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Huntly College | Te Kura tuarua ō Rāhui Pokeka

Charter 2017 The Charter comprises four major sections including a brief

history, information about our College, the strategic planning

section including the vision and values and the Annual Plan

(targets and goals.) For any further clarification, the reader

should direct their questions to the Board of Trustees

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The Charter contains: A brief history of Huntly College pages 2-4

Information about Huntly College page 5

Strategic Planning section pages 6-7

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1. A Brief History Huntly College was officially opened in 1954. The College was established on this site as a result of the growing roll at Huntly District High School.

Prior to the opening of Huntly College, students seeking a secondary education in Huntly did so in a curtained off area in the back of a room at Huntly District

High School. The college was built on its present site and pupils and staff transferred during 1953.

The official opening of Huntly College occurred on the 6th February 1954. the Minister of Education, Mr. R. M. Algie, officiated at the opening.

The first principal was Mr. Jack Yolland and the year started with a roll of approximately 170 students.

The College roll began to increase, 338 (1954), 401 (1955) and 450 (1956)

Planning for future projects began in earnest.

tennis and basketball courts were completed in 1955

a swimming pool and a library were planned and completed in 1956.

the first assembly was held in the newly completed hall on 20 August 1959. the hall was officially opened in 1960.

Principal Roll of Honour 1. Mr W. A. Cumming was appointed Principal in 1960. the roll continued to grow during his tenure reaching a peak in 1962 (630 students) 2. Mr. T. Edmond was appointed principal in 1966. the roll continued to increase reaching 726 students in 1968. The roll remained high during

these years mainly due to the construction and eventual opening of the nearby Huntly Power Station. 3. Mr H. Wallace was appointed principal in 1969. The gymnasium was officially opened in 1969. 4. Mr J. F. Hughes was appointed principal in 1975. The roll reached its all-time peak, 768 in 1977. During the late 70’s and 80’s the college roll

began to decline. This was attributed to several contributing factors including power site completion, coal mining restructuring, and rural population decline and freezing works redundancies.

5. Mr. G. Milbank (1987 – 1994) was appointed in 1987. Rugby tour to Australia in 1987. Rangimarie was opened in 1991. College League team won the school tournament. Further changes in the district including job restructuring contributed to further roll decline.

6. Mr. R. Miller (1994- 2000)was appointed principal in 1994. Major changes to occur during Ray’s reign include, international students were recruited to Huntly and the unfortunate removal of the pool due to water table damage.

7. Mr. U. Drake (2001 – 2003) was appointed in 2001. Ric was Principal for three years. The 50th Jubilee was held in September 2003. a well-attended successful event.

8. Mr. Tim Foy (2004 - )was appointed in 2004 beginning his tenure late 2004.

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Future and recent developments

The development of performing arts in recent years, most notable achieving success in events like Search for the Stars and Stage Challenge provide a challenge for this community. Performing Arts is gaining in popularity. Linking to Māori performing arts is expected. The development of Dance, Māori Performing Arts and Music will ultimately see future growth of Performing Arts and development of an Academy.

Provision of student health / wellness is becoming increasingly necessary as schools attempt to provide a full wrap around service for students (substance abuse counselling, teenage pregnancy, transmitted disease and other related problems). Provision of a doctor and nurse essential.

Develop courses and programmes that better suit the needs of students as they enter and exit our college. Data indicating that less than 5% of leavers enter university directly. Hence the need to create courses and opportunities for the large majority of students enrolled while maintaining a traditional programme with alignment towards attainment of NCEA level 2 and 3 (LEAP)

Establishment of a Services Academy in 2012 supported by the appointment of a full time director is catering for a significant number of learners identified as priority learners (Māori students in particular). The ongoing support for this programme is entirely dependent on student outcomes. The extension of this programme into years 9 – 11 is likely in 2014 / 2015.

