e-astle. The red pointers and graphs are WHS results. Score 650 is equal to 4P curriculum level.

25

the All Schools lowest (See Figure23) and indicates a more highly skilled set of Yr 9 Maori than in 2009 (See 2009 Curriculum Report)

Figure 23: Yr 9 Maori 2011 Writing Task March compared to All Schools

By November Maori Yr 9 had improved in all curriculum functions with significant improvement in thinking and writing skills.Lowest scores improved dramatically and all were higher than All Schools.

Figure 24: Yr 9 Maori 2011 Writing task November compared to All Schools

26

Figure 25: Yr 10 Maori 2011 Writing task March 2011 compared to All SchoolsMaori Yr 10 February results are all above All School. The November results have dropped a little but still above All Schools. The samples are not the same. 7 students who sat in March were not tested in November. With comparatively small numbers this could account for the difference.

Figure 26: Yr 10 2011 Maori Writing task November compared to All Schools

The Yr 10 Maori results show considerable improvement since Yr 9. The June 2010 esrults showed significant lower thinking and writing skills with all curriculum functions below the NZ performance (See 2009 Curriculum Report).

27

Programmes as a consequence of entry testing

All faculties are aware of the wide spread of abilities in our annual intake. Streaming and banding are discussed at regular intervals it is generally agreed that such groupings are contrary to the philosophy of the school. Consequently there is an expectation that each faculty will deliver the curriculum in a manner that makes it accessible to all students in the room. Most have clear expectations for students of differing abilities. Even so an increasing number need extra support. The school identifies needs as quickly as possible to start support before they develop into behavioural problems. A greater emphasis on in-class support and curriculum adaptation is replacing the group and individual tuition beyond the classroom. The goal was to have an in-class support person in each Tukutahi class.

The use of AstLe as an ongoing diagnostic tool is reducing the need for individual withdrawal programmes. The information from e-astle is available and used by other faculties like Social Sciences and each teacher is able to find and identify individual strengths and weaknesses. Learning support staff ensure that a comprehensive set of information on individuals with learning and behaviour needs is available on each individual’s KAMAR record. All staff know to check the Health page. The expectation is that differentiation will deliver a programme suitable for the abilities of the students in Year 9 & 10. After Yr 10 students chose their courses and the range of abilities in each class is reduced.

Literacy Support 2011:

School wide assessment in Progressive Assessment Tests (PAT): Each year students in Years 9 and 10 are assessed for numeracy and literacy using NZCER tests which take into account cultural backgrounds of young New Zealanders and allow us to compare our students with national achievement levels. Our results for 2010 show that our students performed significantly better than the national norms in PAT reading (Note that the national mean stanine is always 5.0). Progressive Attainment Test results for February 2011:

Year 9 Reading Comprehension: mean stanine 6.0 (+1.0 compared with national standard)

Year 9 Reading Vocabulary: mean stanine 6.0 (+1.0) Year 9 Mathematics: mean stanine 5.0 (corresponds with National Standard) Year 10 Reading Comprehension: mean stanine 5.7 (+0.7) Year 10 Reading Vocabulary: mean stanine 6.0 (+1.0) Year 10 Mathematics: mean stanine 5.0 (corresponds with National Standard)

Comments Our students continue to demonstrate an average reading level that exceeds the national norms in

PAT. PAT Mathematics score track at the national norm of 5.0.

Individual Assessment (PROBE) Students who achieved below average results in Reading (stanines 1-3), or were new arrivals after the tests, were retested by the Literacy Coordinator (Bruce Stephenson) using PROBE. During 2011 thirty-six students were assessed for their literacy skills using the Prose Reading Observation Behaviour Evaluation, which is conducted on an individual basis. There are three diagnostic tests administered in a 40 minute session

A Schonell Word Recognition test is used to analyse the student’s competencies of phonetic analysis. This reveals their strengths and weakness in decoding text. The result of this test is recorded as a reading age (e.g. RA 8.9) that can be compared with their chronological age. NB The Schonell reading age is also used to gauge progress if the student participates in the Keda Kids programme of one to one instruction in phonics (see below).

The reading age is then used to select a doable PROBE text. The student reads a fiction or non-fiction text aloud to the assessor. The teacher takes a ‘running record’ and determines the percentage of words that are read correctly when context can be used to decipher. Then ten comprehension questions are talked through, which give the student the opportunity to demonstrate their ability to make meaning from text and think critically about ideas.

The PROBE result is then used to select a similar reading exercise at a level that is more or less challenging (depending on the competency shown in the second test) to determine the Independent

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reading level of the student. However the student must record their answers independently in their own writing. The student is then debriefed and sent back to class and the assessor then marks the third test, evaluates the overall reading behaviour of the student and writes a Literacy Report.

Literacy Reports The Literacy Coordinator completes a brief report for class teachers (and parents on request) based on the PROBE data. The report states the ‘independent reading level’ for the student and lists their observed strengths and weaknesses for reading and writing. He then suggests a few teaching strategies that teachers could used in the mainstream class. Finally, any other behaviour is noted, such as their cultural, sporting and social interests and observations about their general disposition to academic study.

Each Literacy Report is placed on KAMAR under the category of Health /Learning so that is easily accessible to all teachers. Comments

Most teachers find these reports useful in targeting their teaching, or allaying unnecessary fears about student capability.

Special Assessment Conditions

In 2011 twelve Year 11-13 students were approved for Reader/Writer support and separate accommodation during NCEA assessments. The Literacy Coordinator liaises with the parents of all students who may be eligible for special assessment conditions. The families must produce an independent report from a properly registered (NZCER level C) assessor before application can be made to NZQA. Bruce often organises for this testing to happen at school.

We are indebted to the volunteers who provide these students with individual support during NCEA examinations. We are grateful to these friends of WHS, and in particular acknowledge the generous support in recent years from BNZ staff.

The 2011 NCEA external results for external examinations were as followsCandidat

eYear Conditions Success Recommended action

in 2012A 11 Computer

accessSat 7 external Level 1 papers. One merit, three achieved and one not achieved.

Continue SAC as required.

B 12 Reader writer Sat 6 external Level 2 papers; 3 other papers not attempted. None of six papers attempted was achieved in 2011.

Suggest that no external papers be sat in 2012.

C 12 Computer access

Sat 4 external Level 2 papers; 8 other papers not attempted. None of six papers attempted was achieved in 2011.

Suggest that no external papers be sat in 2012.

D 13 Computer access

Sat 3 external Level 1 papers. Two achieved and one not achieved. Did not attempt four other science papers. Did not attend English examination (4 papers).

Student has left school.

E 13 SeparateAccommodation

Approved to have SAC in 5 Level 3 subjects (15 papers). Only attended one subject and attempted 1 paper with no success.

Reason for SAC was clinical depression which affected her ability to attend exams. Student has left school.

F 12 Computeraccess

Sat 3 external Level 2 papers. Two achieved and one not achieved. Did not attempt 3 papers.

Continue SAC as required.

G 11 Reader and writer

Sat 4 external Level 1 papers. All four papers were achieved with Merit.

Continue SAC as required.

Candidate

Year Conditions Success Recommended action in 2012

H 11 Computer access

Sat 8 external Level 1 papers. All were achieved, two with excellence and two

Continue SAC and extension at level 3 as

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with merit. Five level 3 science papers were also attempted with one achieved with excellence, one with merit, but two were not achieved.

required.

I 11 Reader and writer

Sat 8 external Level 1 papers. Four were achieved, but four were not achieved.

Continue SAC as required.

J 11 Writer Sat 6 external Level 1 papers. Three were achieved – two with excellence. One paper was not achieved and two were not attempted.

Continue SAC as required.

K 11 Reader and writer

Sat 3 external Level 1 papers. None were achieved.

Suggest no external papers in 2012

L 12 Reader and writer

Entered for 2 external Level 1 maths papers. Both were achieved. Three Physics papers were sat, but only one was achieved.

Continue SAC as required.

M 11 Reader and writer

Sat 3 external Level 1 papers. Only one was achieved.

Suggest no external papers in 2012

N 11 Writer Sat 6 external Level 1 papers. Three were achieved with merit and all were achieved.

Continue SAC as required

Comments Suggest to parents and deans that students with a pattern of failure in external examinations to

attempt internals only. Promote computer access as an alternative to having a writer; there is more autonomy with computer

access.

Stride Ahead & Toe by Toe

British educationalists Keda and Harry Cowling have published a phonics programme (better known as Toe by Toe and Stride Ahead) that has proved to be successful with students who demonstrate symptoms of dyslexia. In-Class Support staff and the Literacy Coordinator coach students through the phonetic challenges (against the stopwatch) in three to four x20 minute sessions each week.

Student & Roopu SchonellENTRY

SchonellEXIT

Gain Outcome Term 4 2011

1. 9MDJ 10.9 13.5 2.6 Graduated with merit on Stride Ahead

2. 9MDJ 11.6 12.6 1.0 Graduated Stride Ahead

3. 9SLR 9.1 9.8 0.7 Continue Stride Ahead in 2012

4. 10HNJ 9.4 10.7 1.3Apply for Special Assessment Conditions (SAC)

20125. 9HLC 8.9 9.2 0.3 Continue Stride Ahead in 2012

6. 9LSC 10.5 ? ? Left end of T3

7. 10RYC 11.3 13.1 1.8 SAC 2012

8. 9WDE 11.6 Ongoing absences - not tested

9. 9LSC 9.9 10.8 0.9 Graduated Stride Ahead10. 9MSS 8.2 10.7 2.5 Continue Toe by Toe in 2012

11. 10JYR 8.6 9.2 0.6 Alternative education

12. 9HZL 8.1 13.3 5.2 Graduated Stride Ahead with Excellence

13. 10HSH 8.1 9.5 1.4 SAC 2012

14. 9CWE 9.9 14.2 4.3 Graduated Stride Ahead with Excellence

Results in 2011: (Schonell scores reflect reading ages.) Any gains reflect the persistence and mentoring of the coaches. The Schonell Sight Reading test is based on UK norms, and should only be used as an indication of

relative progress.

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Nevertheless a reading age of 12 years reflects the competency level for decoding print required to access most NCEA materials.

The 4 students making the greatest gains have a history of being particularly disruptive and difficult to engage in whole class lessons.

Guided Writing

At the start of Term 1, 2010 the Literacy Co-ordinator launched a school-wide initiative to promote a Guided Writing approach across all curriculum areas. Results have shown a consistent pattern of students under-performing when confronted with the rigour of a formal, written examination – a concern that needs to be addressed in a sustained and consistent way.

The programme began with a series of three workshops to raise awareness of the need for students to write regularly in Years 9 and 10, so that they are competent writers ready to meet the challenges of NCEA. The workshops showed teachers how to plan lessons, implement them and assess them. The Guided Writing process involves prewriting planning and discussion, sustained writing for twenty minutes to create a first draft, supervised proofreading and editing of the draft with a partner, followed by re-crafting of a final publication.

The intended outcome of Guided Writing is for all students to be able to competently: separate their ideas into coherent sentences and paragraphs, present their written work in legible handwriting and accurate spelling of commonplace words produce at least 200 words of structured, thoughtful text in twenty minutes

During 2011 teachers of Tukutahi classes have implemented Guided Writing sessions with varying frequency and rigour. A sample taken in Term 2 indicated that students were marked for 2 – 6 prices of writing over the term. The Literacy Coordinator believes that to make a significant impact on writing competence students need to produce at least one piece of Guided Writing each fortnight.

Comments Tukutahi team leaders and HOFs have reiterated their commitment to making Guided Writing a key

component of their programmes. Further teacher training and motivation is needed for Guided Writing to lift its profile as an effective

teaching strategy in 2012. Neither KAMAR marks nor anecdotal observations and conversations with teachers indicate that

Guided Writing was implemented often enough to markedly raise levels of writing competency. The HOF Technology has invited the Literacy Coordinator to train her staff in Guided Writing. Regular

writing about the planning, design and construction of technology should prove a stimulating context for writing in 2012. This initiative should provide a fillip to the Guided Writing programme in Years 9 - 10.

Gifted and Talented Programme:

Goal: Students identified as gifted and talented have appropriate learning opportunities

The Learning Services Faculty continues to provide recognition and support for students who demonstrate exceptional academic, social, creative, culture-specific abilities and qualities and/or physical competencies. The role of the Gifted and Talented Coordinator is to ensure that differentiated programmes catering for the individual for these students are offered in mainstream classrooms. To ensure the needs of these students are fully catered for at WHS four strategies are involved:

Staff development Talent tracking Acceleration Extension / enrichment

Staff Development

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The overarching goal of the G&T role is to assist teachers in the provision of appropriate resources and approaches. In 2011 the G&T coordinator worked with individual staff members to create subject specific interventions that could be implemented within existing class structures. The planning included; developing key competencies and focusing on higher order thinking skills – especially managing self and relating to others.

Talent TrackingIdentification of students with gifts and talents draws together data from previous schools, current teachers, Deans, parents and outside agencies. This data is collated and filed for teacher reference and to maintain an overview of the student as they progress through the school.

Acceleration

The table below summarises student acceleration in 2011. Table 6: WHS Accelerated Students 2011

Yr 11 NCEA Level 1 Yr 12 NCEA Level 2 Yr 13 NCEA Level 3Yr # ADM SCI MAO MAS MAOI INS PHY HIS FTV LEG MAS MAC MAO BIO CHE PHY ENG9 0

10 4 3 111 10 1 1 1 1 1 1 2 1 112 *19 3 6 3 3 3 1

*One Year 12 student has been accelerated from Y11 for all subjects and is also studying Y13 Chem, Biology and Physics. She will be attending Victoria University in 2012. Students can be accelerated in more than one subject.

CommentThe G&T coordinator meets with accelerated students to monitor progress and checks in regularly with their teachers. Any indication the student is not managing the workload are quickly acted upon.

Extension/Enrichment OpportunitiesThe focus on providing enrichment and extension opportunities both from within the school and from the local community has continued in 2011. These have included:

A retired English teacher again delivered four workshops to a group of selected Y9 students. Feedback showed that the group was very enthusiastic and found the evolution of English language and links to other languages stimulating

Eight Y10 students participated in a series of six lectures in Philosophy. The Victoria University PhD student conducted these sessions took at Victoria university. Positive feedback was expressed by both the participants and the tutor. The tutor has indicated interest in repeating these sessions in 2012

Books on differentiation, thinking skills and strategies continue to be purchased and made available to staff

The Gifted and Talented Conference was attended by 25 Year 10 & Year 11 students where topics including The Quirky World of Quantum, Knowing What You Know, Success to Significance, Evil Thoughts, Evil Deeds and The Afternoon Debate – Animals have rights

The students were stimulated by the issues presented and staff subsequently reported material was referred to in class discussion and essay writing.

A Gifted and Talented Conference attended by Eight Year 12 & Year 13 students covered: Programming Reality, Haiti, Pakistan, Iran...?,Money makes the world go round.., Life and death..., The Afternoon Debate – This house believes that women cannot ‘have it all!’

Two Year 11 students competed in round 2 of a neuroscience competition (‘Brain Bee’) held in Auckland.

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Effort Certificates:Excellent Effort certificates were awarded in term one and three to senior students. The certificates are designed to reward effort in learning and it is hoped that they will motivate and encourage students to strive for excellence.

Recipients in term three Year 11 - 30% - evenly split between boys and girls Year 12 – 36% - evenly split between boys and girls Year 13 – 17% - slightly more girls received a certificate than boys ( 59% of girls)

To receive a certificate a student must be punctual and have good attendance; complete homework and assessment tasks on time and to the best of the student’s ability; consistently engage in learning; and, contribute effectively to their own learning through active participation in class. All students should and could receive a certificate or at least achieve an average of ‘2’ across all of their subjects.

Students who did not achieve an average of 2 Year 11 – 31% Year 12 – 37% Year 13 – 33%

Many of these students did not achieve at their particular level of NCEA.

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Change in Reading Comprehension and Mathematics: 2010 to 2011

Reading Comprehension:All Year 10s were tested for progress. The scores of students who began at High and were tested in February 2010 were compared for progress in Yr 10 results February 2011.

Reading comprehension showed little improvement overall between Yr 9 and Yr 10 as measured by the PAT reading comprehension tests with the mean stanine of 6.1 being maintained from 2010 to 2011. (See Figure 25). However, there was slight movement upwards as a general trend from one year to another.

Figure 25: Change in Yr 9 2010 reading comprehension in Yr 10 2011 – PATs

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Measuring Maori who had been at WHS in Yr 9 and Yr 10, results were tested and compared between 2010 and 2011. The mean movement was slightly downwards from 4.8 to 4.6. However, the graph clearly shows a movement to the right but is affected by the lack of students in stanine 8 and 9. 80% of Maori students read and understand at an average or above level (See Figure 26).

Figure 26: Change in Y9 2009 Maori reading comprehension in 2010 - PATs

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WHS PATs: Change in Y9 2010 Maori Reading Comprehension in Y10 2011

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Mathematics: Students in years 9 & 10 have moved away from the traditional mathematics curriculum and have moved to variable integration within tukutahi. In addition, students no longer use a homework book but subscribe to mathletics instead. Mathletics is an online resource that meets the needs of the New Zealand curriculum and is individualised and incentive based. Students enjoy it immensely and its use has fitted in seamlessly with the netbook programme.The PATs from 2010 to 2011 show a slight downward trend. The mean stanine has changed from 5.7 to 5.0 and it is clear from the graph below that there are proportionately less students in the higher stanines in 2011 than there were in 2010. (See Figure 27).

Figure 27: Change in Year 9 2009 Mathematics in Yr 10 2010 – PATs

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WHS PATs: Change in Y9 2010 Mathematics in Y10 2011

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The 2010 maori cohort entered the school with a mean stanine of 4.6. This has lowered to a mean stanine of 3.8 in 2011. Coupled with the general downward trend this is a cause for concern. The number of maori students tested in 2010 was 24 and there were 22 students tested in 2011. (See Figure 28).

Figure 28: Change in Year 9 2009 Maori mathematics in Yr 10 2010 – PATs

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WHS PATs: Change in Y9 2010 Maori Mathemat-ics in Y10 2011

Y9 Mao 2010Y10 Mao 2011Normal

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Junior School Certificate in Learning Skills: This structured programme focuses on learning skills and is based on a Learning Agreement signed by school, student and family, at Yr 9 entry. Students are proud of their achievements and receive their certificates with confidence and pride. 94% earned a graduation certificate, 26% with High Distinction and 26% Distinction. This is the best result since the programme began – amazing (See Figure 29).

Figure 29: WHS Junior Certificate in Learning Skills: All Yr 10 2003-2011The graduates, with over 80% of their credits, graduated into the senior school with open option choice. Others have carefully chosen courses that will permit them to develop their skills further. The progress of these students will be monitored by the learning support faculty.

Figure 30: WHS Jnr Certificate in learning Skills: Yr 10 Male & Female 2004-2011

Students at risk of not earning a junior certificate were given catch up opportunities. Students were given many opportunities and rewarded for catch up quite generously. It maybe that consistency across the years needs to be reviewed.

Overall the boys out performed girls but the girls received more Distinctions (See Fig 30). A pleasing result, as the goal is for them to achieve similar results.

Figure 31: WHS Jnr Certificate in Learning Skills: Yr 10 Maori 2004-2011

Maori success rates have consistently been lower than the whole school however this year achievement rates have been greatly improved (See Figure 31).

Greater consistency in the awarding of credits was sought and reinforced through staff training this year.

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Figure 32: Junior Certificate in learning Skills: Yr 9 Progress 2003-2011

86% of Yr 9 students gained over 80% of their credits (See Figure 32). This is better than any of the previous years and a pleasing improvement on 2010 results.

There are still 19%of boys and 14% of the girls underachieving – with 33% of Maori boys in need of real support (See Figures 33 & 34). These students will be picked up early in 2012.

Figure 33: Junior Certificate in learning Skills; Yr 9 male and female, 2004 - 2011

One of the strengths of the programme is the early identification of students who are having difficulty developing the habits of a learner and management skills.

Students below 70% will have DPs, Deans and Learning support staff monitor their progress as they progress through Yr 10. Some will benefit from the Apex programmes designed to improve learner behaviour and disposition to learn.

Figure 34: Junior Certificate in Learning Skills Yr 9 Maori progress 2004 - 2011

Overall students are working for credits and focussing their efforts. All of those students who are still at school are being closely monitored by the Dean and their teachers.

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Year 9 & Yr 10 Information Literacy Programme

All Yr 9 & Yr10 classes have information literacy programme during English, Social Studies and Science working with their Tukutahi teachers and the teacher librarian. The 2011 IL Year 9 Survey shows a general improvement in the end of the year results for most of the Six Steps and it is pleasing to see an increased number improving presenting skills (See Figure 35). Royal made significant progress with significant movement towards higher level skills.

There is no doubt that where the collaboration between teacher and TL is strong the results the students achieve are higher. The programme is demanding and reaching each step requires attention to detail. The TL has listened to staff and reviewed the programme. However even ESOL and reluctant readers have achieved merit and excellence certificates on the programme.

Figure 35: Yr 9 Information Literacy achievement by roopu: February 2011 – November 2011

The Present step overall shows an improvement. It seems that for many, presentation takes most time and effort and students are very conscious of their presentation. The challenge is to provoke the same interest in evaluating what they find relevant to their inquiry. .

We need to continue to consciously emphasise the skills involved with each step every time the students undertake an Inquiry. It is an important reason why we have the Six Steps of Research scaffold. By using the same structure and language we reinforce the skills we want to students to be conscious of and able to confidently use.

All Year 10 have improved their research skills with Cousins making quite pleasing progress (See Figure 36).The year 10 IL Survey results are recorded in the students’ year 9 classes in order to provide the appropriate survey comparisons

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Figure 36: Yr 10 Information Literacy achievement by roopu: February 2010 – December 2011

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Entry abilities of 2011 National Certificate in Education Achievement Level 1 candidates

Important are the entry abilities of Yr 9 students in 2009 as these are the Year 11 students who entered NCEA level 1 this year.Students were tested across a range of progress and achievement tests in both Year 9 and Year 10.Comparing the cohorts Yr 10 in both mathematics and reading comprehension there is some improvement in Year 10. These comparisons may include some students who were not in the 2009 analysis.

Figure 37: 2009 Year 9 and 2010 Year 10 Mathematics PAT Results (excludes students studying mathematics NCEA Level 1)

Any improvement is probably the result of additional support, maturation and the literacy and numeracy training and focus. The 2009 cohort entered the school with fair numeracy skills. While there has been a little change in the upper stanines there has been significant improvement in lower stanine scores. The 15% of students below average in 2009 compared to 27% in 2010. The average stanine moved to 5 (See Figure 37).

