logan park high school

Logan Park High School Te Kura Tuarua o Kapua o te Raki

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2015 Charter

Who we are /Ko wai matou. Tena koutou, Logan Park High School, our Kura, is a decile 7, co-educational high school in the north end of Dunedin. We are increasingly bi-cultural and certainly multi-cultural, with 33 different cultural groups represented on our roll. We aim to be inclusive, respectful and motivated every school day. Logan Park High School staff and board are committed to provide the best possible education and pastoral care for our students, offering opportunities for all to develop academic, cultural, sporting and leadership interests. Our Whanau, “Group” system fosters positive interaction between junior and senior students, providing leadership opportunities for senior students and tuakana/teina support systems for junior students around our friendly and beautiful campus. Located alongside Logan Park, the Caledonian sporting facilities, the University of Otago and the Otago Polytechnic, our students have the opportunity to study tertiary-level courses concurrently with their senior NCEA classes as part of our well-regarded Years 9 to 13, Gifted and Talented programme. The school has a friendly and caring culture and a reputation for excellence and personalised learning. Logan Park is one of the top two Scholarship schools in Dunedin and Otago with 110 scholarships awarded over the last six years.

Kaiawhina Kane Holmes shares a hongi with Head Boy Jacobi Kohu-Morris.

New students’ Mihi Whakatau with Kapa Haka Roopu, 2015.



Mission Statement/Whakatakanga Korero.

Logan Park High School ensures our students acquire and develop the knowledge, skills and values expected of a well-educated person fostering the highest possible standards of achievement. We provide innovative and individualised secondary co-education within the unique natural environment and tertiary education resources of Dunedin North.

E whai ana nga Tauira o Te Kura Tuarua o Kapua o Raki i riro mai te matauranga me nga

mea tikanga ka piki ake i te taumata teitei. E whakaratoa ana tatou i te hiranga kei te kura nei.

Vision/Moemoea.

To foster a strong culture of learning and achieving at Logan Park High school, with all students gaining their best possible Junior Diploma and NCEA level 2 as a minimum qualification. Students will be given the opportunities to engage with diverse and personalised learning programmes in order to become independent, confident, connected and engaged life-long learners, contributing to a sustainable global future. Ka whangaitia te akona i ngā tauira katoa. I piki ake ā ratou mahi, i pakupaku noa iho I te Junior Diploma me NCEA I te wāhanga tuarua. Ma nga tauira i whai ake te mana motuhake i whakamana i a ratou matauranga hei ranagatiratanga i te Ao Taiohi.



The Logan Park Whanau is respectful, motivated and inclusive/Te Whanau o te Kura i Whakamiha, Tae atu ra me toitoi Manawa. Being Respectful/Kia Whakamiha:

• Always relating positively and with consideration towards others at school and in the community.

• Honouring the unique Tikanga and valued position of Māori culture in our Kura. • Valuing and demonstrating courtesy. • Promoting a safe and positive physical and emotional culture and atmosphere at our school

and in the community. • Showing pride in ourselves and respect for our school in our dress and grooming. • Caring for the environment and keeping our school safe, tidy and attractive.

Being Motivated/KiaTae Atu Ra :

• Valuing the highest standards of effort and achievement in academic, cultural, sporting and leadership activities.

• Making a positive contribution to our learning environment and community. • Students seeing themselves as capable learners; demonstrating innovation, creativity,

discipline, resourcefulness, critical thinking and independent inquiry. • Valuing constructive use of language, symbols, text and communication. • Behaving with integrity by being honest, responsible, ethical and honourable. • Participating in and contributing to wider school life. • Careful decision-making and self-management, making healthy and safe choices; rejecting

harmful behaviours and substances. • Being active and connected life-long learners.

Being Inclusive/Kia Toitoi Manawa:

• Celebrating the unique place of Māori in Aotearoa. • Fostering Tikanga Māori and Te Reo as vital elements in school life. • Celebrating diversity, and appreciating all cultures. • Recognising that everyone is unique with individual learning needs and strengths. • Supporting others in their drive for achievement. • Involving students and their Whanau in all aspects of school life. • Encouraging friendly, sharing and open relationships with all members of our school

community, irrespective of ethnicity, gender, sexuality, religion, political beliefs, and disability.

