annual reporting 2015 : learning experiences

Learning Experiences

Annual Performance Report 2014-2015

Contents

Student Engagement 01

Student Support Networks 33

Learning Support 61

Graduated College’s Years 9-11 79

Student Engagement 01page

Student Engagement – Hagley Community College Performance Report 2015 Page 2

Table of Contents

INTRODUCTION .............................................................................................................................................................................................................................................................. 4 A. Intellectual Engagement ........................................................................................................................................................................................................................................... 4 B. Emotional Engagement: ............................................................................................................................................................................................................................................ 4 C. Behavioral Engagement ............................................................................................................................................................................................................................................ 5 D. Physical Engagement ................................................................................................................................................................................................................................................ 5 E. Social Engagement .................................................................................................................................................................................................................................................... 5 Cultural Engagement .................................................................................................................................................................................................................................................... 5

SPECIFIC STRATEGIC FOCUS FOR STUDENT ENGAGEMENT .................................................................................................................................................................................... 6 Wellbeing + Involvement = Engagement ...................................................................................................................................................................................................................... 6

GOAL & CRITICAL SUCCESS FACTORS ......................................................................................................................................................................................................................... 7

1. COLLEGE-‐WIDE STUDENT ENGAGEMENT .............................................................................................................................................................................................................. 7 A. Intellectual Engagement ........................................................................................................................................................................................................................................... 7 B. Emotional Engagement: ............................................................................................................................................................................................................................................ 7 C. Behavioral Engagement ............................................................................................................................................................................................................................................ 8 D. Physical Engagement ................................................................................................................................................................................................................................................ 8 E. Social Engagement .................................................................................................................................................................................................................................................... 8 Cultural Engagement .................................................................................................................................................................................................................................................... 9

2. SPECIFIC MODEL OF STUDENT ENGAGEMENT ................................................................................................................................................................................................... 10

3. WELLBEING FOR LEARNING ................................................................................................................................................................................................................................... 11 Parent & Community Perspectives on Student Wellbeing ......................................................................................................................................................................................... 11

4. INVOLVEMENT IN LEARNING ................................................................................................................................................................................................................................. 12

Authentic Relationships Built By Kaiako ......................................................................................................................................................................................................................... 13 1. Good Teacher Practice Model-‐all classroom kaiako use this model at Hagley ................................................................................................................................................ 13 2. The Mentor Model 2014 at Hagley Community College ................................................................................................................................................................................. 13 3. Māori Mentor Model at Hagley community College ....................................................................................................................................................................................... 15 4. Learning Support team .................................................................................................................................................................................................................................... 16 5. The Junior College Year 9 and 10 Graduating College ..................................................................................................................................................................................... 17 6. A Digital Framework For Student Access ......................................................................................................................................................................................................... 17 7. Education Outside the Classroom .................................................................................................................................................................................................................... 17


5. IMPACT ON ENGAGEMENT & ACHIEVEMENT .................................................................................................................................................................................................... 18

A. Student Stories of Re-‐Engagement & Success ..................................................................................................................................................................................................... 18

B. Re-‐Engaging Students & Adding Value To The Greater Christchurch Network .................................................................................................................................................. 21 Data Collection and Sample ........................................................................................................................................................................................................................................ 21 Performance NCEA L2 ................................................................................................................................................................................................................................................. 21 Performance NCEA L3 ................................................................................................................................................................................................................................................. 22 Analysis NCEA L3 ......................................................................................................................................................................................................................................................... 22 Summary ..................................................................................................................................................................................................................................................................... 22

6. STAFFING THE COLLEGE .......................................................................................................................................................................................................................................... 23 Qualified Staff ............................................................................................................................................................................................................................................................. 23 Newly Appointed Staff in 2014 ................................................................................................................................................................................................................................... 23 Staff at Hagley ............................................................................................................................................................................................................................................................. 24 Programme for New and Beginner Teachers 2014 ..................................................................................................................................................................................................... 24 Department Professional Growth and Feedback ........................................................................................................................................................................................................ 28 College of Practical Design .......................................................................................................................................................................................................................................... 28 ESOL ............................................................................................................................................................................................................................................................................ 29 Mathematics ............................................................................................................................................................................................................................................................... 29 Art ............................................................................................................................................................................................................................................................................... 30 Social Sciences ............................................................................................................................................................................................................................................................ 30 Science ........................................................................................................................................................................................................................................................................ 31 English ......................................................................................................................................................................................................................................................................... 31 PE/Health .................................................................................................................................................................................................................................................................... 31 Performing Arts ........................................................................................................................................................................................................................................................... 32 Other Professional Learning and Development .......................................................................................................................................................................................................... 32


INTRODUCTION

In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. Generally speaking, the concept of “student engagement” is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” Stronger student engagement or improved student engagement are common instructional objectives expressed by educators. In education, the term student engagement has grown in popularity in recent decades, most likely resulting from an increased understanding of the role that certain intellectual, emotional, behavioral, physical, and social factors play in the learning process. For example, a wide variety of research studies on learning have revealed connections between so-‐called “non-‐cognitive factors” or “non-‐cognitive skills” (e.g., motivation, interest, curiosity, responsibility, determination, perseverance, attitude, work habits, self-‐regulation, social skills, etc.) and “cognitive” learning results (e.g., improved academic performance, test scores, information recall, skill acquisition, etc.). The concept of student engagement typically arises when educators discuss or prioritize educational strategies and teaching techniques that address the intellectual, emotional, behavioral, physical, and social factors that either enhance or undermine learning for students. It should be noted that educators may hold different views on student engagement, and it may be defined or interpreted differently from place to place. For example, in one school observable behaviors such as attending class, listening attentively, participating in discussions, turning in work on time, and following rules and directions may be perceived as forms of “engagement,” while in another school the concept of “engagement” may be largely understood in terms of internal states such as enthusiasm, curiosity, optimism, motivation, or interest. While the concept of student engagement seems straightforward, it can take fairly complex forms in practice. The following six key areas illustrate the ways in which student engagement is developed and focused within and across Hagley Community College. A. Intellectual Engagement To increase student engagement in a course or subject, teachers may create lessons, assignments, or projects that appeal to student interests or that stimulate their curiosity. For example, teachers may give students more choice over the topics they are asked to write about (so students can choose a topic that specifically interests them) or they may let students choose the way they will investigate a topic or demonstrate what they have learned (some students may choose to write a paper, others may produce short video or audio documentary, and still others may create a multimedia presentation). Teachers may also introduce a unit of study with a problem or question that students need to solve. For example, students might be asked to investigate the causes of a local environmental problem, determine the species of an unknown animal from a few short descriptions of its physical characteristics and behaviors, or build a robot that can accomplish a specific task. In these cases, sparking student curiosity can increase “engagement” in the learning process. This approach at Hagley is encouraged with all staff through the key areas of authentic learning, community-‐based learning, differentiation, personalized learning, project-‐based learning, relevance, and student voice. B. Emotional Engagement: Teachers throughout the college use a wide variety of strategies to promote positive emotions in students that will facilitate the learning process, minimize negative behaviors, or keep students from dropping out. In an integrated but additional way Hagley has the Learning Support, Junior College year 9-‐11 and the pastoral team to support the teacher strategies that encourage student engagement “having a reason for what ākonga do”.


C. Behavioral Engagement

Teachers may establish classroom routines, use consistent cues, or assign students roles that foster behaviors more conducive to learning. For example, elementary school teachers may use cues or gestures that help young students refocus on a lesson if they get distracted or boisterous. The teacher may clap three times or raise a hand, for example, which signals to students that it’s time to stop talking, return to their seats, or begin a new activity. Teachers may also establish consistent routines that help students stay on task or remain engaged during a class. For example, the class may regularly break up into small groups or move their seats into a circle for a group discussion, or the teacher may ask students on a rotating basis to lead certain activities. By introducing variation into a classroom routine, teachers can reduce the monotony and potential disengagement that may occur when students sit in the same seat, doing similar tasks, for extended periods of time. Research on brain based learning has also provided evidence that variation, novelty, and physical activity can stimulate and improve learning. For a related discussion, see classroom management. D. Physical Engagement Teachers may use physical activities or routines to stimulate learning or interest. For example, “kinesthetic learning” refers to the use of physical motions and activities during the learning process. Instead of asking students to answer questions aloud, a teacher might ask students to walk up to the chalkboard and answer the question verbally while also writing the answer on the board (in this case, the theory is that students are more likely to remember information when they are using multiple parts of the brain at the same time—i.e., the various parts dedicated to speaking, writing, physical activity, etc.). Teachers may also introduce short periods of physical activity or quick exercises, particularly during the elementary years, to reduce antsy, fidgety, or distracted behaviors. In addition, more schools throughout the United States are addressing the physical needs of students by, for example, offering all students free breakfasts (because disengagement in learning and poor academic performance have been linked to hunger and malnutrition) or starting school later at a later time (because adolescent sleep patterns and needs differ from those of adults, and adolescents may be better able to learn later in the morning). E. Social Engagement Teachers may use a variety of strategies to stimulate engagement through social interactions. For example, students may be paired or grouped to work collaboratively on projects, or teachers may create academic contests that students compete in—e.g., a friendly competition in which teams of students build robots to complete a specific task in the shortest amount of time. Academic and co-‐curricular activities such as debate teams, robotics clubs, and science fairs also bring together learning experiences and social interactions. In addition, strategies such as demonstrations of learning or capstone projects may require students to give public presentations of their work, often to panels of experts from the local community, while strategies such as community based learning or service learning (learning through volunteerism) can introduce civic and social issues into the learning process. In these cases, learning about societal problems, or participating actively in social causes, can improve engagement. Cultural Engagement

The college takes active steps to make students from diverse cultural backgrounds—particularly our Māori ākonga and recently arrived immigrant or refugee students and their families—feel welcomed, accepted, safe, and valued. For example, administrators, teachers, and school staff may provide special orientation sessions for their new-‐New Zealand populations or offer translation services and informational materials translated into multiple languages. The College invites Māori families to hui that concentrate on improving understanding of learning and pathways available for the tamariki. Students, families, and local cultural leaders from diverse backgrounds may be asked to speak about their experiences to students and school staff, and teachers intentionally modify lessons to incorporate the history of NZ and other cultures, literature, arts, and perspectives of the student ethnicities and nationalities represented in their classes. School activities may also incorporate multicultural songs, dances, and performances, while posters, flags, and other educational materials featured throughout the school may reflect the cultural diversity of the students and school community. The general goal of such strategies is to reduce the feelings of confusion, alienation, disconnection, or exclusion that some students and families may experience, and thereby increase their engagement in academics and school activities.


SPECIFIC STRATEGIC FOCUS FOR STUDENT ENGAGEMENT The college is committed to taking the concept of student engagement to a deeper and more influential level. It has developed two important strategies. The first strategy is developed and implemented within the Engagement portfolio and the second strategy is developed and implemented within the Curriculum Design portfolio. The first specific engagement strategy relates to understanding and developing a new model of student engagement that involves student wellbeing for learning and their involvement in learning. Both wellbeing and involvement are necessary in order for effective learning to take place. Both of these factors influence the engagement of learners and, therefore, the outcomes of their learning. This is the focus of this portfolio called student engagement. Wellbeing + Involvement = Engagement The second specific engagement strategy is the development of the college as an ‘Engaging School’ based on the research of the Innovations Unit (UK) launched through the Learning Futures programme, in order to find ways to improve educational outcomes by increasing young people’s engagement in learning. There are four areas of key development within this strategy for the college: project based learning, extending learning relationships, developing the college as a basecamp; and having the college as a learning commons. The primary implementation model being used is the ‘schools within a school’ framework. The college is implementing this strategy through curriculum re-‐design and is reported on in the Curriculum Design portfolio. Within the crucial area of engagement are three additional portfolios. These are: Student Support; Learning Support; and Junior Graduating College -‐ Year 11 Graduating College.

WELLBEING Confidence & self-‐esteem

Sense & self-‐idenqty Vitality

Enjoyment & sense of humour Ability to rest & relax

Social iniqaqve Asserqveness

Coping flexibility Parqcipaqon & cooperaqon Openness & recepqvity Pleasure in exploring

Opqmism Self-‐direcqon

Persistence/robustness Responsibility

INVOLVEMENT Concentraqon

Energy Complexity/creaqvity

Persistence Precision

Saqsfacqon

ENGAGEMENT


GOAL & CRITICAL SUCCESS FACTORS The goal of the Student Engagement portfolio is the engagement of students in their learning by developing strategies for student wellbeing and their involvement in learning to create the maximum opportunity for effective learning to take place. This goal will be achieved through the following critical success factors:

1. Broad Concepts of Student Engagement: The implementation and monitoring of the broad concept of student engagement across the college. 2. A Model of Engagement: The development and implementation of a specific model of student engagement that incorporates the key strategies of student wellbeing and student

involvement. 3. Student Wellbeing: The provision of explicit learning opportunities for students to develop skills, abilities and understandings important to the development of wellbeing for learning. 4. Student Involvement: The development of three profound influences on student involvement in learning that include: the relationship teachers have with their students; the

classroom environment; and the quality of the experiences teachers provide for their students. 5. Impact of A.R.T.: The impact of engagement on the achievement, retention and transitions (A.R.T.) of students.

1. COLLEGE-‐WIDE STUDENT ENGAGEMENT We know that teachers make the difference to student learning. When teachers have the opportunity to observe and reflect on their own practice (see Hagley Community College’s ‘Subject Reviews – Best Practice in Teaching, Learning and Assessment’), and are encouraged to share their observations and reflections in deeper professional dialogue, richer understandings emerge. An analysis of teachers best practice and inquiry projects is used to identify the range and diversity of student engagement across the dimensions of intellectual, emotional, behavioural, physical, social engagement, and cultural engagement. A. Intellectual Engagement

To increase student engagement in a course or subject, teachers are encouraged to create lessons, assignments, or projects that appeal to student interests or that stimulates their curiosity. This approach at Hagley is encouraged with all staff through the key areas of authentic learning, community-‐based learning, differentiation, personalized learning, project-‐based learning, relevance, and student voice. For example, teachers may give students more choice over the topics they are asked to write about (so students can choose a topic that specifically interests them) a good example of this is found in History where the concept to research and understand is “Collateral Damage” and ākonga may decide which area of interest they will research. In Art the design process is designing a T-‐Shirt and the student is allowed to choose their own design and make the whole design project their own. The “little black dress” is designed and made in Fashion and many patterns and variations come from this project making it appealing and interesting for the student. This is done in many places in the College where students choose the way they will investigate a topic or demonstrate what they have learned (some students may choose to write a paper, others may produce short video or audio documentary, and still others may create a multimedia presentation). Teachers may also introduce a unit of study with a problem or question that students need to solve. For example, students might be asked to investigate the causes of a local environmental problem, determine the species of an unknown animal from a few short descriptions of its physical characteristics and behaviours. In these cases, sparking student curiosity can increase “engagement” in the learning process. B. Emotional Engagement: The college uses a wide variety of strategies to promote positive emotions in students that will facilitate the learning process, minimize negative behaviours, or keep students from dropping out. For example, classrooms and other learning environments may be redesigned to make them more conducive to learning, teachers may make a point of monitoring student moods and asking them how they are feeling, or school programmes may provide counselling, peer mentoring, or other services that generally seek to give students the support they need to succeed academically and feel positive, optimistic, or excited about school and learning. Strategies such as advisories, for example, are intended to build stronger relationships between students and


adults in a school. The basic theory is that students will be more likely to succeed if at least one adult in the school is meeting with a student regularly, inquiring about academic and non-‐academic issues, giving her advice, and taking an interest in her out-‐of-‐school life, personal passions, future aspirations, and distinct learning challenges and needs.

C. Behavioral Engagement

Teachers may establish classroom routines, use consistent cues, or assign students roles that foster behaviours more conducive to learning. For example, junior College teachers may use cues or gestures that help younger students refocus on a lesson if they get distracted or talkative. The teacher may clap three times or raise a hand, for example, which signals to students that it’s time to stop talking, return to their seats, or begin a new activity. Teachers may also establish consistent routines that help students stay on task or remain engaged during a class. For example, the class may regularly break up into small groups or move their seats into a circle for a group discussion, or the teacher may ask students on a rotating basis to lead certain activities. By introducing variation into a classroom routine, teachers can reduce the monotony and potential disengagement that may occur when students sit in the same seat, doing similar tasks, for extended periods of time. Research on brain learning has also provided evidence that variation, novelty, and physical activity can stimulate and improve learning. In year 9 Learning to Learn the ākonga explore how the brain works and why they should eat well, exercise and do brain gym. This understanding leads to more settled behavioural engagement and empowers the students with a more mature approach to learning. The adolescents especially senior classes at Hagley are often tempered in their classroom learning because they learn side by side with adults. At Hagley classroom management is based on the Bill Rogers model and this works very well for the Hagley students. D. Physical Engagement

Teachers may use physical activities or routines to stimulate learning or interest. For example, “kinesthetic learning” refers to the use of physical motions and activities during the learning process. Instead of asking students to answer questions aloud, a teacher might ask students to write on their mini-‐whiteboard the answer to the question. They may then hold their board up and the teacher will ask them to explain their answers. In this way everyone is involved and has to think. Teachers may also introduce short periods of physical activity or quick exercises, particularly during the junior College years, to reduce antsy, fidgety, or distracted behaviors. Our Mathematics kaiako starts her lessons with a warm up using te reo especially around numbers to get everyone ready to work. In addition, more primary schools throughout New Zealand are addressing the physical needs of students by, for example, offering all students free breakfasts (because disengagement in learning and poor academic performance have been linked to hunger and malnutrition. At Hagley our café is open before school and a free breakfast is offered on a Wednesday morning. A small group of students take advantage of the breakfast. The research also says, starting school at a later time is beneficial because adolescent sleep patterns and needs differ from those of adults, and adolescents may be better able to learn later in the morning. Our timetable means that our seniors can plan a programme where they can start late on three mornings of the week and this allows for the sleep in a lot of adolescents thrive on. The Schools Within Schools are mostly kinesthetic learning by nature and the engagement is strengthened because there are no interruptions to learning because they are full day programmes sometimes running for 7 hours on one day. This approach to learning suits a lot of ākonga who like to work with their hands such as clay modeling for the animation course, the creating of jewellery, the constructing of dog kennels, the designing and making of clothes, the composing of songs for music, the playing of a part in a play, the going to a rest-‐home or a childcare centre to work for a day. The interest and motivation is high when there is passion and time to learn a set of skills the ākonga loves doing. E. Social Engagement

Teachers may use a variety of strategies to stimulate engagement through social interactions. For example, students may be paired or grouped to work collaboratively on projects, or teachers may create academic contests that students compete in e.g. a friendly competition in which teams of students build robots to complete a specific task in the shortest amount of time. This is “purposeful peer interaction” as Fullan (2009) calls it and it is including in many lessons at Hagley. Academic and co-‐curricular activities offered at Hagley are; debating, theatre sports, chess club, SADD, Forty Hour Famine, environmental group, Spirit of Adventure, horticulture group, music, Caberet (student directed), library, swap meet (recycle clothes) gaming, philosophy, science club, subject tutoring and a number of sporting activities. In 2015 we will be setting up a “make-‐it” table where students can undo and make new things out of old materials such as computers. These learning experiences and social interactions build a trusting relationship and encourage students to become firstly confident in their learning and secondly to explore


pathways of learning. In addition, strategies such as demonstrations of learning or capstone projects are used widely in the college especially with the schools within a school initiative. A capstone project at Hagley has been running for several years with the Fashion students designing certain categories of clothes (such as steam punk and street wear) and presenting them at the Hokonui Fashion Design Awards. The students have been very successful and in 2014 the College had two winners. These projects may require students to give public presentations of their work, often to panels of experts from the local community, while strategies such as community based learning or service learning (learning through volunteerism) can introduce civic and social issues into the learning process. In these cases, learning about societal problems, or participating actively in social causes, can improve engagement. In Physical Education the students at year 12 do a project in which they have to provide a social service to a community group. This is often collecting cans of food, good clothes and blankets for needy people in the community. The hospitality course offers support by providing food for such activities as Scene Plus and the Fashion show. Many of the Hagley students support the van Asch ākonga (deaf students) and our leadership group do social service by supporting primary schools with reading time or outdoor activities. The year 12 Sports Education programme takes year 9 or 10 classes and leads these classes in sporting activities run by the Sports Education ākonga to promote sport to the juniors. The guidance counsellor runs a programme at year 9 and 12 to teach what good social and emotional skills are. F. Cultural Engagement

The college takes active steps to make students from diverse cultural backgrounds—particularly our Māori ākonga and recently arrived immigrant or refugee students and their families—feel welcomed, accepted, safe, and valued. For example, administrators, teachers, and school staff may provide special orientation sessions for their new-‐New Zealand populations or offer translation services and informational materials translated into multiple languages. Students, families, and local cultural leaders from diverse backgrounds may be asked to speak about their experiences to students and school staff, and teachers may intentionally modify lessons to incorporate the history of NZ and other cultures, literature, arts, and perspectives of the student ethnicities and nationalities represented in their classes. School activities may also incorporate multicultural songs, dances, and performances, while posters, flags, and other educational materials featured throughout the school may reflect the cultural diversity of the students and school community. The general goal of such strategies is to reduce the feelings of confusion, alienation, disconnection, or exclusion that some students and families may experience, and thereby increase their engagement in academics and school activities. At Hagley we run the ELL (English Language Learning) programme and Targeted Family Literacy programme for refugee background learners. To support these programmes we have the Multi-‐ethnic Homework and Study Centre and Adult Community Responsive programmes. The Targeted Family Literacy programme is a model used to support refugee parents as partners in education. We have four parent education workshops per year and evening courses, which are designed to assist with literacy and numeracy skills, English language, and living and working in New Zealand. These courses are delivered alongside the Homework Centre following the approach of the family literacy model. Currently we run NZ Foods, Computer Literacy and Sewing. At present we have 109 young students attending the Homework Centre and 110 refugee background adults attending the Family Literacy Programmes. 20 part-‐time staff are employed to support these programmes. The Homework Centre students come from 28 schools across Christchurch. The College has been working in partnership with Whānau Tahi to promote Māori activities for ākonga. The College offers a mihi whakatau to all new ākonga at the beginning of the school year. The Whānau has been opened at lunch-‐time to promote social interaction between Māori ākonga and this was very successful in 2014 and a small group of about 15 senior ākonga availed themselves of this. Quite a group of these ākonga took a trip with the Māori mentor to Otago University to explore some career options and to make them comfortable with finding their way around the University if they chose to study there. We had 3 of these ākonga enroll in Auckland University to study in 2015. The Māori mentors will promote the University trips (both Canterbury and Otago) this in 2015 and hopefully we can attract more ākonga to the Whānau at lunch times in 2015. The College held a hui to inform and explain NCEA to parents and we invited ākonga to attend as well. Most families who came brought their tamariki as well. This was a very successful evening and we will run it again in 2015. ‘Working Alongside Refugee Families’ and ‘Intercultural Awareness and Communication’ workshops are held three times per year to up-‐skill and build the capacity of staff from other schools and organisations in Christchurch. On average 120 staff attend these workshops each year. We are involved in professional learning requests by schools and organisations as far as mid-‐Canterbury to deliver and support cultural competency knowledge and guidelines for working with students from culturally and linguistically diverse backgrounds. Since the Christchurch


earthquakes, we have an increased number of migrants requiring specific English Language Learning acquisition and support. As a consequence the leadership, development and integration of Hagley’s learning communities has strengthened. This has included the employment of more ethnic and bilingual staff and specialist ongoing PLD to strengthen cultural competencies of staff at Hagley. Teaching and learning pedagogies are developing to provide more learning opportunities for students and more opportunities for students to engage in personalised programmes that lead to future learning and pathways. 2. SPECIFIC MODEL OF STUDENT ENGAGEMENT

When teachers have the opportunity to observe and reflect on their own practice, and are encouraged to share their observations and reflections in deeper professional dialogue, richer understandings emerge. This work is undertaken within the ‘Learning Futures’ portfolio but it is vitally important that the student engagement portfolio supports teachers in this professional dialogue by providing structures and understandings so that teachers may gain greater clarity around the connections between pedagogical practices and student engagement. Research has determined that there are different dimensions to engagement which focus on whether students are: interacting with and disposed to their learning – this is the dimension of wellbeing; involved with their learning – this is the dimension of involvement. Both wellbeing and involvement are necessary in order for effective learning to take place: they influence the engagement of learners and, therefore, the outcomes of their learning. It is this framework upon which Hagley’s model of student engagement is based.

This model that Hagley uses to enable student engagement can be illustrated by the following examples of practice;

• To enable good learning to happen kaiako use a number of structural and learning strategies. (refer to the good practice teacher model, the pastoral support, learning support, digital access, junior College student diary, cultural awareness and Whānau understanding and support.)

• The College provides a safe physical and emotional environment to enable confident ākonga and promote good learning. • Kaiako encourage ākonga to use the key competencies (explained in the junior diary for year 9-‐11 ākonga) • Kaiako, deans and mentors teach the career competencies and encourage ākonga to use these. • To encourage learning to learn, literacy and numeracy strategies that will set the Hagley ākonga up for life-‐long learning. • The student builds good and trusting relationships with their teachers and the support personnel in the College. • The learning environment is receptive to wellbeing and engagement. It is attractive and involves students displaying their work in a variety of ways. • Ākonga has high expectations for academic achievement and kaiako at Hagley use an “effective teacher profile” to produce strong academic achievement. • Assessment practice at Hagley is based on when the ākonga is ready to be assessed and although this is not possible to do with every assessment the kaiako manage it when they

can.

Both%wellbeing%and%involvement%are%necessary%in%order%for%effec7ve%learning%to%take%place:%they%influence%the%engagement%of%learners%and,%therefore,%the%outcomes%of%their%learning.

The%most%profound%influences%on%involvement%are%the%rela7onships%teachers%have%with%their%students,%the%classroom%environment,%and%the%quality%of%the%experience%teachers%provide%for%their%students.

Op7mal%student%wellbeing%%is%a%sustainable%state,%characterised%by%predominantly%posi7ve%feelings%and%aCtude,%posi7ve%rela7onships%at%school,%resilience,%selfDop7mism%and%a%high%level%of%sa7sfac7on%with%learning%experiences.

INVOLVEMENT ENGAGEMENTWELLBEING + =


• The brokerage for solutions through the Hagley support network, this is only if and when the ākonga are open to looking at positive solutions. • To make students aware of the purpose of being at the college through establishing a career/learning pathway. • To explore community opportunities to show how education leads to employment, further training and tertiary education. • To consolidate their qualifications and/or transitioning programmes to enable them to move on to a meaningful pathway when leaving Hagley.

3. WELLBEING FOR LEARNING Student wellbeing is strongly linked to learning. Based on research we believe that a student’s level of wellbeing at school is indicated by their satisfaction with life at school, their engagement with learning and their social-‐emotional behaviour. We also know that wellbeing is enhanced when evidence-‐informed practices are adopted within the college in partnership with families and community. Optimal student wellbeing is a sustainable state, characterised by predominantly positive feelings and attitude, positive relationships at school, resilience, self-‐optimism and a high level of satisfaction with learning experiences (Noble et al, 2008, p.30). Signals of wellbeing are also described by Goldspink (2009). These signals include: confidence and self-‐esteem; a sense of self identity; vitality; enjoyment and a sense of humour; the ability to rest and relax; social initiative; assertiveness; coping flexibly; participation and co-‐operation; openness and receptivity; pleasure in exploring; optimism; self-‐direction; responsibility; and persistence / robustness. The Education Review Office (ERO) has identified nine key concepts synonymous with student wellbeing and success. These following nine concepts are described as the desired outcomes for student wellbeing and form the basis for reporting on student wellbeing within the college.

1. Students have a sense of belonging and connection to school, to Whānau, to friends and the community 2. Students experience achievement and success 3. Students are resilient, have the capacity to bounce back 4. Students are socially and emotionally competent, are socially aware, have good relationships skills, are self-‐confident, are able to lead, self manage and are responsible decision-‐

makers 5. Students are physically active and lead healthy lifestyles 6. Students are nurtured and cared for by teachers at school, have adults to turn to who grow their potential, celebrate their successes, discuss options and work through problems 7. Students feel safe and secure at school, relationships are valued and expectations are clear 8. Students are included, involved, engaged, invited to participate and make positive contributions 9. Students understand their place in the world, are confident in their identity and are optimistic about the future.