The results indicate that 85% students should achieve at least NCEA Level 1 numeracy and some have the ability to achieve excellence and merit.

Figure 38: 2009 Year 9 and 2010 Yr 10 Reading Comprehension PAT Results

The change in reading more marked with the average stanine 6 and with 84% of students scoring average of above reading comprehension (See Figure 38).

This should indicate an improvement in literacy level1 attainment and perhaps NCEA level 1 achievement overall. So it is not lack of ability that would prevent the 2010 Yr 10 cohort from doing well in NCEA level 1. For the 36% of

students scoring over the 7th stanine merit and excellence is a realistic expectation.

Figure 39: Change in Maori PAT Maths 2009 – 2010The Maori students who had been at WHS in Yr 9 and tested in 2009 improvemed their results in 2010 – with more 45% students with a below average score declining to 35% and 7% more above the 5th stanine. (See Figure 39).

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Fig 40: Change in Maori PAT Reading Comprehension 2009 to 2010

Movement in reading comprehension median was more marked. 80% of Maori students read and understand at an average or above level (See Figure 40).

Expectations from MidYIS

MidYIS tests for 2009 Yr 9 – 2011 NCEA Level 1 candidates show strength in vocabulary skills but weaker mathematics (See Figure 41).

Figure 41: MidYIS results for WHS Yr 9 2009

Most of the group of students who make up the 2010 NCEA Level 1 cohort have the abilities to achieve in NCEA and perhaps score well in the subjects where vocabulary and non verbal skills are crucial. However the real challenge is to ensure the mathematicians

achieve numeracy at least.

We have however had many students enter the school since this testing was done and we cannot be quite so measured about their growth – 43 students entered after the testing and others left. 136 of the181 2009 Yr9s remain to sit NCEA Level 1

So the Yr 11 NCEA Level 1 candidates are not the exactly the same group that were here in 2009 - we maybe comparing apples and pears. The good thing about MidYIS is it compares only the growth of students who sat the tests in Yr 9 and we can separate their scores and get an accurate picture.

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Participation and Retention Rates in Curriculum and Co-curriculum Activities - Appendices 10 to 17

CurriculumThe school is divided into seven curriculum faculties, corresponding to the seven essential learning areas of the national curriculum, and the Learning Support faculty. Technology is the largest faculty followed by Social Sciences, Languages (English included) and Physical Education and Health while the Arts Mathematics and Science are the smaller faculties. Some of this growth is due to change in school policy and facilities such as increase Yr 9 technology courses, moving curriculum between faculty rather than student choice. However looking at Senior class choice this year and for next there is a definite swing towards Physics and Mathematics. Physics is certainly influenced by the opportunities provided by two enthusiastic teachers.Excluding the compulsory core courses; painting, film & TV, journalism, calculus, outdoor education, hospitality, biology and contemporary texts are all popular courses., Languages: French, Japanese and Maori are the least popular and although retention rates seem high the numbers involved are so small and without international students their viability may be questioned (See Appendices 10-16).

In the junior school core subjects are compulsory so the use of retention rates to make judgements about subjects is of little significance.

In the senior school; Yr 12 and 13 where everything except Year 12 English is optional, retention rates become more significant. However, the inward movement of students from other schools tends to mask true retention rates.

Figure 42: Proportion of Yr 12 studying in each FacultyThe proportion of senior school students studying in each faculty and the optional subjects within the faculty is probably the only real comparison that can be made and can be used to study the pattern over a series of years. Again it is important to remember that student choice is not the only factor operating. Staff changes, capacity to provide facilities and school policy, such as increasing international students or starting new subjects have had an impact on numbers.

In Year 12 2011, Technology has maintained its position as second largest faculty. The Languages is largest - figures include English since 2007 to give a more correct pattern. The Arts with 86% and Science 85% of students studying in the faculties although some students are counted twice as they study more than one subject in the faculty are the next largest. Within Faculties after Maths and English, which many see as compulsory, the most popular subjects are Physics (30%), Hospitality (27%), Art (37%), CTE (29%), Employment Studies (33%) (See Figure 42 & Appendix 17).

Figure 43: Proportion of Yr 13 studying in each FacultyIn Year 13 study across the faculties has remained fairly constant with the largest proportion studying in Languages and Arts. English (including Contemporary Text) (45%) followed by Statistics (29%), Journalism (21%), and Biology 20%(See Figure 43 and Appendix 17).

There seems to be a trend to more conventional courses. This may be related to closer attention being paid to prerequisites and ensuring Level 3 students are preparing appropriately for university entrance and Level 2 Literacy

or the current political and economic climate.

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Co-curriculum Participation and Achievement – Appendices 18 & 19

A wide range of co-curricular activities is offered at the school. They fluctuate according to staff and student interest. Co-curricular activities may be divided into cultural and sports activities.

Cultural – Appendix 18Wellington High students participate in almost every activity offered in secondary schools. The range and frequency of activities offered depend on student and staff interest and abilities. Many of the activities provide very real challenges to the participants.

Over the last fourteen years there has been a wide range of activities offered and the numbers participating have continued at a high level (See Figure 43). Activities have ranged from trips to Japan, Europe, Italy, Nepal, numerous tramps, participation in youth surveys, music evenings to theatre sports and physics tournaments. . Both boys and girls participate in the full range of activities (See Appendix 18). Many students participate in multiple activities sometimes at the expense of their studies.

Figure 44: Student participation in Co-curriculum activities 1996- 2011

Participation rates have remained high despite the increased demands of internal assessment in the senior school. Many students put their energies into cultural activities rather than sporting activities.

Sports Participation and achievement – Appendix 1928 sanctioned sports plus 7 other sports (mountain biking, parkour, rock climbing, skateboard club, surf club, tramping and hip hop). In 2012 we plan to re-introduce an aerobics club and efforts will be made to re-establish archery. Total participation rates in 2011 were stable however we saw a 1% decrease in girls and 1% increase in boys. The girls decrease is concerning and focus will go into lifting the 42% participation rate closer national average 48%. While WHS has low participation rates compared to the top rating Wellington region secondary schools where the average participation rates are boys 60% and girls 57% it is pleasing to see that the WHS upward trend has not changed overall (See Figures 44 and Appendix 19).

Figure 45: Student and Teacher Participation in Sport: 2007 -2011

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At WHS the sports programme offers many opportunities for students and WHS staff participation rates had grown from 21%in 2007 to 38% in 2010 however declined to 28% The staff commitment to growing the programme is vital and perhaps the school has to consider monetary inducement to get greater staff involvement or reduced teaching loads. The Sports Coordinator continues to do a great job and has increased community involvement with the Football Club The sports committee meets regularly, DP Karen Goodall has responsibility for the implementation of the strategy; sports captains, a parent’s soccer committee, renewed efforts to provide coaches and adult management for all teams, the prize giving and a sport tikanga to drive home the responsibility inherent in enrolling in a sports team are all embedded. Many more sports action photos are displayed around the school and on the foyer slide show.

Opportunities for students to achieve their potential continued with top success achieved in some of the many competitions entered. Three sports people were finalists in the CSW Sportsperson Awards: Izaac O’Hara - Futsal, Henry Tutaka - Service to Sport and Richard Steel for Coach of the Year.Izaac was named Futsal Sportsman of the Year 2011 for the second year in a row.

There were many representatives but unfortunately the Sports coordinator did not keep a full record of students’ results and the lists below miss out achievements by students like Matthew Mac Diarmid and Kelsey Reynolds.

Recorded Representatives:Basketball Netball

Wellington U19 RepresentativeWellington U17 Representative

Ruci TueliRuci Tueli

Futsal Wellington Men’s Representative Izaac O’HaraUltimate Wellington U19 Open Grade Representative Rennie PearsonFootball Wellington U14 Representative Ruairi Cahill-FleuryUnderwater Hockey Wellington U18 Representative Hazel OsborneRugby MVP Wellington U15 Thomas KimberInline Hockey U16 National Kris Devereux

New Zealand HonoursFutsal New Zealand Men’s Representative Izaac O’Hara

It was a successful season for sports team with 14 teams in semi-finals and eight teams winning their grades. Sometimes I think our students need a little more determined on the sports field they have the potential and can’t quite finish off.

First Round Winning Teams-

Boys’ 15th Grade 1st XI Football Winners CSW Junior Division 2/3 -

2011 Sports Teams/Individuals Finalists-

Boys’ 1st XI Football Winners CSW Wellington Division 1 ChampionshipBoys’ 4th XI Football Winners CSW Wellington Division 14 ChampionshipSenior Girls Volleyball Winners CSW Wellington Division 1 ChampionshipJunior Girls Volleyball Winners CSW Wellington Division 1 ChampionshipJunior A Netball Winners Netball Wellington Collegiate 6Futsal Winners Wellington Secondary Schools ChampionshipsFutsal Winners Senior boys intercollegiate competitionUltimate Winners NZ 19 B Grade “Spirit” AwardSmallbore Rifle ShootingBryden Frizzell Winner Top Shot 2011Table Tennis Stanley Sarkies Winner Junior Boys B GradeSkateboard James Huntley Winner New Zealand Open GradeFutsal Runners up College Nationals Futsal TournamentCroquet Runners up CSW Regional finalDragon Boating Runners up Mixed A Petite finalSenior Girls 3 Badminton Runners up CSW Regional Badminton ChampsionshipTable Tennis Runners up CSW Premier Division ChampionshipBoys’ 15th Grade 2nd XI Football Runners up CSW Junior Division 4 ChampionshipSkateboard Ben Evans Runner up New Zealand U16

A culture of service is fostered and students filled 8 coaching and 17 umpiring positions.44

WHS receives funding towards a sports coordinator from SPARC through the operations grant. This report fulfils the obligation to report to the Board on how the has been spent.

WHS has well established sports links with:WHS Old Girls Netball Club Wellington Scottish Harrier Athletics Club Island Bay Soccer Wellington Badminton AssIsland Bay Squash Royal Tiger Smallbore Shooting ClubBrooklyn and Eastern Suburbs Cricket Clubs Wellington Toa FencingCapital Football Wellington UltimateMaranui Water Polo AFL Wellington & NZ

2011 WHS Major Sport Award WinnersWakefield Boot Staff vs Student Sports Series Staff

Ruby Gooch Award Service to Sport Henry TutakaRoshni Parsotam Award for Participation

Most sports played April Whitaker

Manager of the Year WHS Staff Catherine Hill

Volunteer of the Year Community Volunteer Dee Guja

Macky Singh Cup Student Coach of the Year Annika Bowley

Laurie Steel Cup Community Coach of the Year Ben Frean

Pat O'Connell Trophy Staff Coach of the Year Richard SteelThe Newtown Athletic Diamonds Team Cup

For Best Team Work Boys’ 1st XI Football

Andy Price Fair Play Award Individual Fair Play Tarquin Smith

Goodall Grainger Team of the Year Team of the Year Boys’ 1st XI Football

Thomas Stace Cup Boy Achieved highest level in sport Izaac O’Hara

Thomas Stace Cup Girl Achieved highest level in sport Ruci Tueli

Sportsperson of the Year Junior Girl Zarina Ahmed

Sportsperson of the Year Junior Boy Sam Forman

Sportsperson of the Year Senior Girl Ruci Tueli

Sportsperson of the Year Senior Boy Izaac O’Hara

45

Achievement in National Qualifications: Appendices 20 - 31

718 Wellington High School students, 1 more than last year, entered the National Certificate of Educational Achievement at Levels 1, 2 or 3 (see Appendix 20). In addition students are encouraged to sit Scholarship where it is appropriate and there were 154 entries into scholarship standards in 2011. This can be a misleading figure as entries into scholarship have to be made generally by September 1 of each year and a lot of students are still unsure at this stage whether they will enter for scholarship. The 2011 entry figure is our highest in the last 7 years.

Figure 46: Type of standard offered at WHS 2006 - 2011Overall more achievement standards are offered than the national average – most years over 70% of the standards offered are achievement standards. However, Decile 9s have offered slightly more.WHS offers fewer externally assessed standards than nationally and compared with decile 9 schools. Over the last five years there has been big improvement in the number of unit standards achieved by students. Last year 83.9% of unit standards sat were achieved. The last two years has seen a huge increase in the number of students achieving unit standard assessments and this is due to the practical teachers working hard to ensure students complete their assessments. Also, in many classes unit standards are offered alongside achievement standards. WHS compares favourably with Decile 9s (See Figure 47).

Figure 47: Unit standards Achieved 2006 - 2011Maori and Pacifika students achieve unit standards at a rate comparable to the rest of the school and at a higher rate than the national or Decile 9 rates (see Figure 47).

The not reported unit standards are not reported this year.

NZ

Decile 9

WHS

NZ

Decile 9

WHS

NZ

Decile 8

WHS

2011

2010

2009

2008

2007

2006

4.16.5

0.04.65.3

0.08.714.19.612.8

19.822.9

28.132.1

0.031.734.4

49.4

18.118.0

16.121.021.7

15.520.9

21.313.9

19.520.717.9

0.00.0

0.00.0

0.00.0

77.775.5

83.974.373.0

84.570.4

64.676.5

67.759.559.2

71.967.9

100.068.365.6

50.6

WHS Unit Standards 2006-2011 compared to

NZ and Decile 9 or 8NR N A

NZ

Decile 9

WHS

NZ

Decile 9

WHS

NZ

Decile 8

WHS

2011

2010

2009

2008

2007

2006

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0

WHS - Type of Standard Offered 2006 - 2011

Unit StandardInternally Assessed Achievement StandardsExternally Assessed Achievement Standards

46

Figure 48: Unit Standards achieved by Maori & Pasifika 2010 - 2011

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

3.8

7.2

0.0

4.1

6.4

0.0

23.0

20.3

17.9

26.9

24.9

17.5

73.1

72.5

82.1

68.9

68.7

82.5

WHS Unit Standards achieved by Maori in 2011 v 2010

NR N A

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

4.7

7.9

0.0

5.6

6.8

0.0

27.6

23.6

21.9

28.5

27.7

16.6

67.6

68.4

78.1

65.8

65.5

83.4

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

0.0

WHS Unit Standards achieved by Pasifika in 2011 v 2010

NR N A M E

Figure 49: Achievement of internally assessed standards achieved by Maori and Pasifika 2010 - 2011

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

3.0

5.7

0.0

1.8

3.9

0.0

23.5

27.2

23.1

25.4

28.0

23.9

37.4

38.4

38.6

38.1

39.1

39.6

22.6

18.7

24.7

22.1

18.7

23.4

13.4

9.9

13.5

12.5

10.2

13.1

WHS Maori Performance on Internally Assessed Achievement Standards 2011 v

2010NR N A M E

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

3.2

5.7

0.0

1.6

4.4

0.0

28.1

29.2

28.4

28.5

30.4

26.4

38.0

39.8

34.8

39.7

39.8

43.1

20.4

17.1

23.4

19.5

17.2

22.8

10.3

8.2

13.4

10.6

8.3

7.6

WHS Pasifika Performance on Internally Assessed Achievement Standards 2011 v

2010NR N A M E

Fig 48 and fig 49 show that Maori and Pasifika students continue to have success at Wellington High School in unit standards and internally assessed achievement standards well above the success at a national level and above other decile 9 schools.

47

Figure 50: Achievement of internally assessed standards 2006 - 2011

NZ

Decile 9

WHS

NZ

Decile 9

WHS

NZ

Decile 8

WHS

2011

2010

2009

2008

2007

2006

2.33.7

0.01.52.3

0.03.2

6.37.1

3.87.37.3

17.120.2

0.020.421.7

25.7

16.018.9

18.117.2

19.717.1

17.119.8

15.316.5

19.622.50.0

0.00.0

0.00.0

0.0

34.536.1

34.035.8

37.039.4

36.336.3

37.736.9

36.535.6

39.840.0

50.340.439.8

39.0

26.523.9

25.426.3

24.124.025.7

22.622.7

25.822.520.5

26.724.7

31.325.024.0

22.3

20.617.4

22.619.316.9

19.517.614.9

17.117.0

14.114.0

16.415.1

18.414.214.413.0

WHS Internally Assessed Achievement Standards 2006-2011 compared to NZ and

Decile 9 or 8

NR N A M E

In 2011 results on internally assessed standards dipped slightly from 2010 but continue a trend of vastly improved results since 2006. This ongoing improvement in internal achievement rates is higher than the national average and just below other Decile 9 schools (See Figure 50).With over 60% of standards internally assessed the programme needs close monitoring and robust systems so that errors in accreditation, assessment and moderation do not happen.

Figure 51: Achievement of Externally Assessed standards

Externally assessed results have shown a steady improvement since 2006 and this has also been a national trend perhaps due in part to the profiles of expected performance that have been produced before external exams since 2007. WHS performance on external standards is marginally worse than at a national level and approximately 6% worse than other decile 9 schools. (See Figure 51. These figures need to be read in relation to the performance on internally assessed standards. If performance is higher on internally assessed standards it may be lower on externally assessed standards as students already have what they need from the internal standards . Success rates for internally assessed standards are higher than externally assessed and have remained fairly consistent over the last six years.Maori & Pacifika performance on externally assessed standards is better than their national cohort but not comparable with other decile 9 schools (See Figure 52).

NZ

Decile 9

WHS

NZ

Decile 9

WHS

NZ

Decile 8

WHS

2011

2010

2009

2008

2007

2006

21.626.627.3

24.829.431.4

26.130.431.2

26.531.131.7

27.831.7

35.631.032.835.0

40.040.040.9

41.540.7

40.642.2

41.641.1

43.142.242.2

43.842.1

42.343.441.5

43.5

26.423.421.7

24.121.820.4

22.620.319.9

22.019.619.3

21.119.4

17.519.819.4

17.1

12.010.010.19.68.17.6

9.17.67.88.47.16.87.36.74.75.86.34.3

WHS Externally Assessed Achievement Standards 2006-2011 compared to NZ and

Decile 9 or 8N A M E

48

2011 saw the introduction of course endorsement. This may lead to a reduction in the number of unit standards being offered as students gravitate towards courses where they can gain merit or excellence endorsement. Interestingly, unit standards are also being developed where students can display a range of achievement levels (merit, excellence).

Figure 52: Achievement of externally assessed standards by Maori & Pacifika

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

28.8

38.4

35.9

34.6

42.3

43.2

42.0

39.9

41.4

41.2

39.2

37.9

22.0

16.7

16.3

18.8

14.7

15.1

7.1

4.9

6.5

5.4

3.7

3.9

WHS Maori performance on externally assessed standards 2011 & 2010

N A M E

Decile 9

NZ

WHS

Decile 9

NZ

WHS

2011

2010

36.5

44.4

42.9

37.9

47.4

53.0

40.8

38.2

24.3

40.8

37.4

36.0

17.3

13.7

18.6

17.1

12.2

9.0

5.3

3.6

14.3

4.2

3.0

2.0

WHS Pasifika performance on externally assessed standards 2011 & 2010

N A M E

Students take many pathways to NCEA achievement and at any year level there are students studying at a different NCEA level than their school year indicate (See Table 10). Others doing part or varied timetables and few are aiming at other certificates such as the national Certificate in Computing or Hospitality.

Table 10: WHS students and level of full study: 2011NCEA Yr 11 Yr 12 Yr 13 TotalOn July 1 Roll 210 (10 AE) – 205* 250 (2 AE) – 241* 267 – 263* 727 includes 12 AELevel 1 139 47 18 204Level 2 1 142 39 182Level 3 3 133 136Full participants 140 192 190 522Under engaged 60 56 77 193

The figures quoted above do not match other figures that we have been given by NZQA. I have put the totals from a different spreadsheet next to the July 1 roll figures with an asterisk. These statistics show that there is a large proportion (26.5%) of our senior students not fully engaged with study. However, these figures do not tell the full story as they don’t indicate students who left school shortly after July 1 for varying reasons nor students from base 1. At level 1 there were 17 of these students which when added to the 10 AE students reduces the number of ‘eligible’ students to 183. More accurate information is contained in the participation rate statistics.

49

National Certificate of Educational Achievement (NCEA) Level 1 – Appendices 21 - 24

Wellington High, just like most other secondary schools in New Zealand, offers courses that are assessed against achievement and/or unit standards and students work to gain a National Certificate in Education Achievement Level 1. Each course offers approximately 16 – 24 credits achievement and/or unit standards and uses external assessment and/or internal assessment. At the time of compiling this data WHS has identified a group of 4 students who needed 6 credits or less to complete NCEA L1 and this will be achieved by the end of February. These students have NOT been included as achieving NCEA Level 1 in the Level 1 analysis. Eight (7 – 2010, 22-2009, 13 – 2008, 6 – 2007,12-2006; 8 -2005) Y10 students sat and gained 202 credits – 140 Level 1 and 52 Level 2 credits in Health, Maori Performing Arts, Mathematics Te Reo Maori and Science (See Appendix 21). One Y9 student sat and gained 18 credits in Te Reo Maori Level 1.

195 candidate results were recorded on the Y11 WHS results – 23 less than 2010. This excludes AE students (see page 47) and any others who sat at WHS. Of that 195, 13 left school between July and November, 5 were ESOL/IFP concentrating on English mastery and 4 were Base 1 / special needs students who achieved some credits but were not doing a full course, leaving 173 candidates. Those in their third year of secondary schooling were assessed for 1 – 6 courses; with 173 entering enough credits to achieve a NCEA level 1 Certificate.

Of the 173 eligible students; 139, 80.3%, achieved a NCEA level 1 Certificate as did 89% of students who began at High in Y9 and 81.5% of Maori students (See Table 11 & Appendices 22, 23 & 24). These figures are based on the participation rates that NZQA now publishes rather than 1 July roll return - a fairer comparison. The first of July includes AE students and other students who do not attempt NCEA at all. 81% (75% 2010) of eligible boys and 78% (67% in 2010) of eligible girls achieved NCEA level 1. 96% (76% 2010) of girls achieved Level1 literacy and 91% (74% 2010) of boys.

Maori students achieved an 81.5% pass rate for NCEA Level 1 (based on participation) with 73.2% of all Maori students gaining Level 1 literacy and 73.2% Level 1 numeracy respectively. Of the 23 Maori who started High in Y9, 17 gained NCEA Level 1 (74%) and 91.3% achieved Level 1 numeracy and 91.3% Level 1 literacy.

Overall, the 2011 Y11 results are the best the school has achieved in the last 8 years and significantly better than 2010. This may be the tukutahi effect. The overall achievement rate is 8 percentage points higher than 2010 with literacy rates up by 9% but numeracy down by 9%. Endorsement rates have soared from 36.6% to 55.4% (merit - 37.4%, excellence - 18%). In addition, Maori achievement is higher than the overall cohort with 81.5% achieving level 1. The literacy rate for all students has improved but the numeracy rate has dropped. However, analysis based on all of the students is very difficult for reasons stated earlier.