School Values/Nga Whai Tikanga o Te Kura.



Contribution to National Education Priorities The Logan Park High School the Board of Trustees is committed to complying with the following National Education Goals;

● Continuous improvement in student progress, achievement and engagement: LPHS aspires to the highest standards of student achievement through individualised programmes and best practice, which enable all students to realise their full potential and to develop the values needed to become full members of New Zealand society. A wide range of courses is offered at each level, catering for different needs and abilities. There is a strong pastoral/whanau emphasis, working through Group Teachers, Deans and the Guidance network to build a safe, healthy, physical and emotional learning environment.

● Increased participation, engagement and success by Māori as Māori through the advancement of Māori education initiatives, consistent with the principles of the Treaty of Waitangi: Whanau support meetings between the Principal, staff, members of the Board of Trustees and Māori whanau provide the interaction which assists the school to meet the needs and aspirations of Māori students, especially through our student-feedback group Te Tupuranga. We also seek advice from direct links with local iwi on all Tikanga and Te Reo matters. So that instruction is available for all Māori students who request Māori language classes, these continue to be offered to all Year 9 to 13 students. Kapa Haka is also supported in the school within the provision of curriculum time; its important role in the ritual/tikanga of school life is recognised. This commitment is set out in the school’s Curriculum plan, including NCEA Wraparound programmes and after-school tuition for our akonga’s personalised support. Teachers are currently involved in a post He Kakano Māori Achievement programme, Kia-Eke Panuku or Building on Success, to develop culturally responsive and relevant pedagogic skills for enhanced Māori student achievement as Māori.

● Increased participation, engagement and success for Pasifica students: Within our Pasifica Achievement Plan, Pasifica students are encouraged to take part in the Pasifica Student Leadership group and the Pasifica Dance group. To support student achievement and leadership in the school, more links are being made with Pasifica fanau to support students taking part successfully in our NCEA Wraparound programmes. Pasifica scholarships and awards have been introduced at entrance level and at junior and senior levels. Career Education personalised programmes are helping students set academic, cultural, sporting and leadership goals and VLN Samoan language is now available for students to study.

● Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement: Close liaison with contributing schools, pre-testing and Asttle tests provide clear indications of the learning needs of our students, so that our courses and support are tailored to meet them. The Gifted and Talented programme is designed to meet the particular needs of high-ability students. Students needing to complete qualifications or experiencing difficulty achieving will be supported through the yearly Summer and Autumn Holiday Schools, the special needs programme and Literacy and Numeracy junior programmes. There are also special programmes implemented for Māori and Pacifica achievement and immigrant or international students requiring ESOL tuition.

● A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology, and physical activity: All Year 9 and 10 students cover the seven essential learning areas of the New Zealand curriculum, including a core Health and Physical Education course.

● The highest academic standards achieved through the establishment of clear, learning objectives, monitoring student performance against those objectives, and



programmes to meet individual needs. The junior school is focused on the LPHS Junior Diploma. ORRS-funded students and a few mainstream students are on Individual Educational Programmes. NCEA tracking programmes run throughout the school for all students with an individual student ‘app’ for NCEA tracking now available for no cost.

● Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world: All students have access to modern information sources.

● The early core skills built on prior knowledge and the contribution of the home are extended further: Parents are encouraged to build a close relationship with the school via regular teacher contact so that a genuine partnership is built between home and school whanau.

● Successful learning for students with special needs by ensuring that they are identified and receive appropriate support: There is a Learning Support Unit for students who receive ORRS funding and for whom mainstreaming is not a practicable option. Students in the mainstream, who are identified with learning needs, are supported by teacher aides.

● 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: Students access NCEA at levels 1-3 and Scholarship. Some students are able, through STAR funding, to follow Polytechnic courses along with school subjects. Gifted and Talented students can study papers at Otago University concurrent with NCEA Level 3.