Parent & Community Perspectives on Student Wellbeing

During 2013 the college sought extensive feedback from parents and the wider community on what they valued about Hagley and how they saw Hagley as being unique and different. We also asked them to tell their stories about the influence of Hagley on their lives. The college received over 2,100 pieces of feedback. A significant portion of that feedback related to student wellbeing. Parents and the community said invariably with one voice that:

• Hagley is a place where difference is celebrated and where it is a turangawaewae for students to be themselves and to stand tall. There are high levels of mutual respect and students rate very highly the way teachers treat them as adults and with respect. There are 52 ethnicities represented within the college and while there are many cultures within the school our culture becomes one of the celebration of diversity.

• The college is student centred and student focused with a strong response of equality and equity towards people. The college accepts students for who they are and where they are


in the education journey. First names are used in all communication to personalise each person’s importance and acceptance of who they are. The college has no uniform or bells with a total commitment on what is important around each student’s learning. There is a culture of openness where students are listened to and a culture of flexibility and innovation to meet student need.

• Hagley Community College is a vibrant diverse community of race, educational and socio-‐economic background, gender orientation and age. It is a safe and thriving environment for many races, ages, cultures and beliefs. Difference is valued and brought together with an holistic and cohesive approach. Over 52 nationalities are represented in the college with Hagley being recognised with NZ National Diversity Awards in 2010 and 2014 for its outstanding contribution to the NZ Diversity Action Programme.

• The college encourages and actively participates with students with a diversity of needs such as mental health issues, learning skills deficits and poor educational experiences.

Students prize being recognised as individual people and having the opportunity to learn in a variety of settings and within a range of innovative learning models. The college engenders an inclusive practice and an atmosphere that everyone belongs. One teacher’s feedback said: “When people ask me what I love about my job here I tell them about Pagen and Maryam when they were in Year 9. Maryam is a muslim student and attending Hagley dressed in her full hijab. Pagen arrived at school in a corset, mini skirt and fishnet stockings. Both these girls struck up a friendship. Only at Hagley could I walk down a hallway and be passed by a pair of gossiping girls who looked so unlikely to be seen together.” A Hagley student said: “Everyone respects one another for who they are. Nobody is alienated from anybody else and everyone is equal”.

• The college is very student centric with teacher delivery personlised to student need with wraparound services and support to assist and encourage students to build their resilience and capacity for independent study and ongoing engagement in learning. One parent commented in their feedback: “Hagley is extremely adaptable in accommodating and responding to student needs through individual programmes, part-‐time work, special timetables and one-‐on-‐one support. An amazing place.”

4. INVOLVEMENT IN LEARNING

Wellbeing is a holistic subjective state which is present when a range of feelings, among them energy, confidence, openness, enjoyment, happiness, calm and caring, are combined and balanced (Stewart-‐Brown in Roberts, 2005). Recent research in brain theory recognises that deeper learning occurs when young people (ākonga) are provided with experiences and environments which encourage active involvement with their learning so they are invited and supported to explore, negotiate meanings, and transform their learning. The most profound influences in involvement are the relationships teachers have with their students, the classroom environment and the quality of the experience teachers (kaiako) provide for their students. At Hagley the teacher as inquiry, Window into Practice and the Good Practice teacher model has grown a common language among Kaiako to enable Student Voice and Whānau engagement. The teacher as Inquiry is an intentional collection and use of students’ thinking and feedback of their learning and using these voices to inform and improve teaching, learning and school wide decision-‐making. In 2014 the inquiries showed that to raise student achievement and involvement kaiako at Hagley need to deliberately teach literacy skills to ensure all ākonga can understand the work and tasks that are given to them. This common language enables student surveys to be carried out and kaiako become more familiar with the learning needs of their ākonga. Discovering the learning needs the teacher is able to personalise their teaching and allow for a more receptive ākonga thus increasing achievement, confidence and growing self-‐esteem in them. Through Learning to Learn the year 9 students are asked “what is an effective learner?” and this inspires akonga to see how they can be more involved in their learning. The College allows more student negotiation and feedback in the senior school where the programmes are created to incorporate more student input. The Hagley culture of respect; of place and people means students naturally enjoy their learning and this increases their persistence, concentration, energy (goes into learning and not into poor behaviour), precision and satisfaction. Parents of students at Hagley say things like: ”I am thrilled with my son’s progression and the standard of the performing arts offered is very professional and high. A visitor just recently said she asked some students where she could find Ros Jackson and they were very polite and well mannered and offered to take her to the Café where they had seen Ros. Hagley promotes


involvement through its culture of teachers as one student said “I love the teachers because they treat me as an equal and don’t talk down to me”. Many ākonga come back into the College as second chance learners and have a determination to succeed and be involved. The development of three profound influences on ākonga involvement in learning that include: firstly, authentic relationships and the building of teachers becoming a significant adult in the lives of their students. This includes the college’s classroom teachers, Vocational Pathways mentor, Māori mentor, EOTC, Learning Support kaiako, Junior College the digital framework to access kaiako and the pastoral team (deans, guidance and Careers team). Secondly the classroom environment (see the Curriculum Design portfolio) and lastly the quality of the experiences teachers provide for their ākonga.

Authentic Relationships Built By Kaiako 1. Good Teacher Practice Model-‐all classroom kaiako use this model at Hagley

At the foundation of the Good Practice Teaching Model is the ability to generate and sustain an authentic relationship with students through commitment to students and a belief in the power of high expectations. The students’ survey indicates that authentic relationships have been established and are working at Hagley Community College. The students indicate that their learning is meeting their expectations by 98% and therefore teachers are creating a supportive learning environment. As you move around the College classrooms there is evidence of teachers working to make their classrooms inclusive, and environments that support and encourage learning. This teacher practice helps create an authentic relationship for students in the classroom. See also the ‘Subject Reviews – Best Practice in Teaching, Learning and Assessment’. 2. The Mentor Model 2014 at Hagley Community College Vocational Pathways mentor. Stage 1: Breaking down the barriers

• The first was to build a trusting relationship with the student/ ākonga. • The second aspect of breaking down barriers was to encourage students to feel they could continue on to further education.

Stage 2: Explore the key competencies with the students/ākonga

The key competencies required of students are: • have an awareness of self and be able to manage their lives, learning and future aspirations • using language symbols and texts to communicate effectively and understand experiences through information from oral, written, graphical, non-‐verbal, scientific and

mathematical forms. • Thinking about about your thinking, creating good questions to discover more about learning. • Relating to others , listening well, understand and be aware of the needs and feelings of others, communicate and connect with others so you can have a shared

understanding. • Participating and contributing, contribute to and value society, our bi-‐cultural NZ and groups within NZ and globally. Understand your rights and responsibilities and find a

good balance between them. Mentor as broker


• assisting a student to re-‐engage with a teacher after missing a number of classes. • Encouraging ākonga to start thinking about a robust learning pathway.

It was also essential that the mentor asked the important questions.

• Have you thought about what you want to do when you leave school? • How confident are you with this choice/getting information? • Why are you here? Parents? Gain credits? Friends? • What are your interests? • How sure are you that this is the right pathway for you? • Are you taking the right courses? • How do you rate yourself? Strengths/weaknesses.

Stage 3: What career options are available? This explores the career management competencies with the students (Term 2). The career competencies required of students are to:

• have an awareness of self and be able to apply this to their lives and aspirations

• understand the role of life-‐long learning • make informed choices about next steps • be adaptable and responsive to change.

Having a conversation with the mentor/dean first and then meeting the career advisor meant the students felt more confident to talk about their career options. Stage 4: Giving the student a purpose

A different level of purpose/confidence to pick a course the student can go to and achieve success by encouraging the students to experience the following: Career Expo, Give it a Go Day at CPIT June 2013, Career bus, Career Advisor, Gateway placement, Learning Skills, Full On “Making it Happen” – this was a day for Year 12 and 13 students to gain ideas about how to make it happen for them, STAR courses, Employment Skills, and Launch Pad.

Stage 5: Collecting the data Data is collected to show how effective having a mentor has been. Question: When the students are being re-‐enrolled are the students better prepared, have an identified pathway, and have better skills for decision-‐making?

Stage 6: Credit management

How many credits do the students have toward their NCEA Level 2 certificate? Look at tracking the students close to gaining Level 2 and 3.

2014 School Leavers from the Vocational Pathway Students Mentored by Kim Swann

NCEA Level University Polytechnic Returning to Hagley/HALC Employment /Unemployed Private provider 3 (62) 2 3 13/3 35/2(waiting for VISA) 4 2(63) 0 5 45/0 9 4


Stage 7: Evaluation of the mentoring programme To interview a random selection of ākonga/students who have had a mentor. Map the pathways of the ākonga/ students i.e. what study or work option they will be continuing with in the following year.

The following is a list of factors that connect with the wellbeing of the student and meld into the model that the College has been working into. • Students have a real sense of belonging and connection to the College-‐the students felt important when Kim rang them before they started the year to talk over their course and

make sure they had chosen the right course for 2014. • Students experience achievement and success – the 2014 figures show a marked improvement in NCEA Level 2 and 3 certificates gained by Hagley students. See the analysis of

variance in the College Effectiveness report. • Students are resilient – Kim noticed an improved attitude to stress and pressures when they were able to talk to Kim about what was causing them stress. • Students are socially and emotionally competent – the students Kim dealt with grew in confidence as the year went on. The students improved in the career competencies and were

happy to ask for career planning assistance from Kim or the Career’s team. • Students are nurtured and cared for by teachers at the College. Kim was able to work with the students to celebrate their successes, discuss options and work through problems. At

the beginning of this year Kim intervened before students had even started school and gave them the confidence to change courses before school began. • Students feel safe and secure at the College – Kim was able to broker discussions with teachers when the students found these hard to do. This enabled students and lead to

improvement in their learning. • Students are included, involved, and engaged – many of the students appreciated the padlet page Kim set up to show the students how they could plan their career pathways and

make use of opportunities that arose at Hagley such as STAR, Gateway and career focus days. • Students understand their place in the world, are confident in their identity and are optimistic about their future – many students Kim worked with were uncertain of their purpose

for being at Hagley. Kim encouraged students to investigate their pathways and most found a future possibility that either kept them at Hagley, helped them find another tertiary programme or explored a work option.

All of this work was completed with the support of the College’s dynamic Careers team who produced up-‐to-‐date accessible information and resources and made themselves available for career guidance and assistance to produce a career/learning pathway that suited the students. One of the most marked changes in the promotion of the VP mentor’s work means that students move from a dependent student to one where the student accepts responsibility for a successful transition within the College and from education to employment or further training. This fits in with the MOE’s ART focus. 45 of the students mentored in Level 2 returned to Hagley in 2015 to finish Level 2 or progress to Level 3.

3. Māori Mentor Model at Hagley community College Identifying and naming the Māori ākonga

• Profiling year 9-‐13 Māori adolescent ākonga at Hagley Community College. Each ākonga will have a mentor from the College’s Whānau team. • Providing a quality assessment and referral service, gather and record relevant information and place it on KAMAR.

Assisting ākonga to overcome barriers to learning

• Brokering for ākonga who may be on the wrong course or need assistance to talk to classroom kaiako. • Monitor ākonga to ensure positive and sustainable outcomes.


• Communicating with whānau if support from home is needed • Encouraging ākonga to meet other Māori ākonga. This to be done by calling hui for ākonga, inviting Whānau in to hui. • To liaise with te reo teacher to support the correspondence ākonga. • Show interest in the work created by ākonga and celebrate and share it with other kaiako. • Encouraging goal setting.

Providing guidance for career planning and transitions

• Career profiling of all year 9-‐13 Māori ākonga • Assisting with time management and decision making skills • Offering experience to try work placements, hot seats, work inspiration, STAR courses and GATEWAY opportunities • Liaison with universities, polytechnics, private providers and employers to find suitable career pathways. • Identify scholarship sites and financial support for course fees.

Whānau involvement and partnership within the College.

• To arrange with support from the Hagley Whānau team a hui for Whānau as resources allow –to provide information and materials that enable parents to assist their tamariki in learning. Celebrating ākonga success through Whānau hui.

• To organize the kaiako from the Whānau team to mentor a group of ākonga that they teach. • Transition plan for ākonga to be discussed with ākonga and Whānau.

4. Learning Support team The College has developed a range of strategies that it is implementing ranging from diagnostic assessment of students across both learning and social factors, class profiling based on individual assessments, collecting background on students that includes medical, learning and social factors, interviewing students and caregivers, careful placement of students into learning programmes based on their personal needs, and developing authentic relationships with students to show that teachers care and are interested in them. ERO says “learning support is integrated and well-‐targeted to promote learning for individuals and groups including students who do not have English as their first language and adult learners”. By understanding (knowing) the student, teachers can assist the students to become more confident and independent in their work and thus become more effective learners. As students mature, they can be increasingly encouraged to develop these ‘learning to learn’ skills. We have found at Hagley that in most circumstances, good progress can be made if teachers start small, with a very specific focus. For example, to begin with, teachers at Hagley will often:

• concentrate on a particular learning skills, for example organising information • model for pupils how a particular skill is carried out • select exercises carefully often with the assistance of the literacy kaiako. • match learning intentions, that is “what does the teacher want the students to know or do by the end of the lesson?” • use the literacy support team to offer assistance If students experience a learning difficulty to ensure that pupils experience success. • give good examples and clear success criteria • monitor individuals and the whole class and deal with difficulties. • provide positive constructive feedback and feed forward, ask good questions to teach ākonga to be critical thinkers.


The aim is to develop and foster new habits in students so that expectations can be incrementally increased. This is evidenced through kaiako: setting challenging tasks for the whole class and building in the necessary support, working with a whole class to work collaboratively through the stages of solving a problem, gradually reducing the support they provide, focusing particularly on understanding problems and planning the solutions, including short spells of carefully structured paired or small-‐group work, expecting students to share, comment on and evaluate each other’s work, developing thinking skills by raising questions about ways of working and encouraging reflection on strategies for learning. See the Learning Support report for data on their ākonga success. 5. The Junior College Year 9 and 10 Graduating College To support the wellbeing of ākonga the Junior College issues to all students a Student Diary. This is used daily and is assessed by the tutor for credit distribution to enhance student use of the diary. It has a lot of valuable information to allow students to manage themselves but also has reference to emotional wellbeing. It explains what wellbeing is and how students can build their wellbeing bank. It talks about steps to shine as a person through reflection, mindfulness and signature strengths. It looks at personal wellbeing, relationship building, establishing purpose for their own learning (career pathways) and key competencies for living. It is used through the peer support and tutoring programmes in the junior College. This is an excellent tool to encourage emotional engagement in the juniors. 6. A Digital Framework For Student Access The following features of organisational framework has enabled Hagley student to be engaged and successful in their learning:

• 24/7 access to their work using Office 365. • The opportunity to share work with home/school/peers. This allows Whānau to become partners in learning. A good example of this is the year 11 science class that co-‐constructed

their science programme for the year and through office 365 parents were able to have access to what their tamariki were learning. Parents commented that it was the first time they had meaningful conversations about science with their tamariki.

• Daily notices are communicated through the log-‐in and this gives ākonga acess and better information about their interests in clubs and sport. This creates a culture of information that enables students to become involved. They know about the services, clubs and sports activities that are offered.

In 2015 the Director of Student Engagement has asked the Director of ICT to run a wellbeing software program that can gauge student wellbeing and then provide an intervention if it is necessary. Read the ICT report for an expanded report of student access. 7. Education Outside the Classroom Opportunities for learning and being involved abound when ākonga experience learning outside the classroom. Ākonga experience and face new challenges when they are shared with qualified and enthusiastic kaiako. Ākonga aften state that they enjoy the relationships built outside the classroom and get to know kaiako in a new and more relaxed manner. Learning


becomes enriched and ākonga more involved, connected, communicative and collaborative. Some subjects lend themselves to EOTC activities and it is seen that ESOL, Outdoor Education/PE, Science and Social Science, as well as Targeted Learning are the areas that take advantage of EOTC experiences the most. Through the EOTC experience, content becomes conceptual rather than particular, the process becomes a constructive inquiry instead of passive reception and the social climate becomes expansive not restrictive. Students are involved and energetic.

5. IMPACT ON ENGAGEMENT & ACHIEVEMENT The college’s intent and practice is to re-‐engage students, who have experienced barriers to their engagement in learning, in meaningful and successful learning so that we can inspire their futures and transform their lives. We see ourselves, both in intent and practice, as a regional educational hub to enable the re-‐engagement of three key groups of students back into learning and to advance their learning through effective pathways and transitions by building their qualifications and achievement. These three groups of students are: disengaged and disengaging post-‐compulsory aged students; those students that have not gained the NCEA achievement they wanted or aspired to in their previous school setting; and those students who are struggling to find ways of re-‐engaging with education that is appropriate to their needs and circumstances, many of whom have learning skill deficits.

In addressing the impact of this portfolio on overall student engagement and achievement there are two ways we would like to reflect this impact. The first is to explore some personal stories of students who have been recaptured back into learning and have achieved. There are four stories, each one is unique but equally as powerful in showing how education transforms lives. The second way we would like to reflect achievement is to look at the overall achievement of Hagley students in NCEA L2 and NCEA L3 as a measure of the value the government gains from their investment into Hagley College.

A. Student Stories of Re-‐Engagement & Success

Rebecca Lennie’s Story “As an adult Film and History student doing my third year at Hagley, what I’ve found most valuable about the school is the relationships I’ve developed. I love how my teachers treat me as an equal and take real interest in me; not just as a student, but also as a person. My teachers are all extremely passionate about their fields, and what I’ve learnt from them is invaluable. They’ve really taken seriously what’s important to me, and made it important to them. My initial experience at secondary school as a teenager was extremely negative; full of social difficulties, bullying, exclusion and isolation. I left school at 16 years old, disillusioned and with very negative connotations towards all schools, never wanting anything to do with education again. It took a long time and a lot of gentle persuasion for me to consider returning to study as an adult. The fact that Hagley caters for students of all ages has been extremely beneficial for me, and I’m now getting my 'second chance' at school; only this time the experience has been positive, and

Disengagement

Disengaged)and)disengaging)post)compulsory)aged)students)with)low)or)no)qualifica7ons

Limited Aspirations

Lack)of)achievement)that)students)wanted)or)aspired)to)in)their)previous)school)se<ng

Blocks to Re-Engagement

students)who)are)struggling)to)re=engage)with)educa7on)that)is)appropriate)to)their)needs.


restored my confidence in myself. Staff and other students are warm and caring, making a very pleasant environment. The school-‐age students in my classes are friendly and inclusive of me, and are not put off by the fact I’m twice the age of many of them; they treat me as if I’m one of them. I have established some meaningful friendships, and overall feel less isolated -‐ coping with depression, anxiety and social incompetence that I have lived with for most of my life can be very isolating. Hagley is a unique place where any student will be met where they are at, wherever that may be; a place where anyone can belong.” -‐ Rebecca Lennie Rebecca Lennie is a Year 13 adult student studying part-‐time who has gained her NCEA Level 2 and is continuing to build her qualifications. Hagley interacts with hundreds of ‘Rebeccas’ every year. Hannah Louise Heslop’s Story This story was taken from the Christchurch Press, October 16 2013. Hannah Louise Heslop used to hate school. The 20 year old Fashion Design student says it was an ongoing struggle during her teenage years. “Because I have a learning disorder, written work has always been difficult and I never really enjoyed it that much,” she says. “I wanted to do something a bit more creative and my mum thought Hagley would be a good idea.” It turns out Mum was right. Heslop joined Hagley College at 15, taking regular course requirements as well as classes in the School of Fashion. Though she still struggled with the written work, Heslop says being in a different learning environment where she could focus on her strengths proved to be just what she needed. “I loved it,” she says. “We had so many different classes and learned so many different skills, and there was always a lot of support.” That support helped her gain a place in the Fashion programme at Otago Polytechnic in Dunedin, where Heslop is now studying and further developing her designs, which have a strong focus on ball garments. This year (2013) she received the Young Designer Award, as well as being named runner-‐up in the Ball category at the Hokonui Fashion Awards in Gore, earning high praise from the judges such as Elizabeth Findlay of Zambesi. In November she’s heading to Shanghai to showcase her designs as part of the Otago course, which she is close to completing. After that, Heslop hopes to gain industry experience before starting up her own label. As a student that ‘used to hate school’ Hannah overcame learning difficulties and could immerse herself in her passion for fashion design at Hagley. She gained her NCEA Level 3 and is now completing her degree at Otago Polytechnic with fashion shows of her work in Shanghai, China. This is another one of the hundreds of personal transformational stories that Hagley inspires. Zhiyan Basharati’s Story I am originally from Kurdistan but have lived in New Zealand for the past 13 years. I was born in a refugee camp called Al-‐Tash camp, near Ramadi in central Iraq. As a refugee background student it was a struggle for me to go through high school because English was my fourth language. In Christchurch we are very privileged to have the Hagley Community College Refugee Programmes to support us in our difficult journey throughout high school. Since I was 11 years of age, I had attended the Multi-‐ethnic Homework and Study Support Centre, which catered for refugee background students from Year 1-‐13. At the centre, we received academic support from specialist teachers in subjects like Mathematics, Accounting, Physics, English, Biology and Chemistry. I got a lot of guidance from the teachers on how best to write the assessments and projects given by my school. The teachers there were caring and consistently encouraged us. I was motivated to come to the Homework Centre because I knew they would be there for me and help to clarify any questions I had in my subjects. My siblings and I were very fortunate to have the Homework Centre to support us as it was very hard to get help in our studies at home as English was not our parents’ first language. The support I had received at the Homework Centre prepared me for university. In 2011 I gained a double major in Psychology and Economics from the University of Otago and in 2012 I received my Honours degree in Psychology from University of Canterbury. Currently I am doing my PhD in Forensic Psychology at University of Canterbury. I am a part-‐time teaching assistant at the University of Canterbury where I teach Honours and third year Psychology students.


Now I am very happy to have returned to the Homework Centre as a Bilingual Liaison Officer where not only do I encourage other refugee students and families in the community to engage in education, I also contribute my skills to help mentor the younger refugee students at the Homework Centre. I am a determined student who will take any opportunity that this life has to offer to gain a great education, which will be the door to my future success. A favourite quote of mine by Barack Obama, “You read about some injustice and you say that's not right someone should fix that and you realise no one is going to do that unless you do it”, is a quote I live by because I have seen and lived in two different worlds; one surrounded by war and one with great opportunities. Through the qualification I will receive, I hope to influence policies with the research I intend to take as a future academic. Zhiyan Basharati’s story is truly transformational. It provides an insight into the world that Hagley creates for students and gives life and meaning to our purpose of inspiring students’ futures and transforming their lives. Joseph Maugaotega’s Story – Christchurch Press 10 November 2014 Joseph Maugaotega has done his first adult workplace training with Hornby-‐based B&D Doors and it has given him the confidence to move out of the family home and go flatting for the first time. This is Joseph’s first formal qualification and his first national certificate. It is an achievement that is opening doors for him.

On October 31 he accepted a certificate in core manufacturing and confirmed to his workmates what 27 months of job education can do for a person. He was one of 23 B&D Doors employees in Hornby who had graduated with help from industry training organisation Competenz and onsite training from the Hagley Adult Literacy Centre at Hagley Community College. Many of the graduates, including Joseph, had left school early, so this was their first and only qualification. With an average employee age of 46 and most of B&D's learners having not been in the education system for more than 30 years, the first 12 months of their course was about improving numeracy and literacy skills. The value of the training has evidently gone deeper. Joseph Maugaotega gave his colleagues a moving graduation speech with the confidence of a man who had left his family home and gone flatting for the first time since doing the training. B&D Doors New Zealand operations manager Paul Dryden said he initiated the course in response to the earthquakes, which wrecked the company's factory in Wickham Street, Bromley. Demoralised staff quitting the business could have easily sunk it but the training gave them a boost -‐ and a meaningful and recognised qualification for

the manufacturing industry, Dryden said. Employees Patrick Lewis and Mike Kavanagh said the training seemed daunting at first but it had made a difference to their work skills and extended into family life. 12 B&D staff gained National Certificates of Core Manufacturing while 11 completed National Certificates of Competitive Manufacturing at Level 2 thanks to the work of the Hagley Adult Literacy Centre at Hagley Community College. These outreach learning programmes that are extended out into the wider community are having a significant impact on people’s self worth, skills, and productivity through their gaining of formal qualifications for the first time in their lives; an inspirational story with a difference.


B. Re-‐Engaging Students & Adding Value To The Greater Christchurch Network

It must be remembered that Hagley College is dealing with a student population that predominantly makes up the 30 – 35% of students in Canterbury who are not achieving or progressing with their learning most of whom are experiencing barriers to their engagement in learning. Is Hagley making a difference to these disadvantaged and disenfranchised students’ achievement. The College is using a new set of benchmarking analyses called ‘Qualification Achievement Return on Government Investment’ that enables comparison between schools while alleviating differences that exist between schools. To be able to get this meaningful comparison the College is analysing achievement performance against government investment. As this is a new set of benchmarking data and analysis a rationale for this approach is provided. With any achievement data, difficulties arise when data is placed in the public domain. Hagley Community College strongly believes it must be in the public domain for transparency and accountability but where it is used for comparative purposes it must be simple, clear and meaningful. Currently the data from the Ministry of Education uses a ‘one size fits all’ approach and therefore has the potential to be manipulated to create information that is not helpful and at times misleading and untrue. A good example of this is the use of FTE student data and student numbers data, which are often used synonymously and interchangeably but which provide different outcomes. Parents want to know if their school is doing well and how well it is doing in relation to other schools. The government wants the same thing, although the language may be expressed in a different way. For the government, they want to make sure that the financial investment they make into a school provides the best return in terms of student qualification achievement. In the most simple terms this can be expressed as: “What do we get out of each secondary school as qualification achievement in relation to the cost of our investment?” The government has made it very clear what their expected outcomes are for students at secondary school – NCEA Level 2 and NCEA Level 3+. We also know how schools are funded: each full-‐time equivalent (FTE) student generates funding (staffing and operational funding). The formula is therefore very straightforward. It is the relationship between the FTE student roll (funding investment) and the cumulative number of students achieving NCEA Level 2 or NCEA Level 3 expressed as a percentage of the school FTE roll. This overcomes all the arguments of each school being different. Data Collection and Sample The number of students achieving NCEA L2 is gained from the New Zealand Qualification Authority’s (NZQA) website for statistics relating to NCEA and other NQF qualifications – participation based cumulative data. The school FTE roll is based on Ministry of Education statistics from each school’s RS40 roll return. The sample of schools for comparative purposes are the 24 state and integrated secondary schools from the Christchurch region. The analysis can be repeated based on the number of students achieving NCEA L3. Performance NCEA L2 The 2013 mean performance for all 24 state and integrated secondary schools in Christchurch is 29.45. Hagley Community College’s performance in NCEA Level 2 as a percentage of the total school FTE roll is 40%. This is a significant result as it places Hagley above the upper 95% mean of 32.14% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. This achievement reinforces the ERO findings that Hagley is a high performing school but the findings need to be placed in context. Hagley is a regional hub for post-‐compulsory age students in the Canterbury area who are disengaging or who have disengaged from education.

