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1| RANGIORA HIGH SCHOOL CHARTER, STRATEGIC AND ANNUAL PLANS
Charter, Strategic and Annual Plan for
RANGIORA HIGH SCHOOL
Te Kura Tuarua o Rangiora
2016 – 2019
‘Naku te rourou, nau te rourou, ka ora ai te iwi.’
With your basket and my basket, the people will thrive.
Principal’s Endorsement
Board of Trustees Endorsement
Date of submission to Ministry of Education 1 March 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 2
Contents INTRODUCTION ............................................................................................................................................... 3
SCHOOL PROFILE ............................................................................................................................................. 3
SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019 ........................................................... 4
A.STRATEGIC FOCUS ..................................................................................................................................... 4
B.PRINCIPAL’S STATEMENT .......................................................................................................................... 5
C.STATEMENT OF MISSION .......................................................................................................................... 5
D.STATEMENT OF VISION ............................................................................................................................. 5
E.ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT ....................................................... 5
F.STATEMENT OF VALUES ............................................................................................................................ 6
G.THE UNIQUE POSITION OF THE TANGATA WHENUA ............................................................................... 6
H.PRIORITY LEARNERS .................................................................................................................................. 7
I.GIFTED AND TALENTED STUDENTS ............................................................................................................ 7
J.STRATEGIC GOALS ...................................................................................................................................... 7
K.ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE ...................... 7
L.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ..................................................................................... 8
M.PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING) ...................................................... 11
SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN .................................................................................. 12
A.PLANNING & REPORTING CYCLE ............................................................................................................. 12
B.ANNUAL PLANNING & REPORTING ......................................................................................................... 13
C.RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES .................................................... 14
D.CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO) .................. 14
E.USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY ... 16
F.ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2018 .............. 17
G.STRATEGIC PRIORITY 2016 – 2019 .......................................................................................................... 17
H.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ............................................................................... 18
I.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ............................................................... 18
J.ANNUAL PLAN 2019 ................................................................................................................................. 19
K.CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS ................................................................. 33
Appendix ....................................................................................................................................................... 34
Glossary including Acronyms ..................................................................................................................... 34
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 3
INTRODUCTION A charter sets the direction for the school and identifies the priorities the Board expects the Principal to be
leading. The Education Act requires every school’s Board of Trustees to:
• prepare and maintain a charter
• send a reviewed and updated charter to the Ministry of Education every year.
The Charter is the key planning document for schools in New Zealand. It includes strategic aims and
annual plans which:
• reflect the goals and aspirations the community has for the school and its students for the next 3 to 5
years
• outline how the school is implementing the government’s priorities as set out in the National
Education Guidelines and the National Administration Guidelines
• identify the key areas the board will focus on, both in the longer term and the coming year, to
improve the progress and achievement of all students.
In the words of the Education Act, Section 63:
A school charter has effect as an undertaking by the board to the Minister to take
all reasonable steps (not inconsistent with any enactment, or the general law of
New Zealand) to ensure that -
a) the school is managed, organised, conducted, and administered for the
purposes set out in the school charter; and
b) the school, and its students and community, achieve the aims and
objectives set out in the school charter.
The Board has overall responsibility for developing and reviewing the school’s charter. It plays an active role in
setting the strategic direction. There is a governance – management partnership between the Board of
Trustees and the Principal. The Principal and Board of Trustees will participate in this partnership to develop
and implement the charter. Developing 3 to 5 year strategic aims and expected outcomes for students is a
governance role.
Determining the specific steps that the school will take year by year in order to achieve the strategic
aims is a management role.
The strategic plan, and thus each year’s annual plan, focus on what is most important to achieve the school’s
vision or mission and the government’s priorities.
The Ministry of Education expects the school to review and update the charter as part of an annual planning
and reporting cycle, in accordance with the National Administration Guidelines. The Board, Principal, school
leaders and teachers all have roles and responsibilities in the school’s annual planning and reporting cycle.
SCHOOL PROFILE
Rangiora High School, Te Kura Tuarua o Rangiora, is a state co-educational secondary school located in
Rangiora, New Zealand. Established in 1881 by an act of parliament and opened in 1884, the school has a
roll of 1748 students from years 9 to 13 as of 28 February 2019. On 28 February 2019 the school roll's
gender composition was 48.5% male and 51.5% female, and its ethnic composition was 73.3% New
Zealand European (Pākehā), 11.1% Māori, 1.5% Pacific and 14.1% other.
