analysis of variance 2018 - rangiorahigh.school.nz · 1 analysis of variance 2018 priority: to...
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Analysis of Variance 2018
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based) particularly boys
a) Levels 1, 2 and 3 and UE comparable to other decile 9 schools’ national averages
b) Endorsements comparable to other deciles 9 schools’ national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: To address and improve student progress, achievement, retention and transitions of targeted priority learners by improving their engagement in learning.
Annual Aim: To ‘raise the bar’ in overall achievement (excellence) and ‘lift the levels’ of underachievement to close the gap (equity) through a focus on coherency in planning, goal / target setting and
resourcing.
Targets:
● The Annual plan outlines RHS commitment to equity through targeted actions to accelerate progress for identified priority groups of students. The 2018 Annual plan outlines RHS commitment to
equity through both the targets set for progress of priority groups of students and the action steps outlined under each of the portfolios.
● The Annual plan outlines RHS commitment to excellence through deliberate actions to improve the quality of teaching across the school, and by strengthening learning opportunities for all students.
The 2018 Annual plan outlines RHS commitment to excellence through both the achievement targets set for groups of students and through the action steps outlined in the teaching and learning;
and dynamic curriculum strategic goals.
● The Annual Plan provides the work plan for each of the strategic lead team portfolios and informs their goals for the year. The 2018 Annual Plan has been written as a work plan for each of the
strategic lead team portfolios and informed their goals for the year.
● Termly review of each section of the Annual plan ensures a focus on raising the bar and lifting levels of achievement. Each of the SLT reported on a termly basis to Board of Trustees on progress
against targets (portfolio reports).
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
The identification and approval of significant
strategic priorities to improve the success and
achievement of students.
Written into annual plan approved by the Commissioner.
Community consultation 2019 re graduate profiles 2019 PLD focus for SLT and HoFs the leadership
capability ‘evaluating practice in relation to outcomes’
Further development of Tracking system – focusing on developing staff and student capabilities
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Develop a model for annual planning linked directly
to the schools’ strategic plan and goals
2018 focus on linking documentation / reporting to strategic goals
Annual plan Reporting (SLT portfolio reports) Teachers’ Spirals of Inquiry
MoE SAF Facilitator worked with
the Deputy Principals on a weekly basis focusing on developing evaluative practice in relation to outcomes.
Business Studies and Landbased Studies Faculties focusing on developing evaluative practice in relation to outcomes (terms 1-3)
Introduced SAF rubric to next two Faculties (Science and Social Studies) Term 4
Review of strategic plan and goals based on community consultation
Developing performance plans for each of the portfolios and key areas of school operation based on strategic plans and goals
Faculty, Curriculum, House, Leaders and Teachers goals for 2019 informed by / linked to Strategic plan and goals. Focus on developing leadership capabilities, particularly evaluative capability and culturally responsive practices to accelerate outcomes
Developing organizational capability 2019 Annual Plan Focus on
o Leadership o Evaluation o Learning Opportunities o Connected Curriculum
Completed Charter to the Ministry of Education
that includes the strategic plan, annual plan(s) for
2018.
Charter including Strategic Plan uploaded on 1 March 2018
Annual Plan uploaded on 18 April with approval of MoE
Development of Faculty and Curriculum Area goals
linked to the RHS Annual Plan aims and targets
Analysis included in the BoT Curriculum Term 2 Report to the BoT
Reported against in 2018 Faculty Reports
Identification of the need to provide PLD for Leaders focusing on developing evaluative and organizational capabilities.
Development of House pastoral programmes
linked to the RHS Annual Plan aims and targets and
annual calendar
2019 Pastoral Curriculum completed 06 12 2018 School Assemblies based on pastoral curriculum
Identification of need to embed through
form times student leadership programmes Student ownership
The development of 120+ individual PLD ‘spirals of
inquiry’ projects
Tuesday PLD dedicated to Spirals of Inquiry Spirals of Inquiries sharing of ‘best practice’ term 4
week 5 and 6 Term 4
Review (including staff voice and
agency) to inform development of
2019 Tuesday PLD programme
Implementation of strategies throughout
the school
Staff PLD i.e. ‘teaching as inquiry’ Development of engagement and achievement
tracking system ART programme in collaboration with MoE Triennial review of Faculties
Identification of the need to relaunch
PB4L leading to Staff PLD / workshops
(November 2019) with focus on
collaboration, PB4l and the vision, values
and key competencies of the New
Zealand Curriculum
Evaluation of progress on the targeted
strategies.
Faculties analysis of student achievement – used to inform next steps for individuals, classes and curriculum development
Individual Student engagement and achievement tracked to enable learning conversations with students and their families / whānau by form teachers, inform House/ pastoral team meetings
Informed reporting to BoT (ARTE reports and Portfolio reports)
Qualitative and quantitative data informing shared with staff in planning programmes e.g. PB4L, Kia Eke Panuku as well as Teacher only days
Development of KAMAR markbooks to better enable tracking in junior school
HoF Social Sciences & Faculty working with SAF Facilitator - to develop using key competencies criteria to assess against Curriculum Levels beyond level 4.
PLD focus for Senior and Middle leaders to develop
skills in evaluation with a particular focus on
developing next steps
Number of staff meetings increased to 3–4 per
term in 2019 to build organizational capability
Results for all targets collated and analysed and
discussed
BoT ARTE reports shared with
HOFs
Analysis of impact of all strategies on the strategic
priority. Results circulated to all staff
Staff meetings and Teacher only
days used to feedback analysis of
strategies and gain feedback to
inform next steps
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Analysis of variance at all levels (teaching staff to
SLT)to review impact of strategy on the priority and
identify next steps
New annual plan as part of the revised
charter
BoT took over from Commissioner in
April. Focus initially on understanding
their role and school, time dedicated to
PLD. Decision to delay revising Charter
until after 2019 BoT Elections.
K: PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS
1. PORTFOLIO: LEARNING OPPORTUNITIES - ANNUAL PLANS & TARGETS 2018
Strategic Focus: The development of different programmes of study
Strategic Aim: To develop new models of learning delivery based on the key characteristics of effective programme design to improve the engagement of students in Year 12 and Year 13.