Hagley

Bubble plot of NCEA L2 / FTE Roll by School


Hagley students are characterised by diversity of learning need, short-‐term study duration and essential learning skill deficits. It therefore takes more time for many students to ‘catch up’ and to build their learning skills. For many students the gaining of NCEA L2 will take two years. This is highlighted by the data from NZQA statistics. When the numbers of Hagley’s NCEA L2 cumulative achievement is compared to a school with similar NCEA L2 achievement numbers we find the patterns very different. This highlights why cumulative data is essential in undertaking the analysis to provide an accurate picture of student achievement over time. Performance NCEA L3 The mean performance for all 24 state and integrated secondary schools in Christchurch for NCEA L3 is 10.23% of total school

FTE roll. Hagley Community College’s performance in NCEA Level 3 as a percentage of the total school FTE roll is 18.7%. This is a significant result as it places Hagley well above the upper 95% mean of 11.06% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. Analysis NCEA L3 From this data is can be seen that Hagley performs well when compared to other schools’ performance in NCEA Level 3 achievement as a percentage of the whole school FTE. This is a good performance and has the College with a cumulative achievement of 18.7% of the total FTE student roll achieving NCEA Level 3. This is well above the decile 5 mean for schools in Christchurch and in the upper 95% mean for all of the 24 secondary schools in the Canterbury region. The College has exceeded its expectation of improving the NCEA L3 cumulative performance from 12.91% in 2012 to 18.7% of the total FTE College roll in 2013. Summary On the basis of this analysis Hagley Community College is providing the government with a very high return on investment when compared with other secondary schools in Christchurch especially when Hagley’s student population is made up of the 30-‐35% of students who are disengaging or who have disengaged from other secondary schools. The educational and social value added is significant. While an argument can be given that Hagley has a larger senior population than most schools in Christchurch (which is correct) it also needs to be highlighted that this population is made up of large numbers of adult learners in the After 3 programme (500+) and significant numbers of part-‐time students, ESOL students and refugee students all of whom are only beginning qualifications or only undertaking a small portion of their qualifications. When these results are placed in the context of a student population that enters Hagley with low or no qualifications and with very diverse learning needs the achievement of these students is of a high order, as identified by the ERO in 2011. These results shown here represent the 2013 achievement results. The full 2014 college-‐wide achievement results are documented in the College Effectiveness portfolio report. The overall impact of a single portfolio is difficult to determine beyond the targets and specific strategies that were implemented and analysed. However, when viewed from an holistic and integrated viewpoint the collective impact of all the portfolios certainly show that Hagley College is making significant steps forward into the engagement, achievement and transitions of students. This is evidenced by:

• A college curriculum that is effective for a large majority of students with diverse learning needs and situations. • Senior students have access to a range of academic, careers and pastoral systems that work together to support them. • The college has processes and practices that encourage the individualization of student pathways.

Hagley

Bubble plot of NCEA L3 / FTE Roll by School


• There are individual programme and school wide initiatives that encourage students to develop leadership and self-‐management skills. • The college has an extensive range of vocational and academic options with a broad curriculum that is re-‐designed to personalize student need. • There is a range of purposeful partnerships with others in the community to support student learning and development. • There are effective initiatives for Māori and Pacific students. • A strong and effective self-‐review system build around the college effectiveness model and teaching as inquiry.

6. STAFFING THE COLLEGE In staffing the college the primary goal is to identify, develop and support successful teachers and support staff to make a significant difference to improving student learning and achievement. Teacher professionalism is a key strategic area the college continues to focus on. This is to ensure that teachers are qualified and trained with the College undertaking and meeting its ‘good employer’ obligations through teachers’ conditions of employment, salary rates, rights and entitlements. It is also to ensure that teachers undertake and fulfill their professional responsibilities by meeting the ‘Professional Standards for Teachers’ and ‘Code of Ethics for Registered Teachers. This review reports on the performance of the College across all these key outcomes for 2014. Qualified Staff The critical success factor for professional standards is: all teachers are qualified, trained and meet the teacher professional standards. All teachers at Hagley Community College have current registrations and are qualified to teach. The College employed 6 Limited Authority to Teach teachers (LATs) approved for 2014. There were 16 provisionally registered teachers employed by the Hagley College Board of Trustees. The College has approved 11 teachers for leave longer than one week. Newly Appointed Staff in 2014 The College employed 8 teaching staff, 16 support staff and 10 After 3 staff in 2014.

Teachers: Ian Hegarty, Alan Dixon, Monique Pettet, Norma Orlowski, Amy Mitchell, Jahred Dell, Mamta Shah and Simon Oakley. Support Staff: Bridget van Ballekom, Mikey Graham, Kadie Price, Zenobia Fry, Lucette Hindin, Vincent Leahy, Rawan Qasem, Evy Schofield, Marty Anderson, Charlotte Sowman, Joyce Skilton,Luul Elmi, Zhara Ayaz, Trevor George, Robynne Cusdin and Jo Thomas-‐Hiddleston. After 3: Asmita Makwana, Claudia Lues, Philippa Judge, Carol-‐Ann Hamilton, Andrew Shepherd, Annie Shih, Frank Visser, Fleur de Thier, Karin Lange and Shona McKee.

Support Staff Sports Assistant 1 Theatre Company/Dance 4 Teacher Aides – Learning Support 8 ESOL Teacher Aides 2 Attendance 2 Liaison Officers 1 Homework Centre 13 Nurse 1 Technicians 5 Refugee Liaison 2 Library 3 Finance 4 Jazz 2 Careers 2 General Admin 13 Marketing 2 Cleaners 20 Property Services 4 HALC 25 Guidance 1 Student Centre/Cafe 5 After 3 24 Total Support Staff 144

Teaching Staff ITMs 23 Teachers 115 Total Teaching Staff 138


An analysis has been undertaken on the staff numbers per department for both teaching and support staff. A more detailed analysis of teaching staff is found in the Curriculum Design portfolio review. Staff at Hagley Hagley Community College has a wide range of skilled staff to support students in their learning. These staff fall into two major categories, support staff and teaching staff. The total staffing of the College for 2014 is 282 staff divided between these two categories. There are 138 teaching staff and 144 support staff. The distribution of these staff is shown in the corresponding tables. Many of our staff are hired and paid through short-‐term funding that is allocated annually. For example, the funding to support refugee families relies on funding from the MOE and the Department of Social Welfare and Development. This means to staff these programmes, staff are on yearly contracts. The work undertaken by Human Resources is substantial and time consuming. In 2014 the staff at Hagley took 113 days of Principal’s Discretionary Leave. Other leave taken was 449.8 days of leave for teachers and 767.4 leave days for support staff, including Leave without Pay (excluding sick leave). Sick leave taken was 629 days and 458 days respectively. The College had two teachers on maternity leave each for three terms, and one support staff member on maternity leave for the year. Professional Responsibilities The College has a commitment to ensure all teachers are undertaking and fulfilling their professional responsibilities by meeting the ‘Professional Standards for Teachers’ and ‘Code of Ethics for Registered Teachers’. 100% of teachers at Hagley College are registered or hold an LAT. The College has implemented a performance management system that identifies and evaluates annually the following using the Registered Teacher Criteria:

• Good Practice Teaching Model • The Window into Practice (WIP) • teacher inquiry projects. • a generic position description with specific tasks attached • teacher performance summary

The Registered Teacher Criteria RTC are continued to be monitored by the appraisal system. This system operates through the line manager meeting biannually to discuss the WIP achieved by the teacher. The teacher shows evidence of meeting the Registered Teacher Criteria through classroom observations, producing resources, attending department and whole school professional learning and development (see table of annual activities), the teacher inquiry project and wider contribution to the College. This achievement is recognised in the ERO reports of 2004, 2007 and 2011. In 2014 every teacher had to participate in the teacher inquiry process and the WIP.

Programme for New and Beginner Teachers 2014 “Learning experiences are composed of content, process and social climate. As teachers we create for and with our children relationships and opportunities to explore and build important areas of knowledge, develop powerful tools for learning, and live in humanising social conditions.” The induction and mentoring programme for new, first and second year teachers, provisionally registered and Limited Authority to Teach teachers meets the two important strategic areas: teacher professionalism and effective teacher pedagogy. The programme is designed to meet the two critical success factors of this portfolio.


Term 1 Learning Intention

February 18 Induction/portfolios/RT criteria. (Ros Jackson & Faith Oxenbridge) To outline the requirements of the portfolio and RT criteria.

March 4 Cross-‐curriculum Literacy (Marie Stribling) To focus on reading skills, strategies and reinforce that we are all teachers of literacy.

March 25 Cultural Competencies (Mastura Abd Rahman) To highlight the importance of cultural sensitivity and understanding in the classroom.

April 12 End of term reflection and portfolio sharing (Faith Oxenbridge) To encourage teachers to reflect of successes and challenges and identify next steps.

Term 2 Learning Intention

May 13 Classroom Management (Faith Oxenbridge & Kathy Constable) To affirm good practice in classroom management.

May 27 Differentiating the curriculum (Faith Oxenbridge & Sarah Denny) To highlight the importance of differentiation and give learners practical applications.

June 17 The teaching presence (Faith Oxenbridge & Ros Jackson) To highlight the importance of a positive teaching presence to effective teaching/learning.

June 31 End of term reflection and portfolio sharing (Ros Jackson) To encourage teachers to reflect of successes and challenges and identify next steps.

Term 3

July 29 Teacher as Inquiry (Marie Stribling/ Faith Oxenbridge) To give the PRT teachers time to write up their inquiry and reflect on how it is going.

August 12 Literacy from a writing scaffold (Vickie Taylor) To enable teachers to use writing techniques in their practice for ākonga to become skilled in writing.

August 26 Te Reo in the classroom –practical application across the curiculum (Māori ākonga leaders)

To encourage teachers to gain confidence in using language in their lessons and to help teachers understand Māori ākonga better. To increase Kaiako’s bicultural awareness to assist “knowing their learner”.

September 9 The thinking classroom (Ros Jackson) Using a contextual base “the history of Hagley” to combine many of the skills used in the PRT programme as a practice for teachers.

Sept 23 End of term reflection To encourage teachers to reflect of successes and challenges and identify next steps.

Term 4

21 October Learning Differences (Thelma Costain) To assist kaiako to understand the many differences in the manner our ākonga learn.

4 November Differentiation (Sarah Denny) To show how important differentiation is in pace of lesson and extending ākonga to the level they are at.

18 Nov Reflection and portfolio coordination (Faith Oxenbridge and Ros Jackson) To encourage teachers to reflect of successes and challenges and identify next steps. To prepare portfolios for full registration and the second PRT year.

The new and beginner teaching staff firstly have a fortnightly programme run by Faith Oxenbridge and secondly have a mentor within the department who carries out supervision through curriculum awareness, classroom observation, teaching as inquiry projects and professional conversations. The programme heightens the new teachers’ skills around classroom management and effectively engaging students as well as exploring the importance of cross curricula literacy for student success. By being aware of student voice and the need to create a thinking classroom, the new teachers can model this in their teaching. The student survey shows 96.75% of students agree they are challenged to think in class but there is still a small percentage we need to attend to who say they are not challenged to think in class.


Professional Learning & Development 2014 -‐ “Effective pedagogy promoting student learning.” The professional learning and development is extremely valuable at Hagley Community College. The most encouraging thing to come from the work being undertaken is that there are conversations happening all around the College and sharing of the exciting ako practices across departments and in and out of the classroom. The bi-‐cultural focus in 2014 was very successful and inspired one kaiako to offer the history of NZ Māori to other kaiako and has continued doing this in 2015. 35 kaiako are learning te reo in 2015 as a result of their bi-‐cultural journey. Term 1

Date Topic Presenter Learning Intent

5 February Engaging students in meaningful learning and our roll numbers in 2013

Brent Ingram To make staff aware how important it is to differentiate their teaching and understand how their students learn to keep students engaged

12 February Pastoral team Peja Street To emphasise the importance of connecting with students and their families to keep them engaged at the College

19 February Understanding health issues Anne Farrall To heighten our awareness of health issues that ākonga may face including the importance of treating head injuries with haste and expertise

26 February Learning needs, KAMAR, professional learning and goals for 2014

In department To choose a focus that needs department discussion

5 March Farewells for teachers who have been recognised by the CAPNA process

Whole staff Farewell to long standing colleagues

12 March Continuation of farewells from previous Wed Whole staff Farewell to long standing colleagues

19 March RTCs, Teacher Inquiry and appraisal Marie Stribling and Mike Fowler

To refresh the RTCs and show how the T as I and the appraisal evidence can all be integrated into a working set of guidelines

26 March Teacher Inquiry In departments To give teachers time to set up their inquiries and share with the HOD their inquiry intention

2 April Writing effective report comments Mike Fowler To review our reports and make them meaningful to students and caregivers

9 April Pastoral presentation around the importance of writing ākonga notes on KAMAR

Brent Ingram To change the habit of kaiako around writing ākonga information on KAMAR

16 April Work around “how to retain ākonga” Ros Jackson and Kim Swann To show how the mentoring role can support ākonga with Achievement, Retention and Transitions (ART)

Term 2 7 May Breakfast and reports Individual staff time To allow time to write comprehensive reports 14 May Reports Individual staff time To allow time to write comprehensive reports 21 May Bi-‐cultural understanding 1 Adrian Te Patu Haggis to Hogmanay 28 May Bi-‐cultural understanding 2 Catherine Savage To support teachers to understand their obligations of the


Treaty and how cultural differences can be recognised and ākonga encouraged in the classroom

4 June Bi-‐cultural understanding 3 Lynn Harata Te Aika To be more informed of the Māori history of Otautahi and how it can assist kaiako to be more inclusive in their classrooms

11 June Bi-‐cultural understanding 4 Adrian Te Patu To bring together the learning shared over the last 3 bi-‐cultural sessions and to ask where to from here as Kaiako?

18 June Reflection session on cultural competencies In departments To encourage kaiako voice to reflect on the bi-‐cultural sessions and indicate what they would like PLD on for the future

25 June Appraisal and a new structure to meet the RTCs Whole staff – Andrew Tebbutt and Angela Brett

To unpack the “Window into Practice” and show how the classroom observation, teacher as inquiry and appraisal are integrated into the WIP

Term 3

23 July Breakfast Whole staff To create a positive working environment for staff; a chance to talk and get to know new staff

30 July Special Character Brent Ingram To introduce to staff the concept of making the College a special character college, bringing all of the unique features of Hagley together for reflection

6 August Teacher as Inquiry In departments

Time to be used by HOD in a flexible manner for: Teacher as Inquiry Inquiry draft report writing Follow up meetings for teacher observations

13 August Teacher as Inquiry In departments As above 20 August Report writing Individual staff time Time to write quality reports 27 August Report writing Individual staff time Time to write quality reports

3 September New programmes and our diversity of programmes at Hagley Community College

Brent Ingram To work with kaiako to encourage new ways of delivering learning for ākonga at Hagley College

10 September Understanding the Treaty of Waitangi Adrian Te Patu Andrew Tebbutt Celia King

To encourage an understanding of why the bi-‐cultural journey is important to kaiako

17 September Social Affirmative Action Rachel Hawthorne and Carmen Kenton

To enable kaiako to reflect on why affirmative action is important especially for the diverse population of ākonga at Hagley Community College

24 September Junior College teachers In form groups with the tutor To encourage teachers to talk about their ākonga and to share collective learning about them to assist the College with good teaching practice for their ākonga

Term 4


15 October Inquiry breakfast Teachers To encourage teachers to talk about their work and share their ideas with colleagues

22 October Special Character Brent Ingram Feedback on Special Character – to keep staff up to date

29 October Window into Practice Feedback to Brent on Special Character

In curriculum departments HOD Brent

Time to reflect on classroom practice and is the intervention making a difference?

5 November Inquiry mentor meeting or appraisal meetings In curriculum departments HOD

Time to reflect on classroom practice and is the intervention making a difference?

12 November Teacher only half day inquiry projects presented in departments

In curriculum departments HOD

To allow the sharing of the Teacher as Inquiry work that has taken place by the department members

19 November HOD appraisal wrap up for the year HOD and SMT To allow all the department appraisals to be discussed with the SM team and to highlight action where necessary

26 November No staff meeting due to Year 10 camp 5 December Farewells in Hagley House Whole staff To enable a warm farewell to our Hagley colleagues Department Professional Growth and Feedback In general, Heads of Departments use their HOD allocations to mentor teachers and carry out class observations, guide teachers with their Teaching as Inquiries and develop resources. In 2014 all teachers carried out the cycle of teacher as inquiry and the HOD led this and supported teachers as they reported back on their inquiries.

ERO highlighted learning leadership as an area of strength at Hagley. They said, “Learning leaders provide good quality guidelines and expectations for teachers. They have developed a good practice model for teaching. This model is linked to teachers’ appraisal and professional learning development so that ongoing improvements can be made to the quality of teaching. Teachers demonstrate effective teamwork within and across departments”.

The feedback from the curriculum leaders shows the importance of giving time to support professional learning and development to enhance effective teacher pedagogy, and grow capacity in leadership. The HODs report to the SMT a number of times throughout the year. The ERO report 2011 highlighted another strength that teachers’ on-‐going reflection and development is well supported. College of Practical Design In 2014 the College of Practical Design has had to look carefully at the way we deliver and promote our subjects as a result of poor enrolment figures in some areas. It is disappointing to have to combine classes at senior level and to close classes altogether. Year 10 Textiles was one subject to close and this is very disappointing. In response to this a revamp of the present technology information brochure has taken place with the objective of showing in a clear and visual way the pathways technology can take you to from Year 9 to Year 13. Vocational pathways are also included to help students to make choices at Year 9 and 10 that will provide them with the subjects needed to pursue a career in technology. This will be distributed at the open nights. External competitions have been successful in showcasing technology with success at Year 10 in the Aurecon Bridge Building Competition, and a win in the Hokonui Fashion Awards. The replacement Foods room is functioning well after a few teething problems and all levels are coping well with the layout and functionality of the space.


Teacher training is continuing within the department. Tic-‐H’sia How recently undertook Cisco training to add another layer to the computing course and Robyn and I have had technology training in the integration of programme planning within the Junior College. We intend to work at department level on an integrated approach in the hope of implementing this over time. Collaboration between departments continues and we are growing authentic and robust learning opportunities for all ākonga. ESOL The ESOL department in 2013 looked closely at the impact teachers’ inquiries into their teaching was having on students. In our appraisal process the HOD/TIC went into classrooms to observe the kaiako teaching. This involved two interviews, one with the teacher concerning what they were teaching, and one with the students concerning what they were learning. This was completed with all teachers, and aimed to give a snapshot of the impact of the teaching as inquiry process on student outcomes (see subject report). In 2014, a similar process has occurred, but with a focus on how teachers differentiate their learning to meet the needs of students who are at risk of underachieving. A range of evidence and data was collected by teachers to specifically put ‘the microscope’ on students’ progress. Professional learning around the inquiry process will focus on ways for teachers to have individual and group teaching within a whole class setting. Mathematics “The professional learning development cycle with staff has fed into curriculum work.” During 2014 “secondary facilitators” around New Zealand worked in-‐depth in allocated schools with middle leaders on strategies to raise student achievement. They observed vital ingredients in this process. We picked out the following 4.

• An emphasis on knowing the learner to build relationships • Tracking of students to monitor progress • Improving NCEA achievement starts at year 9 • Subject specific literacy is an essential focus for success

During 2014 I led discussions on how as a mathematics department we could improve student achievement through these four ideas and then led the professional development needed to implement those ideas. The following action plan was devised and has become our “2015 Department Professional Learning Goals”. This plan encompasses a lot of the professional development work we have done over the last 2 years as a department. Many of our department members have completed inquiry projects on one or more of these ideas. 2015 Department Professional Learning Priorities/Goals -‐ Improving Achievement 2015

1. Start of the year……… High expectations of student output Track student progress (Kamar credit printouts) Prompt interventions where needed (individual goal setting, calling home, refer to HOD/deans).

2. Improving NCEA results starts at year 9 • We rewrote our year 9 and 10 schemes of work (incorporating the key competencies) and then our year 11, 12 and 13 schemes • Emphasis on algebra skills and subject specific literacy • Common assessment question banks (curriculum levels 3 – 5) for each year 9 and 10 unit of work • Central record of year 9 and 10 unit test marks for all classes (level 3 – 5) so that we can monitor each student’s progress through years 9 and 10. This will allow us to put

any necessary interventions in place, allow us to ensure correct placement of students at year 11 for NCEA level 1 and to allow us to reflect on our teaching practice at year 9 and 10.


• Introduction of a year 10 exam in term 4 (AS 1.11 Writing a statistics report) to keep our students focussed and to give them a taste of what will be expected of them in year 11.

3. An emphasis on “knowing the learner” To build strong teacher/student relationships and strong teacher/home connections “equal resources to all students will not give equal outcomes”

4. Subject specific literacy This is an essential focus for student success.

• Year 9 and 10 vocabulary lists for each unit • Writing frames for junior and senior probability and statistics report writing • Teaching our students how to write reading model reports, editing draft reports, writing model reports together.

Art “We want to continue to work on our programmes to fully accommodate the spirit of the new curriculum.” One of the ways the Art department achieved this goal in 2014 was to continue to work with the Year 11 Digital Art Design course to find more effective and engaging ways of informing and instructing students in learning tasks (project briefs), so that even the most challenged students understand lesson requirements and expectations, enabling them to become more confident and independent learners. This goal was achieved with the assistance of literacy support teachers in 2014 and will be continually built upon in 2015. We have introduced an “Animation School” for 2015 and we will monitor the A.R.T. for these students. Social Sciences Inquiry is a crucial part of professional growth in social sciences. In 2014, all teachers engaged with the process and found the experience to be valuable and rewarding, as shown by the variety of stimulating reports written. A highlight of this process was the sharing session at the end of the year. This was one of the few occasions when staff got together and actively collaborated in their professional learning. The conversations, thinking and learning that occurred in that sharing session were invaluable. With this in mind, in 2015, teachers will share their thinking and inquiry progress more regularly throughout the year to encourage further collaboration. A major focus for PLD college-‐wide in 2014 was addressing biculturalism. There was support within the department for this, with most teachers finding the sessions rewarding. There was a sense from some that social sciences has always addressed this well, and that PLD was not really needed. However, others embraced it wholeheartedly, with one teacher running voluntary after-‐hours PLD sessions for staff in the history of the treaty. Others responded by making changes to their courses. For 2015, the focus will be on consolidating the new learning and really challenging staff as to whether or not they are paying sufficient attention to biculturalism as teachers. In a diverse department such as social sciences, staying abreast of the latest curriculum developments is not always easy, as a number of teachers are sole-‐experts and must seek contact outside the schools for PLD specific to their subject areas. One weakness in PLD in the department in 2014 was the lack of time spent on collaborating on improving teaching linked to specific subject areas; it is too easy to avoid this in a fragmented department. In 2015, effort will be made to introduce more time in department meetings where teachers can share teaching ideas and approaches. Contexts selected for study are continually changing to cater for the interests and needs of akonga and teachers provide stimulating, interactive study environments. This work was the focus for 2014 and will continue into 2015. This work is on-‐going as national curriculum changes continue to occur, and student interests wax and wane. The department has a strong technology focus and continues to teach in innovative and seamless ways building strong relationships with akonga. All schemes in Social Science now reflect the intent and language of the curriculum, and are designed to appeal to akonga.


Science The idea of embedding science learning in contexts chosen by students is becoming more common in Science classes across the department with teachers responding to student input into how they learn the science they need to know. Teachers are reporting that they are having more fun in class, and students are engaging with Science on a deeper level of thinking. In 2014, many staff in the department continued to develop an open culture within their classrooms to enable students to take learning risks. This was applied to in-‐classroom learning. Many students found this to be outside their comfort zone but with some gentle coaching and scaffolding were able to be much more adventurous with their learning risks by the end of the year. As a result, many more students tried and were successful with their internal assessments for NCEA because the students felt confident that they had the skills and resilience to have a go. In 2015 we plan on extending these ideas around learning risks to include a wider number of staff in the department and to also to continue focusing on exam assessments for NCEA rather than only internal assessments. Also in 2015, we will be exploring ways we can actively develop truly reciprocal working relationships with our students with the aim of improving student outcomes in all NCEA assessments. It is intended that the development of the reciprocal working relationship will also encourage students to take learning risks and so deepen our and their understanding about themselves as learners. English “It’s about actively using the curriculum to drive your teaching.” In 2014 the HOD spent her growth allocation on coaching and mentoring teachers in effective pedagogy using the teacher as inquirer model. The classroom observations were useful in seeing the Good Practice Teaching Model in action. The HOD has used her allocation to complete observations of all English teachers in the department, with targeted observations focused on engagement of students within the classroom. Teacher inquiry projects have been the focus of professional learning and development within the department during 2010, 2011, 2012, 2013 and 2014. In 2014 the observations, which are followed by learning conversations and teacher reflection, direct teachers’ attention towards the pedagogical strategies used to develop a strong culture of student engagement with the teaching and learning taking place in English classrooms. Teachers focused on building students’ resilience and confidence when completing tasks, with an emphasis on the key competencies of self-‐management, thinking, participating and contributing. In Junior English we focused on developing literacy skills within students. We used standardised testing to inform our teaching and worked closely with Learning Support to develop teaching strategies that enhanced students’ ability to make and create meaning within an English language context. As a result of the Teacher as Inquiries of 2014 the department will be looking closely at literacy strategies and raising the awarenes of how important the knowledge of teaching literacy is. PE/Health “The curriculum’s changed the way we’ve approached things.” The intentions continued to reflect the desire to include a range of values and competencies in all junior and senior courses. Continual redevelopment and modifications are made to senior courses to best meet the needs of our students whilst ensuring the standards are assessed effectively and comprehensively. The HOD encourages open discussions to share these ideas in terms of content, structure and assessment opportunities used. The changes made to the Junior Health courses reflect the dynamic nature of the course content as societal and interpersonal influences shift. On-‐going links to community resources continue to add value to courses and create connections for students to pursue options outside of school. The HOD oversees the teaching as inquiry projects that are contributing to changes within the department. Bi-‐culturalism has been introduced to many programmes and a year 9 approach was to teach many Māori games. This was quite difficult as the kaiako had to research the rules and no-‐one was familiar with them. The involvement by ākonga was very good and everyone enjoyed trying these new games. In 2015 we have introduced the use of reo into the year 9 classes.


Performing Arts The Performing Arts department’s goal for 2014 was to focus on a variety of Good Practice Model initiatives individual to the specific teacher. Some examples of what individual teachers selected are:

• the teacher is aware of their students’ learning needs and potential and responds appropriately • the teacher uses consistent and appropriate management strategies • the teacher sets explicit learning intentions • the teacher understands the NZ curriculum — appropriate planning and programme.

One of the ways the Director of the Theatre Company does this is to place his students into contracts that give his students real life experience in acting. Through this work the students meet and achieve realistic expectations and practical experience. Hagley Community College through the Head of Department works hard at keeping links to other educational providers (Toi Whakaari, Unitec and CPIT) and this offers strong pathways for Drama, Dance and Music students. The department is exploring ways to increase effective pedagogy in classrooms and will continue to use the goal setting templates in 2015 to be aware of student learning needs and how best to respond to them. Other Professional Learning and Development External professional learning and development needs of teaching staff were met in the following ways. Literacy: Various courses (all free of charge in 2014). This refers to courses held externally only. The Learning Support team offers ongoing literacy training to up-‐skill teachers and teacher aides across all curriculum areas. Whānau/Cultural: $2,331. This figure includes bicultural workshops as well as koha for marae visits. ICT: $5,263. This includes both conferences and workshops intended to up-‐skill staff in relevant technologies. The table shows the investment the College has made.

Year English Mathematics Science Social Science 2000 4859.00 2357.00 1735.00 3608.00 2001 2534.00 1535.00 2809.00 1050.00 2002 3610.00 1350.00 2066.00 2110.00 2003 3872.00 2001.00 6494.00 2088.00 2004 4335.00 2888.00 3059.00 553.00 2005 3034.00 3166.00 3303.00 1006.00 2006 2883.00 769.00 4352.00 1139.00 2007 2021.58 7088.40 3663.50 391.70 2008 2061.60 1560.75 925.00 1376.50 2009 2262.75 1208.00 980.00 2824.00 2010 3569.58 925.00 2535.00 765.00 2011 4284.00 4532.40 3469.95 3978.55 2012 2955.00 969.00 3430.00 4494.00 2013 3422.50 1839.03 2945.01 2558.60 2014 2575.22 310.00 1479.40 1296.70

Every teacher has been involved in professional learning and development either internally or externally. The total spent on internal and external courses was $29,270.79external figure only and $11,700 approximately was spent on relief for teachers attending courses.