Another measure of success could well be the number of credits a student amasses. Some of our Y11 achieve over double the number of credits they needed for NCEA. 105 of the 205 candidates (51.2%), earned over 100 credits with 71 of these students (35%) over 120 credits, 40 more than the 80 needed for NCEA level 1.

However, these figures still contain a significant number of students who are not fully engaged. Of the 13 students who left after July 1 and before the end of the year, 7 of them did so with 10 credits or less. 43 students from the roll based figure achieved less than 40 credits. Although many of these students did not see out the year at High it is a concern that there are so many at year 11 with so little towards what is a basic qualification in terms of further employment opportunities. For students level 2 is still an achievable goal and they have been placed in courses that allow Level 1 to be completed alongside Level 2 or level 2 standards are used towards both the level 1 and level 2 qualification concurrently.

A challenge for us at High is our students who don’t start with us. A quick examination of the results of the 64 students who joined the school since mid way through Y9 show that only 34% achieved NCEA Level 1. There were some high achievers in the group with 13 achieving over 100 credits, 10 achieving merit endorsement and 1 excellence endorsement but unfortunately they were the minority. This group is an ongoing concern – they do add to the top marks but add far more significantly to the Not Achieved statistic. Based on July 1 figures, out of the 66 students that did not achieve level 1, 42 (66.7%) of them came from this group of students.

Where Level 1 is not achievable in the 3rd year of secondary schooling, students are on targeted courses which include; Foundation English, Contemporary Text, Numeracy, Mathematics, Hospitality, Workshop courses, Music, Creative Arts and Employment Studies. Where it is appropriate students have a directed course which includes Employment Studies with Gateway opportunities and help to transition to work if opportunities

50

emerge. The goal for all of these students is NCEA level 2 and our statistics suggest that currently 92% will achieve that goal by the end of year 13 (see table 14).

Heads of Faculty must unpick the results with their faculties to decide which areas of the courses or standards need different approaches, resources or professional development. One of the advantages of NCEA is that teachers can look closely at each area of work, see their successes and failures and take appropriate action. At High we have established thorough reviews of internal and external standards and it is important that this continues.

PISA research has shown quite clearly that difference in student achievement is not a between school problem but a between teacher within each school problem. The examination of external assessment results that are available to each HoF shows quite clearly which teachers are having success. Best practice must be analysed, shared and adopted by all teachers in a faculty if we are to serve the needs of our students appropriately. The continuation of only Y11 in Y11 classes does appear to have had the positive effect we hoped for aided by the differentiated Mathematics and English classes. It is a common goal of the Languages and Mathematics faculties to ensure every student attains the literacy and numeracy requirements of NCEA and it is significant that in 2011 this was not a barrier for a single student in attempting to attain NCEA level 1.

Summary – What worked at level 1These are very good results and there are a number of factors that were different for this cohort:

Tukutahi – this is the first group that has experienced 2 years of tukutahi at year 9 & 10 – it is significant that a large number of students that did not experience this did not achieve level 1. Tukutahi brings a form of an integrated curriculum to the junior school, making experiences more relevant and real. The collaborative aspect creates an environment which provides the highest level of pastoral care to each student.

Extension – a well run G & T programme may be a causal factor – some students in year 11 have been a part of a G & T programme for 3 years.

Learning Conversations – these were in place for the first time for a year 11 cohort – this meant that each student was in a roopu with a teacher student ratio of approximately 1:15 and the student set and worked towards clear learning goals. As part of this all students were keeping reflective journals or blogs.

New standards – perhaps this produced a difference in achievement – it forced teachers to analyse the courses they were delivering and make them appropriate for the students in front of them. The standards themselves are fairer and less dependent (in terms of credits) on external exams (in most cases).

We have improved our notifications to parents when a student doesn’t achieve a standard and when future opportunities may be available.

The parent portal – 33% of our parent group said that they visit the portal regularly. It has made achievement information more readily available to our parents and caregivers who want to play a role in their student’s education but are not always sure how they can do that. I’m sure a little monitoring hasn’t hurt (too much).

Learning habits – this was a particular focus for students at year 11 this year. Attendance – there has been a continued push to improve attendance led by Karen Goodall – this has

seen attendance rates rise every year. This year group improved their attendance from year 9 and year 10 and were 8 percentage points better than the previous year 11.

Assessing the assessment – this should be considered in relation to what I have written about the new standards introduced this year. This forces teachers to evaluate their practice.

Restorative practices – although this has been a school wide initiative this has made for a happier school environment .

MidYIS: 2009 and value added by 2011The evaluation process used during the MiDYS evaluation measures the value the school adds to each student as it prepares them for NCEA. This information usually becomes available to us around May each year for the previous cohort.

51

Table 11: Summary of NCEA Level 1 results for Yr 11 (3rd year of secondary) students: 2004 – 2011

All Y11 candidates 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011# % # % # % # % # % # % # % # % NZ D9

Candidates entering 1-6 courses 204 232 213 198 97 173 238 217 210Candidates entering >4 courses 182 86 212 91 193 91 193 2 171 99 207 86 201 93 173 84Gained 80 credits not L1 literacy 5 2 10 4 3 1 5 0 2 1 4 2 11 5 0 0Gained 80 credits not L1 numeracy 0 0 2 0 1 0 0 64 1 0 2 1 0 0 0 0Gained NCEA Level 1 (>4) 112 61 149 70 137 70 124 70 103 60 161 78 145 72 139 80.3 76.1 86.5Gained Level 1 literacy (all) 155 76 173 75 164 77 139 85 136 79 192 93 159 73 172 81.9 82.4Gained Level 1 numeracy ( all) 175 86 214 92 192 90 169 72 155 90 204 96 183 87.1 82.0Gained UE numeracy (all) 102 50 179 77 155 73 142 17 127 73 159 77 172 79 129 61.4L1 Endorsed with merit 43 41.7 40 24.8 40 27.6 52 37.4 33.5 41.2L1 Endorsed with excellence 6 5.8 12 7.5 13 9.0 25 18.0 13.2 18.1Students who began at WHS in Y9 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 129 163 142 97 106 141 136 141Candidates entering >4 courses 124 98 152 93 136 96 95 98 104 98 134 95 126 92 131 93Gained 80 credits not L1 literacy 4 3 7 4 3 2 2 2 0 0 1 1 9 7 0 0Gained 80 credits not L1 numeracy 0 0 0 0 1 0.7 0 0 0 0 0 0 0 0 0 0Gained NCEA Level 1 (>4) 90 73 112 73 102 75 71 75 76 71 109 81 107 84 117 89 76.1 86.5Gained Level 1 literacy (all) 100 81 130 80 119 84 77 79 93 88 128 91 103 76 130 92.1Gained Level 1 numeracy (all) 114 92 156 95 134 94 92 95 102 96 134 95 129 95 133 94.3Gained UE numeracy (all) 92 71 133 81 112 79 77 79 88 83 104 74 112 82 105 74.5L1 Endorsed with merit 31 41 24 22 34 27 42 35.9 33.5 41.2L1 Endorsed with excellence 4 5.8 8 7 8 7.5 24 20.5 13.2 18.1Maori students 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 23 36 27 32 33 42 26 41Candidates entering >4 courses 20 86 31 86 22 81 30 93 29 88 39 93 23 88 27 66Gained 80 credits not L1 literacy 0 0 1 2 0 0 0 0 0 0 3 7 0 0 0 0Gained 80 credits not L1 numeracy 0 0 1 2 0 0 0 0 0 0 4 10 0 0 0 0Gained NCEA Level 1 (>4) 7 35 22 70 12 56 8 27 17 59 26 61 15 65 22 81.5 62.1 77.6Gained Level 1 literacy (all) 16 69 24 67 18 67 14 44 23 70 34 80 22 85 30 73.2Gained Level 1 numeracy (all) 17 74 33 91 23 85 23 72 30 91 36 85 22 85 30 73.2Gained UE numeracy (all) 9 45 22 70 16 59 16 50 21 64 19 45 17 65 18 43.9L1 Endorsed with merit 5 29.4 6 23 2 12 8 36.4 23.4 35.8L1 Endorsed with excellence 0 0 0 0 1 6 0 0 4.3 9Began WHS Yr 9 got NCEA L1 17 65 8/16 50 4/9 45 13/20 65 23/33 69 14/19 74 17/23 73.9Began WHS Yr 9 got L1 numeracy 20 100 29 88 18/19 95 21/23 91.3Began WHS Yr 9 got L1 literacy 16 80 30 91 14/19 74 21/23 91.3Began WHS Yr 9 got UE numeracy 14 70 15 45 14/19 74 14/23 60.9

52

National Certificate of Educational Achievement (NCEA) Level 2 - Appendices 25 -27

For Y12 students, Wellington High, just like most other schools in New Zealand, offers courses that are assessed against achievement and/or unit standards and students work to gain a National Certificate in Education Achievement Level 1 or 2. Each course offers approximately 16 - 24 credits and uses external assessment and/or internal.

To earn the NCEA level 2 certificate students must gain 60 Level 2 credits or above and twenty from level 1 or above. Many students have courses that include achievement and unit standards at different levels. There are many ways to achieve academically and the combinations make it difficult to generalise. However some results are summarised below (See Table 12 & Appendix 25).

There were 250 listed on the 1 July but comings and goings of enrolments for the second half of the year meant we had 241 students listed on our results data. 12 of these students left between July and November, 12 were either ESOL/IFP students with inadequate English, there were 2 base one students and 31 students did not take enough courses to complete level 2. This leaves 186 candidates. Of this figure, 142 (76.3%) achieved level 2. (See Table 12).

This result is overall a slight improvement on the same cohort’s Y11 level 1 achievement rate of 72% (See Tables 11 & 12). The cohort grew by 44 new Y12 students and just 36% of those achieved NCEA Level 2 while 85.6% of the students who had begun at High in Y9 achieved NCEA Level 2 (See Appendix 26). UE literacy and numeracy figures were 45.6% and 82.4% respectively. The UE literacy figure needs to be read in the context that it is only required by students for university entrance so it needs to be achieved over 2 years; the current group would seem to be on track to do that given that national UE figures are 46.9%. Merit and excellence endorsement figures have improved from the 2010 cohort with 26.9% achieving a merit endorsed certificate and 9% an excellence endorsed certificate. This group had almost identical figures for certificate endorsement when they were attempting level 1.

The achieved rate for students who started WHS in Y9 is almost 10 percentage points higher when compared with the whole cohort, 4% higher than national figures but 2% lower than other decile 9 schools. Maori achievement at level 2 is just higher than national figures but considerably lower than the decile 9 average. Cumulative maori achievement at level 1 is higher than national and decile 9 figures for this cohort (See Appendix 27).

As noted earlier, the rate of achievement on internally assessed standards is higher than externally assessed standards at all levels and there are many reasons for this but it also heightens the importance of offering a wide range of opportunities for students to achieve whether they be unit standards or achievement standards. I feel that teachers are getting a better grasp of this and offering appropriate opportunities to students. The roopu system which reduces the teacher mentor ratio to about 1:15 students has been in place for 2 years now and provides students with greater support for their overall course of study. Teachers meet regularly with their roopu students and informally and formally set goals and work towards them.

There are some success factors at level 1 that have also worked for our level 2 students. Our improved systems around notification when a student hasn’t achieved a standard and access to the parent portal have empowered parents and caregivers to have conversations about learning at home and to play a greater role in their student’s education.

Again, many of our students achieved far beyond what was required with 29 students achieving more than 100 credits towards the level 2 qualification. This is 40 credits more than is required. One of our year 12 students, Lei Yang achieved 165 credits with 131 of these at level 3. Lei also achieved a level 3 certificate endorsed with excellence and gained discretionary entry to university at the age of 15! She had already been accelerated to year 12 by a year. She will commence university 2 years ahead of her cohort.

Of the 129 students that have arrived since the start of year 9, only 63 (49%) achieved level 2. This group presents an ongoing challenge to us as mentioned at level 1. These students enter year 13 doing a mix of level 2 and level 3 standards in their courses. It is hoped that the mentoring structures that have been in place for some time will help these students this year. The progress of this group will be a particular focus of the deans and DP meetings each term.

53

Table 12: Summary of NCEA Level 2 results for Yr 12 (4th year of secondary) students: 2004 – 2011

All Y12 candidates 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011# % # % # % # % # % # % # % # % NZ D9

Candidates entering 1-6 courses 298 216 238 256 216 205 267 250Candidates entering >4 courses 285 96 204 94 230 97 244 95 202 93 140 68 226 84 186 85Gained Level 1 literacy (all) 73 24 53 25 210 88 221 86 190 88 173 84 222 83 209 83.6Gained Level 1 numeracy (all) 83 29 71 32 232 97 241 94 206 95 186 91 258 97 225 90Gained NCEA Level 1 (all) 54 19 42 19 194 82 206 80 175 81 156 76 213 79 198 79.2 84.4 88.2Gained NCEA Level 2 (>4) 203 71 125 61 157 68 146 60 114 56 108 76 165 78 142 76.3 81.4 88.1Gained UE literacy (all) 119 40 94 43 114 48 126 50 87 40 90 44 113 42 114 45.6Gained UE numeracy (all) 178 60 158 73 217 91 214 83 183 84 165 80 218 82 206 82.4L2 Endorsed with merit 25 21.9 18 16.7 38 23 39 26.9 21.7 28.5L2 Endorsed with excellence 4 3.5 6 5.6 13 7.9 13 9.0 7.8 10Students who began at WHS in Y9 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 152 112 143 129 86 101 121 113Candidates entering >4 courses 151 99 108 96 139 97 125 97 86 100 86 88 97 80 97 85.8Gained Level 1 literacy (all) 34 16 26 23 127 89 118 91 81 94 91 90 117 97 107 94.7Gained Level 1 numeracy (all) 38 25 33 29 143 100 129 100 86 100 101 100 121 100 111 98.2Gained NCEA Level 1 (all) 26 17 22 20 127 89 112 87 75 87 90 89 111 91 105 92.9 84.4 88.2Gained NCEA Level 2 (>4) 104 68 84 77 111 80 89 71 53 61 62 72 88 90 83 85.6 81.4 88.1Gained UE literacy (all) 81 53 59 52 75 52 74 57 38 44 50 50 64 53 62 54.9Gained UE numeracy (all) 120 79 93 83 137 96 117 91 80 93 93 92 106 88 104 92L2 Endorsed with merit 14 16 24 28.9 21.7 28.5L2 Endorsed with excellence 4 4 11 11 6 7.2 7.8 10Maori students 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 32 20 33 30 28 19 30 37Candidates entering >4 courses 30 94 20 100 31 94 26 86 24 85 17 68 26 86 22 59.4Gained Level 1 literacy (all) 11 34 11 55 27 82 25 83 26 93 14 74 29 96 33 89.2Gained Level 1 numeracy (all) 12 40 12 60 32 97 29 97 27 96 18 95 30 100 34 91.9Gained NCEA Level 1 (all) 13 43 8 40 26 79 22 73 20 71 12 63 26 86.7 30 93.8 83.5 94Gained NCEA Level 2 (>4) 15 50 11 55 19 61 14 54 11 39 15 88 22 84.6 16 72.7 72.4 80.4Gained UE literacy (all) 15 50 7 35 12 36 9 30 10 36 4 21 7 23 7 18.9Gained UE numeracy (all) 20 66 15 75 28 85 22 73 25 89 13 68 23 77 31 83.8L2 Endorsed with merit 0 0 0 0 6 27.3 2 12.5 10.4 18.7L2 Endorsed with excellence 0 0 0 0 0 0 0 0 2 5.2Began WHS Yr 9 got NCEA L2 10/17 58.8

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National Certificate of Educational Achievement (NCEA) Level 3 - Appendices 28 - 30

For students in their fifth year of secondary schooling - Y13 students, Wellington High, just like most other schools in New Zealand, offers courses that are assessed against achievement and/or unit standards and students work to gain a National Certificate in Education Achievement Level 3. Each course offers between 16 and 24 credits and uses external and/or internal assessment.

To gain a NCEA level 3 certificate students must gain 60 credits at level 3 or higher and an additional 20 from level 2 or higher. To achieve university entrance, students must gain at least 14 credits in 2 university approved subjects, another 14 credits from no more than 2 domains, 14 numeracy credits from level 1 or higher and 4 reading and 4 writing credits from level 2 or higher.

267 Y13 students were on our 1 July Y13 roll and 263 students were on the WHS NZQA data base. Of these students 12 had left school before July 1, 12 more left between July and November, 2 were base 1 students, 13 were ESOL/IFP students and 46 took courses that did not allow them to access a level 3 qualification. This leaves 176 of which 133 gained level 3 (75.6%). Courses taken by other students revolved around level 1 and level 2 standards. Success rates for the entire Y13 cohort for level 1 and level 2 are at 90% and 81% respectively.

This year 69% of all WHS students achieved university entrance compared to 66% last year. This figure has been constantly rising since it was below 50% pre 2009. 76% achieved a Level 3 certificate. This figure has also steadily risen since pre 2009 to now be just above the national figure of 74.5%. Students who started at WHS in Y9 achieved even better with 83.5% gaining UE and 86.3% gaining level 3. Both of these figures are well above national and decile 9 averages (See Table 14 & Appendices 29 - 30). 24.3% achieved merit endorsement and 9.7% achieved excellence endorsement – these figures are above the national averages and comparable to decile 9 schools. Our maori students achieved above national figures but their achievement fell well short of the rest of their cohort (See Table 14 & Appendices 29 - 30).

Students that were new to year 13 in 2011 did not fare as well. There were 64 new students of which only 18 achieved level 3 (28%) – way below the rest of the cohort.

Many students achieved well above what was required with 77 students out of 135 achieving 80 credits or more at level 3 or above. 30 of these students achieved 100 credits or more and 11 of them achieved more than 120 credits (this is twice the number needed to achieve level 3). Interestingly, of the 11 students who achieved 120+ credits, only 2 of them achieved level 3 with excellence endorsement, 8 of them had merit endorsement and 1 got no endorsement (but 143 credits) (See Table 14 & Appendices 29 - 30). Sometimes, less is more!

Overall WHS Y13 2011 showed a great improvement on the previous cohort, exceeded the NZ average on most criteria and moved closer to other Decile 9 schools (See Table 13). Students who started at High in Y9 are consistently higher than national averages and other decile 9 schools. Achievement of lower level qualifications has also improved greatly (see table 13) with figures that are on par with national and decile 9 stats.

Table 13: WHS: Cumulative total achievement by the end of Yr 13 2009 – 2011

Certificate Achieved

All WHS All NZ Decile 9s% % %

2009 2010 2011 2009 2010 2011 2009 2010 2011Level 1 93 86 96 96 95 95 97 97 97Level 2 84 84 92 93 94 94 96 96 97Level 3 64 64 76 69 73 75 75 77 80UE 61 66 69 65 66 72 74

WHS Maori % NZ All Maori % Decile 9 Maori %Level 1 97 94 89 99 95 95 99 97 98Level 2 65 82 93 90 90 91 93 93 96Level 3 70 43 63 53 60 63 61 59 66UE 43 53 46 47 53 56

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Table 14: Summary of NCEA Level 3 results for Yr 13 (5th year of secondary) students: 2004 – 2011All Y13 candidates 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011

# % # % # % # % # % # % # % # % NZ D9Candidates entering 1-6 courses 181 247 191 214 234 241 200 267Candidates entering L3 courses 157 86 220 96 169 88 207 97 201 86 145 60 145 72 176 67Gained UE literacy (all) 96 53 149 60 121 63 147 69 159 67 136 56 121 60 178 67Gained UE numeracy (all) 134 74 199 80 160 55 195 91 205 68 213 88 177 88 235 88Gained NCEA Level 1 (all) 198 88 225 93 175 86 239 89.5 88.1 91.3Gained NCEA Level 2 (all) 45 25 43 18 148 88 180 84 189 85 180 84 168 84 216 80.9 84.1 89.9Gained NCEA Level 3 (L3 courses) 79 50 114 51 81 50 108 52 96 47 93 64 100 69 133 75.8 74.5 79.9Gained UE (L3 courses) 65 41 104 47 74 44 101 49 100 48 89 61 89 66 123 69.1 65.5 73.7L3 Endorsed with merit 21 21.9 17 18.3 19 19 30 24.3 23.5 28.2L3 Endorsed with excellence 5 5.2 3 3.2 6 6 12 9.7 7.2 8.5Scholarship 6 36 17 11 12 15 14 23Outstanding 3 6 2 1 2 1 0 3Students who began at WHS in Y9 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 70 113 79 110 104 81 107 103Candidates entering L3 courses 68 97 111 98 71 90 97 88 89 85 62 76 88 82 73 71Gained UE literacy (all) 52 74 80 79 54 68 81 74 78 75 48 59 73 68 76 74Gained UE numeracy (all) 63 90 101 89 71 90 108 98 98 94 76 94 103 96 97 94Gained NCEA Level 1 (all) 100 100 76 94 102 95 102 99 88.1 91.3Gained NCEA Level 2 (all) 8 11 15 13 71 90 105 95 94 90 67 83 94 88 97 94 84.1 89.9Gained NCEA Level 3 (L3 courses) 42 61 63 56 42 59 64 58 54 54 39 63 61 69 63 86.3 74.5 79.9Gained UE (L3 courses) 37 54 62 56 41 58 62 56 55 61 36 58 56 52 61 83.5 65.5 73.7L3 Endorsed with merit 14 22.2 23.5 28.2L3 Endorsed with excellence 8 12.7 7.2 8.5Scholarship 29 12 7 10 10Outstanding 4 1 1 1 2Maori students 2004 2005 2006 2007 2008 2009 2010 2011 NZ2011Candidates entering 1-6 courses 12 19 17 26 24 31* 17 35Candidates entering L3 courses 11 91 17 89 16 94 21 75 8 33 10 63 14 65 19 54Gained UE literacy (all) 9 75 12 63 10 59 15 57 13 54 5 31 8 47 20 57Gained UE numeracy (all) 10 83 15 78 15 88 23 93 20 83 15 94 15 88 29 83Gained NCEA Level 1 (all) 21 87 30 97 16 94 31 88.6 94.9 99.8Gained NCEA Level 2 (all) 1 8 0 0 13 76 24 93 19 79 20 64.5 14 82 27 77.1 85.1 94.9Gained NCEA Level 3 (L3 courses) 4 36 7 41 3 19 10 48 3 38 7 70 6 42.9 12 63.2 62.9 66.2Gained UE (L3 courses) 5 45 7 41 4 25 8 38 6 75 7 70 5 42 10 52.6 46.9 56L3 Endorsed with merit 1 33.3 0 0 1 16.7 1 8.3 12.3 18.9L3 Endorsed with excellence 0 0 0 0 0 0 3 25 2.8 7.3Scholarship 2 1 1 0 1Outstanding 0Began WHS Yr 9 gained UE 2/10 20 3/15 20 4/10 40 0/2 0 8/19 42

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Scholarship:78 candidates entered 154 scholarship examinations across a range of subjects. However, candidates did not sit 74 examinations. This is because the date of entry for scholarship examinations is well ahead of when the students can realistically decide if they are genuine scholarship candidates. In other words, the figure of 154 represents an interest in scholarship rather than a commitment. Of the 80 examinations sat 26 (32.5%) achieved scholarship grades in 15 different subjects by 18 different students (See Table 15). Three of these were outstanding scholarships. One of our students, Felix Borthwick, received an ‘Outstanding Scholar’ award which is worth $5000 for 3 years towards study in New Zealand. Unfortunately, Felix probably won’t receive the money as he has decided to study in Australia. The outstanding scholar award is given to roughly the top 10 to 50 students in the country so this is a fantastic achievement for Felix. Tony Butler-Yeoman (who also attained a scholarship in 2010) received a ‘Scholarship’ award as he attained 3 scholarships in the same year – this is worth $2000 a year for 3 years for Tony.It is also interesting that 3 students that attained scholarship were in year 12 at the time.