The school has a socio-economic decile rating of 9.
Rangiora High School operates an enrolment scheme to help curb roll numbers and prevent overcrowding.
The school's home zone, in which students residing are automatically entitled to be enrolled, covers much
of the coastal half of the Waimakariri District and southern Hurunui District, extending north to Waipara,
east to the Pacific Ocean, west to Cust, and south to the Waimakariri River. However, the zone excludes
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 4
the towns of Kaiapoi, Woodend, Pegasus and Waikuku, which are instead served by Kaiapoi High School.
Students residing outside the zone are sometimes accepted, as roll places allow in accordance with the
enrolment scheme order of preference and secret ballot.
As a state school, Rangiora High School follows The New Zealand Curriculum. In Years 9 and 10, the
students will be organised in house groupings and the curriculum will be delivered as part of a ‘Connected
Curriculum’ approach to learning. The Learning Areas involved in this will be English, Health and Physical
Education, Mathematics, Science and Social Studies.
The term ‘connected’ describes a number of approaches: connecting the curriculum to create authentic
learning contexts; connecting the teachers in a collaborative co-teaching model; connecting students
within and across flexible learning spaces; and connecting students in collaborative and flexible models of
learning.
The students will be exposed to the same curriculum objectives as in previous years, for example: Year 9
students select four half-year elective subjects, which must include one Arts subject, one Technology
subject and one Language subject (out of French, Japanese, and Te Reo Māori). Year 10 students select
either two full-year electives, one full-year elective and two half-year electives, or four half-year electives.
In Years 11 to 13, students complete the National Certificate of Educational Achievement (NCEA). Levels 1,
2 and 3 of NCEA are usually completed in Years 11, 12 and 13 respectively, although students can choose
subjects from different levels depending on their progress through the NCEA level system.
In Year 11, students study English, Mathematics, Science, and three full-year elective subjects. Students in
Year 12 study six full-year elective subjects. Students in Year 13 study five full-year elective subjects, with
study for an additional four periods per week. Because the 25-period-per-week school timetable is not
evenly divisible into six subject lines, students in Years 11 to 13 spend the last period on Wednesdays
either in supervised study or sport. STAR and Gateway provide students with the opportunity to explore
vocational pathways. Students have the opportunity to study trade courses through ARA, MITO, PITO as
well as 3+2 programmes of learning.
SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019
A. STRATEGIC FOCUS
1 (a) This charter sets out our obligations and our aspirations to being a dynamic, caring, community-
based environment inspiring life-long learning to our community of learners. It also documents
our commitment to continuously improving our education provision on behalf of every student.
(b) The charter also assists the Board of Trustees to prioritise its aspirations for students, with a
specific focus on Māori students, Pasifika students and students with special needs.
(c) Under the National Administration Guidelines (NAG2(a)), a Board is required to develop a
strategic plan which documents how they are giving effect to the National Education Guidelines
through their policies, plans and programmes, including those for curriculum, National Standards,
assessment and staff professional development.
2. Students are at the centre of our work and we have an obligation and a commitment on behalf of
our community to ensure every student has a meaningful and relevant learning journey and that
they experience success and gain achievement to effectively transition to further learning and
training.
3. The school is also strongly focused on the three great challenges that have a significant impact on
how we view and deliver education:
pursuing excellence and equity simultaneously and aggressively
combining flexibility in delivery with accountability for results
meeting the demand that universal services should have a personal focus.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 5
B. PRINCIPAL’S STATEMENT
Rangiora High School has, since 1884, provided the families of this district with quality co-educational
secondary education. The school’s philosophy is underpinned by our Latin motto “Lux Cum Amore”,
translated in English as “Enlightenment with Friendship” or in Te Reo Māori as “Kua Puawai te
Hoahoatanga”. As an educational institution, we are committed to providing a high quality learning
environment, which promotes the best possible educational, social, cultural, and recreational
development of the individual.
Rangiora High School recognises that it is the right of every student to enjoy an education based on
traditional values that promote personal excellence and success in all areas. A Rangiora High School
education embraces a wide range of experiences, interests and opportunities that enhance learning,
acknowledge individual needs and differences, and challenge individuals to achieve personal standards of
excellence.