Academy structures: the establishment of a Trades Academy aimed at level 1 / year 11 in 2013 has permitted a significant number of students (boys) to learn in context. “Build a House’ project is supported by local trades’ people and business. Local support for an academy environment has received overwhelming local support. Challenges to be faced include financial sustainability and staffing levels. Alignment with Youth Guarantee opportunities and Secondary Tertiary Partnerships will ensure sustainability. Extending the Vocational Pathways to include Primary Industries, Hospitality expected to embedded mid-2015. Yet to be implemented, Health Science / Sports academy

Rebranding the college to incorporate local context and history is planned for 2014 / 2015. This includes the adoption of a puhoro (motif) depicting many aspects of this area and college. Te Kura tuarua ō Rāhui Pōkeka (Huntly College), Te Reo dual - signage and revamping of uniform options are being developed. A new senior uniform introduced in 2016

A kawenata with Waikato-Tainui has recently made available mor4 opportunities for students. Alignment of school vision with Waikato-Tainui will further strengthen this relationship

The puhoro (motif) symbolises our special relationship with Māori and this area.

Puhoro or motif.

The design below was created by local artist, Russell Wilson. The idea of a new image had been discussed for several years by staff and students. Not menat to replace the College Coat of Arms but more to have elements both Waikato- Tainui, a clearer link to taha Maori (roll presently is approximately 75% Maori) and has education woven in the design. The adoption of this puhoro officially occurred in 2014. After local kaumatua approved this design, the College Board of Trustees formally approved the adoption and incorporation into branding the College. The College owns the design and has full property rights to how it may be used.

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Puhoro / Design for Huntly College Te whakamaramatanga

The image depicted (or tohu or puhoro) represents the relationship within Huntly College, the community and Tainui whānui.

Tainui waka designs are incorporated also.

The design signifies the journey of Tainui waka from Hawaiki and the vast travels the Tainui waka travelled to where it now

lays at rest in the Kawhia harbour.

In the context of relationships and education, this relates to the relationships forged between student and teacher. The

journey faced by these parties from the beginning to the end of schooling. Depicting the pathway for both to each enhance

and commit to be successful, achieve a positive result. Ultimately fulfilling our vision for students, be successful,

contributing, healthy citizens of Aotearoa.

The flow of negative space relates to the Waikato awa or as the Aho or thread that binds all hapu and iwi together in this region / Tainui waka.

In the context of the college, this relates to the shared forces that help the College to operate. Waikato – Tainui providing whenua / land, Rahui

Pokeka this community, resources, students and staff combine and help strengthen and develop the College leading into the future. Working

together to become one.

The Kiingitanga is relevant within this tohu as Kiingitanga kahui ariki provide identity to Māori and New Zealanders as governance to insure our

best interests are upheld. The Kiingitanga is of huge significance to Tainui as affirming the mana, integrity and identity if the iwi.

The merging of elements, relationships and manaakitanga together, we can create successful governance for Huntly College striving to do the

best we can for the community. This incorporates students, staff, parents and caregivers, iwi and hapu and all those who have a part to play in

our College.

The Kiingitanga element is signified in the motif or puhoro as being the whole design.

Any interpretations, departures from the truth from original design are unintentional. This is my version of how the puhoro was described to me.

Tim Foy Principal

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2. Information about our College

Executive Summary / Overview Huntly College | Te kura tuarua ō Rahui Pōkeka opened officially in 1953, serves the immediate district known as the Huntly Community and surrounding districts. Students predominantly come to us from six to seven contributing primary schools. We are a Year 9-15 fully integrated, Crown funded, co-educational secondary school located on the Western banks of the Waikato River. The recently formed Kahui Ako | Community of Learning includes six local primary schools and one early childhood centre

The College roll has declined in recent years reaching its peak in the late 70’s early 80’s when several coal mines were operating and the power site was being developed. Many of these employment opportunities no longer exist. The College roll in 2017 is expected to settle close to 300 students. Approximately 75% of our roll are Māori, predominantly Waikato-Tainui as mana whenua.