Table 15: WHS Scholarship students 2011Last Name First Name Year Subject ResultAlexander Ruby 13 Technology – Fabrics SAndrew Renee 13 Photography SAndrew Renee 13 Technology - Fabrics OBattell-Wallace Oscar 12 Statistics and Modelling SBorthwick Felix 13 Art History OBorthwick Felix 13 Drama OBorthwick Felix 13 English SButler-Yeoman Tony 13 Economics SButler-Yeoman Tony 13 Mathematics with Calculus SButler-Yeoman Tony 13 Physics SFitt-Simpson Callum 13 Statistics and Modelling SHao'uli Adam 13 Geography SHarris Frank 13 Geography SHildred Zachary 13 Classical Studies SHildred Zachary 13 English SKelly Lennox 13 Mathematics with Calculus SKelly Lennox 13 Physics SKer Helen 13 English SKer Helen 13 Media Studies SKim Hee-Jin 13 French SLe Gros Lydia 13 Media Studies SMcLeod Briar 13 Technology - Fabrics SPanton Sarah 13 Technology - Food SRego Oska 12 Statistics and Modelling SRuhe Troy 13 Physical Education SYang Lei 12 Mathematics with Calculus S

Key: S – Scholarship, O – Outstanding Scholarship

International StudentsThe main objective for a lot of international students is to work on their English language skills and six months or 1 year is not necessarily enough time to meet the demands of an NCEA programme. Even those that were enrolled, for the most part, did not have enough credits to achieve a NCEA.

28 of our international students enrolled for NCEA credits at levels 1, 2 and 3. Seven of these students achieved NCEA, interestingly all with a merit endorsement. 9 of our internationals took enough credits to attempt to gain university entrance and 7 of them were successful. 25 students from 2011 have returned this year to complete their schooling at WHS.

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Alternate Education: Appendix 31 & 31a Wellington High School is the enrolling and managing school for the Wellington consortium of secondary schools. The sole provider of Alternative Education programmes is the Wellington City Mission, their programme is called Mission for Youth (M4Y) At the beginning of 2011 a two year contract was signed with the Mission organization. Wellington High School has also signed a contract with the Ministry of Education to continue as the managing school for a further two years (2011-2012). The funding to our consortium has increased to reflect the increased compliance which is required and the greater expectation required in the contract to deliver quality education programmes. During the year we were also allocated 3 more places. This brings the total funding value of the two year contract to $525, 648.65. The student places are now 25.This year was also the first of a two year contract with the “new look” M4Y. The Mission organization had terminated our agreement to staff the M4Y and chose to staff from within their total budget. This enabled them to employ teachers at non PPTA collective scale of remuneration.The year for the M4Y has been successful; they have over the year developed effective systems for pastoral care and maintained a high number of NCEA credits with 22 students gaining 487 credits, an average of 22 credits per student. Altogether there were 24 students enrolled during the year. The average attendance rate was 70%

Attendance: Everyone in every class every period every day continued to be a key aim for the year – if you are not in class you are not learning. WHS believes irregular attendance is the biggest barrier to achievement our students face. We moved closer with improved attendance at each level (See Table 16) with the goal to exceed the national average. The Yr 9s are closest to NZ 20097 rate so we must ensure they build on that in Yr 10.

Table 16: Wellington High School: average student attendance since 2007 by year level.Year Yr 9 Yr 10 Yr 11 Yr 12 Yr 13+ Whole School Change NZ

New data management system processing data differently so 1997 -2006 removed2007 74% 74% 70% 63% 50% 68% -26.81% 88.5%2008 79% 76% 77% 77% 74% 77% +9.22 na2009 80% 75% 72% 77% 72% 75% -2% 88.2%2010 86% 79% 74% 78% 78% 79% +4% na2011 86% 84% 82% 79% 77% 82% +3%

Students are marked absent if their teacher does not mark the roll so accuracy and prompt marking of the roll is essential. Roll marking is mostly completed as required by our policy and audit demands. Certainly Dom and Karen are vigilant about checking which staff are doing their job in this regard. Students are marked for justified absences; school trips, doctor appointments, unjustified absences; days away sick or helping at home, intermittent absences; wagging and overseas on holiday. Some would argue that justified absences are not really absences so should not be included in the attendance rate. If they were attendance rates would rise by 5-8% for each year level (See Table 17). The highest category of absence intermittent unjustified has reduced but still needs concentrate effort in 2011 – this the area where big gains could be made. It is pleasing to see a continued low unjustified absences.

Table 17: WHS type of student absence 2009 – 2011Year Yr 9 Yr 10 Yr 11 Yr 12 Yr 13+ School NZ

2009Justified 6% 7% 8% 7% 7% 7%Unjustified 2% 5% 7% 6% 9% 6% 4.2%Intermittent Unjustified 12% 13% 13% 10% 12% 12%Overseas 0.5% 0.5% 0.6% 0.5% 0.4% 0.5%

2010Justified 7% 9% 8% 8% 5% 7.5%Unjustified 2% 4% 5% 6% 6% 4%Intermittent Unjustified 4% 8% 9% 9% 10% 8%Overseas 0.4% 0.4% 0.3% 0.4% 0.9% 0.4%

2011Justified 6% 8% 7% 7% 5% 6.6%Unjustified 3% 4% 4% 5% 5% 4.2%Intermittent Unjustified 5% 6% 8% 8% 10% 7.3%Overseas 0.4% 0.4% 0.1% 0.3% 3% 0.3%

Figure 53: Student Attendance by Year level, ethnicity and by term 2011 and WHS 2010

7 2009 National data is the most recent data found so still the basis of comparison.58

The low attendance in Term3 is possibly caused by the school ski trip, winter sports tournament, the long term and tiredness. A pleasing improvement in Term 4 is probably due to the short term and clear focus on NCEA

Boys 84% (81% 2010) are better attendees than girls 80% (76%) and attendance rates are at their lowest in Yr 13 when it is a choice to be at school and when full attendance becomes vital for NCEA success(See Figure 53 & 54).

The pattern for Maori attendance,77% (61%), is lower than the whole school with average absences up to 5% (13%) more than the whole school but still a huge improvement on 2010. Maori boys overall, are better attendees than Maori girls (See Figure 53). And Yr 13 Maori Boys are our best attenders. Yr 10 and Yr 11 Maori boys’ attendance has improved. It is important though to remember that when looked at by gender and year level Maori numbers may be quite small so two really bad attendees can skew the results.

Figure 54: Whole school attendance by gender and ethnicity 2010 & 2011Overall these attendance figures are improving. Karen Goodall and her team of Deans have devised good processes to check and chase attendance which involved a two prong approach. Yr 9 and Yr 13 are close to the NZ 2009 pattern.

The first prong was rewarding good attendance. Attendance was checked twice each term and each student with only one or less justified absence and only one or less lateness received a certificate and chocolate at level assembly. Students who managed great

attendance all year received $50 at the annual prize giving (See Table 18). Boys received most awards 65%, Girls 29% and Maori 6% both Girls and Maori could be expected to do better.

Table 18: WHS: Attendance awards 2009 - 2011WHS: Number of recipients of attendance awards 2009

Yr 9 Yr 10 Yr 11 Yr 12 Yr 13 TotalM F M F M F M F M F M F

Term 1 10 9 26 8 10 18 24 12 23 11Term 2 16 16 26 6 22 10 11 8 26 8 Term 3 24 21 27 22 16 35 21 11 29 10Term 4 $50 4 5 10 4 4 3 9 2 7 6Total 54 51 89 40 52 66 65 39 85 35 345 231WHS: Number of recipients of attendance awards 2010

Yr 9 Yr 10 Yr 11 Yr 12 Yr 13 M FM F M F M F M F M F

Term 1 37 18 26 14 41 7 14 9 13 9Term 2 20 13 9 5 17 15 11 8 10 7 Term 3 28 23 18 7 19 4 11 9 14 8Term 4 $50 12 0 4 4 13 2 7 3 6 1Total 97 54 57 30 90 28 43 29 43 25 330 166

0

10

20

30

40

50

60

70

80

90

100

Yr 9 Yr 10 Yr 11 Yr 12 Yr 13

WHS 2011 M

WHS 2011 F

WHS 2010 M

WHS 2010 F

Maori M

Maori F

NZ 2009 M

NZ 2009 F

0

10

20

30

40

50

60

70

80

90

100

Yr 9 Yr 10 Yr 11 Yr 12 Yr 13 Maori WHS WHS2010

Term 1

Term 2

Term 3

Term 4

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WHS: Number of recipients of attendance awards 2011 Yr 9 Yr 10 Yr 11 Yr 12 Yr 13 M F

M F M F M F M F M F 94 43Term 1 33 14 29 16 18 13 26 15 23 10 88 46Term 2 27 14 31 11 22 4 37 11 16 9 65 26Term 3 23 10 18 12 19 7 30 14 16 5 112 44Term 4 $50 11 5 10 7 6 2 19 4 9 2 64 26Total 97 54 57 30 90 28 43 29 43 25 423 185

The other prong was to keep a close eye on students who were identified through the twice termly checks as poor attendees. Juniors were interviewed, put on report, parents asked to meetings, letters home and closely monitored as appropriate.Seniors were given the same treatment and if there was little or no improvement they were counselled about the purpose of school and why they were here and in some cases advised to leave.Letters home were sent and the Head of Learning support was able to do home visits of required.Full attendance print outs are sent home with each newsletter at the end of the term and parents are able to check their students attendance using the parent portal. Roopu teachers followed their students’ attendance closely.Green slips for students later than 5 minutes to class continued and despite kids groaning seem to be having a positive effect.

All junior students who failed to respond by improving attendance had to start the year with an interview with their parents and seniors were asked to reenrol and prove they had a real motive and goals for 2012. Those students were put on attendance contracts.

Truancy Service:The District Truancy Scheme operates operates out of Wellington High School so it is a convenient service for the School.

Figure 55: Referrals to Truancy Service 2003-2011 During 2010 we referred 48 (54 2010) students. This constitutes 4.5% of the student body. It is lower than the last two years and probably a sign of the rigorous attendance work being done by staff and follow-up by Deans.

It seems a lot but now students go to Truancy through Enrol the computerised national register so all our referrals go to Truancy and not straight to NETS

29 of our referrals were girls 13 Pakeha, 10 Maori and 2 Asian and two Samoan. Of the 19

boys, 11 were Maori and the rest were Pakeha. All these student shad complex issues and multiple agencies were involved in their careTxtstream - an email or text caregivers of students who are absent continues. This was funded by the ministry for about half of 2011 which allowed us to send a much higher volume of texts than we otherwise would have. In general, we concentrate on Yr 9s and Yr 10s, and students of concern at other year levels. The reporting of junior absences has improved and parents have high expectations around monitoring of junior attendance. Some parents of seniors take offence at texts telling them of their student’ absence but it is effective communications.

Leavers’ Qualifications: Traditionally, there has been a report on leavers’ qualifications which has included graphs of data since 1999. I have no access to the original data but I have included graphs from the 2010 booklet and a table of data from last year’s year 13. I have included some of Prue’s comments from last year’s report to put these statistics in perspective.Prue (2010) - One of the difficult jobs we have is to keep track of leavers’ qualifications, for several reasons:

students drift off and are difficult to track Wellington High student population is transitory and few bring complete verifiable records with them records when requested many seniors join the school each year and many of those come with poor preparation for senior study

MoE reporting keeps changing what they report so meaningful comparisons across the years are difficult except for students who left with few or no qualifications (See Figure 56) or top qualifications (See Figure 57). The NZ data is correct but the regional and decile statistics are either not available or not a perfect comparison. The WHS are taken from the 1st March return and achievement measured against all WHS leavers.

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

2003 2004 2005 2006 2007 2008 2009 2010 2011

WHS: referrals to Truancy Service, 2003-2011

Referred Students

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These are the graphs created for the previous curriculum report.

Figure 56 Leaving students with no formal Figure 57: Leaving students with Yr 13 qualification, 1999 - 2010 and higher qualifications: 1999 – 2010

Figure 58: WHS: Maori leavers with few or no Figure 59: WHS: Maori leavers with Yr 13 credits/ qualifications; 2001-2010 qualifications; 2001-2010

The following represent the statistics for 2011.

NQF attainment All students Maori studentsNo formal qualifications 11.7% 24.5%Level 3 and higher 41.8% 19.2%

It is hard to draw many meaningful conclusions from this data. I am pleased that only 11.7% of leavers had no qualifications but the number alone doesn’t tell much of a story. This number may include students who only enrolled for a very short amount of time and who we were unable to help. It may also include students who are not entered for a full NCEA programme.Certainly the Maori stats are not pleasing but we know from our full NCEA stats that our Maori students are faring well compared with the rest of the cohort except at year 13 level which is the majority of this statistic.

Guidance Services

Guidance services fall into three categories – Deans, Careers and Counselling

Counselling –In 2011 we had two fulltime trained counsellor; a female and a male, a part time social worker and a counsellor trainees for half the year. During the year many students were seen by both counsellors. The Yr 9 and 10 students accessed counselling services the most and account for over half the students seen. Most students self refer. School, family relationship and friendship issues remain the most common reasons for students seeking counselling. The very high rate of self referral indicates the counselling services at High are meeting student needs. Maori students seek the service at a rate consistent with their proportion of the school population some also seek the advice of our Maori language teacher. Counsellors also respond promptly and effectively to staff referrals.

Weekly meetings with the Principal and each with each Dean make sure firstly that the Principal is aware of potential issues and secondly and more importantly the Deans and counsellors have good communications and no students fall through the net. A regular meeting with DP, deans and counsellors also ensures STARs (Students at risk) are identified and supported. Dominic Killalea monitors data PATs, credits, absences and pastoral notes as a back up to identify students who maybe invisible STARs and quietly not be noticed. I think the school has a great handle of the needs of its students.

All new students arriving at High during the year are inducted by one of the counsellors and given a tour of the school and information they will need during their first day. They are taken to class and introduced to their first period teacher and a buddy.

1999 2000 201 2002 2003 2004 2005 2006 2007 2008 2009 20100

10

20

30

40

50

60

Leaving students with NCEA level 3 and higher compared to other groups: 1999-2010

WHS

Decile 9

Region

NZ

years

% s

tude

nts

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

05

10152025303540

WHS: Maori leavers with little or no qualifications; 2001-2010

WHS Decile 9

NZ

years

% s

tud

ents

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The Peer Mediation team has gone into recession due to lack of work. Maori students are using the counselling service confidently – suggesting they have confidence in the services offered. The Kapa Haka students though used Ben as their confidant.

Deans and pastoral care:

Each year level has a Dean who works with the roopu teachers to provide pastoral care for their students. Weekly roopu meetings with Dean and roopu teacher keep at risk students well monitored.

All teaching staff have roopu and all roopu have a maximum size of 15. Senior roopu meet with their roopu weekly with an individual meeting at least twice a term.

Tukutahi classes have changed the nature of Yrs 9 & 10 pastoral care. Tukutahi classes of 50 – 60 students have four core teachers working as a team and teaching each child so they can share knowledge and concerns of students readily. Each Tukutahi teacher has a learning mentor group of 14 maximum for whom they are roopu teacher. Deans have found their roopu teachers have a deeper understanding of their students’ abilities and issues.

Careers:The Careers Department provided

careers education programmes, identified and worked with those at risk of leaving with low or no qualifications, managed the STAR, Gateway and Careers budget and STAR, Gateway and careers education programmes

offered inside and outside the school

GatewayWellington High School continued the GATEWAY programme in 2011 with funding for 30 student placements. In total 33 students were placed in 35 positions, within 20 different industries. Details are included in the Social Science report.

STARSTAR continues to provide funding for students wanting to take courses that are outside the school curriculum both at school and with tertiary providers. In 2011 these were:Courses provided @ WHSCarpentry ElectronicsHorticulture HospitalityMechanical Engineering Sonic Arts

Other ProvidersMost other STAR funded courses offered at WHS are those short courses offered by Whitireia. Historically these have included:

Hair and Beauty Clerical skills Automotive Refinishing Carpentry Automotive engineering

Other courses are made available on an as needed basis. 2011 saw the continuation of First Aid, Health and Safety and Kiwihost as generic courses aimed mainly at students doing Gateway but offered to others if places remained.

Two students studied Mathematics papers at Victoria University and 1 student studied a Music paper at the New Zealand School of Music.

3 students studied distance Retail Courses through WELTEC 4 studied a distance Tourism course through Travel Careers and Training 2 students studied a distance Equine course through Telford 1 student studied an Animal Care course through Mahurangi Technical Institute

All the above courses contributed towards achievement for students learning on the job through the Gateway programme.

GeneralThe academic mentoring programme has meant that the Careers department is now more involved with resourcing mentors to provide information for students making career decisions. The Careers advisor is used for referrals for those needing this specialised help and students come with specific requests for information or are targeted by

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roopu teacher and the dean for career guidance. The Careers department

1. arranged for visits from Victoria, Massey, Otago, Canterbury and Auckland universities.2. arranged for visits to Careers Expo and Victoria and Massey open days

Report on Drug Strategy Implementation:

The presence of drugs in our school is a continual threat. All staff are asked to be vigilant at all times for the possibility that students are under the influence of some substance.

There were 16 instances where SMT needed to intervene in relation to drug use or possession. 13 of these led to restorative meetings where there was successful intervention and there was no

recurrence, 1 led to a stand down, 1 led to a suspension and 1 led to exclusion. The drug strategy was circulated to all families The school did a lot of work on safe decision making with an emphasis on it is OK to say no to drugs – the

junior school health programme emphasises this message and includes a unit on drugs We are trying to develop a culture where students say no to drugs at school 22 students were referred to Well Trust for drug or alcohol counselling most were required to have regular

urine test for marijuana Regular anti drug messages are given at assembly

Keeping staff alert is a key part of the strategy. The ground supervisors are particularly vigilant and monitor the playground. They particularly focus on keeping juniors on site and outsiders out.

Dealing with dope in the school or the possibility of dope in the school is like boxing shadows but we keep trying. The guidance staff work with students and families to change students who are at risk. It will again be a push next year. However so many young people live or play in drug accepting environments e.g. skaters go to Chaffer’s where I am told everyone smokes dope.

The previous report spoke about the BoT’s decision to trial restorative practices (as opposed to automatic suspension) in relation to dealing with drug offences. The statistics above would suggest that recidivism has decreased with a restorative approach. Anyone who has attended one of these conferences would agree that this is a very powerful way of dealing with a problem. WHS is becoming a restorative school and any incident where a student is required to understand the harm they have done and attempt to restore it, is far more powerful than a school that punishes and doesn’t seek to help the student understand what wrong they have done or the harm that has occurred. In conjunction with this approach, the ministry has set us the target of reducing our rates of stand downs and suspensions by supporting our approach with restorative practices.

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Stand downs and Suspensions:

Figure 60: Wellington High School suspensions and stand downs 2001 - 20118

In 2011, 41, 0.039 of our 1064 students, were stood down, suspended or excluded –in sharp contrast to 2010 and close to our 2004 and 2005 higher years. Four students were actioned three times and eight students twice so the actual number of students involved is 25

Maori boys’ rate, 0.160 of Maori boys is above the whole school rate and the Pakeha boys’ rate of 0.037% (See Table 189 & Figure 60). 7 of the Maori students accounted for 16 of the actions. Overall Maori accounted for 53% of the actions, way upon 2010 28%. .

Maori are 17% of the school population so they still are over represented in suspensions. However, the numbers are small. We sent 9 Maori boys home and 12 Pakeha boys. Four boys (two Pakeha and two Maori) were stood

down/suspended three times. All but 7 students were returned to school. Those seven went to alternative Education programmes. We use these actions as a last resort and they are never taken lightly. Sometimes it is the only way to get a caregiver response. The expulsion of 7 was much higher than normal and a real disappointment as we use Section 27s and are embedding a restorative programme

The level of stand down/suspensions reflects the students of the year. We are a school which changes at least 35% of its students every year so those new students can upset the previous year’s good work. We also give students a second chance and are seen by MoE and GSE as the place to send students with behaviour and learning difficulties.

Table 19: Wellington High School suspensions and stand downs - 20112011 Standdowns Suspensions Expulsions Total WHS WHS NZ NZ    2009 2010 2008 2009All boys 21 0.034 5 0.008 6 0.010 32 0.051 /1000 /1000 /1000 /1000All Girls 8 0.018 0 0.000 1 0.002 9 0.021      

Total 29 0.027 5 0.005 7 0.007 41 0.039 0.071 0.029 0.061 0.028Maori Boys 9 0.090 1 0.010 6 0.060 16 0.160        Maori Girls 5 0.061 0 0.000 1 0.012 6 0.073        

Total 14 0.080 1 0.006 7 0.040 22 0.121 0.03 0.01 0.13 0.053Pakeha Boys 12 0.028 4 0.009 0 0.000 16 0.037        Pakeha Girls 2 0.008 0.000 0 0.000 2 0.008        

Total 14 0.017 4 0.006 0 0.000 18 0.023 0.034 0.013 0.028 0.02Other Boys 0 0.000 0 0.000 0 0.000 0 0.000        Other Girls 1 0.011 0 0.000 0 0.000 0 0.000        

Total 1 0.007 0 0.000 0 0.000 1 0.005 0.007 0.006 0.038 na

When WHS suspensions are measure per thousand as are the NZ 2009 we are over represented – in all areas except others (See Table 19). Fifteen students were sent home to parents under Section 27 and only three of those had further formal disciplinary actions taken.The average age of suspended students was 14 years, similar to the national age of 14yrs students. Reasons for stand downs and suspensions are fairly consistent with last year. We take action for 5 main reasons and fighting, and disobedience accounted for 83% of actions (See Table 20).