● A formal self-review process and cycle is in place in order to continually seek improvement. This self-review process involves senior management, teachers, support staff, Board members, students and whanau. Relevant data is gathered at year 9-13 levels, continually evaluated and reported to the Board, parents and caregivers on an annual basis for the Analysis of Variance. This report then informs future planning.

● A vibrant versatile learning environment is provided with resources available to enable the objectives set out and the strategic aims to be achieved. Resources are allocated to fund the school’s curriculum, personnel, property and administrative activities. The Property resources are set out in the 5 Year Property Agreement and financial and human resources are detailed in the school’s yearly operational, staffing and capital Budget(s).



The Strategic Plan 2015-17

Strategic Aim 1 2015 2016 2017

To provide all students with a full and balanced curriculum, meeting individual needs and abilities and reflecting our mission and values underpinned by the NZC.

Implementation of updated sections and delivery strategies of the LPHS Curriculum 2014, including targeted intervention programme data from both staff development and student NCEA results success. Communicate achievement to Board, whanau, students and staff from the 2014 Analysis of Variance.

Review the updated sections of the LPHS Curriculum Plan from 2015, especially from data taken from both staff development programmes and NCEA results, especially for targeted students.

Continue the cycle of The LPHS Curriculum Plan review.

The LPHS Māori student achievement planning cycle is reviewed and further developed through staff and student intervention programmes, as well as improving links to the Kai Tahu Runaka, whanau, rangatahi, Te Tuperanga Leadership groups and Board members to ensure retention and NCEA success. Pasifica groups/fanau, Te Tuperanga and students are involved in developing Pasifica student achievement, retention and NCEA success.

That the LPHS Māori and Pasifica Achievement Plans are further developed and reviewed. Students and whanau/fanau are consulted about all interventions for student achievement and success.

Review the Māori and Pasifica Achievement Plans and intervention programmes for updating and development.

Reinforce and review the LPHS values throughout the school systems (pastoral care, attendance and discipline etc) and new programmes. Ensure

Embed values within school systems, especially within new programmes or evidence gathered from

Reinforce and review the LPHS values throughout the school



expectations have been communicated to new and existing staff, students and whanau.

existing systems indicate improvements are needed and beneficial for improved student achievement and staff PD.

systems and programmes. Ensure expectations have been communicated to new and existing staff, students and whanau.

Gather year 9-13 data on students’ extra-curricular activities in sports, cultural and leadership areas.

Analyse students’ extra-curricular data and set targets for engagement, based on data.

Review participation data.

Above: International Students and Otago Manu Pounamu Awards 2014. Below: United Nations Youth Awards 2015, and Sports Leaders’ Breakfast 2014, with Jodi Te Huna-Brown (Silver Ferns Netball).



Strategic Aim 2 2015 2016 2017

All students are able to progress in their learning as evidenced by assessment and evaluations in relation to the NZC, NCEA, the LPHS Junior Diploma and other identified school and community priorities.

2014 Analysis of Variance informs BoT, senior management and teaching staff to review/redefine strategies for 2015 student achievement targets for the Annual Plan.

2015 Analysis of Variance informs BoT,senior management and teaching staff to review/redefine strategies for 2016 student achievement targets for the Annual Plan.

2016 Analysis of Variance informs BoT, senior management and teaching staff to review/define strategies for 2017 student achievement targets for the Annual Plan.

The Board is fully informed about yearly student achievement through Department and whole-school Reporting and Self-Review processes.



All Logan Park High School policies and strategic and yearly goals aim to address and meet Government requirements set out in the National Educational Guidelines.

2015 LPHS Prefects.



LPHS Annual Plan 2015 Strategic Aim 1: To provide all students with a full and balanced Curriculum, meeting individual

needs and abilities, reflecting our missions and values underpinned by the NZC.