Huntly College by its very location has an association with local marae and in particular, Kiingitanga. Meeting the needs of its people, Waikato-Tainui in association with the College has a responsibility to ensure we provide the very best for all students and in particular, Māori. Location and proximity to several local marae, Rangimarie, our school based marae, affiliated to Waahi Pa, ko Waikato te Awa (Waikato river), Ko Taupiri te

maunga (Taupiri mountain) are all local aspects reflected in our college waiata and our puhoro

Huntly College offers a range of courses including senior Vocational Pathways (Trades, Primary Industries, Tourism and Hospitality and Performing Arts) and traditional learning pathways with subjects / courses aligned with Level 3 NCEA. In Years 9 – 11, the focus is predominantly improving and attaining minimum standards in Literacy and Numeracy. Engaging students in College requires a many faceted approach like offering a variety of extra curricula activities.

Our School Crest - Coat of Arms Officially adopted when the College opened in 1953 depicts coal mining, agriculture, the Waikato River and knowledge. The original coat of arms also depicts aspects of our present and our past. Our motto, Ma te pono ka watea is incorporated. The College colours scarlet red, royal blue and white are visible.

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3. Strategic plan HUNTLY COLLEGE CHARTER AND STRATEGIC PLAN 2017-2018

TARGETS 2017

Academic Sport / Cultural Community Juniors: 1. All students will experience an improvement in

Literacy and for Numeracy or both. At risk learners will be identified by end of Term 1.

Goal: Students will be better prepared for NCEA as Year 11. 2. Junior students are unlikely to have a clear idea

of what their future pathway will entail. Essential to keep options only as long as possible.

Goal: Tracking progress for all students to be improved. (see note on website.) Seniors: 3. Roll based NCEA Level 2 pass rates will be

comparable to other similar schools. 15+ is a tool to monitor. Leavers data will be comparable to similar schools. Vocational pathways, contextual learning and future pathways are well embedded.

Recognising the importance of sport and cultural activities requires inclusion in planning. Time and resources required. The intention is to ‘timetable’ activities, offered to all and with no requirement to assess. Examples may include Kapa Haka, team sports, electives and clubs utilising teacher ability and interests.

To continue to build on the establishing links to family and whanau. Improving consultation, listening to community voice and meeting obligatory targets. Community perception of Huntly College is and remains a challenge with many choosing education elsewhere.

Providing relevant information to parents crucial. The aim is to have ‘in time on time’ reporting using an updated website.

Curriculum Teacher Quality Community

Attendance – staff, students. Priority number 1

Vocational Pathways extended to include Year 10.

PB4L

Integrated Curriculum at Year 9 2017

Academic Counselling for all students

Performance Management System.

Staff Coaching staff (mentoring relationships, sharing)

Co-curriculum involvement

Upgrade website.

Strengthen and celebrate positive culture – Waikato-Tainui

Promoting Sports & Culture

Communication and Marketing

Sports and Cultural activities at Huntly College

Recognising the value of extracurricular activities Raise participation rates of staff and students Plan for and improve the quality of facilities Quality people involved Financial resources to support this

HUNTLY COLLEGE STUDENTS EXPERIENCE SUCCESS

VISION:

1. Huntly College supports, encourages and challenges all students to achieve as individuals allowing them to look to the future with confidence.

2. Providing local solutions for our community; the College prides itself on its place within Huntly and surrounding districts. 3. Recognising our special place within Waikato-Tainui and Kiingitanga. We want all students to be confident in their abilities;

connected and knowing who they are and well prepared for the future.