The statistics are really disappointing as we actively used restorative practices and intensive two workshop instead of suspension or stand downs many times.

8 The NZ data is the 2009 data. 2010 is not yet released64

We continue to develop practice that avoids suspensions but in the end some students need to realise that there is a bottom line. We continue to provide in-class support, early identification of at risk students and work with learning support, deans and the RTLB which involves families early.

Table 20: WHS reasons for Stand downs and Suspensions 2004 to 2011 compared to national reasons 2005 to 2008

Reason Wellington High School New Zealand2004 2005 2006 2007 2008 2009 2010 2011 2005 2006 2007 2008

Alcohol 0 10% 0 0 10% 3% naAssault on student 18% 19% 24% 26% 12% 8% 6% 29% 18% 26% 27.3% 26%

Continual disobedience 15% 18% 15% 25% 35% 24% 10% 54% 25% 27% 25.9% 27%

Drugs 27% 32% 24% 34% 35% 40% 62% 7% 29% 7.3% 7.7% 16%

Theft 13% 5% 2% 0 0 3% 6% 5% 4.4% 4.6% 4%

Verbal assault 8% 2% 15% 10% 12% 8% 3% 8% 16% 15.2% 14.4% 10%

Other 15% 18% 20% 3% 9% 3% 6% 6% 20.4% 20.2% 14%

NB National figures for 2010 not available until October

Our goal for 2011 as it is every year was to reduce these suspension rates and we have not despite the junior credit system, smaller roopus, early identification of at risk students, in-class support, Section 27s, early home communications, absence texting and restorative practices. In the end the school has a code of behaviour and bottom lines beyond which we cannot ignore behaviour despite the fact exclusion and stand downs are contrary to our inclusive classrooms. We do not accept drugs and take a strong line. For 2012 we will again concentrate on reducing formal actions and using restorative interventions.

Opportunities for LeadershipThe philosophy of the school encourages students who want to do something - to take a lead and get things organised. This ranges from sports, productions, politicking and dances. It is pleasing to see students taking the lead to organise fundraising for charities, lunchtime concerts and sports. School leaders were acknowledged and their pictures and responsibilities displayed in the foyer.Activities that give students opportunities are:Peer support TuakanaPeer Tutoring Junior CouncilSports coaching and captaining Shakespeare SocietyBoT representatives LibrariansYouth Affairs rep responding to numerous surveys and express opinionsRunning radio station CANTEEN fundraisingAmnesty refereeing and umpiringWorld Vision Acting in videos for outside production housesMUNA School Sports CaptainsStage Challenge Tramps and campsCharity fundraising Ball organisationLeavers’ magazine Tech crew mentorsPhysics Tournament Hosting Yr 11s

Adult Community Education

The year has been an encouraging and challenging one! As the shift towards financial self-sustainability has continued, the call for innovation, imagination and copying with necessary change has been on-going. In all there has been risk along with reward as ventures tried have reaped positive result. Above all it is satisfying to emerge from a second year in the ‘new funding era’, largely unscathed and with a successful and changing programme. In the two and a half years since cuts to Community Education, while there has been a small reduction in enrolments, WHS has seen a stability which has not been the norm in other programmes across the country. Dollar returns from fees in 2011 have been largely maintained. There has been a slight lift in fees charged in 2011 which has seen returns at close to levels experienced in the past two years. A continuing strong pool of active largely female adult learners remains. Throughout the 2011 year, a Reference Group has provided oversight to our CEC programme. As a Business Advisory, this group has been important to the programme and provided a vision with new ideas and initiatives. It has kept the staff outwardly focussed and has challenged (and at times changed) the choices they have made.

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The members of the group came from various backgrounds. Included in the group was a business consultant who brought a commercial perspective. A tutor member reflected a different perspective and the Principal contributed from the view point of WHSl. The Reference Group met on four occasions throughout the 2011 year. During the 2011 year 6,360 learners participated in 588 courses with us (See Figure 61). A high degree of satisfaction was expressed by learners across our range of courses.

Figure 61: WHS Community Education enrolments Figure 62: WHS Community Education enrolments2005 - 2011 by gender 2005 -2011

Community Education is most widely accepted, and used by women. Despite a goal, for the last five years, to increase male participation only once, in 2007, has male participation risen, albeit briefly, above 30%, however male participation was slightly up on 2010 (See Figure 62).

WHS has continued to tailor programmes to meet interest and trends, to meet technological changes and to build confidence and skills for many people and there was no significant change to the pattern in 2011 (See Figure 63).

Figure 63: WHS Community Education Enrolments by interest area 2005 - 2011 The satellite campus/outpost set up at Newlands College has had a significant reduction in both courses and student numbers. A total of 448, (713 2010) learners enrolled in 48 (74) courses. The courses that have run seem to have good support and there is a possibility of growth in 2012.With Onslow stopping their TEC funding and the consequent reduction in their programme it is important to keep a foothold in the northern suburbs.In 2011 $141,000 Tertiary Education Commission (TEC) again funded (approx) one sixth of our programme, courses which qualified for subsidy included ESOL, NZ Sign

Language and Te Reo. We expanded our Investment Plan (by negotiation) later in the 2011 which enabled us to add a few other ‘priority’ courses.

The annual funding is for 1,214 learners. Our provision in 2011 was threatened. As the year progressed we discovered (with full digital recording of student visa status through our (Learning Source) on-line database that up to two thirds of our (est. 900) ESOL students did not hold the required NZ Resident / Citizen status, but instead a Working or other Visa. This meant that many of our students were actually ineligible for government funded course. Subsidy and it seemed that WHS would have to return funding to TEC.

This meant quick action. Day classes were begun and three Communication English language (ESOL) intensive courses for NZ citizens and residents (large extra courses) were started. In addition five community based courses for eligible learners from other ethnic backgrounds were sponsored. By the end of term 4 the funded places a been exceeded (See Table 21).

2005 2006 2007 2008 2009 2010 2011Enrolments 6763 6663 6564 5921 6269 6385 6360

540056005800600062006400660068007000

enro

lmen

t num

bers

WHS: Community Education enrolments2005 -2011

29

30

31

30

28

28

30

71

70

69

70

72

72

70

2005

2006

2007

2008

2009

2010

2011

WHS: Community Education enrolments by gender 2005-2011

Male Female

0% 20% 40% 60% 80% 100%

2005

2006

2007

2008

2009

2010

WHS: Community Education Enrolments by interest area, 2005 - 2011

ESOL

ARTS

Maori

Languages

Communication Skills

Parent/life Skills

Computing

Office skills

Health & Fitness

Home management

Transport Certificates

Other

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Table 21: Use of TEC funded places 2011 TEC (Priority) Funded programme – November 2011

Funded priority places 1,214Class numbers Terms 1-4 956Funded class numbers terms 1-4 1,338Completion Rate 82%Student self-rating for achieving their objectives 88%

Two KPI’s (Key Performance Indicators) have been set by the TEC as a condition of funding. a) We met the threshold where 50% of learners needed to be either with low literacy levels or Maori / Pacific.

Wellington High School of a large ESOL student population from migrant or refugee backgrounds who come with very low English language levels.

b) The second indicator (an 80% completion rate) has again been a challenge, but successfully met. To achieve this, we individually visited each course and insisted on 100% attendance! The resulting completion rate over all TEC funded courses was 82%. Despite our success cultural, family and community factors continue to mean that even amongst the most enthusiastic learners, an 80% completion rate will continue very difficult to achieve.

The CEC has a culture of review and all learners and offer development opportunities to tutors. Learner satisfaction is high with over 80% satisfaction in all seven categories or the survey and over 90% for quality of tutors knowledge and pedagogy and quality of teaching. For the Full Report see the HoFs reports 2011

Figure 64: WHS CEC student evaluation of Tutor & programme effectiveness 2011

Overall it has been a very successful year for CEC but there is always going to be a certain risk with a self-funded programme. The CEC staff have shown themselves able to act quickly to change and meet challenges.

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Staff development and professional learning

All faculties shared in PD opportunities with many opting to attend conferences as a faculty group. This enabled rich discussion and collaboration that all found beneficial. 52 staff attended various forms of PD held off-site in 2011 (see Appendix 32).NCEA standards alignment was a major focus in 2011 and many staff devoted their professional learning time to ensuring that they were up to speed with the newly aligned standards. For many faculty areas this also involved designing new teaching and learning programmes.

Tuesday mornings:We are grateful for the way our students’ parents cooperate with the school over this vital training time – 8.30am – 9.40am. Staff organise themselves into Learning Groups based on shared needs arising from aspects of the school’s strategic plan.

Wednesdays: every second Wednesday is designated for faculty PD and Heads of Faculty have used this to work on new curriculum, key competencies, split screen teaching, assessment reviews and their faculty priorities.

Wellington High School is part The Wellington Loop community. Wellington High School remains a part of the Wellington loop. The Wellington loop was set up with an intention that schools in the Wellington region who had access to fibre could use the infrastructure that was being created by fibre links to increase collaboration between schools. Initially there were 2 separate groups in the loop structure: a steering committee and a technical group.Over time this model has evolved into a higher degree of collaboration than was apparent before the loop started but there is still a long way to go. Denise Johnson has been the representative on the steering committee and Trudy Harvey and Ben Britton have been involved in PD ooportunities.

Tuesday morning professional learning time 8.30am – 9.40 amResearch tells us that teachers, like students, come to learning with preconceptions about how ‘teaching and learning’ should occur. It is therefore important when introducing new concepts, to engage teachers in such a way that they are given the time, space and support to grasp new concepts, facts, ideas and information. For this reason we give staff as many opportunities as possible to work collaboratively with others, to engage in discussion, to offer their own points of view and to be listened to and heard. Extended time is also important for teacher learning.Our Tuesday morning PD time is provided as an additional block of time to support professional learning and development and to ultimately raise student learning outcomes. We currently use this time to ensure that we are up to date with curriculum developments and current thinking and trends in education; especially those concerning ICT. Staff are all encouraged to join a learning group of their choice; one that aligns with school priorities and goals. In the Teacher Professional Learning and Development, Best Evidence Synthesis Iteration (BES) pg xlvi it is suggested that “ participation in a professional learning community that supported the new ideas and practice at the same time as it challenged existing ones and focused on teaching-learning links” was a key factor that promoted teacher learning”.Feedback suggests that most staff enjoy and value this learning time. Documented evidence from whole staff Bring & Brag sessions also demonstrated a very high level of engagement and professionalism from teachers.The Learning Habits group was a popular group and most faculties had at least one of their members join throughout the year. The group paid particular attention to trialling strategies from the WHS Learning Habits Book, sharing the outcome; and then adapting or changing what they did.There were several ‘Bring & Brag’ sessions to share ideas and initiatives across the staff. The first Browse Week was held – this gave staff the opportunity to observe colleagues in their classrooms.

Wednesday afternoon staff meetingFaculty PD – Curriculum development with HoFs alternates weekly with whole-staff professional development. More often than not staff meetings are run as learning events . Leadership of these meetings is distributed and all staff areencouraged to contribute to the event.External expertise is used when and where it is necessary; however the selection and vetting of external providers is very important. There is enormous expertise on staff and we have found tapping into this resource is often as successful as paying for a provider or attending an in-service course.

Curriculum development - Tukutahi The 2011 tukutahi review highlighted the following aspects:

The TKT structure enables superb pastoral care. Staff feel that they are able to establish positive and long-term relationships with students and whanau

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Teachers enjoy working in cross-curricular teams; they enjoy the collaboration. Students are suggesting that they have a better understanding of the link between their subjects – they are

making connections and thinking in concepts There are more opportunities to co-construct learning There has been a noticeable writing improvement by students in the Guided Writing programme Inquiry is helping to develop student independence when it is carefully scaffolded and supported by staff. Teachers are integrating the building of Learning Habits successfully into the teaching and learning

programme Learning Conversations require a lot of commitment by staff but are seen as positive and worthwhile The netbook typology survey suggests that some teachers use the netbooks for a wide variety of learning

opportunities. However, some use them only to research or present work.

Restorative PracticeThe school has now been implementing restorative practice for 18 months. The goals for 2011 were all met.Achievements in 2011:

A leadership group was formed Reflective meetings are held fortnightly Formal conferencing is firmly established; experience is growing and our systems are becoming embedded. Processes are documented and branded Systems are aligned with school behaviour management processes and policies A restorative practice site has been established on moodle Two full day whole staff professional learning days were held Additional staff trained in RP facilitation

Performance managementIn 2011 the New Zealand Teachers’ Council introduced the Registered Teacher Criteria. Teachers are to be assessed against these criteria every 3 years when their teaching certificate comes up for renewal. The RTC clearly define minimum standards of teaching, but also provide an aspirational framework of continued professional learning and development. The Principal is also required to attest to the performance of a teacher against the appropriate professional standards (Beginning, Classroom, Experienced, Unit Holder) negotiated as part of the Secondary Teachers’ Collective Agreement. Proof that these standards have been reached is required in order to progress up the steps to the top of the basic pay scale. As the requirement of the Professional Standards and the RTC dovetail in all respects, WHS decided to use the RTC for all appraisal documentation. The systems, structures were amended and staff adapted accordingly.The performance managers (usually HoFs or SMT) used this process to acknowledge and reinforce areas of strength in a teachers practice, but also identify areas for improvement and develop strategies that may support that improvement. Central to the process is the request that teachers gather evidence to support the contention that the required criteria have been reached and, reflect on personal progress. Staff were encouraged to collect evidence by documenting experiences; observing others or engaging in discussions with their performance manager. Many chose to keep their own portfolios; in 2012 this will be an expectation.

TuakanaTuakana is now an acknowledged and respected student leadership position in the school. The Tuakana leaders continued their good work by mentoring individual students; running lunchtime activity days in Taraika; supporting students during a restorative conference and generally upholding and modelling high standards of behaviour around the school. 20 students have indicated that they would like to be a Tuakana next year.

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Staff Travel ScholarshipTwo staff travel scholarships were awarded to Sean O’Connor and Brian Cast for 2011travel. What follows is a summary of their findings.

Sean O’Connor – Staff Educational Scholarship Report

Purpose of Visit

To visit WestEd organisation in San Francisco and learn about their Quality Teaching for English Learners (QTEL) program and establish ongoing relationship with Aida Walqui and her Associates. Wellington High has reasonably large numbers of students for whom English is not their native language (Refugees, Immigrants, and International Students). The focus is the ELL in the mainstream classroom as opposed to ESOL classes.

To visit Schools in San Francisco and San Diego who are in various stages of implementing their strategies and observe lessons and discuss effective pedagogy with teachers. The idea is to modify activities to use in the New Zealand classroom context.

Findings

These were reported to the BOT in a formal presentation in Term 4 2011

In short the visit exposed me to a wealth of activities, lesson plans, and Unit design specifically designed to aid the English Language Learner (and no doubt also students with high literacy needs).

Features of their teaching style:

From the micro to the macro – building on and building up background knowledge Operating at what Vygotsky terms the zone of proximal development (just beyond unassisted reach). This

requires high collaboration and scaffolding. High expectations of academic performance. A focus on genre and disciplinary language. Quality Teacher & Student interactions

Their aim is to have a QTEL strategy across the School, operating in all subject areas.

My Future Goals

To develop activities and lessons that are ready to use, and easy to implement, in the mainstream classroom with ELLs. I have proposed a cross-curricula learning group be established to achieve this goal.

To further build a professional relationship between our School and WestEd through ongoing (on-line) discussion of teaching strategies for ELLs.

To enhance the learning and academic performance of the students I personally teach (this is what set me on this path). I continue to undertake post-graduate study in this area.

Brian Cast – Staff Educational Scholarship Report

Brian Cast visited schools in Nottingham, England to investigate the latest developments in the use of sensory environments to cater for the needs of autistic students. He spent most of his time at Rosehill School, a purpose built facility for autistic students. Rosehill was in the process of being built, the students were due to enrol two weeks after his visit. Of particular interest was their “MILE” room or Multi Integrated Learning Environment.

It is hoped that a lesser version of this can be created in Base One where there is a store room which could be adapted to meet the sensory needs of Base One autistic students. The Base One space would enable autistic students who are having difficulty managing the many stimulants in their environment which lead to sensory overload. These students will function better in mainstream if they have a space to withdraw and calm themselves.

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Principal Sabbatical Report:In addition the Principal had Term three on Sabbatical. Her report follows

Sabbatical Report: Prue Kelly, Principal, Wellington High School, Term 3 2011

In my application for this sabbatical outlined the following purpose

Purpose9.: to improve my understanding of how integrated, technology- rich curriculum can work in a secondary school so that we can take our school up the next step. Currently we are teaching the junior school in what we call our Tukutahi programme; 55 students, 4 core teachers; collaborating in pastoral care and teaching and learning, netbooks the learning tool, eportfolios, some flexibility in the time table and inquiries interspersed with regular traditional subject lessons. Some staff have difficulty removing their subject delivery and cling tenaciously to the hour allocation of teaching time while others are seizing the moment to really try a 21st century approach. It was a delight to hear one of our netbook teachers say the other day “I take a bit from here, a bit from there and another bit from there etc, actually I am teaching less and the kids are doing more.”

We have to keep momentum - as Sigmoid demonstrated; you start planning the next step before you plateau and begin a decline.Between being awarded the sabbatical and taking it up I made the decision to retire. An excellent ERO report, the completion of another building programme, the celebration of 125 years of the school, an excellent staff who see themselves as learners willing to work hard to modernise their pedagogy and the completion of 47 years since I began teaching with a Standard Two class at Kawerau North School; all contributed to the decision.My status changed and so did the purpose of my sabbatical. I became what Fink (2002) calls a leader on an out-bound trajectory and in being so I have to consider my leadership legacy and attend to issues of sustainability of the educational changes we have made before considering the next steps. So the first part of my report briefly considers some issues of sustainability and the second some possible future actions.Fink’s paper, Preparing leaders for their future not our past, offers valuable insight into developing leaders of learning. I have worked to develop leadership within the staff and provided opportunities for staff to exercise leadership based on their abilities, interests and willingness rather than the time they have been teaching. My belief is that all teachers have leadership skills and need confidence to share these with their peers. Our leaders have a strong belief in the meaning and validity of the changes that High has already made, so will continue with their work.The issues of sustainability concern me more. For example a priority for us has been developing staff and modernising pedagogy. We have a focussed programme of professional development and give much more time, non-contact time, to leaders to work on leading learning for teachers and consequently students. This priority could change with change in the executive and possibly adversely affect the fine progress being made. Fink argues that for any improvement to be sustainable it has to: sustain learning not merely change schooling, endure over time, be supportable with available or achievable resources, not impact negatively on surrounding educational organisation and promotes capacity and diversity growth within the educational community. Although Fink is writing about education systems, I think the changes we have made can meet the criteria of sustainability provided that we are all doing what we say we are doing in the classroom and provided that the school’s condition – size and income does not decline.So I have looked at some ways to strengthen what we do to increase the likelihood of sustainability so that we are not merely changing school structure. We are well embarked on curriculum journey to embrace the intent of the New Zealand curriculum which is to create powerful learners who are confident, connected, actively involved life-long learners as school leavers. In the junior school we are moving from segregated subjects, covering set content and ad hoc themes to a more holistic, integrated learning maybe at the moment more what James Beane (1997) would call multi or inter-disciplinary rather than integrated. Julia Aitken argued at a Core Breakfast presentation that to achieve this we have to shift the way we think about learning and that at secondary schools subject expertise should be used to enrich the learning of colleagues as well as learners –that is a key focus of the Tukutahi programme.I believe it is the creation of powerful learners that is the real challenge. While the pathway we have begun, developing the key competencies and using learnings from Guy Claxton’s Building Powerful Learners work seems to be achieving our goals, we may have missed a vital component. That is a real understanding of how children learn and what makes them learn.Cognitive scientists have been studying how children learn for some time now and although much of what they say may have registered somewhere in our readings and learnings before, Daniel Willingham(2009) has set out the necessary conditions and processes to ensure children can become powerful learners. He argues all children are naturally curious but they are not naturally thinkers and will avoid thinking unless the cognitive conditions are right. For the cognitive conditions to be right children need factual knowledge. He has a simple diagram of how the mind works (Figure 1).

Figure 1: Willingham’s simple diagram of the way the mind works.

The working memory is the part of the mind that combines and manipulates information. He argues that the working memory can hold about seven pieces of items so draws on factual knowledge in the long term memory. That factual knowledge (stuff stored away) is closely intertwined with critical thinking, reasoning and problem solving. For example this background knowledge is critical for reading comprehension. It provides the meaning for words that are decoded, allows readers to bridge gaps that writers leave, allows chunking (grouping together of different bits of information) and allows the reader to interpret ambiguous sentences. It is seen as the reason some students are good decoders but do not progress beyond the mechanics of reading. It is probably the reason students from underprivileged (as judged by the cultural capital used in schools) homes fail to thrive beyond mechanical reading, and just as the rich get richer the underprivileged become more underprivileged as time at school increases.

9 In my application I included plans to travel to schools in Australia and California to investigate their practice. A subsequent unrelated decision to retire from my position at the end of 2011 meant I declined the BoT offer to fund travel as I considered it a waste of their investment and have relied on web research and readings.

Environment Working Memory:site of awareness and thinking

Long term memory:site of factual & procedural knowledge (background knowledge)

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The deficit theory from another perspective – maybe instead of making kids practice comprehension we should be reading the paper with them to increase their background knowledge so that the factual knowledge – building blocks – are theirs too.

He argues thinking logically is not possible without background knowledge and that knowledge permits imagination and imagination is most important Willingham outlines the implications for teaching from the cognitive scientists findings..Factual knowledge makes cognitive processes work better and the factual knowledge that gains the most cognitive benefit can be gained from the newspaper and from books and programmes by lay people explaining science and politics.However for factual knowledge to end up in long term memory students have to think about the concept because memory is the residue of thought. Thinking must be provoked and practiced and that is the teacher’s job. He also argues that children are more alike in terms of how they think than they are different – they may like different things but there are not categorically different styles of learning. He adds that all one can say about the importance of visual, kinaesthetic and auditory learners and the results of many tests, is, the results are mixed. He acknowledges Garner’s multiple intelligences as having some validity – sees them more as talents - and argues that they are not interchangeable. For instance writing a poem about golf won’t make an artistically talented child play golf better nor will a child drawing a comma learn when to use one.