Targets Target Date

Responsibility Resources Outcomes Monitor Outcomes

The updated LPHS Curriculum is reviewed and monitored to improve subject delivery in departments as a result of pedagogical updates/changes involved in differentiated and personalised learning in 2014. Data will be gathered from NCEA Intervention programmes and results for sharing with the Board, iwi, parents, whanau, staff and students. LPHS staff will also be involved in Kia Eke Panuku/Building on Success *Curriculum Delivery Data-Gathering projects in 2015. *KEP/BoT

2015-2016

Self-Review Committee, KEP/BoS Team, HOD Curriculum, senior management, Academic Dean, HODs and teachers.

Curriculum and Staffing budgets supplemented by KEP/BoT budget .

The updated LPHS Curriculum and teacher delivery PD strategies provide better opportunities for students’ differentiated and improved learning.

Analysis of student, parental/ whanau, Board and teacher feedback as well as the Analysis of Variance improvements for Targeted groups.

The Māori Achievement Plan is further developed. Students continue to be supported through teacher/student/whanau/iwi and Board targets, goals and culturally responsive programmes. Further professional development for staff is through the facilitated KEP/BoS programme.

2015-16

KEP/BoS Team, Head of Curriculum, Academic Dean, Runaka, Whanau, HODs, subject teachers, Te Tuperanga and BOT members.

Curriculum, Staffing and KEP/BoT Budgets.

Improved Māori student achievement and retention through a differentiated curriculum and Best Practice/ Culturally responsive delivery strategies.

KEP/BoS Milestone Reports for each semester are provided for teacher, whanau and Board discussion and analysis.

The Pacifica Achievement Plan is further developed. Pasifica Students continue to be supported through teacher/student/fanau and Board targets, goals and culturally

2015 - 16

KEP/BoS Team, HOD Curriculum, Academic Dean, subject teachers, parents/fanau, Te

Curriculum, Staffing and KEP/BoT budgets.

Improved Pasifica student achievement and retention

KEP/BoS Milestone reports for each semester are



responsive programmes. Tuperanga and BOT members.

through a differentiated, personalised curriculum and teacher delivery strategies.

provided for teacher, fanau and Board analysis.

Targets Target Date

Responsibility Resources Outcomes Monitor Outcomes

The LPHS School Values programme is monitored and extended, introducing the programme to new students and embedding values into wider aspects of the school’s activities and systems.

2015-16

BoT, Senior Management, Guidance and House Dean network, teachers and support staff.

School administration/pastoral care Budget.

Values are introduced to new students and embedded in wider aspects of student behaviour systems based on school data analyses for focus areas of change.

A range of relevant data analyses and surveys are reported biennially to staff, whanau and Board.

Gather year 9-13 data on students’ extra-curricular activities in sports, cultural and leadership areas to analyse student percentages involved at school, cohort level, class, gender and ethnic participation rates.

2015 -16

Sports and Arts Co-ordinators. Sports coaches and Managers/directors of cultural and leadership groups.

SPORTNZ funding, Arts funding, Student Council, Hardship, Principals’ and PTSA budgets.

Data on extra-curricular student participation Excel sheet for senior management analysis and reporting to Board, staff, whanau and students.

Analysis of student involvement re cohort level, class, gender and ethnic participation rates for yearly targets and comparisons.



LPHS Annual Plan 2015 Strategic Aim 2: All students are able to progress in their learning as evidenced by assessment and evaluations in relation to the LPHS Curriculum Plan, NCEA and other identified school and community goals.

Targets Target date

Responsibility Resources Teacher/Student Outcomes

Monitor Outcomes

Evaluate the effectiveness of the 2014 strategies implemented to improve student achievement in 2015.

2015-16

BoT, Senior Management, HOD Curriculum, Academic Dean and HODs.

Curriculum, PD and Staffing budgets. Analysis of Variance.

Analysis, review and alignment of 2014 implemented strategies for improved student achievement in 2015.

Analysis of Variance 2013- 2014 comparisons.

Teachers work within defined and communicated 2015 Student Assessment calendar Milestone checkpoints, monitoring and tracking student progress with targeted focus on “getting students across the line”.