Student Support Networks 33page

Student Support Network – Hagley Community College Performance Report 2015 Page

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Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 36

PRIMARY GOAL & CRITICAL SUCCESS FACTORS .......................................................................................................................................................................................................................... 36

SUPPORT NETWORK FRAMEWORK ............................................................................................................................................................................................................................................... 37

STUDENT SERVICES ........................................................................................................................................................................................................................................................................... 38 Services provided by Senior Deans .................................................................................................................................................................................................................................................. 39 Services provided by Careers Department ....................................................................................................................................................................................................................................... 40 Student Welfare Dean ...................................................................................................................................................................................................................................................................... 41 Health Centre ................................................................................................................................................................................................................................................................................... 41

GUIDANCE DEPARTMENT ................................................................................................................................................................................................................................................................ 42 Staffing 2014 .................................................................................................................................................................................................................................................................................... 42 Counselling in the Post Earthquake Environment in Christchurch. .................................................................................................................................................................................................. 42 Counselling in the Hagley Context ................................................................................................................................................................................................................................................... 43 Social & Emotional Skills Programme .............................................................................................................................................................................................................................................. 43 Professional Development ............................................................................................................................................................................................................................................................... 43 Workload 2014 ................................................................................................................................................................................................................................................................................. 43 Red Cross Christchurch Schoolchildren’s Grant ............................................................................................................................................................................................................................... 43 Financial Reporting as at September 2014 ...................................................................................................................................................................................................................................... 44

MAORI MENTORING PROGRAMME .............................................................................................................................................................................................................................................. 45 Māori learners achieving education success as Māori ..................................................................................................................................................................................................................... 45 Report for 2014 -‐ Number of students profiled: ............................................................................................................................................................................................................................. 47 NCEA & the Whanau Hui .................................................................................................................................................................................................................................................................. 47 Trips away for Maori Students ......................................................................................................................................................................................................................................................... 48 Work Placement Programme – Kia Ora Hauora ............................................................................................................................................................................................................................... 48

STUDENT ATTENDANCE .................................................................................................................................................................................................................................................................... 48 Background ...................................................................................................................................................................................................................................................................................... 48 Student Attendance during 2014 ..................................................................................................................................................................................................................................................... 49 Attendance and Kamar 2014 ........................................................................................................................................................................................................................................................... 51 IYB Students ..................................................................................................................................................................................................................................................................................... 53 Monitoring Truancy ......................................................................................................................................................................................................................................................................... 53 Rock On Initiative (Reduce Our Community Kids Offending Now) .................................................................................................................................................................................................. 53 Rock On – What is it about and how does it work? ......................................................................................................................................................................................................................... 54

SAFE LEARNING ENVIRONMENTS .................................................................................................................................................................................................................................................. 55

CAREER PATHWAYS .......................................................................................................................................................................................................................................................................... 57 Introduction ..................................................................................................................................................................................................................................................................................... 57 Correspondence School Students .................................................................................................................................................................................................................................................... 57 Canterbury Tertiary College (CTC) .................................................................................................................................................................................................................................................... 57


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Visitors/Visiting Speakers ................................................................................................................................................................................................................................................................. 57 Off site Visits and Professional Development .................................................................................................................................................................................................................................. 57 STAR ................................................................................................................................................................................................................................................................................................. 57 Hagley Barista Course ...................................................................................................................................................................................................................................................................... 58 Gateway ........................................................................................................................................................................................................................................................................................... 58 Challenges ........................................................................................................................................................................................................................................................................................ 59 Successes ......................................................................................................................................................................................................................................................................................... 59 Employment Skills ............................................................................................................................................................................................................................................................................ 59 Use of Careers Room ........................................................................................................................................................................................................................................................................ 59 Year 9 and 10 ................................................................................................................................................................................................................................................................................... 59 Year 11 ............................................................................................................................................................................................................................................................................................. 59 Year 12 and 13 ................................................................................................................................................................................................................................................................................. 59 Adults ............................................................................................................................................................................................................................................................................................... 60 Summary of Goals for 2014 .............................................................................................................................................................................................................................................................. 60 Goals for 2015 .................................................................................................................................................................................................................................................................................. 60


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INTRODUCTION Successful students develop personal strengths including grit, tenacity, perseverance, and positive academic mindsets. They also learn broader social and emotional competencies such as interacting with diverse individuals and groups in socially skilled and respectful ways: practicing positive, safe, and healthy behaviours; and contributing responsibly and ethically to their peers, family, school, and community. Effective and successful schools foster students’ academic, social and emotional competencies. Students learn to read so they can read to learn. Students also learn to relate so that they can navigate. Hagley College is committed to promote students academic, social, and emotional learning so that students will possess the basic competencies, work habits and values for engaged postsecondary education, meaningful careers and constructive citizenship. The purpose of this Student Support Network portfolio is to support, develop and complement social and emotional learning with academic learning. This is not an easy or straightforward task as students come to Hagley with significant vulnerabilities and learning skill deficits. Most have experienced barriers to their engagement in learning and therefore they often lack the confidence and resilience to meaningfully engage in their learning without a range of structure and supports. The college works with these students across five important interrelated sets of cognitive, affective and behavioural competencies. These five vital competencies are:

• Self-‐awareness which is the students ability to accurately recognise their emtions and thoughts and their influence on behaviour. • Self-‐management which is the students ability to regulate their emotions, thoughts and behaviours effectively in different situations, and to set and work towards personal and

academic goals. • Social awareness requiring the student to take the perspective of and empathise with others from diverse backgrounds and cultures and to recognise family, school and community

resources and supports. • Relationship skills which is the students ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups through communicating clearly,

listening actively, cooperating, negotiating conflict constructively, and seeking and offering help when needed. • Responsible decision making. This is the ability of students to make constructive and respectful choices about personal behaviour and social interactions based on consideration of

ethical standards, safety concerns, therealistic evaluation of the consequences that stem from actions, and the well being of self and others.

The student support network is the college’s infrastructure and holistic approach to enabling students, both adolescents and adults, to acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make positive decisions. The student support network team in conjunction with teachers, help students develop these competencies by coordinating two important strategies:

• Systematically teaching, modeling , and facilitating the application of social and emotional competencies in ways that allows students to apply them as part of their daily repertoire of behaviours, and

• Establishing safe, caring, and highly engaging learning environments involving peerand family initiatives and school-‐wide community building activities.

This portfolio is closely aligned to the strategies of the student engagement portfolio, the learning support portfolio and the junior college / year 11 graduating portfolio. These portfolios sit within the college’s long-‐term strategy of ‘providing dynamic learning experiences that support students wellbeing, involvement and learning’. PRIMARY GOAL & CRITICAL SUCCESS FACTORS The primary goal of the Student Support Network portfolio is the development, implementation and maintenance of student support networks to assist student engagement and retention in their learning. This goal will be achieved through the following critical success factors:

1. Support Network Framework: The identification of key student support functions and the building of these functions into a comprehensive and holistic student support framework. 2. Student Services: The performance of individual support services and their impact on the student support network.


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3. Maori Mentoring Programme: The mentoring and support of Maori students to improve engagement and achievement. 4. Student Attendance: The monitoring of student attendance across the college and the use of attendance data to inform student support provision. 5. Safe Learning Environments: The provision of a safe physical and emotional learning environment for students. 6. Career Pathways: Effective career pathway plans for all students from Years 9 -‐ 13.

This review reports on the performance of the College across all these key outcomes for 2014. SUPPORT NETWORK FRAMEWORK In December 2013, the Education Review Office produced a report “Improving Guidance and Counselling for Students in Secondary Schools. Hagley was one of the schools that ERO visited to evaluate our Guidance and Counselling Services. Hagley Community College was acknowledged as a school where students were well supported. Within the successful schools it was an ethos of shared understanding about the approach to guidance and counseling that underpinned provision. ERO stated that the features of these schools/wharekura included:

• Strong leadership • Strategic resourcing of people, time and space • People with the professional capacity to help students manage their problems or refer them to expert help. • Clear expectations around practice • Good relationships and communication both internal and external to the school/wharekura

Within the ERO report we identified an area where we need to implement a regular yearly self-‐review. Through our internal appraisals and our meetings, we resolve any issues if they appear to not be in the best interests of good pastoral care. A review of the guidance services by the students is being undertaken in Term 2 of 2015, to review how the students perceive or use the student services. The results of this survey will highlight any areas that we are overlooking in how we are presenting our services to students to ensure a higher uptake. Hagley has developed a strong network of staff who are identified as having a specific role to play in the pastoral care of our students. The Pastoral Team includes:

• Director of Students -‐ overall responsibility for the implementation of Pastoral Care for senior students • 2 fulltime Guidance Counsellors. • 1 Guidance Counsellor on contract • Year 11-‐13 Deans • Social Welfare Dean • Student Managers Support person • Attendance Manager • Nurse • Careers Advisor • Maori Mentoring position


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• Tutors with responsibility for a group of students. Due to the increased multi-‐ cultural nature of Hagley, the Pastoral Care team also liaises with the staff from the ESOL Department. The staff in the ESOL area are dealing with multiple ethnic groups of students who bring particular and often different cultural challenges to the classroom. The Guidance Counsellors and the Director of Students liaise with ESOL and Refugee and Migrant Centre when pastoral care assistance is needed or to resolve a situation that occurs with the migrant or refugee students, both adolescents and adults Communication between all areas of guidance and Counselling is extremely strong. Regular meetings are held specifically focused on student and pastoral care needs:

• Student Managers weekly meeting-‐ where all leaders in the pastoral care of students attend • Special Needs Meeting – Head of Junior, plus Director of Learning Support, Director of Students, all counselors, RTLB representatives and Nurse meet weekly • Each Level Dean meets weekly with Director of Students and attendance manager Te Ora Hou Year 9-‐11 Truancy, weekly meeting between HOD Junior and Year 11, Director of

Students, HOD Counselling, Year 11 Dean Te Ora Hou representative. As well as excellent communication between the services that the Pastoral Care teams provide, there is strong communication between the pastoral care teams, the classroom teachers tutors, caregivers, HOD’s and Senior Management. The Director of Students and the HOD Guidance attend the HOD meetings where there is always a pastoral input when necessary. The pastoral care teams provide assistance and advice to all classroom teachers regarding any pastoral care issues they encounter in their classrooms. Staff meetings are held around specific pastoral care issues involving staff such as dealing with mental health issues students exhibit, medical issues identifying and dealing with students under the influence of drugs, and how to access the assistance they need at all times. Staff are presented with material that advises them of all of the procedures in dealing with our very vulnerable a students, so that the network of support can be put in place in the best way to support the students and the staff. STUDENT SERVICES Our current system of pastoral care is intensive and extensive. It has a team of dedicated and committed specialists who do a fantastic job with amazing life changing individual results for students. Most of this work happens behind the scenes but is invaluable in ensuring students stay connected to their school and their learning. Through the generous allocation of staffing the College has developed a very strong wide reaching number of services that provide pastoral support, counseling and guidance. These support services provide assistance for a student in all areas, emotional, physical, financial, future directions, relevant course of study, and aspects of their life outside the College, personal development, all of which are important for student engagement. The tables below identify, the services the main areas of pastoral care provide, how these support the students, how they measure the success of these services, and who they connect with within the College and on the Community. These tables show the depth of communication that our pastoral services provide.


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Guidance Services What service or programs do you offer *Confidential / individual counselling for all students for all students *Support and short term counselling for staff and members of the wider community *Contact point for outside agencies involved with students *Group work programme for Emotional and Skill Development growth ( Passage works programme provided by Glenyse.) *Contribution to the creation of a positive, pro-‐social learning environment which is safe for vulnerable students. *Input into school discipline system by providing support and on going work after stand down meetings.

How do your services support the students? * Our service contributes to the engagement and retention of students and enables students to be in contact with a broad pro-‐social environment. * Research indicates that the longer a student is in contact with such an environment the more successful they are. * Provides a safe time-‐out space for vulnerable students. * Students know the Guidance Centre as a place they can go to when there is a personal crisis

How do you measure how successful these services are? *Retention and engagement figures of vulnerable students. *We also look at “value-‐added component when at-‐risk students become engaged and remain at work. Students who have been seeing the counsellors reach a point whereby they feel no longer need l.

What other people/ services do you liaise with? Ministry of Education Youth Specialty Services Southern Regional Health School Ministry of social Development (CYF) Psych Services-‐ Christchurch Hospital Parents Other guidance counsellors through out Christchurch Special Needs Meetings with Learning Support Director and Senior staff Te Or Hou Attendance Meetings RTLB Year Level Deans 9 -‐13 Tutors Staff Hagley Adult Literacy Centre Police

Services provided by Senior Deans What services/programmes do you offer to students/the college? * Responsibilities for pastoral care of a cohort of students * Follow-‐up on students who are referred by staff regarding attendance, personal issues, classroom behaviors * Liaise with students and parents when issues occur at the school

How do your services support the students? *Provide ongoing pastoral care *Provide encouragement for students who are struggling with their studies *Changing students program when necessary to support the students learning *Advocating for students when there is a difficulty getting in the way of their learning. *Provide open and honest discussions with

How do you measure how successful these services are? * Improved engagement by the students after working with a Dean * Positive feedback and appreciation from both students and staff when success is achieved. * Kamar data that shows improved attendance, retention and NCEA success.

What other people/services do you liaise with ( inside or outside of the college) Classroom Teacher /Tutors Parents and Caregivers /Whanau Tutors Other Level Deans HOD Year 11 Director of Students Student Support Staff


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*Supporting students who refer themselves to Deans in relation to personal issues or problems in their classes. *Support students whose health / mental health is beginning to impede on their *Refer students to appropriate staff such as counsellors, or careers advisor. *Providing information for caregivers on attendance, work, achievement etc. when required. *Change subjects if current program is a genuine barrier to the learning *Prize Giving /Achievement *ensuring data on students is placed on Kamar.

the *Encouraging students to think about what they are doing at school and what they need to do to ensure success at the end of the year. *Helping students who are struggling at school to make better decisions by exposing them to other options such as courses they could transition to that would be more beneficial to them. *Liaising some times with parents on behalf of the students when there is a disconnect between student and parent expectations and student wishes and desires

* Reported successes of students that have been transitioned as a result of Dean positive intervention. * Students do not keep being referred back to the Deans for the same issues or attendance rates. * Increased retention rates at each level * Satisfaction with the number of student who achieve at the NCEA level at the end of the year. *Reduction in the number of students who disappear from the school without a positive transition. *Students returning the following year rather than leaving without qualifications as soon as they turn 16 years of age

Attendance Manager Counsellors Careers Staff NZQA Administrator Enrolment Centre Director of Learning Support Director of Student Placement Senior Management Te Ora Hou Attendance Service Rock On

Services provided by Careers Department What services or programmes do you offer to students/the college? Employment Skills Gateway Career Counselling Star Courses CV Testimonials CTC -‐ Mentoring Work experience Maori Mentoring Tertiary connections Careers room Junior Career Programmes Careers evening Industry Visits

How do your services support the students? All our services support our students to develop their career competency skills and assist them in making career and transition choices. Support students in applying for jobs. Exposure to different career information Provide students with up to date career and study information so they can make informed decisions Career development plans.

How do you measure how successful these services are? Gateway is measured against the TEC target. We measure our career services and programmes against the careers benchmarks. We ask the student s we work with if they feel we have helped them. Attendance at tertiary visits and careers evening. Student credit management to attain level 2 NCEA Teacher and Dean feedback

What other people/services do you liaise with (inside or outside of the college) Deans/Counsellors/Teachers/SMT All NZ tertiary providers Youth Services Careers NZ CATE Rock on Local Businesses


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Mini expos Vocational Pathways Mentoring Course planning Student Welfare Dean What services or programs do you offer students? Support students to find options for accommodation. Supporting students to manage finances to remain at school Support students to manage their finances to be able to stay at school Support students to complete all applications for outside agencies e.g. WINZ, NZ Housing, Training Allowances, Study Link Advising students as to what help is available for their physical and mental health issues (Dean is a trained Counsellor)

How do your services support the students? Assisting students who are under 18 years of age who are unable to live at home due to family breakdown Assisting over 18yer olds to find accommodation. Assisting students whose families have been affected by earthquakes and in financial difficulties by helping with bus money/ food through Red Cross Schoolchildren’s Grant. Many students do not have an adult in their life to assist them in problem solving Providing other options of support for students, assisting in completion forms

How do you measure how successful these services are? Direct feedback form students as they achieve their goals Students attendance increases and stabilizes Feedback from staff who notice a students progress after being helped

What other people /services do you liaise with? WINZ 298 Youth Health Centre IRD Housing NZ Other Accommodation facilities. School Nurse Counsellors Teaching staff Student Managers Deans

Health Centre What services /programmes do you offer to students. Basic First Aid-‐ responding to student need or accidents Heath Room facilities for students to have time out, unwell, in pain Make appointments for students with FPA, Doctors, and Dentists. Counsellors Classroom Education re health issues, as part of Health Education Organising Drug Testing of students as

How do your services support the students? The service the Health Centre provides for the students is a safe and confidential place for them to seek medical help or advice. The Nurse is the liaison person with other staff, members of outside agencies on behalf of the students, so that the student can remain fully engaged in their education and receive assistance to becoming physically and mentally well.

How do you measure how successful these services are? Students return throughout the year for their health issues after establishing a trusting relationship. They “pop” in to simply let the nurse know that they are doing well. The go back to the nurse in a crisis situation or if they get ill. They go the nurse with very personal problems and then will trust her if she refers

What other people/ services do you liaise with (inside or outside of the College) Classroom teachers Deans Counsellors Families (parents/ caregivers/grand parents) Family Planning Sexual Health Clinics Doctors / Dentist/ Opticians Accident Emergency Department Christchurch Laboratories


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required as part of discipline system Liaising with Ambulance and police as required. Ensure all First Aid kits are supplied and up to date in all areas of the school when needed. Maintaining and updating medical equipment needed in the school Organise Flu Injections for staff and students

them on to counsellors etc. Ex-‐students will call in to see her, to talk about their lives since they have left school and many bring in their babies to show them off. Parents show appreciation of her actions when their sons or daughters are treated by Ann at school.

Diabetes Centre Richmond Fellowship 298 Health Clinic / YSS Southern Regional Health School

GUIDANCE DEPARTMENT The expertise of the guidance counselors is an essential cornerstone of our pastoral care. Their ability to do their work is compromised by the steady increase in the number of students presenting with already diagnosed mental health issues. The goals of the Guidance Team at Hagley College are to provide effective and efficient counselling to meet the needs of individual students, groups of students and others within the Hagley Community. These goals are consistent with and are intended to fulfil the requirement that all schools provide ‘good guidance and counselling’ and ‘inform parents of matters which may slow a student’s progress or which are harming the student’s relationships with staff and other students, under the provision of the Education Act 1989. What constitutes ‘Good guidance and counselling’ is defined for us by the codes of conduct of the relevant professional bodies to which Guidance staff belong. In addition the Guidance Team provides a limited service to meet the pastoral needs of staff, especially in relation to the particular needs of working with demanding students and those with special needs. The alignment of pastoral and education needs is a particular characteristic of Hagley’s approach to supporting students. The Guidance Team maintains high standards of confidentiality as required by established counselling practices and within the context of the Education Act. In order to support students as required by the Act, Guidance staff liaise and maintain contact with a wide range of community agencies, adolescent mental health providers and other educational providers, in particular the Southern Regional Health School. Staffing 2014 During 2014 Guidance establishment was two, supplemented by an extra counsellor provided by funding from the Red Cross Christchurch Schoolchildren’s Grant. Having three staff has enabled us to maintain a more complete service to vulnerable and needy young students. We are convinced that this is an element in the retention of this group, some of whom have ‘customized ‘programmes developed by Guidance Staff along with outside agencies and our deans. Retention is identified in the literature as being a major element in developing ‘resilience’ which in turn is a protection factor in avoiding delinquent behaviour and in predicting future success in the wider community. (see McLaren, Tough is not enough-‐getting smart about youth crime, ministry of Youth Affairs 2000) Counselling in the Post Earthquake Environment in Christchurch. Our understanding of how to work in the post-‐ Earthquake environment in Christchurch is informed by anecdotal experience, collegial input and by reference to the literature describing the experiences of communities recovering from the trauma of natural disasters. During 2014 we seemed to move through into a phase of frustration and alienation related to the massive changes within a previously ‘known ‘environment”. In Canterbury the situation remains much as was reported in 2013 with increased rates of mental unwellness as indicated by high rates of referrals to mental and general health providers. For young people issues seem to revolve around physical disruption, relationship break ups, and in particular concerns about the future.


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There is a strong indication form community and Crown agencies that young people continue to experience feelings of dislocation and unease as they believe they will have to leave Christchurch to find work and accommodation. Counselling in the Hagley Context During 2014 Hagley continued to enroll a large number of students with a wide range of issues which might or do impact upon their ability to engage with Education. While we have become clearer about limiting the number of students who have behaviour al issues we continue to work with students who have mental health, learning and social issues. We have a significant population of students who are the ASD spectrum (Autism Spectrum Disorder). Mental health issues range from major psychiatric illness to issues of depression, anxiety, school refusal and manifestations of the above in terms of eating disorders and self-‐ harm. This creates a special social landscape of high need and moderate risk. I believe our approach which links sound counselling practice with close internal liaison with other staff on site (teaching staff) produces good results and a safe environment for students and staff. Schools are increasingly seen as, in effect, primary mental health care providers in that we provide for unwell students on a daily basis. Guidance Staff are particularly supportive of the ‘Special Character’ school application, which we feel, may allow us more flexibility in providing for the varied needs of students. Social & Emotional Skills Programme In 2013 I noted the work being done by Glenyse Highland in delivering a social and emotional skills programme which she brought back from the “Passage Works’ Institute in Boulder, Colorado. This has run in a limited way through 2012/13 with junior classes. This continued in 2014. It is resource intensive and difficult for us to sustain with the existing staffing. We believe this programme is very relevant to Hagley as testing of our junior classes on entry suggests many are functioning, in terms of their social skills well below the level which is necessary to engage with the year9 curriculum Professional Development This has to be seen in the context of us wanting to remain as Registered Teachers. The counselling team receives outside supervision on a monthly basis. We are involved with regular seminars organized through CAF-‐Link. We are aiming at 20 hrs of professional Development each year. All three counsellors are currently registered teachers. Guidance staff also meet once every two weeks for peer supervision, case discussion and support. Workload 2014 During 2014 all appointment times were committed. This has often compromised our ability to manage’ walk in’ clients. It is increasingly difficult for us to build some ‘float’ into the system to enable us to pick up students who arrive in need. Doing this sometimes involves having to cancel appointments or interrupt a time with a student in order to meet what might be a great need. This can lead to situations which are professionally compromising. It also places stress on the need to keep good records, to follow up requests from parents for support and to do our own professional development. Guidance staff continue to be involved in meetings which we see as vital to maintain an integrated approach to student management, for example, Special Needs Meeting, Attendance Meeting and Student Managers Meeting. Staffing will continue to be an issue. Comparisons with other schools would suggest a permanent establishment of three should be the minimum. Red Cross Christchurch Schoolchildren’s Grant Funding from Red Cross finishes in May, which is the end of our contract. Below is the statement that we forwarded to Red Cross in September 2014, laying out the expected expenditure. The amounts of money will have decreased in some areas as the events have already happened. The finding received has been greatly appreciated by the College, especially in providing funds to retain a 3rd Guidance Counsellor. The hardship grant has helped many students whose families were affected by the earthquakes due to loss of home, financial security, or relationship breakdowns. The College has been able to support many events for students and families, which have been very positive experiences for all concerned, at no cost to the parents. Students have had workshops based on trying to help them to rebound when life throws some curly balls, and to help them with skills to engage in their studies.


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Financial Reporting as at September 2014

Activity or resource Allocated funds Expenditure during reporting period

Remaining funds Comment on significant variances between actual and anticipated spend

Full On Workshops $15,843 $5,550 $10,293 Year 12 Workshops will be in September Accounts

Fade $918 0 $918 Next Fade workshops scheduled for Term 1 2015

Senior Formal $5,000 $1,049.48 $3,950.52 Senior Formal held 13/9 . In September Accounts

Music $3,078 $1,119.63 $1,958.37 Junior Music Concert to be held in December

Food $9,875 $765.46 $9,109.54 This is an ongoing expense until our funding ends. Breakfasts have not cost as much as we expected . We hope to keep these going for the rest of this year and as long as we can next year However we will also be contributing to individual student food costs for the Junior College camps at the end of the year. Many parents last December kept their children away form the Year 9/10 Camp due to costs of food.

Fun Days-‐ Junior & Senior $9,608 0 $9,608 Both Senior and Junior Fun Days will occur in November (Seniors) and December ( Juniors)

Individual Hardship $5,067 $3,543.55 $1,523.45 We are in the process of identifying students whose families are still in financial hardship due to loss of income or increased rents. They have Y11-‐13 students whose attendance is good, have achieved many credits but for whom the $76 is a barrier to the students getting their credits. We are also sifting through students whose parents have applied for the fees reducation to assist where necessary. I believe this allocation will be exhausted soon.

Counsellors $88,027 $35,520 $52,507 This amount is salaries, and we are working within the budget

Youth Workers $1,650 $250 $1,400 Youth Workers have plans in Term 4 with the better weather to provide fun activities for the Junior students,

Transport $5,920 $943.69 $4,976.31 We continue to help with Metro cards whenever required, as some families have increased bus money due to moving homes for earthquake repairs. We are budgeting to help families with the transport part of the Camp fees as well this year as several families


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refused to let their son or daughter go on camp, through not having the camp fees.

Senior Prize Giving $4,581 0 $4,581 Prize-‐Giving is on 4th November.

Materials $4,850 $1,437.63 $3412.37 This budget will be called on in Term 4 as senior students finish their projects and families cannot pay for the materials., to allow them to take them home.

MAORI MENTORING PROGRAMME With the loss of the Whanau staff as a result of a CAPNA, a void in the [pastoral and curriculum support for Maori students was identified. In April 2014, a hui was help for Maori students and their whanau , a Board of Trustees member and several staff. As a result of this hui, a Te Punawai O Waipapa Whanau Team was identified. This Whanau Team meet monthly Terms of reference for the Te Puna Wai O Waipapa Whānau team at Hagley Community College were established. Māori learners achieving education success as Māori We have a talented team of kaiako that has the task of creating ideas and putting these ideas into action to enrich the cultural responsiveness of the College. This team will also be expected to collaborate with staff, students and parents of our community. The team of kaiako 2015 is: Mastura Abd Rahman, Glenyse Hyland, Ros Jackson, Carmen Kenton, Mary Latimer, Joe McCallum, Jenny O’Sullivan, Peja Street, Glenn Newman, Suhaylah Richards, Andrew Tebbutt, Anna Williams, Diane Wills, Fiona Brownlie, Lesley Hooper-‐Simpson, Faith Oxenbridge and Regan Stokes. The Aim of this team is to;

• Ako-‐research the professional learning and development to encourage and create cultural responsiveness in the College • Ako-‐to increase our knowledge and use of te reo in classrooms and around the College. To learn the bi-‐cultural history of NZ.Tangata Whenuatanga-‐to encourage culturally inclusive

classrooms with wall displays and resources. Inclusive pedagogy; kaiako listens to ākonga voice, e.g tuakana teina (older helping younger ākonga to learn) talking to ākonga about their learning, shares with ākonga, cares about what ākonga think, shares learning with Whānau.

• Manaakitanga-‐ Each member of the team is to support the Māori mentor by supporting a small group of Māori ākonga (109 adolescent Maori), that we teach or have a relationship with. This is to help raise Māori achievement.

• The team to have knowledge of scholarships and career opportunities to enable our ākonga to have access to further education or training. • To explore and discover through marae visits, other events and reading tikanga whakaaro ( correct use and guidance of language and culture). • To invite Whānau into the College to expose them to what their tamariki are learning or how they can support their tamariki. The team will support the running of these hui. • To support and grow leadship opportunities for young Māori ākonga.

There are four approaches to this cultural responsiveness that we have to be mindful of;

1. How we are presented to Maaori students to recruit them. This can be done through word of mouth and the marketing the College engages with. In 2012 the number of students who identified as Maaori was 127 in 2013 this had risen to 144 students.


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2. How we support or provide services to kaiako and aakonga to enhance the College’s Maaori achievement? At Hagley Community College all kaiako work within the Good practice teaching model that underpins four essential skill areas for kaiako and their response to students. The four areas are: know your learner, provide a supportive learning environment, the kaiako demonstrates good teaching practice and the kaiako knows the New Zealand curriculum. This framework allows kaiako to have a common language and it means the engagement of the aakonga is based on an authentic relationship and effective teacher practice.

3. How we grow and support professional learning and development for kaiako to use differentiated instruction and pedagogy to tailor teaching to the different needs of theHagley Students.

4. How the College can support the Whaanau and inform parents of learning so the parents can support their children to engage and raise their achievement.