Annual Aim:
To develop multi-disciplinary vocational courses that support student transition into the workplace, further training or tertiary education
Targets:
1) To complete at least one feasibility study to determine the viability of the Connected Curriculum model in the senior school. Level 3 Agribusiness will run in 2019
2) To extend the provision of vocational courses in Years 12 -13 Gateway numbers increased from 22 places in February 2018 to 27 places in July to 47 places in 2019. Primary ITO places increased from 20
places in 2018 to 40 places in 2019. Three students enrolled in Trade Academies through ARA and three in 3+2 programmes through MITO in 2019.
3) To review the Faculty structure and Budget provision with a view to informing and enabling the development of the Connected Curriculum Work has begun but not completed
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Connected Curriculum in Years 12 and 13
Feasibility study undertaken to determine
viability of a connected curriculum
agricultural business school in Years 12 and
13. Creation of the model for the agricultural
business school based on the characteristics
of effective programme design.
Principal, DP Dynamic Curriculum and HOFs Landbased Studies and Business met with Agribusiness Advisor Melanie Simmons (12 03 2018).
Agribusiness offered in 2019 Subject Selection Book
16 Year 13 students selected NCEA 3 Agribusiness.
Decision made to start with Level 3 Agribusiness made after review of student interest
Through collaboration – Business Studies, Landbased Studies and Science decision to use worm farming as case study
Resourcing identified and applications made November 2018
Worm farm used by o Blue Planet extracurricular club
(sustainability)
o Environmental Studies (recycling
focus)
o Agribusiness (business focus)
Agribusiness Level 2 to be offered for 2020
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Vocational Courses
Apply to the Tertiary Education Commission
to expand the Gateway programme to 55
places
Application for 55 places in 2018 turned
down by TEC.
TEC offered 5 extra places allocated for 2018
(July)
Gateway entry requirements and
selection process reviewed with a view
to 2019 enrolment
TEC confirmed 47 Gateway places for 2019
Development of programme to include
independent programme for Year 13 students as
6th subject with completion date end of term 2
Secondary Tertiary Partnerships
Explore how to further develop secondary
tertiary partnership with local tertiary
providers to extend the provision of
vocational courses in Years 12 -13
Feasibility of introducing / developing Trades
Academy, Dual Enrolments, Dual Pathway
Pilot (DPP) Funded Student, Tertiary EFTS
Funded Student explored
Signed MU with Community College to run
equestrian course (NCEA Level 2) in 2018
Principal met with CEO ARA (13 -3 2018, -6 -4
2018 & 5 12 2018) agreed in principle to
work together on a variety of provision
o at ARA and at RHS
o Youth Guarantees programmes and
collaborative programmes
Regular meetings with the Engagement
Manager to explore opportunities.
Through discussion with Ministry of Social
Development, Retail identified as area of
need. Retail Trades Academy Places offered
in 2020
Two students enrolled in 3+2
programme through the MITO during
2018
Only Two students enrolled in Retail
Trades Academy
Meeting with Mayor of Waimakariri
District to explore the concept of a
North Canterbury Youth Futures
Working group to establish an MoU
with a view to growing the partnership
between Secondary – Tertiary – the
Waimakariri District Council and
Enterprise North Canterbury. MoU
developed
Primary ITO numbers doubled to 40 places in 2019
Meeting held January 2019 re North Canterbury
Youth Futures – agreement to work collaboratively.
MoU presented. Funding proposal to be developed.
Selling and marketing the new courses
internally to students, staff, parents and
whānau.
2019 course selection process completed. Met with representatives of Ministry of
Social Development and Community
Colleges with a view to working
collaboratively to support students and
their families / whānau as they explored
their educational / careers pathways.
Meeting with representatives of Ministry of Social
Development and Community Colleges to plan Careers
Expo to be held at RHS end of term two.
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2. PORTFOLIO: INNOVATIVE TEACHING & LEARNING - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Priority Learners
Strategic Aim: Teachers making a difference to student learning through effective and innovative teaching practice to:
● Improve student engagement, achievement and retention.
● To ‘lift the levels’ of underachievement to close the gap (equity)
Annual Aim: To target students who are
● Year 9 and 10 students, with a focus on Māori Students to accelerate their progress
● Year 11 Māori students who are at risk of not achieving enough credits to be awarded NCEA Level 1
Year 11 boys who are at risk of not achieving enough credits to be awarded NCEA Level 1
Targets:
● Year 9 students feel positive about Rangiora High School and feel engaged with their learning – NZCER ‘Me and My School’ data’ – mean of 51.6 compared with 54.9 nationally ● Year 10 students feel positive about Rangiora High School and feel engaged with their learning – NZCER ‘Me and My School’ data’ – mean of 50.9 compared with 53.1 nationally ● 85% of Year 10 Māori students working at Level 5 of the Curriculum Not achieved asTTle Reading- 61.1% working at Level 5 or above asTTle Math- 65% at Level 5 or above ● 85% of Year 9 boys’ students working at Level 4 of the Curriculum Not achieved asTTle Reading- 78% working at Level 4 or above asTTle Math- 68.7% at Level 4 or above ● 85% of Year 10 boys’ students working at Level 5 of the Curriculum Not achieved asTTle Reading- 69.5% working at Level 5 or above asTTle Math- 64.5% at Level 5 or above ● 90% of Year 11 achieve NCEA Level 1 - Not achieved 80.2% of Year 11 achieved NCEA Level 1 ● 90% of Māori Year 11 learners achieve NCEA Level 1 Not achieved 71.8% of Māori Year 11 Learners achieved NCEA Level 1
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Developing a shared understanding of
collaborative ‘Spirals of Inquiry’ informing
learning and teaching
WSL sharing their 2017 inquiries and learnings to model the process for teachers
Spiral of Inquiries informed by and developed to support RHS vision and strategic objectives; and address targets identified in the annual plan
Staff teams (Year 9 and 10 Learning hubs) working to reach agreement about what one year’s progress looks like in key areas of learning
Teachers setting goals and targets to accelerate the rate of learning for identified learners (4 or 5) who are at risk of failing to achieve a year’s progress
Teachers designing interventions, monitoring progress of their identified students and modifying actions where required
Appraisal documentation reviewed using
Education Council exemplars. Spirals of
Inquiry integral. ERO have noted this
strengthened Appraisal process.