2015-16

Senior Management, KEP/BoS Team, HoD Curriculum, Academic Dean, House Deans, HODs and subject teachers.

Curriculum, PD and Staffing budgets. Analysis of Variance.

Improved student achievement and outcomes, especially for priority learners on intervention and support programmes.

Analysis of Variance 2014, reporting to Board, whanau, teachers and students, to reach improved NCEA targets.

The Board is fully informed about student achievement through Department and whole-school reporting, including NCEA and Scholarship results and the analysis of junior student achievement.

2015-16

Board members, Senior Management, Curriculum Leader, Academic Dean and HODs.

Calendar of Assessment progress cycle developed by Academic Dean, Curriculum, Analysis of Variance and Curriculum budgets.

Year 9-13 students benefit from targeted intervention strategies for priority learners to bring about improved learning and results.

Analysis of Variance of both junior and senior results in order to set following year’s academic targets.

95% of Year 11 Students gain Literacy and Numeracy requirements,

2015-16

BoT, Senior Management, HoD Curriculum, Academic Dean,

Curriculum, KEP/BoS and professional development

Literacy and Numeracy requirements are met for NCEA level 1 for

Analysis of 2014 NCEA results in March 2015 as baseline for



especially noting improvements for priority learners.

HODs, International Dept and Subject teachers.

budgets.

90% of students. Special focus will be targeted learners.

comparison with any improvement for Māori girls’ numeracy success in 2014 as a result of the SAF project data.

80% of all students gain 14 plus credits in each level 1 and 2 NCEA course with a special focus on priority learners in priority subjects and their intervention programmes.

2015-16

BoT, Senior Management, HoD Curriculum, KEP/BoS Team, Academic Dean, HODs & Subject teachers.

Curriculum, KEP/BoS and PD budgets.

80% of all students meet the 14 plus credits for each subject in NCEA levels 1 and 2, with a special focus on priority learners in priority subjects and their intervention programmes.

Analysis of 2014 NCEA results in March 2015 as basis of further self-review cycle in 2015 to analyse gains made for priority learners in priority subjects.

70% of all students gain their level 3 NCEA and UE qualification in 2015 and remaining year 13 students complete their NCEA level 2.

2015-16



70% gain their level 3 and UE qualification from 2014 and remaining students complete their NCEA level 2.

Analysis of 2014 NCEA results in March 2015 as basis of further self-review cycle in 2015 to analyse gains made for priority learners.

30% of students gaining NCEA qualifications at all levels obtain endorsements as part of our Gifted and Talented programme.

2015-16



30% of students gaining NCEA qualifications at all levels obtain endorsements

Analysis of 2014 NCEA results as basis of further self-review cycle in 2015.

Year 12 and 13 students gain 20 NZ Scholarships

2015-6 BoT, Senior Management, HoD Curriculum, KEP/BoS Team, Academic Dean, HODs & Subject teachers.


Year 12 and 13 students in the Gifted and Talented programme gain 20 NZ Scholarships.

Analysis of 2014 Scholarship tally across subjects as basis for targets in 2015.



95% of junior students achieve the LPHS Junior Diploma in 2015, especially priority learners.

2015-16



95% of junior students achieve the LPHS Junior Diploma, including priority learners.

Analysis of 2014 Junior Diploma results are basis of further self-review cycle in 2015.

*These targets have been selected to support teachers’ improved delivery of curriculum and assessment and are within the reach of senior student achievement.

Top left: 2015 Music Camp at Tirahonga and 2015 Race Unity Assembly - singing the school waiata “Te Rangatahi”.



Logan Park High School Board of Trustees 2015: Chair: Ruth Barnett Principal: Jane Johnson Staff Representative: Han Verberne Student Representative: Grant McNaughton Parent Representatives: Andrew Lonie, Caroline Rickerby, Rachel Spronken-Smith, Kerri Cleaver, Kate Atchison, Ronda Tokona. Secretary: Lorna McMullan

logan park high school

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