In 2014, Lesley Hooper-‐Simpson was employed within the Careers Department as a Maori Mentor. The rationale for the position was: “As Māori – mana whenua – we must take up our role as the Treaty partner seriously. The changes we are working for in education will help ensure our children can live and learn as Māori, as members of iwi, as descendants of proud forbears, celebrate our language, our culture and our history, and become the strong leaders of the future.” The Māori mentor is supporting our ākonga by;

1. Identifying and naming the Māori ākonga a. Profiling year 9-‐13 Māori adolescent ākonga at Hagley Community College b. Providing a quality assessment and referral service, gather and record relevant information and place it on KAMAR.

2. Assisting ākonga to overcome barriers to learning

a. Brokering for ākonga who may be on the wrong course or need assistance to talk to classroom kaiako. b. Monitor ākonga to ensure positive and sustainable outcomes. c. Communicating with whānau if support from home is needed d. Encouraging ākonga to meet other Māori ākonga. This to be done by calling hui for ākonga, inviting Whānau in to hui. e. To liaise with the te reo teacher support for the correspondence ākonga. f. Show interest in the work created by ākonga and celebrate and share it with other kaiako. g. Encouraging goal setting.

3. Providing guidance for career planning and transitions

a. Career profiling of all year 9-‐13 Māori ākonga b. Assisting with time management and decision making skills c. Offering experience to try work placements, hot seats, work inspiration, STAR courses and GATEWAY opportunities d. Liaison with universities, polytechnics, private providers and employers to find suitable career pathways. e. Identify scholarship sites and financial support for course fees.

4. Whānau involvement and partnership with the College.

a. To arrange with support from the Hagley Whānau team a hui for Whānau as resources allow –to provide information and materials that enable parents to assist their tamariki in learning. Celebrating ākonga success through Whānau hui.


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b. To organize the kaiako from the Whānau team to mentor a group of ākonga that they teach. c. Transition plan for ākonga to be discussed with ākonga and Whānau.

Personnel strengths and skills required of the mentor

• Maintain ākonga and school confidentiality of information • Maintain quality standards and represent Hagley Community College in a professional manner • Develop strong networks and referral processes with necessary staff. • Build and maintain relationships with ākonga, Whānau, staff, tertiary providers and external groups within our community. • Meet regularly with the Career’s team to provide progress and share information to support ākonga. • Attend professional learning and development as needed on educational and vocational issues pertinent to work with Māori ākonga.

Report for 2014 -‐ Number of students profiled:

• 34 Yr 13 Māori students profiled o 8 students looking at Gap Year o 11 students attending tertiary providers o 7 students are unsure 2015 o 5 students going to work

• 20 Yr 12 Māori students profiled o 10 students returning to Hagley o 4 attending Tertiary providers o 1 student Working o 5 students Unsure 2015

• 16 Yr 11 Māori students o 9 students returning to Hagley o 4 attending Tertiary providers o 1 student Working o 5 students Unsure 2015

• 14 Yr 10 Māori students group profiled

Profiles: Arranged and developed 1:1 mentoring arrangements with senior students and provided support for distressed pupils individually or in small groups. Management plans were organised to assist students who wanted and needed further follow up. A majority of senior Maori students attended STAR courses during 2014 NCEA & the Whanau Hui Invited CNZ to our Whānau hui to look at NCEA and how it works, to consider the best options and choices to advance their whānau aspirations and to support their children to succeed and identify a plan of action that is relevant to them. Entertainment was provided by 3 of our Maori student music group ARYZE. This was well attended with approximately 50 students and whānau on the night.


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Trips away for Maori Students • 4 Year 12 Māori students to attend the University of Canterbury’s Te Ara: Year 12 Māori Pathways. For prospective students an opportunity to see how their current school subjects

can relate and progress into our degree programmes by attending lectures held by our colleges and to hear from current UC students • 8 Yr13 Māori students visited University of Otago and Otago Polytechnic and noho Marae in Hampden.

Correspondence Maori -‐ 4 students studied Te Reo Maori from NCEA L1 through to NCEA L3 at the start of the year. Yr 13 students were enrolled at the beginning of Term 2. Total 5. No students completed their studies due to difficulty working on computer and personal issues Work Placement Programme – Kia Ora Hauora 3 Yr 13 Students who identified an interest in a career in Health were selected to attend a week-‐long work placement at Christchurch Hospital. This provided the opportunity for the students to see first hand what kaimahi encounter on a day-‐to-‐day basis within different areas of Christchurch hospital. STUDENT ATTENDANCE Background The population of Hagley Community College has always and continues to be as diverse in age as they are in culture and language. The nature of the College in offering students individual programmes across levels of study, intermingled with full and part-‐time programmes, Schools Within Schools and Package coures, makes the monitoring of attendance on a daily basis a difficult task, but one in which the College has endeavoured to establish a range of strategies to support students maintain their programmes of learning. All these strategies work towards maintaining the student in the College (retention) and maintaining them in their enrolled classes on a daily basis (attendance). The Pastoral Care Network focuses on retaining as many students as we possibly can within a programme of study. There are many factors that impact on a students attendance, and we are very successful in keeping mnay students who would not remain at school, if it were not for the wrap around support that we out in place. Attendance statistics do not reflect the amount of work that the pastoral care team put into stdents and their caregivers to achieve a positive result. Often assisting a stundet to identify that moving on to a training programme or another learning insitution such as CPIT is an extremely positive step, although the student leaves the Hagley environment. We believe that “non-‐attendance is a sympton” not the problem and our team work to identify the issues affecting a stidnets ability to engage in their learning. Our successes are not often identified within statistics but are reflected in the retention of students who return for another year or their moving on into their future with confdence. To place this issue of attendance and retention in context it must be remembered that over 85% of our students are post-‐compulsory aged students. Most of these adolescent students come from other schools because they are disengaging or have disengaged from their learning. The issues they bring relate to learning deficits, social issues of engagement, and medical concerns that are acting as significant barriers to learning engagement. Whilst some have experienced success, many do not view their previous education positively. What is of real value is that the students have made an active decision to come to Hagley Community College. The challenge for the College is to build on this proactive response and to effectively ‘capture the students back into learning’. The reality is that this takes time and considerable collective effort to develop the skills the students need to be able to engage in learning while at the same time giving them the encouragement and support to keep them in their programmes of learning. The data is showing that with sufficient time and the right programme of learning many of these students’ performance changes, and their improvement and achievement is very significant.It is a privilege to be dealing with such a vulnerable student population where the stakes for success or failure are extremely high. We are in fact at the cusp of making a difference to students’ lives.


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It is a commitment and an obligation that the College does not take lightly. With this in mind I would like to acknowledge the tremendous work and dedication of staff in the College and in particular the teachers, tutors, deans, counsellors and the wider Student Support Network team who work tirelessly in trying to keep students engaged within their programmes at the College. Student disengagement from education is an international problem and one that is systemic in nature. Performance data from the OECD PISA studies shows that despite NZ students performing extremely well overall and with NZ rating as one of the top countries in the world, we also have a ‘long tail’ of poor performance. There is a national-‐wide trend that shows an increasing number of students are disengaging from education with little or no formal qualifications. To address this problem the college is re-‐designing the senior curriculum at Year Levels 12 and 13. This redesign is based on the research from the OECD that says “Learning is most powerful when it is learner centred, strudtured and well designed, profoundly personalised, inclusive and social (The Nature of Learning: Using Research to Inspire Practice, OECD, 2010). The reasons to redesign the senior curriculum is to: personalise learning for students; develop programmes of learning not subjects; create coherence and context for the learning; establish the learning in the students world; inspire students to further learning; and to gain and build qualifications. In re-‐designing the senior curriculum a range of new and diverse educational models to achieve deep and sustained student engagement and achievement are being established. These models include: expanding curriculum choice; packaging subjects; full focus courses; programme partnerships; schools within a school; subject immersion; and the clustering of communities. Our intent is to undertake, through these different educational models, something different and very significant that will make a real difference to students who are struggling to be at school or to engage with their learning. We have a desire to see them engaged, immersed in what they are doing, and achieving qualifications. Not only are we employing innovative strategies to re-‐engage students who are disengaging from education but we are also ensuring that these strategies are deeply embedded in current educational research. We know from the research that when students feel valued by their teachers and peers, believe their current learning is important and relevant, have the self-‐belief, learning, feedback and self-‐regulation strategies to make progress, they are more highly motivated and engaged in learning. The Student Support Network portfolio is the wrap around service to assist and support students at a personal level to ensure barriers are removed or obstacles alleviated to enable them to successfully be retained in their programmes of learning. Student wellbeing is the focus of this work. Student Attendance during 2014 The mean attendance for the College in 2001 was 56.5%. Over the following seven years to 2008, this mean performance improved to 76.6%. This represents a 20.1% improvement since 2001. This is extremely significant as Hagley’s student population had grown in size and presented greater learning and social needs, with a corresponding fall in the decile rating of the school from 6 to 5. Student attendance took a set-‐back in 2011 due to on-‐going earthquakes in Christchurch that severely interfered with people’s lives. One consequence was significant changes at different times of the year to student attendance. The mean performance of the College for student attendance for 2011 was 70.6%. Attendance of students rose to 78.1% for 2012.This is quite remarkable given the nature of the student body and the extreme circumstances faced by students and their families. The mean attendance for all students at Hagley Community College for 2014 was 84.1%. This analysis is taken from over 160,000 individual student records for attendance in 2014. Overall student attendance of 84.1% is another milestone result as it is the second time the total student population has exceeded the target of 80% annual attendance but in this case it has exceeded the target by 4.1%. Further

50 60 70 80 90 100

Year 9

Year 10

Year 11 Year 12

Year 13

Annual A_endance Across Year Levels

% Actual Asendance

% Target Asendance


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analysis of mean attendance across year levels shows: Year 9 – 91.8%; Year 10 – 90.1%; Year 11 – 84.5%; Year 12 – 71.9%; and Year 13 – 84.5%. The two most vulnerable year groups are Year 11 and Year 12 but Year 11 attendance has improved significantly due to strategies in place from the Year 11 Dean during 2014. The vulnerability is particularly significant at Year 12 where many students enter their programmes new to Hagley with little or no qualifications and significant skill deficits. A range of strategies are in place including a Year 12 mentoring programme linked to the Ministry of Education ART initiative. Further analysis of the attendance data highlights the vulnerability of the Year 12 cohort. Despite the college acting as a regional educational hub for post compulsory aged students who are disengaging or who have disengaged from learning and therefore arrive at the college with learning deficits and significant vulnerability, the college works hard to keep students in their programmes of learning. While this continues to be a difficult challenge the college is making very good progress in turning around students’ lives. One of the most exciting outcomes is the successes that are being achieved at both Year 11 and Year 13. This can be seen in the ‘higher’ attendance figures at Year 11 and Year 13 of 84.5% and the increasing achievement data of NCEA L2 and NCEA L3 for Year 13 students. The impact of new models of programme design such as the schools within schools initiative are having a positive impact. A term by term (Term 1 – Term 3) analysis of the attendance data which includes justified absences provides another perspective on creating an understanding of what is happening for these student cohorts. Years 9,10 and 13 have attendance above the target figure of 80% and maintain this throughout Terms 1 to 3. This is a good performance result especially in Year 13 which is a very large cohort of diverse students. Year 11 is of concern when the Term data is analysed. It begins with positive attendance in Term 1 with the attendance rate above the target figure of 80%. It then has a decline of 7.3% in attendance in 3. However, Year 11 is a positive outcome for the significant improvement in attendance both in terms of its mean attendance of 84.5% and a significant improvement at its most vulnerable term 3 with a 10.5% improvement from 2013 (68.4%) to 78.9% in 2014. The impact odf the strategies at Year 11 are hving a marked improved effect. Year 12 is of more serious concern. This is a very vulnerable group, many of whom enter Hagley with little of no qualification achievement from their past educational experience. These students start with an attendance rate 4% below the target expectation of 80%. This attendance declines over Terms 2 to 3 reaching a low level of 59.8%. The challenge for the college is to keep these figures in context. We know these students are vulnerable and lack key essential learning skills. We also know that we need time to develop these skills. It is for this reason that these figures need to be compared to the retention data which is a measure of the college’s capacity to continue to engage these students. I would strongly recommend that the Student Support team identify and monitor the whole Year 12 cohort for both attendance and retention. As an example: of the 239 students enrolled as Year 12 students in 2013, 177 re-‐enrolled into the college for 2014. This is a 74.1% retention for this cohort and would suggest that the college is continuing to engage many of these students. The data for 2014 is

10

10.6

11

13.7

54.7

% Student Populaaon Year 9 Year 10 Year 11 Year 12 Year 13 The distributon of

Hagley's student populaton is very unique. Over half the college's student populaton is designated as Year 13. The remaining student cohorts (Years 9, 10, 11 and 12) respectvely make up 10 to 14% of the college's populaton.

Over 85% of students are of post-‐compulsory age.

40

50

60

70

80

90

100

Term 1 Term 2 Term 3

% Student A_endance: Terms 1-‐3

Year 9

Year 10

Year 11

Year 12

Year 13

Asendance Target 80%


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very similar with a 77.1 retention rate. The annual mean attendance figures in the last 13 years show this progress. In 2001 the mean attendance was 56.5%. This has incrementally improved to 84.1% which represents a 27.6 percentage point increase. This performance needs to be maintained with annual attendance above 80%. This material is generated from the college’s SMS Kamar: Attendance, Absences and Truancy reports.

Attendance and Kamar 2014 Since Kamar became ully operational since the beginning of 2011, we have been able to retrieve attendance information in an accurate and efficient manner. The beginning of each year is a crucial time when the staff and student managers need to be able to quickly identify which students are attending and those students who are not engaging in all of their subjects. This is particularly important in the first instance in tracking the compulsory age students with a history of truanting at their previous school. Kamar itself is continually changing to reflect the needs of their clients in a variety of different educational settings. Onlky recently Kamar SMS was upadated to Version 12 . Within this version there are many more improvements which are allowing users to find the information they require quickly and to be able to have ll of the information that is neede for pastoral care to be seen ealily within many of the layouts, such as the attendance entry layout which all staff use. The large range of options enjoyed by our students and the delivery of our unique curriculum has meant that we continually have to learn new processes as Kamar responds to our needs. We can now access a multitude of reports for use by the student managers and staff in their pastoral care of our students. Training for staff is now very important to ensure they can fully use Kamar to support them. It has been a challenge to equip the staff with the tools to undertake many of the functions that they have in the past relied on student managers to do. In 2013, KUG (Kamar User Group) established continues to meet monthly. This group identifies possible improvements, or problems, related to Hagley’s requirements of Kamar. This committee consists of Sue Grigor (ICT), Peja Street (Pastoral Care), Sharon Cummings (Enrolment), Christine Doyle (Programmes), Kerry Keats (NZQA), Lisa Amer (Administration), and Sue McLachlan (Moodle). This group continues to meet regularly concentrating on staff training. A Kamar resource booklet has been produced by this committee and is updated in information on

56.5 59 63.7 67.3 69.9 74.48 70.3 76.6 79 75 70.6

78.1 81.5 84.1

0 10 20 30 40 50 60 70 80 90 100

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Annual Mean A_endance 2001 -‐ 2014


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a regular basis. Kamar Champions have been identified in all departments ensuring staff have a support person. In 2014, Kerry Keats, Sharon Cummings and Sue Grigor attended the Kamar Conference in Auckland. They were updated in the efficient and effective use of Kamar. The information gained at this conference was then given to staff and further training was provided. One of the major improvements in our pastoral care and attendance systems using Kamar is that we can enter attendance into a computer “live”. This means that student managers can tell very quickly if a student is present or absent from a class. The introduction of the Parent Portal has been very successful and allows parents and caregivers to also see attendance “live”. In Term 4 we researched the effectiveness of a text notification system, which links with Kamar. This system allows us to send a text message to all parents via their cell phones, informing them that their student is absent from school. This system wasimplemented in 2104 with text messages being sent twice daily, at different times. From discussions with other schools the system appears “o work very well in the initial period, with continual responses received from conscientious parents; however responses from parents who are continually receiving notifications for their truant sons and daughters fall away.” This has found true for Hagley. The parents/caregivers of usually good attenders ring in regulalry if they receive an absence notification.. Parents of students how have a histioy if truanting are less likelky to repond to the text message. These caregivers are then made contact with through the normal system of notification. Throughout the year glitches in the system, whereby staff did not have easy access to a computer, were ironed out. Wireless has been established throughout the school, which allows staff to use their personal laptops in their classrooms. There are still some pockets whereby wirless access is not strong resulting in an inability of staff to enter data n a timely fashion. All staff except in Physical Education (staff often outside of the classroom), the After 3 program, and the Extended Day exam classes were entering attendance promptly by the end of 2014. This change required staff to enter attendance at the beginning of each lesson in the classroom on their computer. This new procedure required quite a change in mindset of the staff as they were used to scanning attendance sheets at the end of the day. Since the beginning of 2012, the ability of parents/caregivers to access “live” attendance, qualifications and College information from their own computers was introduced. In 2014, the number of parents accessing the Portal has again increased. With Kamar being “live”. In 2014 staff became familiar with the requirements and the attendance “live” became more relevant to caregivers and parents, and have experienced the consequenceswhen this system is not followed to the satisaction of the caregivers. As a group, the student managers are extremely pleased with the change to Kamar, with some often becoming excited when a new report is discovered that cut their workload down by no longer having to manually set up special lists. In 2014 once again the focus for attendance was to:

• Provide the pastoral care for all students still affected in wake of the earthquakes and to keep them attending. To ensure that students suffering from trauma receive support from the counselling service at the College.

• Improve the attendance of Senior College students especially those at Year 12. • Continue to raise the level of contact between tutors and the caregivers of Year 12 students who have not contacted the College. • Continue the retention rate of students on IYB at 85%+ and to increase the number of these students going to positive outcomes when they leave. • Increase the number of contacts to caregivers of compulsory age students. • Continue to monitor the attendance of truants from 2013, and those who did not graduate. • Ensure staff have ongoing training in the use of Kamar. • To ensure attendance information is put intp Kamar by staff at the times required. (still an ongoing issue at end of 2014)


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As in previous years, despite the increased pastoral care of students, the Year 12s were again identified as the most vulnerable group for attendance and retention. Each year many of these students leave for employment or polytechnic training, indicating that continuing on to Year 13 and university is not a path they wish to pursue at that time. In 2014 the Year 12 cohort failed to retain 10% of the original intake. The biggest contributing factor to this is the number of students that can only maintain a part-‐time programme frequently due to mental health issues. Where a student is part-‐time the risk factors for low achievement are high and yet despite this the college is incrementally growing the achievement of this group in NCEA L2 (see College Effectiveness report on achievement). Also towards the end of 2014 more businesses were opening and offering employment in hospitality and retail positions into which many of these students were able gain entry. IYB Students Since Presbyterian Services won a contract from DSW to take over the work of WINZ in working with young people on benefit. There has been a reduction in the number of young people who joined up to Hagley whilst on the IYB and dod not attend. The expansion of the wrap-‐around” services, which allowed IYB students to undertake other paths rather than school appears to be catering well for thes really nulnerable group , by giving them other options. By working with PSS we have been able to advocate for students and have been successful in helping those that enrol with us to complete their schooling, move on to a course or go to employment. By working with PSS these students do not fall between the cracks as they did before. Monitoring Truancy The Ministry of Education rewarded the contract for truancy in Christchurch to Te Ora Hou, or K3, in 2013. Unfortunately this service was not in place for the beginning of the 2013 school year. After this shakey start , the provision of a good traucy service has not improved. Hagley as well as all other schools in Christchurch who had been serviced by the Christchurch District Truancy Service have struggled since their removal. K23, or Te Ora Hou, have not been able to keep up with the number of truancy referrals. Schols have found that truants were not being delat with and not returned to school quickly. This has frustrated schools and caregivers alike as it appears that the K3 service is greatl understaffed and they work to a differnet philosohy than that wanted by schools. By the end of 2013, our K3 representaive was not able to attend our meeting due to being “too busy. In Novemebr 2014 I ttended a Ministry lead review of the Rock On programme , and the disatisfaction by many schools was offered up to the Ministry of Education staff present. Rock On Initiative (Reduce Our Community Kids Offending Now) 2013 was the fourth year in which Hagley had been involved in the Rock On process. We have gained a very good reputation as a school that obviously takes truanting seriously. The police involved are constantly singing Hagley’s praises in the way we are prepared to deal with attendance and truancy and place resources behind this initiative. Having two support staff employed in Student Support with their finger on the pulse, they come to the Rock On meetings with in-‐depth and accurate information on the truants. At Hagley we use Rock On to call family meetings for students who are at risk of becoming truants. Often when coming face to face with several staff, the DTS officer and police, the young person often turns around a pattern of truancy. Currently the Director of Student Support is a member of the Rock On Governance Group, which meets three times a year to evaluate how successful or otherwise Rock On is in the Canterbury school. She is also a member of the Board of the District Truancy Service. A Rock On Committee has been established at Hagley since November 2009. We have had success in either getting students to return to their classes and cease truanting or with some extremely at risk truants having been able to gain exemption from school, placing the students under the care of the Ministry of Education for further training or care. In 2013 we saw an increase in the number of studnets that were placed on Rock On. Many of these were new Year 9’s and Year 11’s under the age of 16. The majority of these students were students who came tp Hagley with an already established pattern of trunacy, some from early Primary schpol .


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Rock On – What is it about and how does it work? Rock On is an inter-‐agency truancy initiative that was developed by police staff An independent evaluation six months after Rock On was established reported improved outcomes for young people and the agencies involved. This evaluation showed:

• Improved agency monitoring and accountability. • Significant change in the involved schools’ response to truancy. • Increased communication between school and police. • Reduction in daytime offending. • Young people progressing off the target list into successful re-‐engagement in school, or enrolling in training/alternative education. • Agencies working together more effectively to achieve an early intervention for at risk youth. • Increased coordination of the support being provided to young people.

The rationale for the Rock On programme initiative is based on the following factors:

• Links between disengagement in education and youth offending have been well evidenced in the literature. • Truancy and non-‐participation are found to be related to substance abuse, gang activity, and involvement in criminal activities such as burglary, auto theft, and vandalism. • Attendance at school is usually regarded as one of the “big four” factors that can produce resilience in a young person. • Increasing participation in school by young people is key to reducing their anti-‐social behaviour and offending. • Longer term consequences for disengagement in education include: worse employment opportunities, lower earnings, greater welfare dependence, homelessness and limited

housing options, higher involvement in crime, worse mental health, suicidal thinking and early pregnancy. • The project aims to reduce truancy and youth offending and increase engagement in education. The Rock On programme focuses on the long-‐term rather than looking at a short-‐

term solution such as picking truants up and returning them to school. With a premise of ‘addressing the causes of offending to reduce offending’, responses to the young person and their family are focused on facilitating the appropriate support to re-‐engage them in education. The initiative is action-‐focused and has been developed in close partnership with local secondary and intermediate schools. Over time, primary schools have also become involved.

Research identifies that most young people who are regularly truanting experience difficult circumstances. One of the aims of the Rock On project has been to go beyond punishing youth or punishing parents and to actually address some of these risk factors. The involvement of education, health and social service agencies has been critical to developing a response that is coordinated and comprehensive.

At each monthly meeting of Hagley Rock On those regularly attending are:

• Police • Ministry of Education • CYF • YSS • Head of Junior College • Director of Students • Careers Advisor • Assistant Attendance Manager


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SAFE LEARNING ENVIRONMENTS Hagley Community College is committed to providing a safe physical and emotional learning environment for students. Students at Hagley Community College prize the way they are treated by staff and celebrate their diversity, uniqueness and difference. This is evidenced by department surveys on student satisfaction and staff reporting on student core skills. Staff and students continue to rate respect for each other from very good to excellent. With increased enrolment of students who have many at risk factors the College has been challenged to be able to deliver on our statement that “all staff and students should feel emotionally and physically safe at all times”. Through whole staff professional development on the new Curriculum we were aware that whole school education involving staff and students was needed to reinforce the values of the College. The values statement has been renewed and documented in the approved College Charter. Students continue to rate the adult, mature learning environment as one of the important reasons they choose to come to Hagley. Through the orientation programme all students receive the Student Guide, which outlines all of the services provided for them and information on the College policy for drugs, harassment, and verbal and physical abuse. In 2014 we once again provided an orientation programme for all senior classes. The cafeteria was set up with stalls advertising all of the activities at Hagley, which offered an opportunity for students to know what was offered at Hagley and a chance to sign into sports or clubs. At early assemblies students are reminded of the environment for learning that is the Hagley philosophy. The Van Asch students continue to be integrated and joined into the full life of the College.. With the help of deaf translators and staff from Van Asch these students have fully integrated into all levels within the College. The Van Asch students are still based in Room 303. We already have many students with learning and physical disabilities and the addition of hearing impaired students has been a further challenge and an education to both staff and students in general. As a result of their presence there was a heightened interest by many students in learning sign language. The College has a Harassment Policy in line with current practices of the Human Rights Commission. The policy is used to deal with any harassment based on gender, race, religion, and sexual preference. This service is advertised widely in the College and all incidents of physical abuse are treated seriously. This sends a message to other students that we do not tolerate violence in any form. The College is still well supported by our Community Youth Aid Officer, Constable Bruce Ward, who is always willing and able to support us in working with young people who physically assault students or harass through texting or Facebook. Having the police involved with the College has helped in giving a very serious warning to young people of what could lie ahead legally for them if they continue along in their anti-‐social behaviour. He works to enable our young vulnerable students who are on the brink of youth offending to be accpeted onto Blue Light Life Skills camps at Burnham Military Camp. The aim of these camps is to help reduce youth crime, build young people’s self esteem, build positive youth and police relationships, and to teach them ways to improve and manage their lives moving forward, by taking them away from the distractions of everyday life. For one young man, the influences in his life took over again as soon as he returned to the home environment, whilst for the other there has been a total turn-‐around in his attendance and his attitude to life and education. The College will always try to fund camps for the students from the Student Support budget, if families are unable to afford the cost. Keeping students safe within the school environment and free from “text” bullying has been a major challenge. We have developed a policy on the appropriate use of cell phones at school. A brochure has been developed which can be given to all students and caregivers outlining the College policy on bullying. Advice on how to deal with bullying of any sort is outlined. Dealing with bullying that is happening electronically is a nearly impossible task as students now use personal social websites such as Facebook, Twitter etc to personally attack other students. Despite all of the warnings at Hagley anad from parents and the media , stundets still engage in unaccpetalbe behaviour in Facebook and other social media. Until there are reprecussions for themselves, and smetimes, bad reprecussions, they seem to be unable to comprehend the consequneces of what they are doing. The incidents of volence and bullying had great ly increased in 2014. With the students all now having access to BYOD, (Bring your own device) use of cellphones in class to access Facebook and other sites has escalated.


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We have alerted Facebook several times when bullying has occurred, and student entries have been removed from the site. the guidance counsellors worked with all Year 9 and 10 students in a three-‐hour programme about bullying (What constitutes bullying? How to recognise it, and what to do when it happens to them). The program will also give the student some skills in how to deal with bullies. In 2013, the level of bullying amongst Year 10 students was at a much lower level after the work of the counsellors. With each new intake of new students into the College each year, it is a continual battle with Year 11/12 students to ensure that they are aware of our policy of having an emotional and physical free environment for all students and staff. Enforcing our policy of not accepting bullying of any kind creates a large workload for the deans at the beginning of each year, as many new students bring past behaviours into our environment. The College has a Complaints Procedure, which is displayed around the College to ensure that students and staff know there is a process that they can go through if they wish to lay an official complaint against any member of the community. The College has developed a policy of zero tolerance for drugs, and we move to involve caregivers quickly when a situation develops. Our goal is to educate, not suspend them if they have an issue with drugs or alcohol. Our aim is to assist students to become drug free, and to become committed students with the goal of productively remaining within the College. In 2009 the College began drug testing students through the Canterbury Laboratories. Students who are found to be using drugs are interviewed with their families, and with the caregivers’ consent the student is drug tested at regular intervals until a zero reading is recorded. From this time, the student can be randomly tested. If a student fails to address perceived drug habits, and has become a harmful influence on other students, College staff will work with caregivers to remove the student to a course or other outcome if at all possible. In 2012, a total of 14 students (a total of 21 tests) were tested through our programme. In 2013, there were 11 students drug tested (a total of 16 tests). None of these students re-‐offended and most students were successful in reducing their drug taking and remained within the College. A major concern for us in 2013 was the increase in student experiments with the legal synthetic drugs, which cannot be tested by the normal drug testing methods. We have had a serious incident where a student has hallucinated at the College as a result of taking one of the herbal highs. We anticipate more problems with students being under the influence of these drugs in 2014, as students believe they are legal, appear not to accept the literature and warnings regarding these drugs from health professionals and police, and know they cannot be tested easily. The College continues to refine its discipline systems for students. In the Senior College the Fast-‐track system (student referral out of class) and a school detention system continue to support staff in the classroom. In 2013, it was again noted that more senior students in Years 11 and 12 were referred to Fast-‐track, which reflected the ever-‐present on-‐going tension since the earthquakes. This system allowed some time out for the students and an opportunity for staff to work with the student on how to deal with their stress, through counselling or a time-‐out period when they felt overwhelmed. The increase in students presenting with anxiety, stress and mental health conditions placed extra stress on our two guidance counsellors. The third counsellor position that had been provided through financial support from the Ministry of Education was unable to be employed at the beginning of the year. The reduction from three to two counsellors increased the workload and stress on the staff. With the successful Red Cross Grant application we were once again able to re-‐employ Ann McKenzie three days per week from July onwards. The funding was also able to support the employment of Vicky Blake for five hours per week to work with the vulnerable 16-‐19 year old students disaffected from their families.