WSL teachers involved in planning / leading
PLD and leading Spirals of Inquiry PLG groups
Teachers inquiries based on RHS vision and
Annual Plan targets enabling Learning Hubs
to work collaboratively to better understand
their practice and how they could accelerate
progress
Six staff presented their Spirals of Inquiries to
whole staff term 4
Staff feedback re the inquiry process and
documentation asked for (to inform 2019
planning)
Spirals of Inquiry used to inform appraisal
conversations and registration evidence.
Random audit undertaken of 2017
Appraisals to identify next steps
Documentation developed to ensure
checks in place and processes initiated
to ensure staff who have not been
signed off by their appraiser rectify this
Issues such as unwieldy and time
consuming data analysis rectified. New
electronic Class Profile system will
mean staff spend their time analysing
the data, rather than searching for it.
Adapt and adjust the documentation (Spiral of
Inquiry and Appraisal) to reflect staff voice, as well
as review by SLT and WSL teachers
Introduction of Leadership Inquiries for SLT and
HoFs
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Every teacher sharing progress on their individual spiral of inquiry within their PLG groups / Learning Hubs
Spirals of Inquiry used to inform appraisal conversations and provide registration evidence
Meetings with Caryn Wilson, (MOE PLD), re
2019 foci and application for funding
Wellbeing
Working with schools in the greater Christchurch
area developing and implementing a wellbeing
strategy through…
Learning about wellbeing literacy and research Collecting data and understanding the school’s
context Collaboration within and between schools Adopting a range of leadership tools and
frameworks
Employment Assistance programme supports and programmes presented to staff 20 February
Members of Well-Being committee attended the Grow Waitahi Wellbeing Huis
Strategies initiated to support wellbeing of staff o Reduction of number of staff briefings
o Work free conversation area in staffroom
o Drop box for suggestions
o Social groups – staff band, craft group...
o Simplification of / clarification of /
electronisation of systems to reduce staff
workload
A document / mission statement for discussion to take wellbeing to the next level, including of development of strategies to actively improve staff and student well-being partially prepared
Meeting free weeks (after school) on SAID weeks
and when Puketeraki Kāhui Hui meetings held for
all teachers
Further development of simplifying systems e.g.
one data set pulled electronically to be used by
classroom teachers for class learner profiles and for
the scanning stage of Spirals of Inquiry
Lucy Hone, Director of the Wellbeing Institute, has
been booked to present to staff during the Term 2
TOD 2019.
Cultural and Relationally Responsive
Pedagogies
Strengthening use of Te Reo and understanding of Tikanga
Developing a shared understanding of cultural and relational pedagogy
Teaching staff use shadow coaching to inform development of cultural and relationally responsible practice and teaching and spirals of inquiry
Kia Eke Panuku Team meet weekly supporting the work to strengthen use of Te Reo and understanding of Tikanga
Staff enrolled in o 31 in Te Wānganga O Aotearoa Level 3
Tikanga Course
o 3 in CORE Education courses
PLD facilitated by Margaret Egan and Mere Berryman (Poutama Pounamu) on Shadow Coaching for Senior Leaders, Heads of Faculty and Curriculum Leaders.
Rongohia Te Hau Week 8 of Term 3
showed a shift towards more relational
practice, but with more improvements
needed around responsive practice. A
key finding was the idea that what we
as staff felt we are being culturally
responsive, was not viewed that way by
students and whānau.
Application for five new staff to complete the Te
Reo Māori course through Core Education
20 Te Wānanga o Aotearoa Courses
PLD application to MoE to continue work with
Poutama Pounamu 2019 with a focus on
development of SLT, HoFs and HoH leadership of
cultural and relationally responsive pedagogies
3. PORTFOLIO: ENRICHED ENVIRONMENT - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Passive space for students to create a sense of belonging and connectedness.
Strategic Aim: Develop a master property plan to align with the school’s vision based around the enhancement of the outdoors/indoors facilities for students.
Annual Aims:
● Increase the student engagement in and develop the ownership of a plan and the facilities with students in the school.
● To develop a staged/staggered plan/model to enhance the outdoor/indoor student environment in consultation with the Enriched Environment Action Group.
● To complete the 5YA projects identified for 2018
● To develop a cultural narrative for the redevelopment of Gymnasiums
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Targets:
● 20 % of the students engaged in the feedback process to inform planning. (full consultation re whole school enrichment not carried out. Approximately 12-13% of school responded to
Sports facility consultation by student. On hold as 5YA reviewed.)
● 5YA projects identified for completion in 2018, completed on time, within budget and meeting student needs (Smaller projects completed, considerably under budget. One project for later
in 2018 on hold to allow Art Building roof to be repaired and weather-tight. Library project reviewed (roof to be repaired rather than redevelopment) and Gym on hold – in discussion with
Ministry of Education as to next steps)
● Annual systems for reviewing Health and Safety on an annual basis developed and implemented (Committee and Health and Safety Reps in place. Annual H and S plan and call-up tasks
complete, Procedures refined on-going).
● To increase the use of Te Reo in signage by 200% As gym and library redevelopments on hold not actioned.
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Re-establish the Enriched Environment Action
Group (students)
The EEAT Group re-established Focus discussion re enriching the external
environment of the campus
Funding sources vital to be able to
enrich the environment and meet the
students’ needs and ideas. Funding
Grants applied for. Turned down
Next Funding application missed in
November --exams interfered with
group meetings and activities.
EEAT Group to be re-convened in 2019
Review of present facilities/state of the
environment for students
Suggestions from students re possible areas and /or extra resources required in 2019 gym redevelopment occurs
Students identified areas on the school campus to be enriched, add seating, paths, tree areas in conjunction with the Property Team.