Yes children do have cognitive ability so differentiation must be for ability – teaching carving will not help mathematics. He also argues that background knowledge explains most of the difference in intelligence. So cater for the smart kids - give them harder questions. For the others their general intelligence can be changed by:

Praising students for effort not ability Make sure they know hard work pays off – so practice Paced practice is better than cramming Makes sure they know failure is a part of learning and we learn from failure Teach study skills Don’t praise mediocre work – praise completion and makes suggestions for improvement

Of course 300 words do not give the learnings in this book justice but the message is clear without a lot of added resource and effort teachers can improve students learning by getting them thinking. To think they need factual knowledge. Then, teachers can get them thinking by asking appropriate questions geared to pique their curiosity.However Willingham also argues that teaching, like thinking, needs practice and teachers work hard for five years developing their skills and then after that they have well-established habits that are seldom changed because it takes lots of effort. He advocates practice with peer and self- review so that the focus remains of learning and thinking. Graham Nuthall (2000) after years of study of the standard routines and rituals of teaching argues that they contribute little to whether learning occurs and that, teachers were more interested in test marks as an indicator of success. He argues that student success is more related to how much background knowledge the student has and the extent to which s/he shares the purpose and culture of the teacher. He believes we have to pay much more attention to actual learning or else we will keep producing the successes and failures that the myths expect.We know teachers’ change and development is challenging and requires on-going commitment and practice on the hard bits. At High we have teachers talking to students about their learning but do they all know enough about how learning occurs to make sure students are able to do the thinking that will enable learning. It is time for a respite in our curriculum journey (Aitkin, 2011) to ask ourselves: Is this what we are doing? Are we creating people able to learn? Are our lesson deliberate acts of teaching designed to get students to think so they can learn? Is everyone doing it? And, Can they show that? If the answer is yes to each of those questions then we can proceed with caution. If not, we need to empower those who have not made the leap to the needs of the New Zealand Curriculum. The real essence of the curriculum is the development of individual students though the contexts of different subjects, values and competencies. We must practice the hard stuff until as a staff we can answer yes to each of those questions.Were the school wide focus and funding for staff learning reduced then Heads of Faculty would need to prioritise teacher learning as their key focus if school development is to continue. An increase in teaching load for HoFs could create opportunities for real change. Budgets, resource management, results processes – all those non-productive administration jobs could be given to retrained support staff and HoFs could devote their time to teaching and learning. I believe the New Zealand Curriculum document provides a framework for HoFs to lead their faculties (pages 36-36). The conditions set out as an ideal learning environment for students are also one for leading learning teachers (See Figure 2).Figure 2: Effective pedagogy- actions promoting learning

Students learn best when: Teachers get the best out of students when:There is a supportive learning environment

The faculty is friendly ,well resourced, inclusive, cohesive everyone has a job and plays an important part

Reflective thought and action are encouraged

Teachers have time to discuss, design, develop programmes critically - so meeting times should focus on curriculum not administrivia

The relevance of what is being learned is known

Teachers have a good understanding of how their programmes fit into the school plan as a whole, how they are helping to move the school in a strategic direction

Facilitate shared learning Everyone tries things and shares their success and failures – bring & brags, they have identified peer reviewers or critical friends giving teachers opportunities to be leaders of learning

Make connections to prior learning and experience

Have a good understanding of what other faculties teach and deliberately build on each other’s programmes and learnings - avoid duplication and increase collaboration

Provide sufficient opportunities to learn Teachers get PD – not one off days outside the school - time to work together to learn new ways and ask themselves those five questions – visit each other’s rooms and peer review

Inquire into teaching-learning relationships

Look at how successful what you do is, examine research and best practice to improve, prioritise outcomes for a focussed inquiry.

ICT and pedagogy Make sure modern technology enhances teaching and learning, you can turn kids onto learning and it is an effective way to differentiate

So I would urge the continuation of a focus on the development of leadership and for a pause in the curriculum shift while the five questions, derived for Aitkins work, are examined and the answers determined and demonstrated. I am confident that should the condition of the school resources decline then other ways can be found to maintain the learning journey for teachers as they change their pedagogy to ensure the essence of the New Zealand curriculum is met.So how can we extend pedagogical changes into the senior school to build on the clear focus in the junior school on learning to learn and personalised pathways?Pathways in the senior school have been formalised to some extent by the classification of NCEA standards into five major industry pathways; social and community services, primary industries, construction and infrastructure, manufacturing and technology and services. It is promised that when NCEA results are returned the notice will include a pathway of strength (given the results) and link to an appropriate website so that students can look ahead and begin to plan their future focus. There is something about this pigeon holing that seems not quite right and where do the arts

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students go? The category of other seems inadequate. But the classification must be given a chance and WHS should try and capitalise on it.Perhaps it can be the beginnings of a reshaped Yr 12 programme. Currently many schools in the states and some in New Zealand (Albany Senior College, Sir Edmund Hillary Collegiate) have a different day, off formal timetable day for their students. These schools have found that their NCEA completion results improved despite students doing fewer standards. Wellington High Yr 12 students could rotate through a day or half day a week spent in four 8 week modules; work experience, volunteering, collaborative project – producing something, and research an issue. Some of these could all be tied to the Duke of Edinburgh, Crest, Enterprise or other awards. Committed teachers and students from High do excel when they work on these awards – obvious examples are the Crest and physics students.The imperative for this type of experience comes from several directions. Firstly teachers themselves are struggling to cover the content that NCEA demands and acknowledge that they are relying on traditional open head and pour in knowledge learning – rote almost to meet the demands of NCEA. Secondly influencers are asking for students to have challenging experiences. Sir Paul Callaghan at the March 2011 Strategy New Zealand conference argued that’s NZ needs to produce people who can think differently so that they can manufacture weird stuff ,that New Zealand’s future is not in the service industries but in the manufacture of expensive light stuff that fills a niche no one else sees and that this can turn us into a rich little country where talent wants to live. Thirdly we need to our students to become active citizens in their own communities who have learned to value their own learning and their own minds.Ken Robinson (2011) argues that traditional classes alienate more than educate and there is a need to produce divergent thinkers. Divergent thinking decreases as children age because the system knocks it out of them but that great things can happen when groups collaborate and are given a chance and challenge to grow. Allan Luke argues that the development of a critical disposition is essential. Mark Treadwell (2011) argues for an interactive inquiry approach and cites a study at British Columbia University which tested the effect size of pedagogical approaches. The effectiveness of tradition teaching by an experienced lecturer was compared to an interactive inquiry approach by an inexperienced teacher. The difference was 2.4 a huge effect in favour of an inquiry approach. The list goes on but the message is clear and I believe the unstructured but directed time is needed so that the students have the freedom to experiment and perhaps fail without blame and shame. No extra staffing or funding would be necessary just teachers with a willingness to guide. Some may argue that more standards are what kids need but I think the lesson from America is quite valuable. After 40 years of national standards they are as efficient as they can be and there is no room for improvement in overall results if they keep doing what they are doing. I think it is the same for us and will be while we use a book based technology. For the last 17 years at least, we have been trying to lift academic results through improving standards results. It is time for some change in approach.We need to continue the use of individual digital learning devices in the junior school and extend it into the senior school - every student in the school with a netbook. Essential here is the wireless network infrastructure of the school so our resources must be directed to this. It is helped by the SNUP report which found our infrastructure to be superior and we will almost certainly have a Ministry funded upgrade. There is no doubt that well-used technology is a powerful approach to learning and exposes students to situations that they would not have otherwise have access to; simulations, research tools, opportunities to collaborate and discover, dissect and discuss issues. Moodle, on-line experts, the integration of student work with applications such as wikis, blogs, social networking, bookmarking and digital repositories are all practices that continue to expand and are almost the norm.The role of the library then must be expanded to include teaching students to use and optimise technology based social media. Libraries can teach safe behaviour and give youth the necessary knowledge and skills to protect their privacy or engage in responsible speech. Instead of restricting access, we must educate children to participate responsibly, ethically and safely. Students then may learn in the online environment they operate in beyond school where they collaborate, and create knowledge, knowing it is accessible to the world.Pedagogy must however drive technology use. I think that it could be used to strengthen students self- management, time management, and a wide range of skills if we built in significant opportunities for remote learning – structure the programmes so that students could choose to learn in class or through moodle at school or at home. Same course, same learning outcomes, different contexts. The possibilities are expanded when cross school learning through the Loop and the Virtual Learning Network are considered. With two conferencing facilities in the school possibilities are huge to share staff and expand the choices for seniors. It would take some work, negotiation and changing attitudes to who owns students and their work for this to occur. The Basin schools are well placed to try this but would they?

Even though we have discussed it for years and made little movement I still believe that modular – at least semester- courses are the way to maximise attendance and achievement. Such a move could be helped by the definition of the five new pathways and it would give students more choice about when and where they studied.I would like to see some movement away from the pretty rigid horizontal grouping we have for classes. Groupings are based on the idea that all aged kids are at a given level but we know that is not true – it is the traditional factory approach. The secondary futures work argued for student centred learning and that year level grouping did not necessarily meet the diversity of student needs and development levels. They found evidence supported a shift in learning that put teachers, caregivers and communities responding to students within supportive inclusive networks that nurture and facilitate student needs and co-construction of knowledge. We need to know and understand each student’s abilities and talents better and place them in classes accordingly. Why subject children who have been learning instruments for years to Yr 9 Music or very good mathematicians to average year nine stuff. I am not suggesting vertical pastoral classes, I strongly believe that at school students should socialise with age equal peers, but vertical learning classes or activities where age is irrelevant especially as children all learn the in the same way and the best way to deal with students with talent is to give them harder stuff. We could then put the resources we currently use for gifted and talented students into creating opportunities for those with limited factual background knowledge more opportunities to acquire build that necessary knowledge – read the paper, watch and explain the news common everyday things that some kids take for granted – maybe roopu is the time for newspapers.

We can refine our plans, talk to our community and do all these things and maintain the school roll over the next five years (or we could adopt a school uniform, double the size of the school and keep doing what we are doing). I remain concerned that the school system is not changing quickly enough from a book based technology that has reached its peak efficiency and that no amount of juggling student engagement resources and realigning NCEA will alter this. But transformation to an information based technology will provide improved engagement and achievement to meet the needs of the knowledge age. We can think globally but act locally and make sure Wellington High students are equipped for their futures.

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Reviews, surveys and evaluations– Every year the school surveys its staff, students and caregivers over a variety of areas to to gauge progress and satisfaction. The annual caregiver survey and student course surveys were supplemented by some external surveys that gave us some interesting information on our student, community and staff views on the school with clear directions for future action. Electronic surveying has made it relatively easy to gather comment on what we do so that we can improve our practice.

Caregivers Survey on school performance – see page 74

Of interest from the results are that caregivers want more newsletters but only a few more want them by email. . Many more go to the website and find things like daily notices useful. Most are able to approach the school with an issue and know who to approach. In the area of student learning caregivers have appreciated the learning conversations feel report nights are vital and the information they receive is good but are not so happy with the actual reports. Not so clear cut is satisfaction with homework – it remains an enigma to most. The satisfaction with preparation for NCEA continues and most are happy with the level of student support the school provides. Caregivers know little about careers services and the access their students have – that maybe an opportunity for the careers staff to do more than have a bit in the newsletter.Interestingly 80% of caregivers think the school should raise the fees and donations with inflation every year. It would be nice if 80% paid the fees that have not been increased for years.The most noticeable statistical change from 2010 to 2011 is in relation to question 27. In 2010, 68% agreed that they “found the whiwhinga system a motivator for my student”. In 2011, this figure was only 37%. However, 53% were neutral and an identical figure of 10% (to 2010) disagreed with the statement which suggests to me that a lot of parents had no idea what the whiwhinga system is. It’s dangerous to read too much into some statistics.

Students evaluation of their teachers 2011 compared to 2010 & 2009 – see page 75

Students were asked to rate their teachers on a 5 point scale from strongly agree to strongly disagree with 30 statements designed to test WHS expectations about teacher performance. These were then compared to the 2010 & 2009 results.The 2011 student evaluation results are unique as the surveys were only performed with junior students this year. This was not the intention but it has meant quite a difference to the results and it is hard to compare these to previous years. Factoring this in, most of the results are not very different to the previous years although in general students felt less positively about most things and this is a concern (although without comparison data it is hard to know if this is meaningful). Two reponses that stood out for me were question 7 and question 12. Only about half of the students surveyed in 2011 felt that their teacher asks “challenging questions and makes me think” compared with 75% in previous years and only 31% said that they “get homework in this subject” compared with 52% in 2010 and 70% in 2009. I worry about our ability to change our poor NCEA results if students aren’t gaining the necessary work habits required at year 9 and 10. School Leadership BES ranks homework making a big difference if it is teacher designed interactive homework with parents and if there is teacher feedback on homework. We have some work to do in this area.As expected more students comment that the teacher is using technology to a greater degree in the classroom (although this figure is only slightly greater than previous years).

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Caregivers Survey on school performance: (See Table 22).The caregivers were invited to fill out an annual survey identical to 2010. This year we asked caregivers to follow a link to fill out the survey and we had 225 respondents (roughly 23% of our caregivers). This was a slight improvement on 2010 when 206 caregivers (or 21%) completed the survey – 21%.

Table 22: Wellington High School Performance Survey 2011 compared to 2010 responses A

gree

s

Neu

tral

Dis

agre

es

Agr

ee

Neu

tral

Dis

agre

e

Communication with Families 2010 % 2011 %1 The school keeps me informed about my student. 79 12 11 79 13 82 The newsletters are informative and tell me what I need to know. 77 18 5 83 13 43 I visit the school website regularly 28 27 44 30 30 404 I visit the school intranet (moodle) regularly 22 24 55 30 22 48

5 Being able to view the daily notices online is helpful 53 41 6 57 35 86 I visit the student-parent portal regularly 24 21 55 33 25 427 I use the online school calendar regularly 28 30 42 31 27 428 The Caregivers A-Z Guide is helpful 27 62 10 32 59 109 I know who to approach with a problem. 84 8 9 86 7 6

10 Teachers are accessible and helpful. 84 13 3 86 9 511 Deans are accessible and helpful. 78 17 5 77 18 512 Senior management are accessible and helpful. 56 41 3 57 39 413 When I approach the school with a problem, people are helpful. 74 21 3 78 19 314 When I come to school I find it welcoming and friendly. 88 10 1 85 13 2

Student Learning15 I am responsible for my student's attendance at school 94 5 1 93 4 216 The reports I receive about my student tell me all I need know. 65 15 21 64 17 2017 I believe report nights with subject teachers are vital 86 12 2 79 16 518 Teacher feedback at report evenings is informative and useful 81 15 5 76 19 519 (Yr 9 - 11 parents only) I believe the learning conversations have been useful 70 21 9 78 14 720 My student seems to be learning at an appropriate rate. 73 17 9 71 18 1121 My student receives appropriate assistance with learning difficulties. 36 52 12 38 45 1722 My student receives appropriate extension in areas of strength. 48 39 12 44 42 1423 I understand the school’s expectations for homework. 54 25 21 50 27 2324 The level of homework set is appropriate. 41 39 21 44 39 1625 I am happy with my student’s teachers. 82 12 6 80 15 526 I believe my senior student has been well prepared for NCEA (Yr 11-13 only) 56 32 13 64 23 1327 (Yr 9/10 only) I have found the whiwhinga system a motivator for my student. 68 22 10 37 53 10

Student Support28 My student feels safe at Wellington High School. 94 4 2 89 9 229 I know WHS has a drug-free strategy and tries to keep the school drug free. 88 9 3 83 15 230 I believe the school should continue to ban cigarette smoking. 99 1 0 96 3 131 My student knows who to approach for help. 82 14 4 83 14 332 WHS offers fine opportunities in sport. 66 31 4 65 29 533 WHS offers fine opportunities in cultural activities. 73 25 2 75 23 234 Pastoral and counselling support is readily available to students. 62 37 1 64 33 335 My student has used the careers services at school 25 45 30 33 39 2936 I am happy my student is at WHS. 93 3 3 88 10 237 I believe my student is rewarded for effort. 77 18 4 75 20 5

Board of Trustees38 I know how to get in touch with a Board member. 43 33 24 47 32 2139 I think school fees and donations should be increased every year with inflation. 45 35 20 41 39 2040 I believe I have adequate opportunity to participate in school activities 68 28 5 71 24 5

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Table: 23 Student evaluation of their teachers, classes and understandings 2011 compared to 2010 & 2009 Wellington High School student survey 2011 compared with 2010 compared with 2009

Stro

ngl

y A

gree

Agr

ee

Yes

& n

o

Dis

agre

e

Stro

ngl

y D

isag

Stro

ngl

y A

gree

Agr

ee

Yes

& n

o

Dis

agre

e

Stro

ngl

y D

isag

Stro

ngl

y A

gree

Agr

ee

Yes

& n

o

Dis

agre

e

Stro

ngl

y D

isag

1. I am usually proud of the work I do in this class. 17 46 30 4 3 23 48 24 4 2 50 33 14 2 12. Students in this class are encouraged to take part in class discussion 22 46 23 4 4 29 46 19 4 3 13 69 13 3 13. This teacher always explains clearly what will happen in each period 37 40 17 2 3 39 38 17 4 3 64 23 9 2 14. The teacher in this subject always moves around & gives me feedback during the lesson. 24 42 25 6 3 38 38 17 4 3 24 61 11 3 15. We have opportunities to work in groups in this class 31 36 22 7 4 36 33 20 8 3 57 19 12 10 26. I always know the purpose of the lesson in this class. 23 42 27 5 3 27 43 22 5 3 18 63 15 3 17. My teacher asks challenging questions and makes me think 19 37 32 8 4 29 42 21 5 3 14 64 15 4 28. The materials we use in class are well prepared and help me to learn this subject. 28 48 18 3 3 34 44 17 3 2 20 65 12 2 19. I find this class challenging and interesting. 22 41 26 6 5 34 38 21 4 3 51 25 16 4 310. My teacher helps me to improve my performance in this subject. 24 46 23 4 3 35 43 15 4 3 52 30 12 3 211. Criteria for assessment are clearly stated for this subject 18 49 25 6 3 29 46 20 3 2 47 32 17 2 112. We get homework in this subject. 9 22 32 21 16 21 31 28 13 7 45 25 21 6 313. In this class I usually try to do as well as I can. 29 41 23 5 3 33 44 18 3 2 47 34 15 3 114. The thought of coming to this class makes me feel good. 21 32 32 7 8 27 34 26 6 6 40 26 23 6 615. At the start of this course, the teacher told us about the course, and what is expected of us. 22 44 25 6 3 31 46 17 4 2 22 54 18 4 216. The teacher seems to be genuinely concerned for my progress. 15 46 27 8 4 32 43 17 5 3 33 41 19 4 317. In this class we are taught study skills special to this subject. 17 46 26 7 4 28 42 21 7 2 26 45 20 7 218. The teacher in this class gives us work to suit our ability 13 43 31 10 4 25 43 24 6 3 21 41 26 8 319. Student work is displayed in our classroom, and is changed during the year. 12 26 31 21 10 18 29 27 18 8 17 30 29 17 720. The teacher uses language and examples that include all students (ie non-racist, non-sexist) 41 35 16 3 4 45 38 12 2 3 42 38 14 4 321. In this class we are encouraged to ask questions, and the teacher answers them well. 23 49 20 4 3 36 42 15 4 3 31 43 20 4 322. The teacher’s written comments on my tests and assignments are constructive and helpful. 17 40 32 7 5 31 42 19 5 3 25 41 25 6 323. The teacher makes good use of examples and illustrations. 24 46 23 3 3 33 43 17 4 2 27 45 21 4 224. In this subject, students who finish their work early are usually left with nothing to do. 4 15 28 39 15 8 16 24 38 15 7 16 28 36 1225. Overall, this subject is one of the best classes I have this year. 20 28 29 12 11 29 29 22 11 8 23 31 25 12 826. The teacher uses modern teaching technology in this class- internet, data show 25 41 27 3 4 34 39 19 5 2 32 37 22 6 328. We have too many movies in this class 6 11 23 24 37 7 9 15 25 44 7 10 22 25 3729. We have had opportunities to use computers, moodle, blogs, smart boards in this class 25 37 25 9 5 27 34 23 11 5 25 35 26 8 6

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Managing National Assessment

Results of external moderation 201174 standards were selected for moderation this year, none of the tasks were found to be invalid. For two of the standards we did not send away all the necessary paperwork as the timeframe made this difficult. Out of the 73 tasks that were moderated, 54 were approved and 19 needed minor modifications before being used again. Many of these modifications were to do with expiring standards due to NCEA alignment so will not be used in the future.

2009 71 2010 81 2011 73

Invalid 5 7% 1 1% 0 0%

Modify 31 44% 25 31% 19 26%

Approved 35 49% 55 68% 54 74%

Results over the past three years show excellent progress with the quality of the tasks we are using.

Verification of assessment work - of the pieces of student work that were checked were found to be marked at the correct national standard. Again, these numbers are tracking in the right direction.

2009 2010 2011

290/374 76% 413/500 83% 362/414 87%

Issues that were identified: Very consistent marking in the arts faculty (again). Drama teachers appreciated the feedback on

their marking methods and found it very useful PE had a meeting to address the comments made by the external moderator about the marking of

one standard Tasks in Social Sciences that required modified were all standards that have since expired and will

no longer be used Same for the science standard with marking and modifications required

Assessing the Assessment: In addition to external moderation all faculties carry out an assessing the assessment exercise at the end of an assessment. Teachers of the course leading to the assessment examine the student results for; number who achieve, quality of achievement and level of non achievement. They then decide if they need to alter what and how they teach, change the assessment activity or plan professional development. These deliberations are all collated into faculty booklets and after the senior staff have looked at them they are kept in Karen Goodall’s, (who oversees moderation,)office. it is now an established routine and staff benefit from the close examination of the results of their work and how it can be adjusted to better meet student need. Definitely the process helps faculties to update and improve their courses.

Yr 9 Literacy Assessment practices SurveyWHS participated in this nation wides survey. The report may be read in Appendix 33. It tells us little we did not already know.

Class size review: Appendix 34In June the principal carried out a desktop review of class size to identify any inequities. Apart from the obvious class size issue for senior option where there are small classes which the school chooses to keep running like languages and graphics. All faculties had average class sizes between 16 and 23 across Yr 11-13. With in this senior science and mathematics are as a rule larger than other areas Yr 12 maths averages 26 to a class. AGH drives up the Science average with class sizes of 2 and 31.