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CAREER PATHWAYS Introduction Kevin Addison completed his first year as the departments HOD. He had a focus on the department working together as a team to provide an effective careers programme. Jackie Ward provided support for the careers counsellors and coordinated the Star programme. Lesley Hooper-‐ Simpson provided Career counselling and effective pastoral support for Maori students. Jahred Dell was the teacher in charge of Employment Skills and helped deliver the Gateway programme alongside Kevin Addison. Our Vocational pathways mentor Kim Swann joined the department which helped with supporting the transition of our students. Correspondence School Students Nine students were enrolled in correspondence doing a range of languages. The four students studying Te Reo were supported by Lesley, in her role as Maori Mentor. All year 12 and 13 students are required to spend 2 timetabled hours in the careers room working on their units and Year 11 students are required to attend 4 hours. Canterbury Tertiary College (CTC) CTC allows students to be simultaneously enrolled at school and at the tertiary college. Most of the courses are trades related. This year 9 students enrolled in this programme. The course continues to run all day Thursday and Fridays, which unfortunately cuts across all Hagley options. Visitors/Visiting Speakers Canterbury, Lincoln, Otago, Victoria and Auckland university liaison staff gave a lunchtime presentation in terms 1 or 2 and again in term 3 to assist students with their course planning and enrolment. CPIT assisted students with their enrolment during term 3. A careers evening for students and parents, called Life after Hagley, was held in term 3. This was well attended with speakers from study link Careers NZ CPIT and UC providing useful information for students transitioning from Hagley. A half-‐day mini expo was held in the careers room at the end of term 2 with classes being timetabled through in 20 minute intervals. Various PTEs visited during the year with updates of their course material. Off site Visits and Professional Development Once again around 75 senior students attended the Careers Expo at the Addington Events Centre. Kevin Addison attended local Gateway, CATE meetings and Careers NZ workshops. Lesley attended the CATE conference in Tauranga. STAR Many short courses proved popular especially with years 11 and 12. The Hagley Barista course which runs during each school holiday, the First Aid course and Learner License were in great demand. As funding is roll related, the amount of money available for departments in 2014 was reduced. Objective of STAR

1. Facilitate transition to the workplace for students, particularly those intending to go straight into the workforce or those likely to leave school without any formal qualifications. 2. Provide or purchase tertiary-‐type courses which will better meet students’ needs, which will motivate them to achieve, and which will facilitate their smooth transition to further

education training or employment. 3. Support students to explore career pathways and help them make informed decisions about their schooling and future work or study.

Hagley College was allocated $80,000.00 this year of which, $36,000 was spent for students to experience courses with outside providers. The remainder was used on the “In House” courses.


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172 students gained credits and/or experiences on STAR on courses, with a collective result of 724 credits gained. Not all courses have credits attached, some are banked results as in UC and some courses students get a certificate of attendance.

• 30 students completed the Red Cross First Aid • 38 students achieved their Learners Driver License through STAR • 17 completed holiday Bar Tending and Table Service course, new to us this year • 25 students learned skills in coffee making (barista course) • 13 students enrolled in courses at University of Canterbury – banking credits towards tertiary qualifications • 9 students tried their hand at tractor/farming course • 10 students were helped with tourism experiences, 5 students went to check out Queenstown Resource College and PHIMS Hotel training school. • Several others tried hairdressing, beauty, floristry, MAINZ, police training and computing/gaming courses.

Hagley Barista Course Jodie Alexander took over the tutoring of the Hagley Barista course. This course is always popular with our students as well as students from other schools. Some courses don’t offer unit standards, but the students gained knowledge and experience. I believe that Hagley makes good use of its STAR funding, the students benefit greatly, gaining credits as well as trying something which could be a deciding factor in their future job or further education. Gateway 44 Students completed a work placement in 2014. A total of 43 students completed the course and all targets set by TEC were met. Industry Placements No. of Students Animal Care 3 Building and Construction 3 Retail 23 Early Childhood Education 4 Hair Dressing 3 Hospitality 6 Horticulture 1 Total 44 A total of 778 credits were achieved-‐ an average of 17.6 Credits per student. Gateway continues to be a success having placed 44 students within a work environment in an industry of their choice. Additionally, students gained relevant credits to support their chosen vocational pathway. Factors that contributed to this outcome are:

• Student interviews before acceptance in the Gateway programme to ensure students are motivated and committed. (Includes continuous dialogue with students during the year to ensure students are meeting their goals)

• Industry employers who are committed to the Gateway programme and who have supported Hagley in accepting students on placements/ visits.


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• Establishment of positive relationships with ITOs in order to select the most appropriate unit standards for the student(s) and workplace(s) • Being receptive to the needs of students and businesses in relation to workplace amendments and learning plan changes. • Constant affirmation and encouragement to promote learning both in the workplace and at school.

Challenges The progress of the Christchurch rebuild has meant an increase in the number of businesses within Christchurch City, however there has been a generally lower reception to placements within smaller businesses that have recently emerged. As these stores have been excessively busy, many employers felt they had little or no time to take on a student in a placement capacity to teach them how to work in the industry. Successes We were fortunate to connect with Sara Harwood from the Red Shirts programme run by the Warehouse. This meant that a large number of our students were able to achieve the Customer Service Award working through the retail industry in Warehouse stores around Christchurch. Some of these students were likely to gain some paid hours over the holiday period. Students had positive comments to make about the Gateway Programme: “I’m really grateful for having done Gateway because helped me to get a full time job at Coffee Culture.”-‐ Fran “My placement gave me a really good perspective about what it’ll be like working full time.” -‐Amy

Employment Skills Jahred taught this class this year, he enhanced the programme by taking the class to local businesses to help them gain further understanding about the world of work. Use of Careers Room The room is opened each day at 7.45 and remains open until at least 3.30. Gateway and correspondence students use the room throughout the year and from time to time it is used as an overflow for teaching staff where there is a shortage of computers. Students access the computers and careers material before and after school, at breaks and during their non-‐contact periods. It continues to be used for professional development, board meetings, mini expos, tertiary presentations, Rock On, student manager meetings and the Fashion Show. Year 9 and 10 Year 9 completed a six period careers workshop. This time was used for students to explore who they are and how this could relate to a career. Students developed an e learning portfolio to record information. The year 10 programme continues on from the year 9 programme and is delivered in the social science class. Students explore the world of work and how subject choice is important; this programme is supported by a presentation from CPIT. A selection of junior students attended the CPIT have ago day, primary industries field day and the Hagley Mini expo. Year 11 Students received a presentation about NCEA in term 2 to help them understand the structure of the NZQA qualification. After the successful trial of giving all YR11 individual career interviews in 2013 this was also done in 2014 with 96% of students interviewed. Year 12 and 13 With the continued assistance of Lesley, many more adolescent senior students were able to be individually interviewed: 96% Year 12 students and 90% of year 13 students. Year 13 students were interviewed in Term 1 to check they had taken the correct course to match their career goals. They were also interviewed in Term 3 to help them with their transition from school.


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Adults We provided career counselling to many of the Hagley Adult students. Summary of Goals for 2014 Due to budget constraints the careers room did not get revamped to align with the vocational pathways. This will now go ahead 2015. All other goals were achieved. The success of the Yr13 term one interviews will see this continue for 2015. The improvement of IT solutions has enabled us to contact students more effectively through online texting and data recording. Goals for 2015

• Hold another life after Hagley evening • Meet the new TEC gateway 20 credit Target • Run a mini expo – Trades and Science/Technology • Co-‐ordinate professional development evenly across the department • Complete the Career Benchmark review • Revamp the careers room to reflect the Vocational Pathways. • Record career info from adult students more effectively

Learning Support 61page

Learning Support -‐ Annual Portfolio Report: Hagley College 2015 Page

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Table of Contents LEARNING SUPPORT FRAMEWORK ................................................................................................................................................................................................................................................ 63

LEARNING SUPPORT SERVICES ........................................................................................................................................................................................................................................................ 64

STUDENT PLACEMENT ....................................................................................................................................................................................................................................................................... 66

DIAGNOSTIC ASSESSMENT ............................................................................................................................................................................................................................................................... 66

New Entrant Assessment ................................................................................................................................................................................................................................................................... 66

Junior College Profiles and Action Plans ............................................................................................................................................................................................................................................ 68

LITERACY PERFORMANCE ................................................................................................................................................................................................................................................................. 68

Reassessment of Junior College Students .......................................................................................................................................................................................................................................... 68

Senior College Assessment ................................................................................................................................................................................................................................................................ 69

Literacy Initiative – Enhancement ..................................................................................................................................................................................................................................................... 70

Year 11 Skill-‐Up Programme .............................................................................................................................................................................................................................................................. 71

LITERACY – NUMERACY & THE A.R.T STRATEGY .......................................................................................................................................................................................................................... 72

SKILL AND PROGRAMME DEVELOPMENT ..................................................................................................................................................................................................................................... 73

LEARNING SUPPORT PROGRAMMES .............................................................................................................................................................................................................................................. 75

Targeted Learning Department ......................................................................................................................................................................................................................................................... 75

Diagnostic Unit .................................................................................................................................................................................................................................................................................. 76

Special Needs in the College .............................................................................................................................................................................................................................................................. 76

Special Assessment Conditions .......................................................................................................................................................................................................................................................... 76

Funding .............................................................................................................................................................................................................................................................................................. 77


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PRIMARY GOAL The primary goal of the Learning Support portfolio is the improvement of student learning through the effective implementation of integrated student learning support services. This goal will be achieved through the following critical success factors:

1. Learning Support Framework: The identification of key student learning support functions and the building of these functions into a comprehensive and integrated student learning support framework.

2. Learning Support Services: The performance of individual learning support services and their impact on the student learning support network. 3. Student Placement: Accurate student placement into appropriate programmes of learning. 4. Diagnostic Assessment: Students at risk in their learning are identified through the analysis of diagnostic and other assessment information. 5. Skill & Programme Development: A range of teacher skill development and learning support programmes are identified, developed and implemented to keep students successfully in

learning. 6. Literacy-‐Numeracy & The ART Strategy: The application of the A.R.T. strategy to identify student achievement in NCEA Level 1 literacy and numeracy, using the analysis to develop

interventions for both students and programmes. This review reports on the performance of the College across all these key outcomes for 2014. Hagley Community College has a varied student population with a broad-‐range of learning need. We want to be able to identify what that learning need is through quantifiable analysis and to use this data to provide the appropriate learning experiences for students and to track their changing (improving) performance. The data collected will inform decision making for the College to support students in their programme of learning. LEARNING SUPPORT FRAMEWORK The Learning Support Department has been established to provide a range of specialist support functions to best support students’ learning needs. It is managed through the Director of Placement & Learning Support. The role of the Director of Placement and Learning Support, through the specialist support services, is to;

• Identify gaps and learning needs of students. • Place students into appropriate programmes of learning. • Establish intervention strategies. • Evaluate learning outcomes. • Report on student achievement.

Learning Support links strongly into literacy and unites the skills of reading, writing and thinking. Literacy is enhanced within the context of a student’s individual learning needs and integrated within the classroom setting. A range of support is offered aimed at scaffolding teaching and learning strategies to keep students successfully in learning. This requires the Director of Placement and Learning Support, through the specialist support services, to;

• Explore and co-‐ordinate strategies to support students in their learning. • Provide teacher skill development to integrate literacy strategies into programmes of learning.


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LEARNING SUPPORT SERVICES

The$placement$func.on$of$the$Director$role$is$to:5$Iden.fy$gaps$and$learning$needs$of$students;5$Place$students$into$appropriate$programmes$of$learning

Director(of(Learning(Placement(&(Support

The$support$func.on$of$the$Director’s$role$is$to:5$Assess$skills5$Iden.fy$learning$needs5$Establish$interven.on$strategies5$Evaluate$learning$outcomes5$Report$on$student$achievement

5$Coordinate$and$explore$strategies$to$support$students$in$their$learning.5$Provide$teacher$skill$development$to$integrate$strategies$into$programmes$of$learning.

Individual$Teacher

Individual$Parent$/$Student

Pastoral$Care$Team

Heads$of$Department

HOD$Junior$College$/$Year$11

There$are$six$core$issues$that$each$area$below$is$required$to$address:5$the$establishment$of$a$.metable5$the$establishment$of$a$student$base5$the$iden.fica.on$of$learning$need5$A$programme(s)$of$interven.on5$Measuring$changes$to$learning5$Repor.ng$5$parents,$students$and$college.

Literacy$Support

Diagnos.c$Unit

Specialist$Support

Junior$/$Senior$Targeted$Learning$Programme

Academic$Dean

Special$Assessment$Condi.ons

Classroom$Support

Teacher$Support

Learning(Support(Department

Literacy(Ini7a7ve


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The department systems consist of eight key areas. These are:

• Diagnostic Unit : The function of the Diagnostic Unit is to provide the school, parents and students with information pertinent to the educational needs of the student. Students at risk in their learning are identified through the analysis of diagnostic and other assessment information.

• Literacy Support : The role of the literacy teacher is to: Identify students’ literacy needs through assessment, individually and within classroom programmes, and to provide appropriate support, resources and interventions for students, and curriculum teachers of these students; Provide professional development for programmes designed to address literacy needs, targeted towards a range of learners and delivered according to need.

• Specialist Support : The role of the specialist teacher is to support students who have been identified as having; Special education needs, including ORS, that require a period of

individual support; and a transition focus to move beyond the school where it is clear they will continue to require the highest level of specialist support.

• Targeted Learning Programme : The prioritised targeted learning goals within each student’s IEP are referenced against Key Competencies; and assessment is referenced against NZ Curriculum levels to ensure the most appropriate placement within the range of programmes offered within the school. In the first two years of the programme, the curriculum imperative of improving students’ functional literacy and numeracy skills takes precedence. Students’ final one to two years in the programme see additional learning and experiences related to transition towards life beyond school, including assessment within the NCEA supported learning standard work.

• Academic Dean : The role is to identify and support students achieving at a level beyond their peers, and to make appropriate provision while stretching them in areas of strength and developing them in areas of weakness. This will include providing an appropriately challenging curriculum through extension of the curriculum and enrichment beyond it, coupled with support and guidance of all appropriate school personnel in meeting these students’ needs.

• Special Assessment Conditions : Candidates with ‘permanent or long-‐term conditions or learning difficulties, which will significantly impair their performance in specified external and internal assessments – particularly written examinations – may apply’ for Special Assessment Conditions. Individual learning support profiles, with a summary of the learning difficulties and recommendations for useful classroom strategies, are occurring for these students.

• Classroom Support : placing a tutor in the class, working alongside all students to help support the teacher in curriculum delivery.

• Teacher Support : attaching a Literacy Teacher to work alongside the classroom teacher to share skills, resources and develop alternate pathways leading to success. There are six core issues that each area needs to address;

• The establishment of a timetable. • The establishment of a student base. • The identification of the learning need. • A programme of intervention. • Measurement of changes to the learning. • Reporting to parents/whanau, students and College.


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STUDENT PLACEMENT Learning support begins with accurate student placement into appropriate programmes of learning. It uses an enhanced understanding of literacy – the ability to read and write, to recognise and understand ideas, to think and express yourself – as the pathway to learning. Learning is enhanced within the context of students learning needs and applied within the context of their curriculum learning placement. This allows support within a wide range of curriculum classes for many students. The measurement and evaluation of progress is able to dovetail into wider assessment processes throughout the College, including those provided by the NZQA. These, in turn, inform the placement of students into further programmes within, and transitioning beyond, the school. DIAGNOSTIC ASSESSMENT Students at risk in their learning are identified through the analysis of diagnostic and other assessment information. The function of the Diagnostic Unit is to provide the school, parents and students with information pertinent to the educational needs of the student. Psychometric tests are used to provide specific data, which identifies levels of functioning and strategies that can be used for educational programming. New Entrant Assessment These assessments provide specific information on important levels of functioning and alert the College to possible areas of strengths or difficulties. The data assists with class placement and identifies possible additional resources required. It also provides on-‐going statistical analysis, which is required by the College to ascertain the progress of students in the Junior College. AsTTle stands for Assessment Tool for Teaching and Learning. It is an educational resource, developed for the Ministry of Education by the University of Auckland for assessing literacy and numeracy. This tool has set a reading age of 12-‐13 years as being the level required by students to allow them to access texts used in a secondary school setting. This figure is now used as our benchmark figure to ascertain students’ ability levels at the point of entry to, and exit from, the Junior College. The graph below shows a breakdown of the ability levels of our Year 9 intake when measured against this criterion. This data shows that the profile of our Year 9 students remains consistent with previous years, with 52% entering able to read text at a secondary school level – the percentage of literacy needs remains very high, with 48% of the students continuing to evidence literacy needs. These figures do not include students who enter the Targeted Learning class.

66%! 65%!53%! 51%! 46%! 42%!

60%! 64%!53%!

63%!51%! 52%! 52%!

0%!

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2003! 2004! 2005! 2006! 2007! 2008! 2009! 2010! 2011! 2012! 2013! 2014! 2015!

Reading Ability of Year 9 Intake

Students 12+ Reading Competency 56%

18% 12%

5.0% 9.0%

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12+ 11 10 9 8>

Year 9 Reading Levels


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Of the Year 9 students, 56 (52%) of them could competently read text at a secondary school level whereas 44 (35%) were up to two years behind and required some form of in-‐class literacy support; 14 (13%) of these students being significantly three or more years behind their peer group. Spelling ability at the 11 year level, or better, is sufficient to allow students to produce good quality work. The next graph shows the Year 9 intake spelling results.

This data has been collected since 2003 and has consistently shown a significant number of the Year 9 intake evidencing problems with their spelling. The data for 2015 shows 50% have the skills to spell competently enough to allow them to produce quality work, with 50% needing spelling to be addressed within learning programmes. 9BT and 9DL students are generally competent at reading and spelling. 9TR students have some difficulty with literacy skills, and a strong focus needs to be put on written language along with increasing reading skills. 9CM students are significantly struggling with all aspects of literacy skills with a two thirds of the class being 2+ years behind their chronological age. This is a similar spread to that seen in the preceding year. Focus needs to be put on written language for all the students. Data collected over a two year period has shown that spelling is the most difficult skill to move (on average the students move upwards by up to 12 months), despite strong remediation programmes. The decision has been made to strengthen spelling to the point of being able to effectively use “spell/check” on the computer; hereby allowing them to work with increasing self responsibility and accuracy when writing on the computer. At NCEA levels the majority of literacy-‐based subjects produce written work on the computer, including for assessment purposes. The AsTTle tool, presently administered and analysed by literacy teachers, was fully used in 2013 and is now established as a tool for English classroom teachers to provide a programme of learning designed to address students’ literacy needs across all levels of the curriculum. Initial data gathering using the ‘Processes and Strategies’ strands confirms the above entrance literacy assessments, showing the average curriculum levels at which classes are operating. The decision for this year had been to not have a ‘top’ class but return to the mixed ability groupings for the upper two classes. The analysis of the intellectual profile showed a wide range of average through to very gifted within both classes. Further investigation, using the AsTTle tool, would indicate a need to cater for this spread across curriculum settings. 9WM has all students in the average and above average range. The majority of 9TR students are in the low to high average range. 9CM, the Literacy Enhancement group, has a spread from borderline through to superior. Within this setting, the programme is firmly centred within curriculum with the active teaching of literacy skills presented, and measured, within an inclusive curriculum setting.

50%!

30%!

20%!

0%!

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11+! 10! 9 yrs or below!

Year 9 FuncRonal Spelling Levels

9BT 5B 9DL 4A 9TR 4B 9CM 3P

A = Advanced C = Proficient B = Basic

48%!43%!

37%! 40%!48%! 50%!

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2010! 2011! 2012! 2013! 2014! 2015!

Year 9 Spelling Ability


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All classes include students with wide-‐ranging needs; identified learning, pastoral and special needs. This year has seen clear rise in students with hearing and auditory processing issues. A strong transition process has been put in place to assist all students cope positively with the move from primary into secondary schooling. This process helps provide early identification of high needs and allow for a profile including strategies to assist a positive start. Teachers have been advised to use a range of learning styles to reflect good teaching and learning practices to best cater for this spread. All classes have clearly identified pastoral and learning requirements that have been highlighted during the Class Profile meetings. Continued support and monitoring occurs using the Special Needs meetings which all key pastoral and Learning Support personnel attend. Junior College Profiles and Action Plans All Junior College students have a diagnostic assessment prior to placement into classes. The assessment covers three areas: literacy, intellectual ability/potential and self-‐esteem. A class profile is developed to enable analysis of the data to be accessible to class tutors and teachers to inform their practice. It also forms the basis of an action plan for the class. Profiles were first created for Year 9 in 2003. These profiles have since been refined to include AsTTle data, with links to the New Zealand Curriculum and performance levels. Since 2007 profiles have been written for both Year 9 and Year 10 classes and a series of profile meetings held with all teachers of each class, and inclusive of year level dean, counsellor, RTLB, Head of Junior College and Head of Learning Support. A pooling of information occurs including identification of individual and group needs and strengths, and strategies to accommodate class support and the inclusion of all students within this setting. Research shows that transition points between schools are areas of weakness within the educational setting, particularly for vulnerable students. The inclusion of the RTLB has allowed a bridging to occur for those students who were most ‘at risk’ of failure, with many families self-‐identifying as needing further support because of anxiety or special needs. Our literacy teachers are timetabled alongside Junior College classes, with three periods a week provided to the academically lowest four classes and accessed via English classrooms. Literacy support is also provided across all others classes, on a ratio of two classes per week but provided on an alternating term basis. This programming, based on the Literacy Enhancement Model, is working very well as the following figures show. LITERACY PERFORMANCE Reassessment of Junior College Students At the point of exit from the Junior College a reassessment occurs to ascertain the literacy achievements of these students whilst in their programmes of learning. The graphs below show a comparison of reading and spelling scores for students moving from Year 9 to Year 11. Data shows that students leaving the Junior College show significant improvement in their overall literacy levels. In the years since 2003, nearly all students (87% for last year’s intake) moved into the senior part of the College well placed to access reading material at the appropriate level.

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Comparison of Student Reading Levels ATer Two Years in JC Programme

% at entry reading at goal (12+)! % at exit reading at goal (12+)!


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The two Literacy Enhancement classes are our academically most vulnerable classes in mainstream education – and the ones most difficult to shift in their learning. Close monitoring of their progress occurs. The data shows that after two years in the Literacy Enhancement programme the average rate of progress is three years, and close to the set goal. As members of this class initially presented with entrenched literacy needs, this rate of progress is hugely positive. This group is still going to benefit from higher levels of support for the first year of NCEA. With the upward shift in NCEA l iteracy requirements to Curriculum Level 5, focus will be placed on the acquisition of ilteracy and numeracy standards as a means of staircasing through to Achievement Standards, at curriculum level 6. It was gratifying to receive feedback from the parents of two boys who both went through the Literacy Enhancement programme and on to Year 13; “We would like to acknowledge yourself and others in the Learning Support team for your encouragement and teaching of Rowan [Cochran-‐Cree]. He attended Hagley Community College for five years and then went on to Canterbury University graduating this year having completed a Double Major Chemistry and Psychology. We know that his education at Hagley had a huge influence in giving him confidence about his abilities.” Their younger son, also a graduate of this programme, is also attending Canterbury University having successfully completed his second year of study. Senior College Assessment Senior College students, at entry, frequently lack the complete set of essential learning skills to successfully engage in National Qualifications. This is particularly evident at Year 11 where many students enter the College with poor experiences and low achievements from their previous schools. A joint venture between the Learning Support and English departments saw the development of more robust assessment, aimed at providing:

• A short, easy to administer test able to measure the student’s essential critical literacy skill base at the point of entry to the Senior College i.e. at enrolment (quantitative information).

• Valid and meaningful diagnostic information to the classroom teacher (qualitative information). • Assessment that would dovetail into that provided at Junior College level.

After analysis of all data the Probe reading assessment, coupled with a writing assessment, was decided upon. To keep consistency in the data gathering process the reading assessment was marked by either the Director of Learning Support or the literacy teacher, and the writing sample assessed by the English HOD only. The reading sample is set at the 12-‐13 year level for a number of reasons:

• AsTTle has set a reading age of 12-‐13 years as being the level required by students to allow them to access texts used in a secondary school setting. • This figure is now used as our benchmark figure to ascertain students’ ability levels at the point of entry to, and exit from, the Junior College. • Samples taken from the NCEA English ‘Unfamiliar Text’ assessment, which Year 11 students are expected to be able to read competently, were analysed and found to be at this level.

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Reading Progress of Literacy Enhancement Class

Reading Age at Entry! Reading Age at Exit! 5yrs = emergent level! 12yrs = goal!


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All new students at Year 11 were assessed and the data showed that 35% could read text at a 12-‐13 year level, which means that 65% of them were unable to do so. Approximately 85-‐90% of our own Year 10 students enter Year 11 reading at an appropriate level; this means that our new intake has an even greater prevalence of literacy needy students than the 65% would indicate. There will be students in all classes who cannot read the texts with any confidence; some classes will have many of these students, including a number of returning year 12+ students with no literacy-‐based qualifications from earlier schooling. If the literacy ability of students is indicative of the likelihood of success in an educational setting, and research would suggest that it is, then this information highlights the real vulnerability of a high percentage of our senior intake. Literacy Initiative – Enhancement Since 2003 the Year 11 Literacy Initiative has been developed specifically targeting the literacy needs of Year 11 students, with the aim of assisting students most at risk of educational failure. The 11ENI classes are clearly shown as having significant literacy needs so this became the target group with the aim of assisting them to gain the ten literacy standards, and the necessary skills to commence Acheivement Standards, as appropriate. It has since expanded to include a wide variety of classes; Foundation Maths classes, 11 Food and Technology/Woodwork and Construction, 11 History/Geography, and other literacy based classes e.g. Year 11 Literacy Enhancement class, and some ELL (English Language Learners) transitioning into mainstream academic subjects e.g. 11SES (Science) and 11MSC (Maths). In 2014 a trial started by placing partial literacy teacher support into selected 12ENI classes where many students lack the strong enough reading, writing or thinking skills to allow them to function independently as the curriculum requirements expand. At the end of the year, in consultation with the English HOD, the decision was made that the criteria for placement into the year 12 classes needed to change to ensure an appropriate level of writing skill to cope with a NCEA level 2 programme, rather than an increase in support. The initiative aims to target students in different ways:

• By placing a tutor in the class, working alongside the students to help support the teacher in curriculum delivery. The tutor will receive regular weekly training (and also has recognised literacy skills) to help scaffold the teacher’s instructions and reframe the work for those requiring further assistance.

• By attaching a Literacy Teacher to work alongside the classroom teacher to share skills, resources and develop alternate pathways leading to success. Each classroom teacher shares a common curriculum but an individual style of delivery. The role of the literacy specialist is to develop a rapport with each class teacher and develop out programmes of work suitable for use within different classes. This may necessitate individual, group or in-‐class support.