Identified the need to plan (in
alignment with strategic goals)
o 10YPP programmes and
budgets
o Fundraising applications
Student voice to be considered in development of
10YPP plans and budgets
Survey the student body re the priorities for
the “student” environment. Analyse feedback
and formulate priorities
Submission from student consultation forwarded to the Sports facility/Hauora Centre complex design group, and architects
Submission tabled at design
meetings
Gyms re-development on hold
School community agrees on priorities/staging of
development
Identified a number of projects
in meeting with the Ministry of
Education that are priority 1
(Health and Safety) not in the
current 5YA
Review of the 5YA underway. To be
submitted to the BoT February 2019
Source funding for future development Two funding applications declined. Applications in 2019
5YA Projects - developing quality learning spaces Improve ventilation in B, C and D blocks
B, C and D Blocks window tinting carried
out in the term 1 vacation
Year 10 Learning Hubs developed to
improve acoustics
5YA funds not spent to stay with
this project for the summer
2018/19--evaluation to show if
tinting sufficient or if Heat pump
option or other options required
Gyms/Sports facility/Hauora Centre Project Draft final design drawings in place. Quantity Surveyor final pricing went well over
budget
Met with MOE, BOT Chair, Logic
Group and school re final pricing
of all projects. Request to
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Recladding, re-roofing, weather tightness, asbestos removed, redevelopment of the facility. Addition of quality teaching spaces.
Ministry of Education to
consider Replacement Plus
funding for gyms. Awaiting reply
Library Re-Development Re-clad, weather tightness, re-roof, improved entrance, heating up-grade
Quantity Surveyor final pricing over budget -
placed on hold
Met with MOE, BOT Chair,
Principal and Project Managers
Library redevelopment on hold with a view to
applying for funding in the next 5YA round for new
library
Library roof to be repaired
Provision of outdoor learning space in in the G1-G4 area
5YA Projects on hold until urgent Health and Safety 5YA projects completed.
Health and Safety To review and develop Rangiora High School
Health and Safety system, procedures and practice to ensure legislative requirements are met and best practice in implemented
To review and develop Rangiora High School EOTC systems, procedures and practice to ensure legislative requirements are met and best practice in implemented
To grow staff capability and competence in ensuring Health and Safety practice and procedures are followed
Policies reviewed Health and Safety Committee in place and
meeting regularly Health and Safety Meeting schedule formulated Health and Safety reinforced in Faculty meetings-
-concerns minuted Health and Safety checks carried out in the
faculty Review process Hazardous Surveillance Inspections carried out
across the entire school, filed and completion of corrective action signed off
New Health and Safety Audit /Inspection form developed and used to audit teaching areas
Review of EOTC “closer, fewer, cheaper” emphasis and implications for school logistics and relief budget
New EOTC Guidelines produced re Fewer, Cheaper, Closer. Outlined to staff.
New EOTC guidelines produced and all HOFs and EOTC participant staff made aware of for future planning.
Ongoing emphasis on continual
training and up-skilling of
Health and Safety reps
Staff
Students
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4. PORTFOLIO: STUDENT ENGAGEMENT - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Pastoral Care and Wellbeing
Strategic Aim: To improve and enhance the engagement and wellbeing of students
Annual Aims:
● To implement a range of engagement strategies to improve the retention and achievement of Māori students post compulsory (16+).
● To improve attendance rates of identified priority learners
Target:
90% retention of Māori students – February 2019 209 students Year 11-12 108%; Year 12-13 81.5% ● By the end of 2018 Year 9 and 10 Māori students achieving at or above the average Curriculum level of their cohort. Work progressed with two Faculties to develop assessment programmes that
enabled measurement of achievement against all curriculum levels. ● By the end of 2018 Senior Māori students achieving at or above the NCEA national averages for years 11, 12 and 13
● 90% attendance at each year level, Years 9 – 13
Actual: Year 9 = 89.5% Year 10 = 87.6% Year 11 = 89.2% Year 12 = 88.5% Year 13 = 81.5%
● 90% attendance for boys at each year level, Years 9-13 Actual: Year 9 = 89.2% Year 10 = 87.4% Year 11 = 89.4% Year 12 = 87.9% Year 13 = 81.5%
● 90% attendance for Māori students at each year level, Years 9-13 Actual: Year 9 = 84.8% Year 10 = 82.6% Year 11 = 85.0% Year 12 = 78.5% Year 13 = 68.7%
RHS National
Level 1 71.8 55.1
Level 2 59.0 66.4
Level 3 42.3 50.8
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Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Māori Students – Progress and Achievement
Māori students allocated academic mentor as part implementation of the Tracking System
Programme of academic mentoring developed and implemented
Evaluation of student progress and achievement; and effectiveness of mentoring programme
Review of Year 11 – 13 Māori student academic outcomes prior to NCEA external examinations to identify students ‘at risk’ of not achieving NCEA
Academic mentors/trackers allocated to ‘at risk’ Year 12 Māori Students. All other Māori students tracked through form teacher
Mentors incorporated into school-wide tracking system
Kāhui Ako providing training on how to analyse results 28.03.2018
Regular Learning conversations between academic mentors and Māori learners
RHS rejoined MoE ART programme
(focus raising achievement of year 12
Māori students worked with Year 12
Māori Pasifika students)
To participate in MoE ART project in 2019. To
explore ‘best practice’ through exploration of how
other schools have developed this programme
Tracking information used to identify to identify ‘at
risk students’ to be actioned by DP in charge. More
rigorous investigation of academic outcomes in
discussion with subject teachers to be explored
with a view to identifying next steps.
Māori Students - Retention
Incorporation of cultural and relationally responsive pedagogies into teaching and learning programmes
Year 10-12 Māori student option selections supported by academic mentor
Year 10-12 Māori students option selections analysed
Identified students interviewed around individual choices and final programmes
Hui at start of year for all staff introduced and developed concepts
Focus for Spirals of Inquiry Professional Learning Group. 31 staff have begun He Papa Tikanga and some engaging with students at lunchtime Fridays
Senior Leaders, Heads of Faculty and Curriculum Leaders attended Shadow Coaching workshops facilitated by Mere Berryman and Margaret Egan (Poutama Pounamu) with the aim of supporting teachers to further develop their cultural and relationally responsive practice.
Student choices monitored against progress and achievement as results including NCEA results become available
Rongohia Te Hau August 2018
included classroom observation,
student, teacher and whānau
feedback as to engagement.
Analysis showed that teacher
perception / practice is
perceived differently by ākonga
and whānau.
Term one 2019 PLD application to MoE to focus on
growing leadership capability of SLT and HoFs to
coach teachers in developing their cultural and
relationally responsive pedagogies
Develop kaiarahi role to include reo tutoring with
staff
Building respectful and collaborative working
partnerships with ākonga and whānau
Development of Māori Student Leadership programme to support ākonga to achieve to their potential
To share and work with whānau and ākonga to inform development and review of the Māori Education Plan
To work with tangata whenua to inform the development of the local curriculum and cultural narrative informing property programme
Leaders Appointed. Leaders supported in developing a Tuākana Teina programme
Celebration of Ākonga Success at Whānau Hui Two student kaitataki co-opted to Kia Eke
Panuku SCLT. Māori Education Plan on agenda for discussion to
inform review beginning and end of year. RHS staff providing feedback on progress to date.