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Developments:

Wellington High School is on a journey and is always managing developments - many are ongoing over a number of years. This section of the report focuses on across school developments that are being led by lead groups or individuals some are reported on in more depth in Faculty reports. Ensuring ongoing change in a school requires three things: determined and informed leadership from people with a vision and who know where they want to go – may not yet have all the knowledge to get there and to complement the former, knowledgeable skilled practitioners who get it, want to make it happen and are willing to work hard to see that it does and finally the courage to reach out for the new trapeze and let the other go. We are lucky at High we have all three at all levels.

125 years of Wellington High was celebrated on 13 April by the school and over the Easter weekend by staff and past pupils.For the programme of events, see Appendix 35.

He Kakano Improving Maori achievement is certainly one of the school’s five focus areas and remains so. Much of the pedagogical change, student identification and focussing work student teacher relationship work we do is aimed at Maori and we seek to incorporate tikanga Maori into things we do without it being forced or unnatural. We understand the findings from Russell Bishop’s Te Kotahitanga programme and the importance of relationships and making Maori feel valued and have a place in the school. We have in the past had a Maori Advisory Committee but it has waned as whanau move on. The BoT reserves a place to co-opt a Maori on to the BoT. We have a marae and a very small kapa haka group. We do not blame entry skills, transitory migration, home support and interest; we focus on the students we have in front of us and improving their abilities and achievement while they are here.Having said this it is very pleasing to note the improvement of our maori students at level 1 where the level of achievement was greater than the whole cohort. It is hoped that this can continue in 2012 and beyond.

TuakanaTuakana is now an acknowledged and respected student leadership position in the school. The Tuakana leaders continued their good work by mentoring individual students; running lunchtime activity days in Taraika; supporting students during a restorative conference and generally upholding and modelling high standards of behaviour around the school. 20 students have indicated that they would like to be a Tuakana next year.

Learning Conversations Learning conversations were introduced at year 11 for the first time in 2011 meaning that years 9-11 were involved in the learning conversation process. Our aim is for learning conversations to be across all year groups by 2013. Our parent-caregiver survey informed us for the first time that our parents-caregivers value learning conversations higher than teacher feedback at report evenings. However, there is still a very strong push to maintain the subject based parent teacher evening. Some interesting statistics are the attendance rates at the two events. Our subject based parent evening at the end of term1 in 2011 attracted 259 parents out of a possible 1024 (or 25%). Our learning conversations attracted 333 parents in year 9-10-11 out of a possible 451 (or 74%). The learning conversations statistic is to the second learning conversation in term 3 when we could expect a lower attendance. The breakdown of attendances was as follows.

Year Attendance numbers Attendance percentage9 127/164 77%10 102/136* 75%11 104/151* 69%

* Please note that some data was missing from these sets

STARsThere are two formal systems operating to identify students at risk. The first system is the Guidance Counsellors meet weekly with Deans and discuss students. The lists of students discussed, with outcomes, is circulated with Deans and DPs. The second system is a termly check of various criteria for each student. In year 9 & 10, students’ PATs are tabulated along with whiwhinga percentages, pastoral item counts and attendance data. From this data, critical levels are established for each of the criteria and students not meeting these criteria are identified. At years 11-13, the data involves a comparison of student attendance, pastoral item counts and credits achieved. These lists are the subject of a Deans & DPs meeting each term where students are identified and strategies to aid these students are discussed and implemented.

Netbooks All students in year 9 were using netbooks and 2/3 of the students in year 10 (2 tukutahi classes) were using them. The equity funding has been very important in the development of this project and teachers speak glowingly about the power of netbooks in the classroom. In 2011 we again had technical difficulties that caused problems of access

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but network speed and wireless connectivity was greatly improved and will be further improved in 2012. Abby Martin, a student at Massey University, approached us in term 3 of 2011 to do an evaluation of the netbook programme as part of her own studies. Her findings have been included as Appendix 36. Abby quotes some interesting statistics in her introduction which state that “in 1981 there was on average 125 students per computer in U.S. schools (Cuban, 2001). In 1990 the ratio had dropped to 18:1, by 2000 it was just 5:1, and by 2008 there was on average three students to every computer (Warshauer, 2010). It appears then that trend is headed towards the use of computers on a 1:1 ratio, where each student has their own personal computer in the classroom (Warshauer, 2010).” As Abby says, we “anticipated this trend and integrated the use of netbooks into [our] year 9 classes” in 2010. Abby found that netbooks increased students’ positive perception of the classroom environment and found that the netbooks were most useful for “sharing/accessing information”. Abby also found that WHS is “using netbooks in a manner considered most conductive of beneficial outcomes”.In 2011, Dominic Killalea applied successfully for a sabbatical to further study 1-1 computing.

Academic MentoringIn 2011, our aim was for all students at all years to be grouped into roopu groups of no greater than 15. This didn’t quite come true given the transient nature of enrolments at WHS. However, getting all teachers to be roopu teachers (including the Principal) creates smaller roopu groups and enables roopu teachers to provide a higher quality service as learning mentors overseeing pastoral care, attendance and learning reflections.Roopu meetings at years 9-11 occur every day but only once a week for years 12-13. This may need to be looked at again as it is impossible to fully meet the needs of each roopu student in the timeframe currently allocated. Although aspects of the roopu role can be achieved in time outside the classroom (monitoring attendance, monitoring assessment results) the 1-1 is extremely important for a large number of students.

Virtual Learning NetworkWe have now been a member of the Virtual Learning Network for 3 years. The VLN offers a number of courses to students through videoconference (VC) and Wellington High School was the first urban school to join the network. This is a useful option if a student is unable to fit their preferred course of study into the existing timetable lines. In 2011, we had 9 students commence studying on the VLN in the following courses: Level 2 Psychology, Level 3 Psychology, L1 Accounting and Level 3 German. Not all of the students that started in courses made it to the end. The VLN requires a special kind of student and seems to work best when there is a group of 3-4 students. Students have told us that they like to be able to discuss their work at school with other students and if they are by themselves, this is obviously quite difficult. Results for students that made it the whole way are as follows:

Student Name Course Credits achievedLucy Becker L2 Psychology (US) 18Kezia Korschen L2 Psychology (US) 6Emma Kapica L3 German (AS) 24 Excellence endorsedYselkla Fern L3 Psychology (US) 14Harriet Hill L3 Psychology (US) 14Laurel O’Brien L3 Psychology (US) 4

In 2012, we have 7 students studying L3 Psychology, L1 Spanish, L3 German and L1 Samoan (for the first time) and Sharon Henry will again offer her Pre Level 1 / Level 1 Japanese course.

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2011 Deans Network – Target Setting and Review

Each Dean set goals for their year group; one about raising academic achievement, another about student connectedness and a third one of their own choice. They listed strategies for each goal and then stated how they would measure them.

Year 9 - SLMG1 – Raising Achievement

95% of students achieving 80% of Whiwhinga

Goal 2 – Student Connectedness All students to

participate in at least one school activity/sport/group.

For BaseOne students this includes athletics sports.

Goal 3 – Personal choice Year level attendance

for the year at least 90%

Goal 4 – Whanau connectedness To see a continued

growth at P&C meetings throughout the year.

Strategies to help achieve this goal....

Monitor progress reports

Communicate with parents

Identify non-achievers early

Reward during the year

Whiwhinga catch ups Monitor entries on

Kamar, esp options

Strategies to help achieve this goal... Promote activities at

assembly Seniors acting as

buddies Give lists of students

interested to the organising teacher eg Kapa Haka to TEB and Rugby to GST

Strategies to help achieve this goal.... Close monitoring by

roopu teacher and Dean

Green slips Contacting parents WTDS Inter-tukutahi group

competition

Strategies to help achieve this goal..... Use feedback from

each meeting to plan the theme of the next one

Vary day of week and time if preferred by parents

Continue with coffee and food

Encourage attendees to bring another parent with them next time

Bulk email all year nine parents

How will we measure it? Kamar/markbook

entries

How will we measure? Make sure roopu

teachers enter on to Kamar and monitor groups on Kamar

How will we measure it? Kamar statistics. Monitor through year

by comparing to 2010 stats for each term

How will we measure it? Count numbers at

each meeting and record

Review/Results The average whiwhinga rate across year nine was 89.3%, which was very pleasing.Maori students average whiwhinga achievement rate was 86.5%88% of students gained over 80% of their whiwhinga. Although this is a pleasing result it was not as high as the aim of 95% of students gaining 80% for the year.There was a clear relationship between attendance and the achievement of whiwhinga, or lack there of.

Review/Results The participation rate in extra curricular activities was 93%. Many students participated in more than one activity, which was fantastic to see.There were 10 students who did not participate in an extra curricular activity. These students will be the initial focus of interviews in 2012, in an attempt to support them into an activity.

Review/Results The average attendance rate in year 9 for students who began and ended the year with us was 91.5%.This was a pleasing result and one that we want to maintain in 2012.Strategies that worked well included: Prompt contact home

by roopu teachers Green slip system

identified students very early on

Referrals to Truancy officer as soon as an issue was identified

Rewards for excellent attendance

Review/Results The PnC group was started as a result of the high numbers of parents who remained for a cup of tea and chat after the Year 9 powhiri .Topics were initially generated by the school and then suggested by parents later.The largest numbers came for the sessions which allowed them to meet the option teachers and also those where parents could learn to navigate through the portal and moodle. Sessions varied between 6 – 37 parents. Although the turnout was small for some sessions it was a successful start to the

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Reminding Year 9s at assembly of the clear link between attendance and achievement

The average attendance rate for students who were not with us the entire year was 85.3%

P&C idea.

Year 10 - SDD

Goal 1 – Raising Achievement 95% achieving Whiwhinga cert Get 20 students involved in

early scholarship awareness and critical thinking

Goal 2 – Student Connectedness 90% of students involved in

extra/co curricular activities around school

Goal 3 – Personal choice Get 90 % attendance at Year

10 camp

Strategies to help achieve this goal....

Working with Karen Shuker and being involved with the extension program and phillosphy group

Rewarding students who obtain great marks

Identifying students who are potential scholarship students

Whiwhinga system

Strategies to help achieve this goal... House colours at athletics day Encouraging staff to be

involved in extra- curricular activities

Inter-class sports competition Reminding students to get

involved at assemblies

Strategies to help achieve this goal.... Notices sent out to parents

with various payment options Regular information sent out

to students, staff and parents

How will we measure it? Monitoring extension students Student academic summaries Whiwhinga

How will we measure it? Di---sports enrollies Music, TYK music evenings etc Drama, productions etc

How will we measure it? Numbers of students on camp

Review/Results 97 percent achieved the junior certificate in learning skills. This compares very well to the 2010 result of 81 percent. This is a fantastic result, it can be contributed a number of factors including the Tukatahi system, the fact that this year group is above average ability and the fact that catch ups were regularly advertised, plus they have a great bunch of teachers and Dean Identified a list of 25 students identified as possible scholarship students and have discussed with HOFs. Program will get underway later this term

Review/Results 76 percent of Year 11 students were part of either a sports or cultural group last year. This compares to 78 percent of Year 10’s in 2010. I slight drop which is not favourable. I did note however that there were no music groups added in KAMAR so this may bump up the figure of 76 percent slightly

Review/Results 75 percent attended camp, not quite reaching the target but I knew this would be very difficult. However 75 percent is significantly up from last I run this camp in 2006 (56 percent) With some more effort and further communication with caregivers I think that we can improve upon 75 percent

Future focusI am very proud of this result, my future focus for this year group will be to focus on NCEA Level 1 results and getting the scholarship program underway this term.

Future focusI need to mention the activities more at assemblies and get actual participants to come and talk to students about the different sports and cultural activities going on. I will also make sure Di keeps in close contact with me about the year groups involvement in sport.

Future focusWhilst it was not quite the 90 percent that I was hoping for I still think 75 percent is a great percentage on a trip like this...I have already contacted Bruce at Pipers Lodge and given him Megan’s number to call so that they can get the ball rolling for this year’s group of year 10’s. I have

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discussed with Megan how she could make the trip cheaper than last year so it might be more affordable to families.

Year 11 - WTD

Goal 1 Raising AchievementAs many year 11s as possible to get level 1 literacy and numeracy

Goal 2 Student ConnectednessOver 75% year 11 students involved in some co-curricular activity.

Goal 3 Attendance90% average attendance for year group.

Strategies to help this WTD to work closely with

Lang and Maths HOFs plus year 11 Eng/num/LFS teachers.

Roopu teachers to closely monitor students at risk of not achieving Lit/num.

Caregivers to be informed.

Strategies to help this Roopu teacher to encourage. WTD to use assemblies to

promote activities – get involved students to share the positive experiences of being involved.

Student leaders to promote activities.

Caregivers kept in loop.

Strategies to help achieve this Continue to liaise with GLK. Register of at risk students

compiled. Caregivers called in to

discuss their Family Attendance Plan. At risk students work with

guidance team. Use Daily Reports.

How will we measure this? WTD to compile register of

students ‘at risk of not getting Level 1 lit/num.

WTD to review progress of ‘at risk’ students every term.

How will we measure it? WTD to compile list of

possible activities. Roopu teachers collect

information from roopu class.

How will we measure it? Terese Murphy to give Denis

regular year group % figures.

Review/Results This goal was definitely achieved. 80.3% of the students achieved NCEA level 1 (83% for those who started in Y9) with 37.4% gaining merit endorsement and 18% excellence endorsement. 81.9% gained level 1 literacy requirement and 87.1% gained the level 1 numeracy requirement.This success is attributable to several factors but I believe a strong factor is the year long focus roopu teachers put on students’ reflecting on their learning habits and striving to improve achievement – and perhaps me hammering on about resilience for three years of year level assemblies.

Review/Results I had set a goal of over 75% of the cohort engaged in some co-curricular activity. This figure ended up more like 50-55% unfortunately. It was interesting to note, however, that of the 25 students who gained level 1 Excellence endorsement, the vast majority were engaged in multiple co-curricular activities. Getting these motivated students to engage the non-committed students may be the answer, eg the way Maia Holder-Monk has galvanised wonderful student support for 2012 Stage Challenge

Review/Results My goal was to have 90% attendance for the year group and it ended up 85%. This would have been achieved but for the poor attendance of a hard core group of largely disaffected students, most of whom came to us from other schools. More work needed in 2012 to engage with new students and make t hem feel they have a place in the school. Smoking cessation programmes would also help many of these students who feel the need to gather outside school grounds several times a day to smoke.

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Year 12 - ORS

Goal 1 – Raising Achievement Improve on 2010 Year 12

resultsThe 2011 results were very close to those achieved in 2010 (76.3% versus 78%). The 2010 result was the highest in a long while – at least since 2004).This figure will have been negatively impacted by a small group with poor attendance and low literacy.

All students at least Level 1A dozen students (excluding some ESOL) did not reach L1. Poor attendance, mental health issues, low literacy, & time spent overseas all contributed.

Improve NCEA results for ESOL students.

I visited Schools implementing the QTEL (Quality Teaching for English Language Learners) program in California with a view to developing in-class strategies to improve their results in NCEA. I have not applied these yet as I wanted to develop a cross-curricular approach relevant to the New Zealand context. I have started a learning group in 2012 with this goal. Unfortunately measuring success may be problematic given the huge range of proficiency in each cohort.

G2 – Student Connectedness Wider participation in School

eg. (Sport, Drama, clubs, etc.)Supervised a group of students in the preparation for the Shihad visit. Provided input in Oscar B-W’s(& Merinda’s preparation for Debating final.Promoted sport through close liaison with Sports Coordinator and as a Sports Committee dogsbody... Identify and offer leadership

opportunities to studentsI put Zanie Vrey forward as a worthy candidate for Rotary Leadership course and she was accepted.Promoted World Vision Leadership opportunity to Bella Cameron and she became key organiser.Supervised Tom, James, Mikey, & Yuri as they redeemed themselves through sports leadership…

Goal 3 –Support Further develop the

knowledge and skills to give accurate and effective academic and career advice

Worked closely all year with GRA on improving my knowledge and skills in this area (daily discussion). Gain a greater understanding

of the range of support available to students (eg. external organisations).

This occurred as a result of meeting with Guidance on a regular (weekly) basis and through involvement in the restorative process.

Strategies that helped achieve this goal....

Communicate credit requirements to Year 12 cohort

NCEA information booklets distributed through Roopu teachers.GRA guest speaker at Deans-Roopu Teacher meeting re academic requirements

Analysis of academic record of each Year 12 student

Monitoring of KAMAR spreadsheets & identification of at risk students and high achievers.Providing templates and process for academic mentoring to Roopu Teachers (check n connect).

Close liaison with Julia Beresford and ESOL Dept

Weekly discussion re ESOL students and their needs

Strategies that help achieve this goal... Be involved in a range of

School activities to encourage participation and provide leadership opportunities

Cricket Coach & CoordinatorSports committee ‘dogsbody’Attended Music eveningJapanese tripWorld Vision CoordinatorOutdoor Education coordinator Explore new initiatives and

programmes designed to get students engaged in learning

Trip to California visiting Schools implementing QTEL (Quality Teaching for English Learners) strategies. These are effective for all learners.Ongoing Post-Graduate study in Applied Linguistics.

Strategies that helped achieve this goal.... Effective liaison with experts

in the areas of Guidance, Careers, and School Management

Reading extensively about NCEA and NZQA rules and regulations

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Year 13 – SLL

Goal 1 – Raising Achievement

30 Scholarships 70% Level 3

G2 – Student Connectedness

High uptake of leadership opportunities

Goal 3 – Personal choice

Supportive exit strategies

Strategies to help achieve this goal....

Coordinate early Monitor with roopu teachers Liaise with families and

subject teachers

Strategies to help achieve this goal... Good communication with

students.

Strategies to help achieve this goal....

Coordinate with GRA, families

Monitor attendance and progress

How will we measure it? Pass rates

How will we measure it? A lively Year 13 lead co-

curricular programme School effectively

represented at student levelled

How will we measure it? Few drifters ie attendance

strong with those who need to move having the support to do so

Pass Rate for Level 3 c 76%Scholarship = 26

Mixed results. Effective leadership and representation in many areas. Concern that some natural leaders did not take up opportunities at Year 13 even though they had at Year 12. Is this a trend as some Year 13s concentrate on studies, have one foot out of school? Perhaps need to encourage more Year 12s who are still “totally” in school.

I think the work Anne Grimmer and I did with other key people lead to very few leaving without clear plans and achieving their realistic academic goals. I think one reason that this year group’s numbers remained very high through Year 12 and 13 was the care/guidance/advice etc work we did with the lower ability students. Gateway/work experience a key factor as was the EMS class. ie many stayed at school that may otherwise have drifted.

Careers - GRA

Goal 1 – Raising Achievement Place 35 students on Gateway

G2 – Student Connectedness 60% EMS students are

involved in one or more co-curricula school activities

Goal 3 – Personal choiceVisit all Year 13 classes Term 1 & 3 Year 12 classes Term 2 Year 11 classes Term 4 During Line 1

Strategies to help achieve this goal....

Increase number of employers on list to find a relevant placement for students.

Employ a vibrant, pro-active administrator

Strategies to help achieve this goal... Get students who have

chosen to be involved to share positive experiences

Strategies to help achieve this goal.... Liaise with class teachers

How will we measure it? Term 4 TEC report

How will we measure it? KAMAR GRA’s individual records

How will we measure it? Log of meetings

Review/Results 34 students were placed on Gateway. The appointment of vibrant, pro-active Pania in term 2 has helped make this goal happen.

Review/Results This has proved disappointing when looking specifically at student involvement but anecdotally students showed commitment through involvement in Gateway and as spectators at sporting events.

Review/Results All year 13, 11 and 10 classes were visited during 2011.

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INTERNATIONAL STUDENTS - BDJ

Goal 1 – Raising Achievement NCEA---- 90% of students

doing a UE programme will achieve this.

All students will achieve sufficient English language competence to allow them to participate meaningfully in the mainstream.

Goal 2 – Student Connectedness 80% of students to join in at

least one co-curricular activity.

Goal 3 – Personal choice 90% of students attend 90%

of their classes or better. 60% of students regularly

attend sporting and or cultural events in the wider community

Strategies to help achieve this goal....

1. Mandatory interviews identify any issues over academic progress

2. Subjects changed early where student not coping.

3. Tutoring arranged where appropriate.

4. Concerns openly discussed with student and solutions too.

5. Agents/ parents kept informed.

Strategies to help achieve this goal...1. All notices/ publicity displayed

on International notice board.2. Ongoing liaison with sports

and music people.3. Active encouragement for

students through peers, buddies, ESOL classes and homestays.

Strategies to help achieve this goal....1. All absences followed up

quickly with student2. Agents/parents informed

early of concerns.3. Active promotion of events

with students.

How will we measure it?1. Through NZQA results.2. Through discussion with

students and feedback from teachers.

How will we measure it?1. Through exit interviews.

How will we measure it?1. Attendance data on KAMAR2. Exit interviews with student.

RESULTS 2011Goal 1 Goal 2 Goal 3Of the 9 International students we had doing a University Entrance programme all but one achieved this ( 89% ). The one student who did not has entered a Foundation Studies Progamme at Auckland University to complete the required literacy standards. She should be able to begin an undergraduate programme in the second semester.

Clearly all the above strategies contributed towards this. It was particularly helpful having all but one of these students in small ESOL classes.

With regard to those students arriving with beginning or elementary levels of English timetabling them into more than one ESOL line and one on one instruction from our teacher aide resulted in meaningful engagement in their classes over time.

While we employed the above mentioned strategies to achieve this goal we fell far short of the stated 80%. Closer to 40% overall.

The reasons for this are varied. The more outgoing the student and the greater their English language competence the more likely they are to have the confidence to participate in co- curricular activities.

Many more participated in sporting rather than cultural activities and participation was higher for boys than girls.

I think the Department needs to have this as an ongoing aim to increase co-curricular participation and continue to expand our efforts.

Attendance continues to improve overall albeit with a small minority bringing down the overall average which was 85%.

An attendance printout was sent fortnightly to the parents/agent of any student whose attendance was causing concern. This had a positive result in the majority of cases.

Of the 4 students this had no real effect on they were issued with formal warnings and seen by Senior Management.

Regarding students attending sporting and cultural events in the wider community this had a much greater take up than school co-curricular activities with most students attending at times and 65% of the students regularly.