• This model has been extended across curricula and can be used to support the school-‐wide literacy drive. • To provide ongoing professional development, and collegial support, between the specialist and generalist teacher, hereby increasing the skill base of both, to the benefit of the

student. • To build up a bank of literacy resources aimed at supporting curriculum delivery, and expanding the use of strategies available to both students and teachers.

60% 65% 53% 63%

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Comparison of Year 9 & 11 Entry Reading Levels

Yr 9 students at entry Yr 11 students at entry


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Year 11 Skill-‐Up Programme In 2007 the Junior College annual data collection showed that the overall ability of some of our Year 10 Literacy Enhancement group was such that, although showing measurable literacy growth and strong self management skills, these students would benefit from a more stabilised programme for the compulsory curriculum subjects coupled with developing independence within their other three subject choices. In 2007 provision was made for their needs by creating a new programme at Year 11. Further students were identified as being most at risk of failing, including new Year 11 and selected students from the Targeted Learning class. These students were placed together in a small class (20-‐22 students) for the compulsory subjects of English, Maths and Science. The teachers had the support of a tutor in the class – with the exception of English which was team taught by two teachers, one a teacher of English and the other a Literacy Teacher. With the introduction of new NZQA literacy and numeracy standards the decision was made to offer the literacy credits in 2010, and phase out the communication unit standards as a means of staircasing the literacy of the students. Numeracy credits would be offered, followed by the next level of Achievement Standards as appropriate. New data collection has been devised to measure the success of the programme. Class retention remains high and the class averaged attendance rates of 95%. Fourteen students (63.5%) achieved the full NCEA certificate (nine, last year). New units of work were written at the end of 2012 and aligned with successful practice (i.e. specifically developed units of work, carefully scaffolded and assessed). The results show these changes have directly improved classroom practice. From 2013 the development of skills required for Achievement Standards began to be introduced. The collection of data over preceding reports has shown that the initiative has been successful. With changes occurring nationally in NZQA qualiifications and assessment the school has monitored and reported the acquisition of literacy and numeracy credits away from the Learning Support Department. Data collected two years ago showed the majority of year 11 students gained their literacy credits in the ‘end of year’ literacy collation. The intention was for the Director of Learning Support to collect data on the acquisition of literacy credits early in Term 2, to better inform our practice. This became incorporated within the school-‐wide ART strategy.

82% 89%

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Literacy/Numeracy Year 11 Literacy Enhancement Class

Numeracy gained within MAFL Literacy gained within ENL Literacy gained across serngs


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LITERACY – NUMERACY & THE A.R.T STRATEGY The application of the A.R.T (achievement, retention and transition) strategy is to identify student achievement in NCEA Level 1 literacy and numeracy, and use the analysis to develop interventions for both students and programmes. The numeracy initiative was already well underway within the Maths Department, and information regarding this is available within the Mathematic HOD’s curriculum report. The Year 11 literacy initiative has clearly established, in the preceding data, that 11ENI classes have students with significant literacy needs; being identified at the point of entry into the school, placed for English into 11ENI classes, and having in-‐class support put into place. Underpinning this literacy initiative had been professional development on the teaching and scaffolding of literacy strategies within the context of the classroom. It had been expected in the years since NCEA literacy standards had been introduced that, since they were set at curriculum level 4/5, they would be introduced from the start of the year and used as a means of scaffolding the students learning through to working on Achievement Standards, set at level 6. All entries and mark books needed to be up to date and entered into Kamar towards the end of term 2. This would be a good time to check progress, being two-‐thirds of the way through the academic year. At this point in 2014, of the four 11ENI classes;

• 50% of students had gained no credits, o 26% of students had gained 1 standard, o 24% of students had gained 2 standards

• One class only was using literacy credits to assess student progress. • Attendance issues were prevalent.

The majority of teachers were using the Achievement Standard pathway to assess their students’ progress. A professional development programme aimed at addressing the issues raised was developed collaboratively with, and delivered by, members from both the Learning Support and English Departments. Shared expertise and recent research, highlighted;

• Shared concern and enthusiasm around the need to actively promote the use of literacy teaching into programmes of learning. • A recognition that the last significant thrust in this area was 10 years ago (2003-‐05) and that staff changes, the passage of time and focus with other aspects of teaching and learning

had eroded the active use of literacy practice within the class setting. • The need to establish the training to incorporate a solid base of teaching and learning, recognizing that literacy strategies are not enough on their own to create self-‐regulated

learners able to transfer their learning. • To recognize that students with a history of literacy failure need their literacy needs simply and explicitly met, • With opportunities to practice both the literacy skill-‐set, as well as the teaching content and process, • The importance of students’ experiencing success and that the provision of more accessible literacy credits, included earlier and as an integrated component of their programme,

could help to provide this success as well as be a measurement marker of progress. The professional development was provided as an active model of engagement with the department, who were led by their HOD who was a member of the planning group. Different members of the team delivered different aspects of the training. The Learning Support Department developed a scaffolded reading text using strategies based on TKI Literacy Online “Guidelines for effective adolescent literacy instruction”. English and Literacy teachers worked collaborative to further develop a range of texts aimed at engaging students and actively scaffolding their literacy learning. A more detailed description of the initiative can be found as part of the Teaching as Inquiry project. Examples of the scaffolded texts are available on Sharepoint.


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Ongoing mentoring of teachers and support of students within Yr 11 Literacy Initiative will be provided in 2015 as part of the Skill and Programme Development component within the Learning Support framework. Comparative data showing the acquisition of literacy standards will be collected two-‐thirds of the way through the 2015 academic year to measure progress, and will be reported in the following year. SKILL AND PROGRAMME DEVELOPMENT A range of teacher skill development and learning support development programmes are identified, developed and implemented to keep students successfully in learning. Literacy Teacher – The role of the literacy teacher is to;

• Identify students’ literacy needs through assessment, individually and within classroom programmes, and to provide appropriate learning assistance, resources and interventions for students, and curriculum teachers of these students.

• Provide professional development for programmes designed to address literacy needs, targeted towards a range of learners and delivered according to need. Professional development of literacy needs occurs across curriculum settings, targeted towards a range of learners (students, teachers and parents) and delivered according to need. The A.R.T strategy is a clear example of one way in which skill and programme development may occur. The aforementioned literacy initiative – including enhancements across a range of curriculum areas in another. Over the 2014 year – the literacy teacher:

• Worked with all the mainstream Junior College classes, Year 11 and 12 English classes as well as the Targeted Learning class to develop and implement programmes designed to address literacy needs i.e. vocabulary development, lower levels of comprehension and critical thinking skills, spelling programmes, writing and thinking frameworks.

• A recent focus has been on supporting teachers to assess classes using the AsTTle tool. This is now in place across all Junior College English classes and 11ENL, and is being trialled in the extension Year 9 (9YD) Maths class (by the Academic Dean).

• Provided professional development with teachers in Mathematics / English – Literacy to develop and integrate the use of literacy strategies into schemes of work. This included attending the MOE literacy workshop and providing further PD for the mathematics teacher involved.

• Supported professional development of wider school initiatives i.e. After 3 programmes and new teacher professional development. • Provision of one-‐on-‐one classroom assistance and small group work. • Development of Literacy Enhancement programmes to link existing assessment to the AsTTle reading and writing levels, including purpose and audience; and units of work to the

new curriculum document. • Delivered NCEA Supported Learning standards with a group of senior (year 3) Targeted Learning students.

In 2015 – this initiative will: provide ongoing mentoring of teachers and support of students within the Yr 11 Literacy Initiative, support referred students struggling with higher level curriculum areas and junior college enhanced literacy/reading programmes. Specialist Teacher – The role of the Specialist teacher is to support students who have been identified as having;

• Special education needs that require a period of individual support, • ORS (On-‐going Resource Scheme) student verification with Very High, or High needs, and no MOE agency provider, • A transition focus to move beyond the school where it is clear they will continue to require the highest level of specialist support, including the development of supported learning

standards


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Over the 2014 year – the specialist teacher: • Had a caseload of senior students with identified learning needs e.g. ORS, those requiring Special Assessment Conditions and other students with significant learning/literacy/special

needs who required specialist support within the Y11/Senior College. A wraparound service is being developed providing individual study time, IEPs and transition programmes, including contact with the students’ caregivers.

• Attended ‘Enabling Good Lives’ focused on transitioning ORS students beyond the school. • Continued developing a transition process to move senior students from Targeted Learning to community-‐based next steps. This required networking with schools, CPIT, Creative

Works, IDEA, Vision, Employment Plus and the Academy. • Trialled the use of the speech-‐function of iPads to enable students to access information from Websites when doing research (see Teaching as Inquiry project) – and monitored

students using Dragon Naturally Speaking. • Tested literacy levels of new students enrolling in the school beyond key enrolment times.

In 2015 – Working collaboratively with the HOD Targeted Learning to develop the use of supported learning standards within the expanded Targeted Learning programme. Further, Van Asch requested that the college provide a specialist teacher, experienced at secondary level, to replace their teacher of the deaf position for three identified deaf students. Academic Dean – The role is to identify and support students achieving at a level beyond their peers, and to make appropriate provision while stretching them in areas of strength and developing them in areas of weakness. This will include providing an appropriately challenging curriculum through extension of the curriculum and enrichment beyond it, coupled with support and guidance of all appropriate school personnel in meeting these students’ needs. Over the 2014 year – the Academic Dean:

• Supported a group of 9 students in Year 9. • Helped with Maths testing using the AsTTle tool in Year 9 • Continued to identify academically more able students and created a register of such students; 23 in total across Years 9-‐13. • Supported these students across their courses and personal lives. The students did the ICAS tests, attended the Gifted and Talented Conference in May, and worked in MyPortfolio

setting goals for themselves and reflecting on these. • Supported students with Scholarship courses and applications for University

In 2015 – this initiative aimed to: support already identified academically able students or those with other talents, identify new students in need of academic support and enrichment, offer the use of the AsTTle tool into other Junior Maths classes and help teachers to differentiate their programmes as a means of meeting the academic needs of identified students within their class. Unfortunately, the position was identifyed as surplus to requirements during the CAPNA process and disestablished at the end of 2014. The aim will be to re-‐establish it at the earliest possible opportunity.


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LEARNING SUPPORT PROGRAMMES Targeted Learning Department There are currently 17 students with learning and/or behaviour needs placed in this class, five of whom are new Year 9 students. Students in this class have the following group characteristics:

• Mild intellectual disabilities. • (Individually) a range of additional medical and developmental conditions, including Autistic Spectrum Disorder, ADHD or ADD, Dyspraxia, Dyslexia, Brain injury, ODD, Tourettes, and

Cerebral Palsy. • Substantial learning delay or challenges resulting from the above disabilities and conditions. • A school history of substantially lower academic development and achievement compared with most of their age group peers. • In some cases, students have developed limited social interaction skills, have limited self-‐esteem and/or anxiety issues, and/or inappropriate behaviours or actions causing harm to

themselves or others (careful consideration is nevertheless given to the overall mix of the class so as to make sure that the amount of possible challenging behaviour is low enough to enable a happy and effective working environment to be the typical norm for the class).

• Early-‐mid adolescent stage of development (13-‐16yrs). • Mixed gender (nine girls, eight boys).

While the class operates mainly as a distinctive programme within the school, it is integrated into aspects of the regular school and neighbourhood community. It follows an inclusive model whereby all students participate with their regular age group peers in the wider school ‘option’ modules, undertake some learning in the regular part of the school campus, and have a number of teachers taking them who operate mainly in the regular part of the school. Where appropriate to individual student priority needs, consideration can be given to inclusion of particular students into other programmes within the school, based on their being able to function within the curriculum level range of those other classes. Such decisions are based on comprehensive assessment of each student at the start of the year. The class has a high emphasis on participation in activities taking place in the regular Christchurch community. The programme is targeted at students in their first three to four years of secondary education. In the first two years of the programme, the curriculum imperative of improving students’ functional literacy and numeracy skills takes precedence. This is consistent with the Key Competencies of the NZ Curriculum relating to ‘Understanding Language, Symbols and Text’ and ‘Managing Self’. Other aspects of the Targeted Learning programme also cater for skill development within the three other Key Competencies of the NZ Curriculum (‘Relating to Others’, ‘Participating and Contributing’, and ‘Thinking’ skills). The prioritised targeted learning goals within each students’ IEP are referenced against these Key Competencies; and assessment is referenced against NZ Curriculum levels to ensure the most appropriate placement within the range of programmes offered within the school. Students’ final one to two years in the programme see additional learning and experiences related to transition towards life beyond school for them: NCEA supported learning standard work, STAR courses, work experience placements in the community (from the age of sixteen), other purposeful pursuits, and/or functional living skills for life beyond school (such as bussing and shopping). In 2015, related considerations include:

• Working strongly with all students and their caregivers, using the IEP process to plan collaboratively so that each student leads a life that has ‘value, purpose and some measure of independence’.

• The class programme providing an opportunity for its students to begin to develop the knowledge, skills and motivation required to function as independently and as happily as possible within their community and the world they will be a part of when leaving school.

• Targeting knowledge and skills – general literacy, functional literacy, verbal communication, functional numeracy, recreation, health and well-‐being education and functional living skills.


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• Post-‐school future considerations of paid employment prospects, appropriate tertiary study options and the importance of alternative purposeful pursuits. • Transition to ‘life beyond school’ focus and NCEA unit standard work based around functional lifeskills and Supported Learning unit standards.

Diagnostic Unit The number of students being seen by the Diagnostic Assessment Unit has risen quite exponentially over the past few years. This total consisted of:

• New Entrant assessments (119) • Year 9 and 10 reassessments (145) • Full assessments for Special Assessment Conditions (5)

As well as this, data has been compiled and analysed for the Junior College profiles and a new summary form devised to meet the changing requirements for applications on behalf of students requesting Special Assessment Conditions. Special Needs in the College Individual Education Plans (IEPs) occur for all ORS funded students. Information gathering and programme placement occurs at the point of transition into the school, with follow-‐up IEP meetings being held early in Term 2 to set specific goals. The school presently has seven ORS students; three vision, two hearing and two with intellectual needs. Also, two HLN (High Learning Need -‐ new category), one transitioning under Enabling Good Lives (EGL) and one student under the Intense Wraparound Services. The Van Asch satellite class is additional to these figures. Changes in Ministry of Education legislation has seen the funding process change, with ORS funding for teacher support for visually and/or hearing impaired students being given to the Elmwood Visual Resource Centre and Van Asch respectively. This year Van Asch requested Hagley provide a teacher in the Teacher of Deaf position, as expertise within the secondary sector was required. This has been accommodated within the Specialist Teacher position and ORS funding transferred. Special Assessment Conditions Candidates with ‘permanent or long-‐term conditions or learning difficulties, which they believe will significantly impair their performance in specified external and internal assessments – particularly written examinations – may apply’ for Special Assessment Conditions. NZQA regulations have made it clear that schools are expected to use both internal and external means of assessment and that following an internal pathway would be considered a more appropriate pathway than using SACs for some students. The level of structured support at Hagley is such that this expectation is already in place. However, approval now has to be sought for both internal and external use of SACs. Learning Support profiles are occurring for individual students eligible for Special Assessment Conditions. This provides teachers with a summary of concerns surrounding the student’s learning difficulties, and recommendations for useful classroom strategies.

0

50

100

150

200

250

300

350

2002 2003 2004 2005 2007 2008 2009 2010 2011 2012 2013 2014

Number of Students Assessed by the DiagnosRc Unit

Number of students assessed!


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NZQA have made elaborate assessment, reporting and seemingly untrialled administrative changes to this process. Coupled with shortened timeframes and seemingly untrialled ICT processes, considerable workload and administrative issues have occurred.

• New database to be used for input of applications – very difficult and time consuming, and was new again in 2014.

• New requirements for diagnostic reporting – updated. • New requirements for diagnostic assessment -‐ updated. • Further changes in requirements for the SACs database

occurred. • As a result of Hagley’s unique situation of gaining large

numbers of new senior students to the school, dispensation was sought and approved to extend the application deadline beyond the first term of the academic year, this was continued in 2014.

Funding The department is responsible for the allocation of funds coming from the Special Education Grant (SEG), On-‐going Resource Scheme (ORS), Integration monies (e.g. IWS/Intensive Wraparound Services, ACC) and RTLB Yr 11-‐13 funding. The nature of ‘new’monies, coming from reallocated sources such as the RTLB funding, are tightly ‘targeted’ and accountable, requiring applications with ‘intervention outcomes or impacts that must be measureable and reportable’ to access Year 11-‐13 funding; which remain reliant on ‘the collection of pre and post measure’ reporting. Integration-‐type funding e.g. ORS/IWS is also highly accountable and specific to the individual. In 2006 the school was identified as having a disproportionate number of students with moderate Special Education needs. The Learning Support Board of Trustees reports have consistently shown that we continue to attract the same proportion of vulnerable students lacking essential learning skills, and that we continue to “make a positive, measurable difference”. The provision of funding is central to provision of the resource. The Special Education Grant has flexibility in its usage and that, coupled with the Yr 11-‐13 funding, and support of monies budgeted by the college (via the Board of Trustees), from Targeted Funding, helps to flexibly fund the provision of the majority of services targeted to improve student learning through the effective implementation of integrated student learning support services. The Learning Support portfolio is underpinned by comprehensive policies and job descriptions, all of which were reviewed in 2014/15.

0

4

8

12

16

2007 2008 2009 2010 2011 2012 2013 2014

Number of Students Using Special Assessment CondiRons

Number of students using SACs!

Graduating College’s Years 9-11 79page

Graduating College’s Year 9 -‐ 11 -‐ Hagley Community College Performance Report 2015 Page

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Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 82

PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 83

PROGRAMMES OF LEARNING .......................................................................................................................................................................................................................................................... 83

STUDENT PROFILE AND CREDIT ACHIEVEMENT ........................................................................................................................................................................................................................... 86 9DA Student Credit Achievement .................................................................................................................................................................................................................................................... 86 Class Profile ...................................................................................................................................................................................................................................................................................... 86 Class Credit Performance ................................................................................................................................................................................................................................................................. 86 9YD Student Credit Achievement .................................................................................................................................................................................................................................................... 87 Class Profile ...................................................................................................................................................................................................................................................................................... 87 Class Credit Performance ................................................................................................................................................................................................................................................................. 87 9WM Student Credit Achievement .................................................................................................................................................................................................................................................. 88 Class Profile ...................................................................................................................................................................................................................................................................................... 88 Class Credit Performance ................................................................................................................................................................................................................................................................. 88 9RA Student Credit Achievement .................................................................................................................................................................................................................................................... 89 Class Profile ...................................................................................................................................................................................................................................................................................... 89 Class Credit Performance ................................................................................................................................................................................................................................................................. 89 10CM Student Credit Achievement ................................................................................................................................................................................................................................................. 90 Class Profile ...................................................................................................................................................................................................................................................................................... 90 Class Credit Performance ................................................................................................................................................................................................................................................................. 90 10MR Student Credit Achievement ................................................................................................................................................................................................................................................. 91 Class Profile ...................................................................................................................................................................................................................................................................................... 91 Class Credit Performance ................................................................................................................................................................................................................................................................. 91 10WL Student Credit Achievement .................................................................................................................................................................................................................................................. 92 Class Profile ...................................................................................................................................................................................................................................................................................... 92 Class Credit Performance ................................................................................................................................................................................................................................................................. 92 10BT Student Credit Achievement ................................................................................................................................................................................................................................................... 93 Class Profile ...................................................................................................................................................................................................................................................................................... 93 Class Credit Performance ................................................................................................................................................................................................................................................................. 93

STUDENT PERFORMANCE ................................................................................................................................................................................................................................................................. 94 Class Credits Achievement 2014 ...................................................................................................................................................................................................................................................... 94 Oneway Analysis of % Credits By Class ............................................................................................................................................................................................................................................ 94 Gender Credit Performance ............................................................................................................................................................................................................................................................. 94

STUDENT GRADUATION .................................................................................................................................................................................................................................................................... 96 Entry to Next Year Level and Senior College .................................................................................................................................................................................................................................... 96 Overall Junior College Graduation Rates ......................................................................................................................................................................................................................................... 96 Year 10 Graduation Rates ................................................................................................................................................................................................................................................................ 97


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Year 9 Certificate of Achievement ................................................................................................................................................................................................................................................... 97 Assemblies and Graduation Ceremony ............................................................................................................................................................................................................................................ 97 Analysis of Graduation Awards ........................................................................................................................................................................................................................................................ 98

LEARNING ENVIRONMENT ............................................................................................................................................................................................................................................................... 99 Student Management Systems ........................................................................................................................................................................................................................................................ 99 Special Enrolments .......................................................................................................................................................................................................................................................................... 99 Learning and Social Environment .................................................................................................................................................................................................................................................... 99

STUDENT ENROLMENT AND RETENTION ...................................................................................................................................................................................................................................... 99 Open Day ......................................................................................................................................................................................................................................................................................... 99 Out-‐of-‐Zone Places .......................................................................................................................................................................................................................................................................... 99 Class Numbers ............................................................................................................................................................................................................................................................................... 100 Student Re-‐enrolment ................................................................................................................................................................................................................................................................... 100 Student Induction Programme ...................................................................................................................................................................................................................................................... 100 Student Retention .......................................................................................................................................................................................................................................................................... 100 Low Absenteeism ........................................................................................................................................................................................................................................................................... 100 Orientation Evening ....................................................................................................................................................................................................................................................................... 100 Meet the Teacher and Report Evenings ........................................................................................................................................................................................................................................ 100


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INTRODUCTION Prior to 1998, students in Year 9 and 10 at Hagley Community College were failing. The Junior College was characterised by high suspension rates, poor student retention and very low student performance. The majority of students had left school prior to Year 12 with no qualifications and little achievement. All Hagley Junior College students met the Ministry of Education criteria of ‘students at risk’. A new model for education delivery has been established to dramatically improve student learning and achievement for Year 9 and 10 students. In 1998 the College implemented an ambitious project to improve the achievement of students studying in the Junior College (Years 9 and 10). The College wanted the primary focus to be on student learning for all participants (students, parents and staff). To do this we needed to create a learning model that would establish the boundaries and standards for student learning and support and teach students ‘how to learn’. The eight essential learning skills of the New Zealand Curriculum Framework provided the basis for us to integrate the standards and the concepts of learning how to learn. The premise we made was “Students that have well developed essential learning skills will be successful learners regardless of the context of their learning”. Hagley Junior College is a two year graduating college for Year 9 and 10 students. It has as its foundation three important features: • A ‘Contract of Learning’ between parents, students and the College. The focus of this contract is on the student’s learning based upon agreed goals and responsibilities. • A ‘credit’ system across the whole curriculum that rewards students for achievement in the five key competencies of the National Curriculum Framework. The credits accumulate towards

a graduating ‘Diploma in Learning’. The minimum target of achievement for every student is at the 60% performance level. • Ensuring students are studying at their correct learning level. This means accurate diagnostic assessment and placement at enrolment. It also means advancing students to a higher

learning level when they have demonstrated they have acquired the necessary essential skills for successful learning, or retaining them at their present learning level until such time as they have acquired the necessary skills for advanced study.

A proportion of the current student population entering the Hagley Junior College continue to exhibit poor essential learning skills with over 30% of students below their chronological age in literacy and numeracy and with significant numbers of students with specific learning disabilities such as Dyslexia, Dyspraxia, Dysgraphia and Asperger’s Syndrome. Many students have had poor experiences in previous learning situations, have not achieved and as a consequence often present themselves to the College with low or variable self-‐esteem. The focus of the Junior College for these students is to reclaim the lost ground and to graduate them at the end of Year 10 with the skills to be able to successfully engage in National Qualifications. There is an increasingly larger group of students coming into the Junior College who are demonstrating high levels of academic achievement, key competency development, and motivation but all of them have frquently experienced barriers to their engagement in learning. For these students the focus of the Junior College is to enhance their learning experiences and extend their learning to enable them to meet their full potential. The Junior College portfolio is one of the 16 educational portfolios directed at raising student achievement. The Junior College portfolio reports on Hagley’s ability to provide dynamic learning experiences that will engage students in learning and provide them with the opportunity to raise their achievement and become successful learners.


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PRIMARY GOAL The primary goal of the Junior College portfolio is to develop successful learners (Years 9 and 10) so that on graduation students can meaningfully engage in National Qualifications at Year 11. This portfolio has the following key outcomes:

• Programmes of learning are responsive in meeting the learning needs of students. • Student performance will improve in the essential learning skills and learning objectives. • Every student will graduate from the Junior College with a Diploma in Learning. • A safe physical and emotional environment for students. • High levels of satisfaction expressed by students in the Junior Graduating College. • High levels of enrolment into the College and high levels of retention into the Senior College.

This review reports on the performance of the College across all these key outcomes for 2013. PROGRAMMES OF LEARNING The programmes of learning in the Junior College are responsive to meeting the learning needs and requirements of students. Diagnostic Assessment: As a matter of course, all Junior College students undertake a diagnostic assessment prior to their placement in a class. The results from these assessments are discussed at the enrolment interview that each student has with the Head of Junior College. Each interview is concluded with the student and parents signing the Contract of Learning. Class Information: This is produced from the enrolment and diagnostic summary. The information is presented to the class teachers at a Junior College teacher training session held before the first day of classes in Term 1. Class Profiles: The class profiles are built up from the above information. They include data relating to the whole year level and the make-‐up of each individual class, and are supported by confidential notes to teachers which indicate any student’s involvement with educational or other support services in the past plus any physical, social or emotional factors which teachers would need to be aware of. The profiles also include information on students’ reading levels, spelling levels and intellectual ability plus any perceived needs for remedial or extension work. Class Plans: The information from the class profiles is put together into individual class plans with additional diagnostic results from testing done in classes at the beginning of February (e.g. AsTTle, Fast Forward). The educational plan describes the learning needs and requirements of the students. The plans were presented to the teachers of each at the beginning of March. Literacy Enhancement: Students whose diagnostic profiles indicate significant literacy deficits are placed in Literacy Enhancement classes at Year 9 and Year 10. Specialist literacy teaching and support is provided for these students. Curriculum: The Junior College curriculum was reviewed in 2003 and again in 2012. The review process included students, parents and staff. As a result of the review two major changes were made. Learning to Learn was established as a core (one hour per week) subject for all Junior College students. The programme has been designed to enhance student learning through explicit teaching of learning, literacy and thinking skills. The course has been delivered to Year 9 students since 2004.


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The thinking behind the introduction of this one hour programme for all Year 9 students is that difficulties with literacy provide a significant barrier to students becoming successful learners. We want to remove this barrier to learning by focusing on ‘learning to think through literacy strategies’ (Whitehead) to enable all Junior College students to experience success and to raise their achievement. The results since 2005 have shown that this strategy is working as more students have high levels of attendance and have produced the highest percentage of graduates since the inception of the Junior College in 1998. The second change was to the structure of the Year 9 and Year 10 module programme. In the past all Year 9 and Year 10 students had studied the non-‐core components of their programmes in a module fashion, i.e. short courses of approximately 10 weeks. In response to demand for greater choice and opportunity for more in-‐depth study from students, parents and staff, the profile was changed to create a greater number of modules in Year 9, and an option system was introduced for Year 10 students. This has operated successfully since 2004 and was reviewed in 2012. The lack of a suitable Te Reo Maori teacher necessitated a change to the Yr 9 Modules for 2014. After identifying class needs, 9DA undertook an intensive Social Skills programme led by two of the College’s counsellors. The remaining mainstream classes each completed a 7 week module in NZ Sign Language, taught by Van Asch staff. The Targeted Learning class completed a seven week module in Claymation. In 2013 the Junior Targeted Learning class was incorporated back into the module programme. They contniued to particpate and achieve well in this programme in 2014. A new Junior College Prospectus was produced last year to keep students and parents fully informed of what is being taught. Over the past four years an increasing number of students enrolling into the Junior College have been exhibiting very high verbal and performance thinking scores in their diagnostic testing. The academic needs of each student has always been discussed during the enrolment interview process, and individual plans for extension are devised and implemented as needed. Some of these students have studied courses at a higher curriculum level; others have done Correspondence School classes. At the start of 2010 the decision was made to offer the ICAS exams run by the University of New South Wales as a further challenge for our students. Subjects offered for examination were Computer Skills, Science, Creative Writing, English and Mathematics. These exams were again offered in 2014. Results from the exams have been very pleasing with students gaining credit, merit, distinction and high distinction awards. With the appointment of an Academic Dean in Term 3 2010, the ICAS exams have been transferred to this area of responsibility. The Academic Dean has continued to specifically target the able Year 9 and 10 students and ensure their academic needs are being appropriately met. A variety of extra-‐curricular experiences were made available to students in 2014. A one day orientation programme was held for all Year 9 and Year 10 students at the start of the year. The Year 9 Tutors assisted the new juniors to find their way around the College, understand their timetables, organise their stationery and begin the process of getting to know each other in their classes. Junior students were very well represented in teams competing in the inter-‐secondary schools Wednesday sports competitions with the majority of students enrolling in at least one sport during the year. A large number of juniors signed up for sport every term. Several Junior College students volunteered for the Sports Council and took on leadership roles within the Council. Several other physical activities featured in 2014. The annual school Cross Country run was held in April. While many students found this a very challenging event, it was pleasing to see the majority of junior students pushing themselves to achieve their personal bests. Various activities were run by the Sports Council and junior students participated eagerly. The annual Cantamaths competition saw Year 9 and 10 teams competing with a great deal of energy and enthusiasm. Similarly, many junior students have participated in the College Music programmes, culminating in the Junior Music Showcase held in December.