Investigate whānau hui in collaboration with Kāhui
Ako
Investigate long term plan for whare
Re-form ‘whānau tautoko’ group of parents, staff
to support kaiako and students
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Engagement and Retention Re-establish the PB4L team Using data and understanding the school’s
context to inform next steps Collaboration within learning hubs and between
learning areas Adopting consistently across learning hubs and
learning areas student management & engagement tools
PB4L team re – established. Ministry of Education Facilitator supported relaunch of PB4L planning and RTLB planning of 2019 Teacher only days.
Heads of House attended five days of PB4L training. Deans and Principal attended one-day refresher course.
New one stop tracking process available for any class/group via KAMAR. Data analysis used to inform House Pastoral team meetings.
Weekly workshop run by SLT for Ako teams exploring student management and engagement tools in term 4 after seniors leave on exam leave
Identification of need for more rigorous
entry of data into KAMAR, follow up and
analysis before consistency across
learning hubs and learning areas can be
achieved.
Identification of inconsistencies of staff
understanding of student management
system.
Programme of learning for all levels for start of
2019 year has been developed with representative
group of staff. Pastoral curriculum and
revitalisation of PB4L to address consistency,
understanding of expectations. Values and
competencies delivered by ALL teachers every day.
Develop connections between PB4L and Kia Eke
Panuku teams to enable / develop connections to
strengthen PLD programme for staff with a view to
improving engagement and achievement
Attendance
Using data and understanding the school’s context to inform next steps
Collaboration between Houses to identify and adopt identified ‘best practice’
Focused attention on improving attendance rates across the school
New Attendance officer working proactively with students and whānau
Weekly pastoral meetings report on at risk students. Data collected from pastoral minutes monthly to identify/ensure intervention
Regular detailed analysis of attendance
data (KAMAR and MoE Termly Report
‘Every Day Matters’) needed to identify
issues and inform effective next steps
Consistency across houses in dealing with absence
to be implemented
Further PLD for staff re improving attendance rate
and reducing lates
Focus for PB4L in 2019 raising reducing unjustified
absences and lates.
Pastoral curriculum
Learning goals established by each learner Students tracking own progress and
achievement Students and Academic mentors having learning
conversations
Pastoral Curriculum provides coherency of messages / themes through school assemblies, house assemblies and form times
Goal Setting process with identified Year 12 students working with academic mentors.
Identified that goal setting not widely
understood or implemented. Whole
school approach and regular workshops
needed for staff. More regular staff
meetings in 2019 will enable
differentiated workshops.
Goal setting template on KAMAR to be reviewed
and implemented.
PLD for form teachers and students in how to hold
effective Learning conversations
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5. PORTFOLIO: DYNAMIC CURRICULUM - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for all students.
Strategic Aims: Leaders and Teachers making a difference to student learning through the development and adoption of effective and innovative Curriculum design and models, with to improve student
retention, achievement and transitions.
▪ Improving NCEA results, in particular the number of merit and excellence endorsements
▪ Improving retention from year 12 to Year 13 and through Year 13
Annual Aims:
● To analyse programme of learning to evaluate their performance in providing effective and meaningful learning opportunities for students ● Developing and leading innovative NCEA assessment practices integrated with teaching and learning to meet the needs of learners with a view to improving engagement and achievement
● To develop and implement timetable structures to support the develop of a connected curriculum in the senior school
Target:
1) 85% of Year 13 students who are intending to enrol in University gain University Entrance. Not achieved. 75% of those who were intending to enroll in University at the beginning of 2018 achieved University
Entrance.
2) Endorsement rates at NCEA Level 1-3 are at those of Decile 8-10 schools
NCEA RHS Merit Endorsements Merit Endorsements
Decile 8-10 schools
RHS Excellence
Endorsements
Excellence Endorsements
Decile 8-10 schools
Level 1 35.4 40.3 22.1 29.6
Level 2 24.6 36.1 16.8 26.9
Level 3 30.5 40.9 13.2 29.6
3) 10% or less of those failing NCEA Level 1, 2 or 3 miss by 10 credits or less.
NCEA % failed by 10 credits or less
Level 1- 334 students 5.1%
Level 2 - 297 students 15.8%
Level 3 – 308 students 4.8%
4) Retention from Year 12 to 13 improves by at least 10%. Not achieved – there has been a 1.8% increase in retention.
5) Year 13 retention improves by 10%. Not achieved. 28% students enrolled in Year 13 at the beginning of 2018 left during the year into employment, tertiary education or another school.
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Enhancement
Review of Year 9 and 10 model of project based learning to inform next steps
Sharing of best practice across Learning Areas re how teachers / schools are monitoring and supporting students who are identified as capable of achieving endorsements
Year 9 Connected Curriculum Review completed including feedback on review of Year 9 and 10 enhancement programme (students, staff and parents / whānau)
Students capable of achieving endorsements identified. Programme of Learning developed for potential excellence student. Academic Mentors provided support
Modification of enhancement programme Year
9/10 based on Term 4 feedback to include -
1. University liaison visit around areas of
investigation
2. Investigate peer and group projects
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Curriculum, Timetable Design, Models and
Implementation
To develop a flexible timetable model that provides opportunity for all learners
In year 9 and 10 to support the connected curriculum model across all learning areas
In years 11-13 to develop connected curriculum models across learning areas
In year 13 to provide a range of vocational pathway courses (and transition in the workplace or tertiary learning)
That enables a learning advisory model to support accelerating progress and raising achievement
Year 9 and 10 Elective subjects developed connected curriculum courses and offered for 2019. Junior electives to shift from 4 to 6 subjects to provide wider choice
Analysis of student, teacher and parent / whānau consultation as to what subjects should be compulsory at year 11
Year 11-13 offered a greater range of connected curriculum subjects in 2019. Level 1 courses to be semesterised
Consultation on flexible timetable
model did not take place and has
been deferred until full exploration
of the range of models that
provide all students with learning
pathways into the workplace or
tertiary learning has been
explored. And timetable
requirements / implications have
been established.