VALUES

Encouragement

(Akiaki)

Responsibility

(Manaakitangata)

Respect

(Humarie)

Commitment

(Pono)

Safety

(Hauora)

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Strategic Plan 2017 – 2018

Our Vision: Students Experience Success Learning|ako Teaching and learning|whakaako Growing together|te tipu tahi Connections Resourcing Caring

Goals Akonga|students Experience success. Students are more likely to be successful, lifetime learners if they experience success early

Kaiako| teaching staff All teachers are fully engaged and fully supported in all aspects of teaching and learning Staff are highly skilled, valued mentors and facilitators of powerful learning

Ensuring the well-being of every student is well cared for

Identifying, connecting with and sharing of information with key stakeholders including school community and other local, regional, national and international communities

Working within financial constraints, utilise what physical resources we have, supporting the Colleges long term strategic plan and ensuring sustainability

By ensuring and maintaining at all times a safe, caring and supportive environment, all members of our College community will be valued and respected

Strategies Junior curriculum to be revamped, modernised, contextualised and ultimately fully integrated.

Students are able to articulate their learning at all times i.e. they know what they are doing and what they are trying to achieve

Data is used to track and support progress, inform planning

Community partnerships are crucial including internships, Gateway, work experience and other opportunities that may arise.

Vocational Pathways provide alternatives to students. Typically, less than 5% of leavers enter University directly

Through advice and access to, students will be supported in their learning journey

Creativity, innovation and enterprise is to be encouraged. Planning and evidence of, essential

Learning to be cross-curricular and contextualized. Real life learning experiences.

Priority learners, target groups and any student at risk to be included in all aspects of planning

Literacy and Numeracy remain as crucial, vital key core skills for all

Retain high performing staff by ensuring performance management is rigorous

Staff accountability includes Board reporting, student reports, deadlines, meetings, finance and attendance.

Performance appraisal including teaching as inquiry

Supporting staff with targeted, relevant professional development

Further develop culture of professional collegiality includes sharing of best practice (both subject specific and school-wide)

Offering leadership and developmental opportunities to staff to lead, develop and embed strategies that align with school vision, build capacity and sustainability

ICT capacity and development will continue to a priority area in terms of expenditure

Further valuing and recognizing staff who go above call of duty offering additional opportunities to students

ERO review term 2 will be a welcoming opportunity

Pastoral care, advice, services for students and access to specialist care as required is readily available

Maintaining active links with local whanau, hapu and marae, with Waikato-Tainui

Valuing each person as an individual allowing them to develop with confidence. Success comes with a ‘can do’ attitude.

Co-curricular activities are seen as vital and integral in what happens at Huntly College. Students will maintain a balance between co-curricular and academic activities

Co-curricular activities include opportunities that may not be available within the academic programs such as sport, arts and cultural

Developing good citizens to be part of programs offered. Students must be able to be to contribute to their local community

Actively seek opportunities that may be outside the square, not always traditional. Ensuring H and S is never compromised, staff are encouraged to be innovative

Effective communications with stakeholders keeping all involved and informed “No surprises policy!”.

Encourage dialogues, feedback and involvement

Checking no groups of individuals are not left out

Community perception is crucial. Changing current perceptions essential. Students are the key to achieving success.

Community survey, community contacts, liaison, On Track mentor days, website, newsletters, newspapers, student uniform, staff appearance, community behaviours are crucial inputs to perception.

Physical resources

All students, staff and PCBU will be safe at all times

Future plans for modernisation is well planned, prioritised and based on need and / or compliance

Property plan is available

College grounds will be maintained to a high level ensuring a feeling of care

Rangimarie and Whare Tautoko project stage 2 to be initiated. C block upgrade scheduled 2019. Gymnasium no details yet

Financial resources

All income opportunities are maximised and well accounted for

Priority learning needs will remain high on list e.g. ICT development

Rigorous financial forecasting, planning and risk management to ensure fiscal security

All students, and staff regardless of ethnicity, gender or ability are supported in this environment.

Anti-social behaviours including any form of victimisation is dealt with through educational programs

Health, welfare and well-being included in planning

Staff accept that working at Huntly College is not a 9 till 3 profession. Staff accept that co-curricular and extra-curricular involvement is part of teaching here.

PB4L to fully embedded