Our aim as a school is to equip all students for today’s rapidly changing society. Student need drives our
diverse and challenging curriculum and underpins all teaching programmes and assessment methods. As a
school we embrace the spirit of the Treaty of Waitangi, Te Tiriti o Waitangi, and encourage bi-cultural and
multicultural perspectives.
Rangiora High School is a successful school that ensures each student has an equitable chance to succeed
and to meet the challenges of the 21st Century with confidence. We provide students with the skills,
abilities and values needed to participate in and contribute to New Zealand society in an equal, positive
and constructive manner.
Rangiora High School is proud of its past and continues to be strongly focused on its future.
C. STATEMENT OF MISSION
Rangiora High School will be a centre of learning excellence that supports and prepares each learner to
connect with and contribute to our global community.
D. STATEMENT OF VISION
Our vision is to create for students at Rangiora High School, inclusive, equitable and relevant learning
opportunities with clear pathways that meet the aspirations of our community and which empowers
every student towards life-long learning.
This vision will be achieved through the implementation of a dynamic curriculum using innovative
teaching and learning within an enriched environment and by empowering and supporting each learner to
achieve personal excellence. The school will also engage the community in partnerships for learning and in
the life of the school to enable our learners to be actively connected, culturally aware and caring citizens.
At the heart of our vision and at the centre of our work are students studying at secondary school and we
want the best for them. We want to see them profoundly engaged in learning and through this
engagement to have them experience success and gain achievement in qualifications so that they can
effectively transition to further learning and training.
To achieve our vision, the school must continuously improve to ensure our vision matches our practice.
We have a commitment to implement and maintain a culture of rigorous critical reflection and self-review
that will contribute effectively to sustaining the school’s positive performance and continuous
improvement. This will involve building a culture of organisational renewal and transformation.
E. ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT
Rangiora High School has a commitment to develop students so that they have the skills and attributes to
be successful learners and members of our society. These skills and attributes are grounded in the New
Zealand Curriculum.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 6
While we recognise that every students learning journey is very personal and that they will be at different
places on that learning journey our aspirations for all of them is clear and transparent.
We want every student at Rangiora High School to be:
Confident in their identity, language and culture as citizens of Aotearoa New Zealand.
Socially and emotionally competent, resilient and optimistic about the future.
A successful lifelong learner.
Participating and contributing confidently in a range of contexts – cultural, local, national and
global.
To assist us with the implementation of these aspirations the school will use the indicators and descriptors
developed by the Education Review Office. These indicators and descriptors give further meaning and
understanding to the above four aspirational statements.
F. STATEMENT OF VALUES
Rangiora High School’s values are its basic beliefs about what really matters, which guide how things
should be done. These values are based on the school’s culture of being a dynamic, caring, community
based environment, inspiring lifelong learning.
Our work at Rangiora High School will be guided and informed by our beliefs and commitment to:
Aspire (Wawatahia): Aspiring to achieve your best.
Respect (Whakautea): Respect yourself, others and the environment.
Contribute (Tohaina): Actively contribute to the community.
G. THE UNIQUE POSITION OF THE TANGATA WHENUA
Rangiora High School through its culture, policies and practices reflects the unique position of the Māori
culture. We have a commitment to undertake the implementation of the National Education Goals with
specific reference to NEG 9 and NEG 10.
Increased participation and success by Māori through the advancement of Māori education
initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of
Waitangi.
Respect for the diverse ethnic and cultural heritage of New Zealand people, with
acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a
member of the international community of nations.
The school is also committed to the Ministry of Education’s vision of Ka Hikitia - ‘Māori enjoying success as
Māori’. This vision recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao
Māori in Aotearoa New Zealand society and in the wider world. This means providing Māori learners with
the opportunity to get what they require to realise their own unique potential to succeed in their lives as
Māori.
To give life to Ka Hikitia Rangiora High School has committed to ‘Kia Eke Panuku: Building on Success’ to
address the aspirations of Māori communities, thus ensuring Māori students’ potential. ‘Kia Eke Panuku:
Building on Success’ is underpinned by the principles of ‘Ka Hikitia – Accelerating Success 2013-2017’ - in
particular the importance that the Treaty of Waitangi and valuing Māori language, culture and identity in
education have for enabling Māori students to not only reach their full potential and to achieve and
succeed as Māori, but to excel.