Community consultation re Level 1 2019 (early
Term 2)-
o compulsory subjects
o connected subjects
o semesterisation
Learning Opportunities focus in 2019 reflects the
identified need to develop a wider range of
models (e.g. 3+2, Schools within Schools, project
based learning) in the senior school. Associate
Principal has been appointed to lead this work.
Assessment
Finalise review of assessment In years 9 and 10 Curriculum Levels are
interpreted and used consistently across learning areas to inform feedback and feedforward to students and their parents / whānau
Review of number of credits offered in each course to support school wide focus on learning
Community consultation on whether RHS should continue to offer NCEA Level 1
Assessment enables the curriculum level all year 9 and 10 students are working at
The connected subjects involved in Junior AKO continue to streamline the assessment programme they are using in order to better able track student progress. alignment of Faculty assessments for 2019 decided
Agreed range of credits offered across learning areas and year levels
Community consulted on whether RHS should continue to offer Level 1
Identified that not all learning areas are
assessing across a range of curriculum
levels. SAF Facilitator worked with Social
Sciences Faculty. Identified only in term 4
that Physical Education and Health also
not assessing against all curriculum levels.
Consultation on NCEA Level 1 deferred
until national consultation completed and
outcomes determined.
Term 1, 2019
Focus on development of key competencies in
2019
Social Science to assess across curriculum levels
following on from work with SAF facilitator in
2018
The setup of junior markbooks will be
standardised in 2019 to ensure we can pull linear
data from KAMAR.
Implementation of predictive grades in faculties
using portfolio assessments in 2019
Reporting
Further develop the new reporting system implemented in 2017 to provide students and their whānau/family with up to date information on achievement and effective feedforward to support learning progress.
An analysis of surveys, 2017 KAMAR records and ‘best practice’ to inform next steps
Review and redevelopment of SAID day
New reporting templates in plain English enable parents / whānau to identify which curriculum level their child is working at
Model of Engagement reports and SAID day model Term 1 changed in response to feedback
Reporting includes feedback and feedforward on engagement and achievement
Analysis of parent / whānau voice on new SAID day format term 1 and 2
Identified that
Way that reports does not use KAMAR
functionality and does not enable staff /
parents to easily check back on previous
year’s reports (KAMAR portal).
system for checking staff completion of
reports is not working.
Review of reporting systems – including setup in
KAMAR, staff completion, parent feedback on
usefulness in informing their understanding and
conversations with their child.
Faculty Self-Review
The common faculty reporting template embedded across the school for use in 2018
Review to ascertain whether agreed report provides analysis needed in terms of student engagement; qualifications offered and achieved; the suitability of the programmes offered; and pathways and transitions within school and beyond
Faculty Goals linked to the Annual Plan. The outcomes identifying improvements in student retention, achievement and transitions.
Feedback from HoFs re time management of this lead to the reactivation of the Faculty Reporting Action Group. Data analysis template finalised for 2019
SAF Facilitator worked with two Faculties
(Business Studies and Landbased Studies)
to develop their systems to capture and
use evidence to make sound decisions
that accelerate progress and ensure
valuable outcomes for all learners. Work
begun with Science and Social Sciences
Faculties.
Develop electronic template to pull data for HoFs
report
Systems to identify and share information on
learner pathways after Rangiora High School
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Data analysis not provided by SLT to
enable Faculties and Curriculum Leaders
to identify pathways
Middle Leadership
Development and implementation of a leadership
programme that strengthens and supports HOFs
to
Improve outcomes for all students – outcomes that embrace their education, welfare, and development.
Shape innovation and lead change at RHS, particularly change directed at raising student achievement
Further develop the knowledge, skills, and qualities that are at the heart of effective school leadership: manaakitanga (leading with moral purpose), pono (having self-belief), ako (being a learner) and āwhinatanga (guiding and supporting).
Focus in terms 2 and 3 on developing HoFs understanding of their role in developing ensuring that all educators connect with and engage Māori Learners through Shadow Coaching their staff (supported by team from Poutama Pounamu)
In term 4 Leadership PLD programme introduced by Principal and Associate Principal. Feedback on identified needs and next steps collated
Principal working with the SAF
Facilitator to support Leaders to
grow their shared of
understanding of what ‘best
practice’ leadership in different
spheres of influence should look
like.
PLD programme to build the collective educational
leadership capability and capacity of senior and
middle leaders focusing on
on organizational and evaluative capabilities
leadership of cultural and relationally responsive
pedagogies
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6. PORTFOLIO: STUDENT SUCCESS AND ACHIEVEMENT - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Improve achievement
Strategic Aim:
▪ Accelerating the progress of identified Year 9 and 10 ‘at risk’ students
▪ Improving NCEA results
Annual Aim: Leaders and Teachers making a difference to achievement, retention and transition through the refinement of the tracking system introduced in 2017
Targets:
▪ Tracking system in place for Years 9 and 10. Achieved - snapshots of junior achievement are provided in the termly ARTE report ▪ 85% of Year 11 students achieve NCEA Level 1. Not achieved - 80.2% of students achieved NCEA Level 1. ▪ 85% of Year 12 students achieve NCEA Level 2. Not achieved - 79.7% of students achieved NCEA Level 2. ▪ 85% of Year 12 males achieve NCEA Level 2. Not achieved - 73.8% of students achieved NCEA Level 2. ▪ 75% of Year 13 students achieve NCEA Level 3. Not achieved 60.5% of students achieved NCEA Level 3. ▪ 75% of Year 13 males achieve NCEA Level 3. Not achieved 52.7% of students achieved NCEA Level 3. ▪ 80% of Year 13 females achieve NCEA Level 3. Not achieved 67.9% of students achieved NCEA Level 3.
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Refine tracking systems that monitor and
support student progress and achievement
Developing systems to monitor the engagement and learning progress of Year 9 and Year 10 students, identify those junior students who most need to have their learning accelerated, progress across the junior school, and inform the transition into Year 11.
Identification of all senior students ‘at risk of not achieving’.
Develop programmes of ongoing intervention and monitoring of ‘at risk students’ by teachers, CLs, HoFs, Deans and HOHs.