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Guidance Report 2011

The counselling team at Wellington High School is made up of two full time counsellors Mark Pope and Kirsty Ferguson. The counselling team works in a number of ways to support students to remove barriers that may get in the way of achieving educational success. To this end Mark and Kirsty work in partnership with teaching staff to meet the requirements of NAG 1, with particular reference to i,iii and vi. In addition to the provision of personal counselling the service contributed to the wider school wellbeing by running peer support and mediation programmes, working closely with whanau and the school community, referring students on to external agencies when required.The primary work of the two school counsellors continues to be the provision of one to one, small group counselling interventions, working with families and implementing a number of programmes. The significant themes reflected those of previous years and included family and relationship difficulties, depression, substance use, anxiety and managing the many challenges of adolescence. We continued the facilitation of a number of programmes that support our most vulnerable students including APEX and Travellers, and maintained positive relationships with community agencies such as: WellTrust , CAMHS, CYF, Evolve, BGI, Youth Connect, City School, the Police and School’s Out. As a department we actively worked to build relationships and broaden our delivery of services to meet the needs of students, staff and the community. Including the following:

Programme Term Purpose/ Topic Number of participants

Year group

Travellers 2,3 Developing resilience amongst our most vulnerable students

18 9

APEX 1-4 Supporting a group of at-risk students 15 9,10Range and Reach 1-4 Providing ongoing support and

mentoring for APEX graduates30 11,12

Peer Support 1 Supporting year 9 students make a successful transition to WHS

45 13

Quit smoking 3 Support students to give up smoking 20 11Parent/ caregiver evening

3,4 1. An introduction to restorative practice and how you might practice it at home

2. How to support you daughter/ son during exams.

20 ParentsCaregivers

In addition to this the department: Facilitated professional development for deans. Facilitated the introduction of EAP to the staff community. Were members of the restorative practice implementation team and facilitated the majority of

restorative conferences. Co-ordinated research projects for VUW and Massey University associated with student wellbeing

and health. Continued to develop the established external network that allows for broader support of our

students and their families. Continued to develop internal network

- Regular meeting with Principal and SMT- Weekly pastoral care meetings with Deans tracking students and maintaining STAR register- Working closely with Learning Services and Base 1- Providing a morning tea in the department for all staff

Guidance teamThe guidance department welcomed two new roles. Anna McRae is a trained youth worker employed by Zeal and working at WHS for three days a week. This new role evolved during the year to include

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supporting Maori students, mentoring at-risk students, small group activities and organising lunchtime events. Kara Davies was a third year counselling student with a particular focus on meeting and supporting new students as they arrived at WHS during the course of the year. We have been lucky to have Julia Rainsford continue to work as the WellTrust drug and alcohol counsellor. During the year 22 students (Years 9-12) were referred (11 of these as a result of restorative conferences). These students attended 110 hour long counselling sessions. Four students continued contact during the summer school holidays. Julia provides a report on each student’s progress and keeps in close contact with the counselling team, SMT and Deans when appropriate.

Year Number of students Year Number of students9 210 10 12 511 5 13 0

WellTrust clients: Gender

Boys Girls 19 3

COUNSELLING work profile STATISTICSHistorically this report has included a number of statistics defining the number of students seen, described by gender, ethnicity and year group. This simplistic analysis does not accurately reflect the work that is done within the department. We have developed a new model that identifies the range of activities that we carry out in our role as school counsellors and have documented time spent on these activities during the course of one week during term 2. The combined results are included in the table and pie graphs below.

Counselling activitiesCounselling Programmes Consultation Relationship building Individual

- Year- Gender- Ethnicity- themes

Group Family Transition

- New student- City school

Staff

Peer support Travellers APEX Smoking

cessation Restorative

practice

Formal Deans Teachers Pastoral Principal Families Agencies Staff PD

Informal Staffroom Families Agencies

Staff morning teas Agency visits/

morning tea Student assembly Parent PD/ education

Administration Professional development

Other

Note taking Phone calls

- Made- Received

Emails - Made- Received

Referrals Support

- Youth worker- Student counsellor

Supervision Course

attendance Reflective

practice (peer)

Professional reading

In-school (Tuesday morning)

Roopu Staff meeting Debating

PROFESSIONAL DEVELOPMENT87

Mark and Kirsty participated in a range of professional development. Brain Based Therapy (2 days). Restorative Justice conference.

In addition they attended three guidance counsellor professional development training days. They covered a diverse range of adolescent focused topics, including such things as; Using dreams in therapy. Margaret Bowater NZAP. National depression initiative. Dylan Morton. Suicide prevention education. Simon Johnson. Cognitive behaviour therapy. Paul Schreuder. Weltec counsellor trainer. Gambling addiction. Andrew Brown. Catholic social services.

In addition to this Mark completed his second year of training as a TA therapist.

Review of 2011 goals.Goal 1: Explore the concept of a comprehensive student support centre.Historical position Target group Strategy Outcomes/

measuresAction

Loose collection of staff and agencies working together to support students.

Staff involved in student support

Conversations about what a student centre would/could look like.

Visit established centres

To create a preliminary discussion document to present to the BOT

Preliminary discussion with Deans and Admin Staff. Both groups identifiying clear need for such a service.

Discussion with guidance counsellors to survey other school facilities.

Plan to initiate discussion with new Principal and share the information gathered.

Goal 2: Further develop student leadership opportunities within the guidance department.Historical position Target group Strategy Outcomes/

measuresAction

A range of opportunities based around student support and mediation.

Senior students looking for leadership opportunities.Junior students requiring additional support.

Train senior students to work confidently in a number of support roles.Develop a pilot in con-junction with learning support and SMT

Students confident to offer support to students.Students have another layer of academic/ social/emotional support.

Resource base of peer mentoring programmes established.

Concept of extending role of peer supporter introduced to 2012 peer supporters during December training.

Considering how senior students might participate in Restorative

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practice initiatives such as facilitating circles interventions.

Goal 3: Review the department’s effectiveness and develop a plan to implement it. (What model can we use to review what we do and then apply it).Historical position Target group Strategy Outcomes/

measuresAction

Provision of counselling and delivering programmes. Working closely with some staff, families and agencies.

WHS stakeholders: Students, staff, family/caregivers, community.

Structured meetings. Identify student, family, staff, community needs. Explore potential for meeting need.

Review document that identifies needs and possible responses.

2010 feedback from deans.

Received informal feedback from parents following two parent evenings.

Trailed ‘diary week’

Reflection on 2011 goals.The identified goals were ambitious and acted more as guidelines; identifying aspects of our work that we consider important and indicating the direction of further work. There were steps made towards meeting aspects of these goals and further work needs to be done to achieve their completion.

Goals for 2012Goal 1. Building relationships in school and community

Current situation Objectives (how we plan to address each goal)

Resources and strategies needed to support objectives.

Expected outcomes.

Goal 2. Promote safe- school environmentCurrent situation Objectives (how

we plan to address each goal)

Resources and strategies needed to support objectives.

Expected outcomes.

Goal 2. Broaden our support for our most vulnerable studentsCurrent situation Objectives (how

we plan to address each goal)

Resources and strategies needed to support objectives.

Expected outcomes.

Guidance Dept Wellington High SchoolCounselling staff Diary Week 2011 During Term 2, 2011, Mark and Kirsty documented their

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interactions with students, staff and the wider community. The table below identifies the hours spent in each of these activities.

Activity HoursCounsellingProgrammeConsultationRelationship buildingAdminProfessional developmentother

3054.5127127 Total hrs 87

GenderMaleFemale

1823 Total 40

EthnicityEuropeanNon European

2911

Year13 1211109

137695

IssuesMental health (Anxiety, Low mood, trauma)Relationships (Friendship, family)Motivation ( Goal setting Attendance)Handling emotions (Anger)Agencies Benefits CYFSSexuality, PregnancyBullyingTransitions A and DOther

**************************************

Note: The graphs and table below identify student ethnicity, year level of students seen and issues addressed.

Gender

Malefemale

Table 2 Gender of counselling clients seen (based on 40 clients)

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Ethnicity

EuropeanNon European

Table 3 Ethnicity of counselling clients (based on 40 clients)

Year

131211109

Table 4 Year group breakdown

IssuesMental health (Anxiety, Low mood, trauma)Relationships (Friendship, family)Motivation ( Goal setting Attendance)Handling emotions (Anger)Agencies Benefits CYFSSexuality, PregnancyBullyingTransitions A and DOther

**************************************

Table 5 Counselling issues tally number

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Health and Safety Report

National Achievement Goal 4 requires each Board of Trustees to comply with the negotiated conditions of any current asset management agreement and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for students.

WHS has an Emergency Plan which is kept up to date. The plan covers emergency procedures, and response reactions.

The Health and Safety committee monitored activities during the year: Distributed emergency procedures booklet Gathered possible hazards information termly. Liaised with the Principal and Property Manager over any property issues

Fire Evacuation drills occurred on 3 occasions throughout the year. There was some reorganisation of the evacuation routes for this year while some of the doors on the north side of the main block where out of action because of the gym construction. Staff and students followed new procedures well.. Every teaching room has notices with evacuation instructions both for Fire & Earthquake and the Staff Manual has details of emergency procedures.

The Building Safety Warrant of Fitness was renewed May 2010, for this to be issued the following areas must be compliant:

Lift Safety checks current Fire safety, including exit emergency lighting, detectors , fire extinguishers all checked and in good

working order Operation of hoppers checked, Fume Cupboards checked, Dangerous Goods Store checked

All these areas are compliant We will need to replace the Dangerous Goods Store in the near future.

The Principal who acts as Lab Manager has inspected all science labs and they all met the safety requirements.

We will attempt again early in 2012 to get families and caregivers to commit to our earthquake action plan and donate non-perishable foods that can be kept at school.

In August there was a bromine spill in science and the following action points were found when reviewing this incident: The school will buy in diluted bromine in future to minimise risk of spills.

1. The perspex slide on the fume cupboard in the chemical preparation room was found to be faulty and unable to be pulled fully down.  This will be repaired as soon as possible.

2. Head of Chemistry Shelley Monds will assist Jo in updating the annual chemical inventory.3. Jo to check that there is always someone within calling distance when she is working with high risk

chemicals. Protocols outlined in the “Code of Practice for School Exempt Laboratories will be followed at all times.

Achievement of the 2011 Annual Plan: Appendix 37The plan was reviewed for progress mid- year and then at the end of the year against the expected outcomes.

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Wellington High School 2011 plan for improving teaching and learning

Current situation Objectives (how we plan to address each goal)

Extra Resources & strategies needed to support objectives

Expected outcomes (what we will be seeing by the end of 2011)

Goal: to develop truly inclusive classrooms in which the skills and abilities of each student are fully developedThere has been a steady upward trend in NCEA results at WHS between the years 2005 and 2010, with 12% improvement for NCEA L1, 17% for Level 2, and 22% for Level 3. However, while students consistently achieve highly across a whole range of activities, NCEA results for 2010 have been lower than expected for a Decile 9 school. Students who begin WHS in Yr 9 achieve on average 10-15% higher than students who transfer in from other high schools10.

The development of the Tukutahi programme has clearly shown the benefits of teachers planning collaboratively for connection and transfer with the same group of students for Yr 9 and 10. We now need to further embed skills that will ensure academic, social and emotional success as students move into the senior school.

Fully integrate learning conversations into the Yr 11 programme.

Incorporate guided writing and reading into all teaching and learning programmes across the school curriculum.

Ensure that net books are being used in digital learning programmes by all Year 9 students.

Identify and track STAR students promptly to enable the development of effective learning strategies.

Sustain the learning culture that has been cultivated through Building Learning Power and Key Competencies.

Consolidate and evaluate restorative student management practices.

Quality learning and behaviour data is required to measure the effectiveness of objectives under this goal.

Finance for net books will be required for some students.

A coordinator of restorative practices will be appointed and embedded in all staff restorative conversations and key staff in meeting procedures

Deans will develop strategic goals.

90% of Yr 11 parents have attended learning conversations and expressed satisfaction.

All STAR students have effective learning strategies agreed and acted on.

All teachers are developing and sharing innovative pedagogies across all subjects.

All Year 9 students are using net books in digital learning programmes by the end of the 2011 school year. Evaluation of this strategy shows clear ‘value-add’ and is able to inform future decision-making.

Parents are indicating that they value the school’s recognition of student success.

A 70% Level 3 NCEA pass rate has been achieved for 2011. Other levels have improved by 5%.

Observations show split screen teaching to develop Building Learning power and Key Competencies.

Restorative student management practices are demonstrably having a positive impact on the behaviour of students, and the incidence of repeated behaviour has decreased.

Goal: To work closely with the Maori ( and Pasifika) communities to raise academic achievementOn entry, about 20% of Maori and Pasifika students are identified as requiring extra assistance with literacy and numeracy. While standardised tests show improvement in the junior school, this improvement is not always continued into the senior school. While the performance of Maori students in 2010 exceeded the Maori NZ average, Maori students underperformed compared to WHS students as a whole, and their average attendance was 13% lower than the whole school. A He Kakano student survey showed 70% of Maori students report that it “feels good to be Maori at school” compared to 90% of other students feeling good to be who they are at school.

Ensure that the entry and circulation areas of the school are visibly bicultural.

Engage Maori whanau and form a Whanau Advisory Group to investigate barriers to Maori achievement and attendance, and to discuss potential solutions for improvement, implementing these in partnership with families.

Embed a visible Maori dimension into all school events in consultation with the Maori student population and whanau.

Actively participate in He Kakano to ensure a Maori dimension is incorporated into leadership practices

Extract learning data related to Pasifika

The Maori learning group will need to keep staff informed of good practice.

We will need a specific focus on STAR Maori students.

Time needs to be allocated to check and connect with students.

Tuakana will need to act as mentors for Yr 9 students.

Pasifika students should be offered Samoan or another Pasifika language via VLN.

A Whanau Advisory Group has been formed from kapa haka whanau and their contribution is helping to improve attendance.

Maori attendance matches the whole school rate for 2011.

Individual Pasifika students are tracked, results analysed and improvement shown.

The school demonstrates visible support for Maori culture.

The school demonstrates visible support for Pasifika culture.

10 This is consistently found in student tracking data, reported annually.93

The number of Pasifika students has remained stable at around 40 over the last decade, and there has as yet been no specific survey conducted for Pasifika students.

students so that factors affecting achievement can be identified and solutions implemented.

Goal: to continue to be a forward looking school preparing students for their futureWHS endeavours to provide focus and support for senior students as they consider and plan for successful futures. However, students are often happy to achieve internal standards and then aim for the minimum result in external assessments at the end of the year. There often seems to be little urgency or vigour as they focus on their future. With intense effort by most of the staff, attendance rates have improved in 2010 by 4%, however, average attendance for 2010 is only 79%.

Yr 12 level 2 literacy rates have ranged between 40 and 50% over the last 5 years with numeracy averaging 83%. About 60% achieve Level 2 literacy by the end of Yr 13.

Investigate alternative ways to deliver the senior programmes, with consideration of timetabling, variable contact time, home study, virtual learning networks and Tukutahi.

Ensure that the outcomes of the Level 2 standards alignment project are programmed for 2012.

Continue to use Assessing the Assessment to critically analyse and target learning needs.

Continue to identify barriers to learning and higher achievement for senior students – i.e. barriers to achieving to their potential.

Focus on boys’ literacy to improve Level 2 literacy achievement.

Explore the most effective platform to create e-portfolios.

Existing e-portfolio platforms will be trialled.

Kamar will help identify where numeracy standards were delivered.

Software to support literacy will be investigated.

Innovative programmes are sustainable, with appropriate staffing levels and support.

Senior students have been provided with alternatives for course delivery and timetabling.

Level 2 literacy results for 2011 match New Zealand’s Decile 9 results.

Innovative programmes to support the academic success of senior students are developed and implemented.

A school wide platform has been chosen, and implementation has begun.

Goal: provide superior resources for all staff and studentsThe school has provided a high standard of service and physical resources so that staff members are able to concentrate on developing modern teaching and learning methodologies.

Recent events in Christchurch have reminded us that schools, like any businesses, rely on their resources and information to continue to deliver education to students. Given Wellington’s susceptibility to earthquake events it is a good time to look closely at business continuity for WHS, identifying alternatives to site-based information storage.

Investigate more creative ways to timetable staff to meet the demands of alternative programmes.

Complete the gymnasium and teaching kitchen projects.

Plan and design hall refurbishment and lighting and sounds upgrade.

Establish a funding base for a charitable foundation to support WHS.

Ensure IT facilities have adequate support for digital learning pedagogies.

Explore ways to retain the use of French Pass.

Consider critical functions for the school, and investigate alternatives and back-ups, in order to plan for business continuity.

Ongoing investment in information technologies is needed.

Cloud-based storage for school records will be investigated to support business continuity.

Gym and kitchen construction and staff room rebuild completed.

The lease for French Pass has been renewed and the school is continuing to use it.

A funding base for the charitable foundation has been established.

A business continuity plan for administration systems has been developed.

Utube & google video and eTv are available across the school to support modern teaching and learning practices.

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GoGoal: to provide a strong vibrant learning communityOver the past five years the school has focussed strongly on staff development (Building Learning power, key competencies) – and this has resulted in a staff of passionate learners invigorated by their own success and the help they give other staff.

The Adult Community Education centre has provided life-long learning opportunities for Wellington city and region with the wide ranging programme of courses focused on meeting adult learning needs. It continued to do this despite the 75% cut in government funding in 2010.

Work with parents and caregivers to ensure the link between attendance and achievement is well understood so that student results improve.

Continue to provide superior professional development opportunities through learning groups and selected PD opportunities.

Consolidate the Community Education programme.

Through the reunion, initiate a past student association to actively support the school.

Increase staff ability to work with, adapt to and be confident with digital technologies.

Strengthen the collaboration with loop schools.

Tuesday PD training will be continued.

Regular reporting and newsletter messages will occur.

Reference group advisory and support for the Community Education programme will continue.

Reduced overhead contributions for the Community Education programme will continue.

HoFs will ensure good practice is spread in faculties.

Three loop leaders will be identified and given time to work on loop sharing.

Yr 9 parents group has been formed, and is being communicated with regularly.

The school’s innovative reputation is retained, as evidenced through survey information.

Attendance rates are exceeding 90% at each year level.

90% of parents have expressed satisfaction with the school.

Each teacher delivers at least one blended11 course a year.

All junior teachers express satisfaction with learning opportunities & support , and Parent portal, texting and emailing all keep parents informed and linked to achievement

11 ‘Blended course’ in this context means using a combination of traditional and modern delivery methodologies95

End of year against Expected outcomes for discussion and review and additions?

Expected outcomes Quick review of outcomes to dateGoal: to develop truly inclusive classrooms in which the skills & abilities of each student are fully developed 90% of Yr 11 parents have attended learning conversations and

expressed satisfaction. All STAR students have effective learning strategies All teachers are developing and sharing innovative pedagogies

across all subjects. All Year 9 students are using net books in digital learning

programmes by the end of the 2011 school year. Evaluation of this strategy shows clear ‘value-add’ and is able to inform future decision-making.

Parents are indicating that they value the school’s recognition of student success.

A 70% Level 3 NCEA pass rate has been achieved for 2011. Other levels have improved by 5%.

Observations show split screen teaching to develop Building Learning power and Key Competencies.

Restorative student management practices are demonstrably having a positive impact on the behaviour of students, and the incidence of repeated behaviour has decreased.

75% attendance at learning conversations, 91% satisfaction

tukutahi, learning groups, faculty PD, standards

alignment enable this all year 9 students have used netbooks or loan laptops;

there will be more netbooks available for ‘equity’ purposes in 2012. Value added is hard tomeasure at this stage

Only 4% of parents disagree with the school’s recognition of success

NCEA level 3 pass rate is 76%. L1 has improved by 10 percentage points, L2 has declined by 2.

Performance management reviews back this finding up showing split screen teaching occurring

Restorative practices have reduced recidivism particularly in the area of drug use

Goal: To work closely with the Maori ( and Pasifika) communities to raise academic achievement A Whanau Advisory Group has been formed from kapa haka

whanau and their contribution is helping to improve attendance.

Maori attendance matches the whole school rate for 2011. Individual Pasifika students are tracked, results analysed and

improvement shown. The school demonstrates visible support for Maori culture. The school demonstrates visible support for Pasifika culture.

No WAG has been formed but kapa haka flourished – a goal for 2012

Maori attendance lower than whole school rate at Y9-12 and higher at Y13

Pasifika students tracked, results analysed, formation of VLN L1 Samoan language group for 2012

Visible signs around school, Maori achievement learning group, He Kakano initiative

Samoan VLN course set up for 2012 Goal: to continue to be a forward looking school preparing students for their future Innovative programmes are sustainable, with appropriate

staffing levels and support. Senior students have been provided with alternatives for course

delivery and timetabling. Level 2 literacy results for 2011 match New Zealand’s Decile 9

results. Innovative programmes to support the academic success of

senior students are developed and implemented. A school wide platform has been chosen, and implementation

has begun.

Year 9 / 10 courses highly staffed affecting year 11-13 teacher-student ratios

VLN continues, correspondence continues, off timetable courses continue

This data was not available at the time of this report - UE literacy results seem on track at this stage

WHS continues to host a wide range of innovative programmes at senior level

I’m not sure what this means

Goal: provide superior resources for all staff and students Gym and kitchen construction and staff room rebuild

completed. The lease for French Pass has been renewed and the school is

continuing to use it. A funding base for the charitable foundation has been

established. A business continuity plan for administration systems has been

developed. Utube & google video and eTv are available across the school

to support modern teaching and learning practices.

All work was completed by the start of term 4 The lease for French Pass was not renewed which was

a great shame. The school has decided that it will use Kaitoke for year 9 camp in 2012

A charitable trust exists but I am unsure of the funding for this

I’m not sure what this means YouTube and google video are available to all students,

eTV has been trialled but ClickView has overshadowed it

Goal: to provide a strong vibrant learning community Yr 9 parents group has been formed, and is being

communicated with regularly. The school’s innovative reputation is retained, as evidenced

through survey information. Attendance rates are exceeding 90% at each year level. 90% of parents have expressed satisfaction with the school. Each teacher delivers at least one blended12 course a year. All junior teachers express satisfaction with learning

opportunities & support , and Parent portal, texting and emailing all keep parents informed and linked to achievement

A Y9 P&C was not formed as a formal group but Y9 P&C were invited in for various meetings in terms 1 & 2.

Evidence for this exists in views held in educational circles and through caregiver survey feedback

They are not exceeding 90% at any level 91% expressed satisfaction with the school Blended courses part and parcel of Y9/10, increasing at

senior level- evidenced by heavily booked com labs Junior teachers are exhausted and satisfied by tukutahi!

12 ‘Blended course’ in this context means using a combination of traditional and modern delivery methodologies96