Rangiora High School is also committed to the concept of ako, as described in Ka Hikitia. This is a teaching
and learning relationship in which learning is reciprocal between teachers and students. It acknowledges
that high-quality teaching is the most important influence on education for Māori students and that
incorporating culture and productive partnerships into learning leads to student success. In recognising
the unique position of Māori, Rangiora High School takes all reasonable steps to provide instruction in
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 7
Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and actively works to raise the
achievement levels of our Māori students.
H. PRIORITY LEARNERS
Rangiora High School is committed to making a difference for priority learners. Priority learners are groups
of students who have been identified as historically not experiencing success in the New Zealand
schooling system. These include many Māori and Pacific learners, those from low socio-economic
backgrounds, and students with special education needs.
To make a difference for these priority learners requires the school to understand and action the
background of these learners, that is their identity, language and culture. It also requires a commitment to
having a curriculum that is relevant and tailored to the needs and aspirations of learners, their culture and
their strengths.
I. GIFTED AND TALENTED STUDENTS
An enhancement programme is offered in Years 9 and 10 where students inquire and follow an area that
they have identified of interest. In Year 11 – 13 students are provided with the opportunity to excel and
enroll in multi-level courses, including tertiary enrolment.
J. STRATEGIC GOALS
There are seven strategic goals that are derived from Rangiora High School’s vision statement. These
seven strategic goals are the planned outcomes that the school strives to achieve for its students. These
goals encompass our plans and vision for the school. These goals are achievable and reflect a realistic
assessment of the current and projected school environment.
1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable
and relevant with clear pathways to future learning, training and employment.
2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive
curriculum to create an engaging school for all students.
3. Innovative Teaching & Learning: Teachers making a difference to students learning through
effective and innovative teaching practice to improve student retention, achievement and
transitions.
4. Enriched Environment: Developing diverse environments that stimulate the engagement of
students to enrich their learning.
5. Student Engagement: Empowering and supporting learners through their involvement and
wellbeing to achieve personal excellence.
6. Student Success & Achievement: Students experience success, gain achievement in qualifications
and effectively transition to further learning.
7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation
through rigorous reflection and self-review.
K. ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE
Each strategic goal is developed as an independent portfolio. There are seven portfolios in total. Each
portfolio has a clearly identified senior leader who has the responsibility and delegated authority to act in
their assigned portfolio. All of these portfolios do not work in isolation and strong connections and
collaborations are required for effective implementation. This strategic collaborative work will be the
responsibility of the Strategic Leadership Team (SLT). As senior leaders they are empowered to enact the
schools vision through the strategic goals.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 8
A second review of the SLT model in the 2016 charter was undertaken to ensure robust alignment with
the vision and strategic goals the school was undertaking. As a result the model was strengthened and
modified. A new portfolio was identified called ‘Dynamic Curriculum’ which sits alongside ‘Innovative
Teaching & Learning’ and ‘Enhanced Environments’ as the three key provision drivers to implement the
education design of Learning Opportunities.
An organisational relationship has been developed
between the portfolios and this is shown on the
portfolio organisational diagram.
The Importance of Leadership
Rangiora High School wants its students to be much
more deeply engaged in learning, staff to be more
engaging practitioners, and for the school to be rich in
engaging learning opportunities for the whole
community. We look to our middle and senior leaders
to be prepared to redesign our school to achieve this
aspiration.
Leadership is essential to initiate, develop and implement this change and to sustain it, and to ensure that
students and learning remains at the centre of innovation at Rangiora High School. This requires vision,
but also design and strategy to implement it. The Principal will take a transformative leadership approach
in developing and guiding this team. This transformative leadership will involve: creating an inspiring
vision of the future; motivating people to buy into and deliver the vision; managing delivery of the vision;
and building ever-stronger, trust-based relationships with the community.
Professional learning and development is critical to acquire the expertise to contribute to learning
leadership, orchestrate teaching and learning activities, shape content and learning resources, so that
middle and senior leaders become confident formative evaluators and researchers to develop Rangiora
High School as an engaging school. Learners themselves can and should importantly shape content and
direction. Information about the learning taking place should be constantly fed back to the different
stakeholders, and into revised strategies for learning and further innovation.