Timely achievement tracking cycles to support effective reporting to students, whānau / families, HOFs, HoH, SLT and the BOT.
Comprehensive Learning profiles
linking CEM e-AsTTLe English,
Mathematics, Social Studies, Science
for individuals, classes and year group
to inform planning completed by
subject teachers manually.
Tracking Spreadsheet of internal /
external assessments / credits created
and updated week 6 terms 1 and 2,
replaced by a new range of Custom
Lists was created on KAMAR to allow
staff access to live and up-to-date data
on a single page (26 August 2018).
Staff provided with a guide on
initiating Learning conversations.
At risk students identified by their
HOH, Dean, and DP in pastoral team
meetings.
Tracking of junior students in “short
course” elective subjects has not yet been
developed.
Identified need for PLD for both Senior
Leaders and Middle leaders
how to track data over the year to know
what is working, how well for whom and
why, and to make timely responses
to interrogate the evidence and lead
school wide dialogue
to build the right evaluative capabilities
amongst staff
to challenge practice
Focus on developing organizational
capability – developing a shared strong
vision of accelerated learner progress and
achievement
Continuing focus on developing / reviewing
systems to support this vision e.g. enabling
ease of access to data and focusing on PLD
building data analysis skills to inform
collective sense making and decision making
re change levers.
PLD for form teachers and students in how
to hold effective Learning conversations
DPs in charge to work with Faculties which
run portfolio-type assessments to implement
that use of predictive grades (as opposed to
formative grades).
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Qualification Achievement
▪ External standard rationalization for all Year
11, year 12 and Year 13 students to avoid
entry into standards that are not working
towards.
▪ A range of performance standards and
benchmark data used to compare how
students are performing internally,
regionally, nationally.
▪ The tracking spreadsheet and new
custom list provide data for BOT, SLT
and Middle Leaders each term to
analysis and to determine next steps
▪ Systems review to provide clarity and
templates when students are changing
courses or wanting not to enter an
external
Informing whānau, parents and caregivers
About their children’s engagement,
achievement and learning pathways, the
learning opportunities the school provides
and the new opportunities it is creating.
Disseminate information performance data
for all Year Levels to accurately present how
students are achieving and how the school is
responding to areas of development.
▪ A Communication Plan developed in
Term 4 for BoT report.
Development and refinement of yearly
Communication Plan, including special focus
newsletters - such as Careers Bulletin in
Term 2, and Study Skills in Term 3.
Data informing retention
▪ Student Leaver form updated
▪ All school leavers next steps (transitions) are
identified including any qualification are they
undertaking to achieve this
▪ Information is shared with / by Teachers and
Careers staff
▪ Information is used to inform Learning
Conversations
▪ Data collected including exit data is collated and
used to inform curriculum development
Student Learner Profiles (KAMAR) include
information on learners’ next steps, as
discussed with careers staff
Student Leaver form updated to include
destinations
KAMAR generated Leaver Profiles explicitly
identify:
o Students’ employability skills
o student success and achievement
▪ The Careers staff will undertake student exit
surveys.
▪ Student exit surveys are used to inform
development of curriculum design and
models
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7. PORTFOLIO: SELF-REVIEW & EVALUATION - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Self-Review Model – Building a culture of organizational renewal and transformation through rigorous reflection and self-review.
Strategic Aim: To establish and implement a model of self-review based on ERO ‘best practice’ and to align the model to the evaluation and review of the school’s strategic priorities to inform ‘next practice’.
Annual Aim: The establishment and use of a self-review model to improve and enhance engagement for every student with a strong focus on students who are ‘at risk’ of not achieving.
Targets:
● An approved documented self-review model that is being extensively applied to improving school performance and student achievement. Evidence shows improvement in targets established for
retention, engagement and achievement. Self-Review Strategic, Annual and Emergent approved by the Commissioner term 1.
● Data informing responsiveness and best practice. BoT ARTE report developed (termly report to BoT). PB4L priorities determined by analysis of KAMAR data. Principal and SAF Facilitator
worked with Leaders and staff to grow evaluative capability.
● Ongoing monitoring and self-review of compliance embedded. Identified as an area of focus to ERO to grow capability and capacity.
Actions
What did we do?
Outcomes
What happened?
Reasons for the variance
Why did it happen?
Evaluation
Where to next?
Annual Performance Plans
Every strategic goal (portfolio) in the Charter has
an annual performance plan that sets targets, key
activities, and targets for the year.
Annual plan details the targets, key activities,
and targets for the year for each portfolio
Portfolio report to the BoT (termly week 9)
based on Annual plan and inform the
development of the Analysis of Variance
Faculty, Department and Staff Inquiry foci are
aligned to the Annual Plan goals and targets.
Identified need to grow organisational and
evaluative capabilities before we can move
to developing annual performance plans
collaboratively.
Review of
Reporting templates – move to annual
performance plan for each portfolio
Senior leaders’ job descriptions
Self-Review Framework
▪ A framework for self-review and evaluation is
established based on ERO best practice
▪ The Framework is reviewed
Documented self-review model presented,
discussed and approved by the Commissioner
27 02 2018. Informed by 2017 findings and
recommendations
Self-Review committee met terms 3 and 4.
A recommendation in the 2018 ERO report as
a result of discussion with the Principal and
Board.
Growing organizational capability with a
focus on self-review i.e. Senior and Middle
Leaders initiating and leading self-review.
SAF facilitator to continue to work in school
on a weekly basis with senior and middle
leaders to grow their evaluative capabilities
and capacity.
Triennial Review of Faculties / Departments is
established based on ERO best practice
Triennial review programme established for
the period 2018-2022
Faculty Review objectives developed in
collaboration with Middle Leaders
Comprehensive reports written and
presented to Faculties and Board of Trustees
Arts Faculty
Careers Department
Interviews completed for Pastoral Review
Template for PowerPoint presentation to BoT
finalised in consultation with HoFs
Templates developed to inform triennial
review – report template, classroom
observation, questions for HoFs, teachers,
support staff members
Training for SLT and HoFs
Agreed that reports would be shared
Growing student agency and introduction of parent /
whānau voice to inform outcomes and
recommendations.
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Monitoring and Reporting
▪ Further development of reporting on school
performance and improvement for the benefit
of students and the impact on their retention,
engagement achievement and transitions.