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During Term 4 2008, the College began a trial Youth Workers Scheme. Two youth workers from the 24/7 South City Youth Trust donated their time at lunchtimes to interact with students and run activities. This was very successful and the College has supported the scheme on a paid basis since 2009. The youth workers have developed a strong presence in the school and have worked with a large range of students. They have made themselves available to support students and staff at school events such as Athletics day, activities days, Pirate Fun Day, Camp, and Prizegiving. During 2014 the youth workers continued their presence in the College, including the running of the Wednesday morning Breakfast Club and mentoring of individual students. During 2011 the liaison link for the 24/7 Youth Workers was transferred from the HOD Junior College to the HOD Guidance. The year was rounded off with numerous activities. The camp for Year 10 students was held again at Okains Bay where the students had the opportunity to experience a coastal environment and climate while participating in activities such as rock climbing, kayaking and surfing. Students enthusiastically competed in the annual inter-‐class softball competition in December. The annual athletic sports were held at Hansen’s Park, Opawa. This enabled the students to experience a purpose-‐built athletics park. The day was extremely successful with all students performing to the best of their abilities and displaying excellent behaviour. The last day of term saw students enjoying a ‘Pirate’ themed fun-‐day at school where they tried stilt-‐walking, unicycles, giant hula-‐hoops, and various games, with staff and students dressing as pirate characters. The academic year ended for the Junior College with the 2014 Junior College Graduation and Prizegiving Ceremony. This was held at the Charles Luney Auditorium, St Margaret’s College, with prizes and awards being presented to students in front of a capacity audience.


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STUDENT PROFILE AND CREDIT ACHIEVEMENT

9DA Student Credit Achievement Distributions Class=9DA % Credits

Class Profile This was the Year 9 Literacy Enhancement class. Upon enrolment these students were identified as having significant literacy difficulties, with reading ages up to seven years below chronological age. The average reading age in the class was eight years. The class started out with 18 students, 9 males and 9 females. Two of the boys in the class exhibited severe behaviour problems and programmes were put in place to manage these. One of the these boys was under the Intensive Wraparound Service funded by the Ministry of Education. Truancy became a major problem for both of these boys and as a result they were moved into Alternative Education during Term 1. One new student joined the class in Term 3 and one left to attend a different school in Christchurch. By the year’s end the class had 16 students, 8 female and 8 male. Learning disabilities within the group included Dyslexia, Dyspraxia and Dysgraphia. During the year three students were Stood Down for behavioural issues. There were no further referral to Truancy Services after Term 1. The class achieved well over the year. Learning needs were met by teachers scaffolding tasks focusing on a range of literacy strategies covering vocabulary, comprehension, clarity of text types and writing frames. Teacher aides were used with the class to support all students in their learning. Two out of the class of sixteen students did not meet the criteria for graduation, both scoring in the mid-‐50%’s.

Class Credit Performance The mean credit performance for 9DA during 2014 was 72.5% with the graduation rate for eligible students being 87.5%.

Quantiles 100.0% maximum 87 99.5% 87 97.5% 87 90.0% 87 75.0% quartile 81.75 50.0% median 74.5 25.0% quartile 64.25 10.0% 56.4 2.5% 55 0.5% 55 0.0% minimum 55

Moments Mean 72.5625 Std Dev 10.165096 Std Err Mean 2.5412739 Upper 95% Mean 77.979097 Lower 95% Mean 67.145903 N 16


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9YD Student Credit Achievement Distribution Class = 9YD % Credits

Class Profile Students in this class were characterised by reading ages two to three years below chronological age with the average reading age being 11.3 years. Their IQ scores ranged from low to high average. By the end of the year it was a class of 26 students, 14 female and 12 male. One students joined the class during the year, transferring from 9WM for social reasons. One student was Stood Down from school for poor behaviour and one student was referred to Truancy Services. Learning disabilities within the class included Dyslexia, Dyspraxia, Asperger’s, anxiety and depression. A noticeable characteristic of this class was that while many students could appear to read well, they struggled with the deeper understanding of the text. Teaching strategies were used which would assist with greater understanding: strong scaffolding of work tasks using a range of literacy strategies covering vocabulary, comprehension, clarity of text type and writing frames. All students in the class met the criteria for graduation.

Class Credit Performance The mean credit performance for 9YD during 2014 was 81.7% with the graduation rate being 100%.


Quantiles 100.0% maximum 95 99.5% 95 97.5% 95 90.0% 94.3 75.0% quartile 86.25 50.0% median 82 25.0% quartile 75.75 10.0% 72.4 2.5% 70 0.5% 70 0.0% minimum 70


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9WM Student Credit Achievement Distributions Class=9WM % Credits

Class Profile The profile of this class upon enrolment was that they were reading at or above their chronological age and exhibiting IQ scores in the average to high average/superior range. The average reading age in the class was 12.3 years. The class stated the year with 23 students. One student moved out of the class and into 9YD for social reasons. During the year three new students joined the class, coming from other schools in Christchurch. By Term 4 there were 25 students in this class, 11 female and 14 male. Some of the features of students placed in this grouping were anxiety, depression, and Dyspraxia. Two students from this group were referred during the year for truancy. Three students were stood down for poor behaviour, and one was later suspended, then reinstated under conditions set by the Board of Trustees. Three students did not meet the criteria for graduation, with all three scoring in the mid 50%’s.

Class Credit Performance The mean credit performance for 9WM during 2014 was 76% with the graduation rate being 88%.

Moments Mean 76 Std Dev 13.161994 Std Err Mean 2.8061466 Upper 95% Mean 81.835701 Lower 95% Mean 70.164299 N 22

Quantiles 100.0% maximum 95 99.5% 95 97.5% 95 90.0% 93.4 75.0% quartile 89.25 50.0% median 75 25.0% quartile 69.75 10.0% 55 2.5% 53 0.5% 53 0.0% minimum 53


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9RA Student Credit Achievement Distributions Class=9RA % Credits

Class Profile The profile of this class upon enrolment was that they were reading at or above their chronological age and exhibiting IQ scores in the average to gifted range. The class ended the year with 24 students, 14 male and 10 female. One student had left the class at the end of Term 3, having moved to live with family in the North Island. Some of the features of students placed in this grouping were Asperger’s, ADHD, Dyspraxia, anxiety and depression. There were non truancy or behaviour problems with students in this class. All students met the criteria for graduation.

Class Credit Performance The mean credit performance for 9BT during 2014 was 80.75% with the graduation rate being 100%.

Quantiles 100.0% maximum 95 99.5% 95 97.5% 95 90.0% 94 75.0% quartile 87.75 50.0% median 83 25.0% quartile 74.25 10.0% 65 2.5% 64 0.5% 64 0.0% minimum 64



90

10CM Student Credit Achievement Distributions Class=10CM % Credits

Class Profile This was the Year 10 Literacy Enhancement class. The class was in its second year of the Literacy Enhancement programme and had made excellent progress with literacy in 2014. Upon enrolment these students were identified as having significant literacy difficulties, with reading ages up to seven years below chronological age. The average reading age in the class was nine years. Two of the students’ decoding needs were so strong they were placed on an individual programme during Year 9. By the end of the year the class had 20 students, one having been suspended and excluded by the Board of Trustees in Term 2, and another moving to live with family down south. The gender balance of the class was 13 male and 7 female. One student in the class was referred for truancy. Learning disabilities within the group included Dyslexia, Dyspraxia and Dysgraphia. Learning needs were met by teachers scaffolding tasks focusing on a range of literacy strategies covering vocabulary, comprehension, clarity of text types and writing frames. Teacher aides were used with the class to support all students in their learning. One student did not meet the critiera for graduation.

Class Credit Performance The mean credit performance for 10CM during 2014 was 79.2% with the graduation rate being 95%.

Quantiles 100.0% maximum 93 99.5% 93 97.5% 93 90.0% 92 75.0% quartile 86.75 50.0% median 80.5 25.0% quartile 72.5 10.0% 60.2 2.5% 53 0.5% 53 0.0% minimum 53



91

10MR Student Credit Achievement Distributions Class=10MR % Credits

Class Profile Students in this class were characterised by reading ages two to three years below chronological age with the average reading age being 11.3 years when they began in Year 9. Their IQ scores ranged from low to high average. It was a class of 22 students, 11 female and 11 male. One student dispalyed problematic behaviour and was stood down. He later left in Term 3, transferring to another school in Christchurch. One other student was stood down for poor behaviour, and one student was referred for truancy. One student joined the class in Term 3, having transferred from another school in Christchurch. Learning disabilities within the class included Dyslexia, Dyspraxia, Dysgraphia, anxiety and depression. A noticeable characteristic of this class was that while many students could appear to read well, they struggled with the deeper understanding of the text. Teaching strategies were used which would assist with greater understanding: strong scaffolding of work tasks using a range of literacy strategies covering vocabulary, comprehension, clarity of text type and writing frames. One student did not meet the criteria for graduation.

Class Credit Performance The mean credit performance for 10MR during 2014 was 77.85% with the graduation rate being 95.5%.

Quantiles 100.0% maximum 90 99.5% 90 97.5% 90 90.0% 90 75.0% quartile 86.5 50.0% median 81 25.0% quartile 72 10.0% 62.4 2.5% 53 0.5% 53 0.0% minimum 53



92

10WL Student Credit Achievement Distributions Class=10WL % Credits

Class Profile The profile of this class upon enrolment was that they were reading at or above their chronological age and exhibiting IQ scores in the average to high average/superior range. The average reading age in the class was 13 years. There were 25 students in this class by the end of the year, 10 female and 15 male. Some of the features of students placed in this grouping were Asperger’s Syndrome, anxiety, depression, and Dyspraxia. One student was referred during the year for truancy and was later placed in Alternative Education. One new student joined the class part way through Term 3, having transferred from another school in Christchurch for social reasons. All students in 10WL achieved the criteria for graduation.

Class Credit Performance The mean credit performance for 10WL during 2014 was 77.95% with the graduation rate being 100%.

Quantiles 100.0% maximum 97 99.5% 97 97.5% 97 90.0% 95 75.0% quartile 89.75 50.0% median 75 25.0% quartile 68 10.0% 64.5 2.5% 60 0.5% 60 0.0% minimum 60



93

10BT Student Credit Achievement Distributions Class=10BT % Credits

Class Profile The profile of this class upon enrolment was that they were reading at or above their chronological age and exhibiting IQ scores in the average to gifted range. The class ended the year with 23 students. One student transferred to another school in Christchurch at the end of Term 3, another moved to Australia with family, and one student was placed with the Southern Regional Health School. One student transferred into the class at the start of Term 3 from another school in Christchurch. Some of the features of students placed in this grouping were anxiety and depression. Three students from this class was referred to truancy services. All students in the class met the criteria for graduation.

Class Credit Performance The mean credit performance for 10BT during 2014 was 81.6% with the graduation rate being 100%.


Quantiles 100.0% maximum 98 99.5% 98 97.5% 98 90.0% 96.6 75.0% quartile 90 50.0% median 83 25.0% quartile 72.5 10.0% 65 2.5% 64 0.5% 64 0.0% minimum 64


94

STUDENT PERFORMANCE Students will demonstrate improvement when measured against the key competencies and learning objectives of the National Curriculum Framework. Learning to Learn: Literacy difficulties provide a significant barrier to students becoming successful learners; we want to remove this barrier to learning by focusing on ‘learning to think through literacy strategies’ (Whitehead) to enable all Junior College students to experience success and to raise their achievement. In 2004 the College introduced a weekly one hour, ‘Learning to Learn’ programme for all Year 9 Junior College classes. This is part of the College’s comprehensive strategy for improving the skill level of students. The impact of these strategies is recorded and analysed in the credit performance of all Junior College students. This continues to be very successful for all Junior College students. Credit Performance: The Junior College has continued to award student credits based upon their achievement in the essential learning skills. In 2014 the credits were collected at the end of each term and credit reports were posted home at the beginning of Terms 2, 3 and 4, and at the end of Term 4.

Class Credits Achievement 2014 The Junior College performance target for 2014 was that 80% of students would achieve their credit targets based on the 60% performance level. This was reached at Year 9 with 93.2% of students achieving 60% or higher in their credits, and 97.7% of Year 10 students achieving at 60% or higher. This is a very strong performance result. Oneway Analysis of % Credits By Class

Gender Credit Performance The mean performance of female students in the Junior College was 82.2% and for male students 76%. While the distribution of both groups continues to be similar, it is still evident from the total Junior College data that boys are performing at a lower credit achievement level than girls. This difference in performance reflects differences in maturation rates. In 2010 the performance gap was 12 percentage points whereas 2014 results show this gap has reduced by 5.8 percentage points. What is significant is the achievement of both boys and girls is well above the 60% graduating target. This is a very encouraging performance result, especially as we have applied a range of strategies to further engage male students.

Level Minimum 10% 25% Median 75% 90% Maximum 10BT 64 65 72.5 83 90 96.6 98 10CM 53 60.2 72.5 80.5 86.75 92 93 10MR 53 62.4 72 81 86.5 90 90 10WL 60 64.5 68 75 89.75 95 97 9DA 55 56.4 64.25 74.5 81.75 87 87 9RA 64 65 74.25 83 87.75 94 95 9WM 53 55 69.75 75 89.25 93.4 95 9YD 70 72.4 75.75 82 86.25 94.3 95


95

Oneway Analysis of % Credits By Gender Oneway Analysis of % Credits by Gender and Year 10 Oneway Analysis of % Credits by Gender and Year 9

However, further analysis comparing year groups shows that a performance gap continues to persist between males and females in Year 10 that is approximately 7.6%. Female student performance goes up in Year 10 (3%) whereas male student performance goes down (1%) creating a larger performance gap that existed in Year 9 (4.2%). This is an interesting feature. It shows that girls are growing their learning capacity while for boys they are remaining at the same performance level. It highlights that boys do not enter into Year 11 at an optimum

level of performance. Further analysis shows that it is a growing tail of decreased performance in Year 10 boys which highlights a group of potentially vulnerable students and skews the higher performance of a number of male students. In summary there is a significant proportion of male and female students entering into Year 11 that are well prepared with the appropriate skill set to be successful but a strong signal is coming from the data that a group of young males enter into Year 11 at less than optimum performance levels. Consideration should be given to enhance support mechanisms, both academic and pastoral, for male students in Year 11. Strategic priorities around mentoring at risk students and the development of different learning opportunties through new models of learning delivery (Canterbury Tertiary College, Hagley’s Trade programme and the schools within schools structure) are in place for 2015. Māori Students & Credit Performance The college is particularly interested in the achievement of Māori students as these are a priority target group. The Junior College is made up of 15.8% Māori students at Year 9 and 16.2% at Year 10. Analysis of the overall JC credit performance (Table A) for Maori students shows their mean achievement at 74.6% and non-‐Māori students at 79.4% a difference of 4.8%.

Level Minimum 10% 25% Median 75% 90% Maximum Female 55 64.9 74.75 83.5 91 94.1 98 Male 53 63.4 70.25 76 83 87 97

Table A Table B Table C


96

A more in depth analysis shows a significant difference between Years 9 and 10 relating to Māori achievement. In Year 9 (Table B), Māori mean achievement in the attainment of credits is at 77.8% and for non-‐Māori at 78.4%. There is no significant difference between these results which is extremely positive and affirming. However, by the end of Year 10 (Table C) there is a 8.6% difference between Māori and non-‐Māori with Māori student performance at 71.8% and non-‐Māori at 80.3%. Māori student performance has gone down by 6.1% and non-‐ Māori has gone up by 1.9%. This is a concern. It means that not enough Māori students are entering into Year 11 with an appropriate skill set at an appropriate level. The college should make a very proactive step to identify all Māori students in Year 10 and ensure they are actively part of the Māori mentoring programme. This is an identified strategic priority for the college in 2015. STUDENT GRADUATION The expected outcome for student graduation in the Junior College is that every Year 9 student will attain a Certificate of Achievement and every Year 10 student will graduate with a ‘Diploma of Learning’.

Entry to Next Year Level and Senior College To gain entry to the next year level in the Junior College and to the Senior College from the Junior College, a student must achieve 45% or more in their credits. The 2014 target was for 95% of Junior College students to gain entry to Year 11. Analysis of the 2014 credit data shows that 100% of students met the entry criteria for the next year level. This is above the 95% target. The graph shows the trend since 2001. It is important to note that while this is a very good achievement it is not the vital statistic the College monitors in relation to on-‐going achievement for Junior College students. It is the graduating data (60% target) that is a vital sign-‐post to student achievement in National Qualifications. Even more specifically, historical evidence now shows that all students that graduate with distinction (credit totals above 80%) achieve a National Certificate in Year 11.

Overall Junior College Graduation Rates For any Junior College student to graduate from one year level to another they need to achieve a minimum of 60% (600 credits) in their key competencies. The target for the whole Junior College is 80%. Analysis of the 2014 data shows that 95.5% of students achieved the graduating target. It must also be noted that the graduation rates for Junior College students have not fallen below 80% since 2001. In 2014 there were four classes that had 100% graduation rates.

46 56

69 80 81.5 82 83.5 85.6 81 85 89.1 89.8 91.4 96.05 95 96.84 95.5

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Junior College GraduaXon Rates

85.7

90.5 93.6 95.3

98 98.7 96

98.1 99 98.3 100 100 100 100

75

80

85

90

95

100

105

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

% Progression to Year 11


97

Year 10 Graduation Rates For a student to graduate from the Junior College with a ‘Diploma of Learning’ they must achieve at least 60% in their key competency credits. The target for 2014 was for 80% of Year 10 students to graduate with a ‘Diploma of Learning’. Analysis of the data shows that 97.7% of students graduated with a ‘Diploma of Learning’ in 2014. In the context of previous performances this is an excellent performance result. It is the highest Year 10 Graduation Rate since the system was established. The Year 10 cohort exceeded the performance target of 80% by 17.7%.

Year 9 Certificate of Achievement Year 9 students who achieve at least 60% in their credits are awarded a ‘Certificate of Achievement’. The 2014 target was for 80% of Year 9 students to gain a ‘Certificate of Achievement’. Analysis of the 2014 data shows that 93.2% of Year 9 students met the criteria for the ‘Certificate of Achievement’. This is a strong achievement result despite a decrease in the 2013 performance of 6.8%. This is within the parameters of cohort variation. The following graph shows the Year 9 graduation rates since 1998. There is a strong correlation between literacy levels and credit achievement. The work of the Learning Support department together with the introduction of ‘Learning to Learn’ strategies introduced in 2001 has raised the achievement of students that are now graduating in 2014. The specific achievement results relating to Literacy Enhancement can be found in the Learning Support portfolio section of this report.

Assemblies and Graduation Ceremony Fortnightly Junior College assemblies of each year level were held in 2014. The purpose of these was to highlight and celebrate the progress of students. Students who were demonstrating success in reaching credit goals were recognised regularly at the assemblies. These awards have become an integral part of the Junior College. The annual Graduation Ceremony and Prizegiving for the Junior College was held on the evening of 4 December 2014. The venue was the Charles Luney Auditorium at St Margaret’s College. An excellent turnout of students and their families celebrated the significant achievements of 2014. All Year 10 graduating students received a Westfields voucher. Top performing and most improved students in each subject and each class were recognised with certificates. Ten Year 10 Excellence Awards were presented to those students whose credits were consistently above 90% during the year. The extremely positive feedback from parents highlighted the impact the College is making on these young people’s lives.

40 49

64 75

82.5 80.5 76.2 85 84

75.3 90.4

81.25 88.2

95.8 91 94 97.7

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

% Year 10 GraduaXon Rates

52 63

74 85 81 84

93 86

79 95

87.3 98.9 93.9 96.3 98.9 100

93.2

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

% Year 9 GraduaXon Rates


98

Analysis of Graduation Awards Contingency Analysis of Class by Awards -‐ Mosaic Plot

These are very good performance results by students in the Junior College for 2014. Less than 4% of students failed to graduate and those that did not graduate were within five percentage points of achieving this goal. The 95.5% of students who did graduate did so with either a Certificate of Achievement or a Graduating Diploma in Learning. Of this graduating group the majority gained the award with distinction requiring students to achieve at the 80%+ level throughout the academic year.

Count Total % Col % Row %

10BT 10CM 10MR 10WL 9DA 9RA 9WM 9YD

CA 0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

9 5.17

56.25 22.50

11 6.32

45.83 27.50

10 5.75

45.45 25.00

10 5.75

38.46 25.00

40 22.99

CA Dist 0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

5 2.87

31.25 12.20

13 7.47

54.17 31.71

8 4.60

36.36 19.51

15 8.62

57.69 36.59

41 23.56

GDL 8 4.60

38.10 21.62

5 2.87

25.00 13.51

9 5.17

42.86 24.32

14 8.05

58.33 37.84

0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

1 0.57 3.85 2.70

37 21.26

GDL Dist 13 7.47

61.90 27.08

14 8.05

70.00 29.17

11 6.32

52.38 22.92

10 5.75

41.67 20.83

0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

0 0.00 0.00 0.00

48 27.59

NA 0 0.00 0.00 0.00

1 0.57 5.00

12.50

1 0.57 4.76

12.50

0 0.00 0.00 0.00

2 1.15

12.50 25.00

0 0.00 0.00 0.00

4 2.30

18.18 50.00

0 0.00 0.00 0.00

8 4.60

21 12.07

20 11.49

21 12.07

24 13.79

16 9.20

24 13.79

22 12.64

26 14.94

174


99

LEARNING ENVIRONMENT The expected outcome for the learning environment is that we will provide a safe physical and emotional environment for all students.

Student Management Systems Form Tutors continued to play a central role in supporting Junior College students in 2014. The Tutors were assisted in their work by the Year 9 and Year 10 Deans. Weekly meetings of the Deans and the Head of Junior College continued to be the forum where student management issues and procedures were addressed. This was supported by the work of the Special Needs/Learning Support Committee in its weekly meetings.

Special Enrolments The College has set a target of enrolling up to 5% of the total Junior College roll as additional special enrolments based on learning and pastoral need. In 2014 there were eight students who enrolled post 1st March. These ‘special enrolments’ were students who had negative experiences in their previous schools and from an educational perspective were ‘at risk’. All are still enrolled at the College and all are fully engaged in their programmes of learning and are achieving well.

Learning and Social Environment 2014 was a settled year for staff managing the behaviour of students in the Junior College. The continued provision of an additional counsellor in the wake of the earthquakes was a much-‐needed boost to the Pastoral Care team. While there were some students with extreme behavioural difficulties, staff dealt effectively with these students. The use of stand downs as a mechanism of dealing with non-‐compliant behaviour has continued to be an effective way of bringing students to account, and getting parents more on-‐board with the issues affecting their child. The support of the Board for staff through the suspension process is recognised and appreciated. The College is carefully managing this issue of what appears to be an increase in the number of students with significant learning and/or behavioural difficulties. While individual incidents of dealing with difficult students are increasing, the numbers of students relative to the whole Junior College population is decreasing. Staff are skilled at dealing with students in a sensitive and non-‐conflictual manner. Professional development of staff in this area is well supported within the College. It must be remembered that the Junior College roll has increased by 150% since 1998 and yet the positive outcomes, such as graduation rates and attendance, have continued to climb. Many of our students in the Junior College are ‘vulnerable’ in one way or another and therefore disruptive behaviour of a few students affects the whole Junior College; but that is the challenge that teachers face in changing behaviour and supporting all students. The data clearly shows how effective the College is being in changing the lives of these students. STUDENT ENROLMENT AND RETENTION A feature of the Junior College has been the high levels of enrolment into the limited number of spaces available and the high levels of retention through to the Senior College.

Open Day The Junior College Open Day was held early in Term 2. The event was run from 4-‐6pm which has proven to be a successful time since 2011. Over 100 families attended the evening, where, after being greeted with fresh coffee and biscuits, they were presented with information on how the Junior College operates. After the presentation, small groups were able to tour the College being escorted by enthusiastic Year 9 and 10 students, and then return to the Cafe where staff were available to answer questions.

Out-‐of-‐Zone Places As in previous years, the number of applications for enrolment at Year 9 for 2014 exceeded the number of ‘out-‐of-‐zone’ places available.


100

Class Numbers Four Year 9 classes were established in 2014. There were four Year 10 classes in 2014 in addition to the Year 9/10 Junior Targeted Learning class. Class numbers continued to be set at a maximum of 25 per class, with 20 maximum in the Year 9 and Year 10 Literacy Enhancement classes.

Student Re-‐enrolment The target of 95% has been set for Junior College students re-‐enrolling into the next year level. From the re-‐enrolment data, 100% of Year 9 students continued into Year 10 and 100% of Year 10 students continued into Year 11.

Student Induction Programme A one day induction programme for Year 9 students was held at the beginning of 2014. The purpose of this day was to assist in settling students into classes, getting them familiar with the College and for them to gain an understanding of the expectations the College has of them. The Year 9 students worked closely during this day with the senior Leadership students assigned to each of the Year 9 classes. In addition, the Leadership students continued their work with the Year 9’s by meeting the classes once a week over Term 1 and involving the students in co-‐operative learning activities.

Student Retention The overall target for retention has been set at 90%. In 2014 the Junior College retained 96% of students. This is 6% above the target figure of 90%. Long-‐term data is showing that student retention is maintained through into the Senior College where Junior College graduates have a significantly better retention record than new students entering the Senior College from other schools. This result was pleasing as the 2009 retention rates had been 80%. The change is due to the College improving its induction programme for Junior College students and the involvement of parents in Parent Evenings. Surveys show a very positive response to these initiatives.

Low Absenteeism The College has set a target of less than 10% absenteeism per year in the Junior College. For the purpose of the analysis all absence was counted which included excused and unexcused absence, chronic truancy, long-‐term absence due to illness, and discipline protocols. The mean performance for student attendance in the Junior College in 2014 was 95%. Year 9 has a very good attendance pattern with the majority of students having attendance above 90% for the year. Year 10 also has a good attendance pattern for the majority of students but does have an extended tail that demonstrates variable attendance, which is reflected in the achievement results of these students.

Orientation Evening As part of the enrolment process, the College held an Orientation Evening for all Year 9 and new Year 10 students during November. This evening plays a valuable role in helping students feel part of the College and it helps by eliminating some of the anxieties prior to classes starting in February. The new Year 9 students and their parents were able to meet their classmates, Form Tutors and other parents. After meeting in the cafe and being welcomed into the College by Brent Ingram, Suzanne Waters explained the structures and procedures involved in the Junior College. The students were then placed in their form groups and they moved off, with parents in tow, to meet their Form Tutors and have a tour of the school. At the end of the tour students and parents were able to meet each other and staff over refreshments in the Library foyer. The 2014 evening was very well attended with students and parents commenting on how useful it was to be involved in such an evening prior to the commencement of classes in 2015.

Meet the Teacher and Report Evenings These evenings were again held regularly during 2015. The first Meet the Teacher Evening was held in March, while the Report Evening was held in Term 3. The turnout of parents for these evenings has been very encouraging with the majority of Junior College parents actively participating in the home/school partnership.

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annual reporting 2015 : learning experiences

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