▪ Progress and Achievement
▪ Engagement (PB4L)
ARTE report template developed further to
include
o Analysis of achievement of priority
learners and fee payers
o analysis of engagement
PB4L team reviewed KAMAR criteria with a
view to better understanding and tracking
issues
Review of reporting to parents and whānau
Comprehensive reporting to parents and
whānau on achievement, and results of
engagement surveys.
Review against the Annual Plan
▪ A comprehensive analysis of variance is
undertaken on the school’s annual strategic
priorities and strategic goals.
Analysis of Variance developed through
termly portfolio reports to BoT
Using collective sense making (SLT working with
Middle Leaders and teachers) to track progress
against goals and targets on a termly basis informing
portfolio reports by SLT and Principal
BoT Commitment to Self-Review
▪ The BOT regularly reviews and evaluates its
governance roles and responsibilities and its
effectiveness in realizing the vision for the
school.
NZSTA model ‘BoardSure’. Second school in
NZ to trial, first school to pass
ERO review 2018 (back on three year review
cycle
BoT PLD Programme to be developed after BoT
Elections (informed by PLD)
Faculty Review - next steps
▪ Revised Faculty Structure aligned to school’s
strategic direction
▪ Per funding formulae adopted as the basis of
faculty budget
▪ Reviewed and revised procedural policies
relating to class sizes, performance targets…
Timetabling Guidelines reviewed through self-
review processes and consultation
Review of budget with a view to
o Reducing deficit budget
o appointing a Business Manager with a
focus on strategic planning and review
Advice sought from NZSTA Advisor 2017.
Background paper prepared and sent
2018. No solution to issues of high
allocation of non-contact and high
permanent unit allocation other than
attrition.
Triennial review of Faculties informing
process – a 2-3 project to inform funding
formulae.
Work with SLT and staff to grow
understanding of separate funding
sources and how best allocated prior to
looking at curriculum budgets.
Areas of Focus 2018
Focus Area Outcomes – what happened? Evaluation (Where to next?)
Finances Review of
Budget and spending
Financial systems
Financial Administration Policies and Procedures Manual
SIPO presented to National Office, Ministry of Education
2019 Budget – a zero balance including depreciation
Next steps re SIPO determined when response to SIPO received from the
Ministry of Education
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Funding for 11+ students with learning and
behaviour needs
Used to fund learning assistants and Special Assessment
Conditions support
81 of students with Special Assessment Conditions passed
NCEA Level 2; 93% of students with Special Assessment
Conditions passed NCEA Level 1
Governance Board of Trustees elected 6 April 2018
New Zealand School Trustees facilitated PLD for Board
Policies, Code of Conduct and Delegations in place
Community consultation re staggered elections. Decision made. MoE notified
prior to national elections in May
Community consultation re Charter focused on graduate profile
Health and Safety Health and Safety committee established
Review of Health and Safety procedures and systems
Termly Health and Safety report to Board of Trustees Staff
informed through staff meetings / briefings and the weekly
staff newsletter The Bulletin
Emergency evacuation practices held at least once a term
Annual hazard review and Laboratory Code of Practice in
place
Electrical testing ongoing throughout the year
Ongoing review of systems and practice with a particular focus on EOTC
Personnel Associate Principal appointed. Employed from 5 November
2018.
EAP presentation to staff about services term 1 2018
Wellbeing Committee (Grow Waitaha PLD Programme)
began process of developing strategic plan
Business Manager appointed
Wellbeing plan for RHS staff
Property 5YA projects completed in 2018
Prototype hubs for Year 10 use renovated
Art roof repaired to stop leaks
Film added to windows in B, C and D blocks to reduce
overheating
Courts resurfaced
Sports field redevelopment began
Asbestos in Gym roof encapsulated
Review of 5YA investigation process begun
Revision of 5YA Plan completed and signed off by the BoT and MoE.
Reviewed 5YA determines property priorities and work
Resources Significant purchases in 2018 included:
Replacement screen for the hall
Classroom tables
Shredder
Asset replacement budgets aligned with the Asset Register
Asset purchases determined by Strategic and Annual Planning processes
Stocktake of Assets to be completed by September, 2019
Targeted Funding Tertiary Education Commission funded 25 Gateway places in
2018
The Primary Industries Trade Organisation funded 20 places
One student enrolled in the 3+2 programme through the
Motor Trade organisation in term 3
Tertiary Education Commission has funded 47 Gateway places for 2019
The Primary Industries Trade Organisation funded 40 places
Three students enrolled in the 3+2 programme through the Motor Trade
organisation in term 3
Three students are enrolled in Trades Academies programmes through ARA
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Sportsfit
In 2018 the school received $ 40 921 KiwiSport funding
which contributed to the employment of two Sports
Coordinators
42% of students are involved in sport
8 students were selected in NZ representative age group
sports teams
741 students represented Rangiora High School in 29 codes
Coaches - 19 staff coaches, 4 Support Staff coaches and 28
volunteer coaches from the community
Other – 21 volunteer managers from the community and 17
student volunteer coaches/umpires and and 54 staff involved
in sport in some way with an estimate of 35 managers
/drivers/co-ordinators (a lot of these were for one-off
events)
Additional uniforms were purchased for rugby, basketball,
netball, hockey, and cricket in 2018
House competitions continue to play an integral part in
developing the school’s culture. Year 9 -13 students are
actively involved in these events.
RHS students continue to be actively involved in sports and leisure programmes.
They are involved at all levels – beginner to elite.
Glossary
5YA 5 Year Property Planning NCEA National Certificate of Educational Achievement
ARTE Achievement, Retention, Transition and Engagement PB4L Positive Behaviour for Learning
BOT Board of Trustees PLD Professional Learning and Development
DP Deputy Principal PLG Professional Learning Group
EEAT Enriched Environment Action Team RTLB Resource Teacher of Learning and Behaviour
EOTC Education Outside the Classroom SAF Student Achievement Function
ERO Education Review Office SAID Student Achievement Interview Day
HOF Head of Faculty SCLT Strategic Change Lead Team
HOH Head of House SLT Strategic Leadership Team
KAMAR Student Management Software TEC Tertiary Education Commission
MOE Ministry of Education TOD Teacher Only Day
MOU Memorandum of Understanding WSL Within School Lead Teacher