L. CRITICAL SUCCESS FACTORS ALIGNED TO GOALS
Each of the seven strategic goals has a number of critical success factors. These critical success factors are
limited in number and have a tremendous impact on the effectiveness, efficiency and viability on
achieving the strategic goal. Activities associated with critical success factors (CSF) must be performed at
the highest possible level to achieve the intended overall objectives.
1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable
and relevant with clear pathways to future learning, training and employment.
a. The effective use of educational environmental scanning to identify and monitor changing
trends and patterns in education and to assess their organisational impact on the school’s
curriculum.
b. The gathering and use of information about the needs, wishes and aspirations of the parents,
whānau and the wider community to support the development of an engaging school.
c. The identification and application of key programme and course design characteristics for the
development of a robust and relevant curriculum profile that meets the needs of students.
d. The establishment and implementation of a range of curriculum models to meet the diverse
needs and circumstances of learners.
e. The development and implementation of new programme and course initiatives based on
effective programme design and curriculum models.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 9
f. The redesign and implementation of an integrated and comprehensive infrastructure to break
down barriers to student engagement and to align resources with programmes and courses of
learning.
g. An analysis of programmes and courses to evaluate their performance in providing effective
learning opportunities for students.
h. The effective engagement of the community in the life of the school and the development of
the school as a ‘learning commons’ and ‘learning hub’.
i. The implementation of business and industry partnerships that are negotiated to create
effective learning opportunities, pathways and transitions for students.
j. The building of collaborative, trustful relationships to empower people to think and do things
differently, and to develop a ‘can do’ attitude where anything is possible.
2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive
curriculum to create an engaging school for all students.
a. Leading curriculum design implementation to ensure student engagement in learning.
b. The gathering and use of information about the needs, wishes and aspirations of the parents,
whānau and the wider community to support the development of an engaging school.
c. The identification and application of key programme and course design characteristics for the
development of a robust and relevant curriculum profile that meets the needs of students.
d. Developing and implementing innovative programmes based on effective programme design
and curriculum models that are responsive to the diverse learning needs of students across
the school and which create effective learning pathways and improve engagement.
e. Applying current thinking and research into best and next practice in student learning to
inform curriculum design and implementation.
f. Leadership of curriculum leaders (Heads of Faculty) within the school and the ‘learning hubs’.
g. An analysis of programmes of learning to evaluate their performance in providing effective
and meaningful learning opportunities for students.
h. Developing and leading innovative NCEA assessment practices integrated with teaching and
learning.
i. Developing and implementing curriculum timetable structures that meets the curriculum
design of programmes of learning.
j. The building of collaborative trustful relationships to empower people to think and do things
differently, and to develop a ‘can do’ attitude where anything is possible.
3. Innovative Teaching & Learning: Teachers making a difference to students learning through
effective and innovative teaching practice informed by ‘spirals of inquiry’ to improve student
retention, achievement and transitions.
a. Build a culture of collaboratively-designed pedagogy involving teachers and students.
b. The school implements a responsive curriculum to enable students to learn, progress and
achieve in the breadth and depth of the New Zealand Curriculum.
c. The implementation of effective and culturally responsive teaching through high expectations,
personalised learning, collaborative learning relationships and effective assessment for
learning.
d. Students have effective, sufficient and equitable opportunities to learn.
e. Teachers build caring and inclusive learning communities by embracing the principles of ako
and Kia Eke Panuku where each student feels that their contribution is valued and that they
can participate to their full potential.
f. Through ‘spirals of inquiry, the development and use of a wide range of teaching strategies
and models of best practice to effectively engage students in their learning.
g. Teacher professionalism is paramount and the building of professional capability and
collective capacity.
h. A strong impact on the emotional health of the school through the quality of internal
relationships, the sense of collective agency and the passion for the work.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 10
i. The building of collaborative, trustful relationships to empower people to think and do things
differently, and to develop a ‘can do’ attitude where anything is possible.
j. The development and active participation in the Puketeraki Kāhui Ako to assist students on
their learning journey through collaboration around student pathways and achievements, and
the sharing of best practice and next practice across schools.
4. Enriched Environment: Developing diverse environments that stimulate the engagement of
students to enrich their learning.
a. The creation of innovative learning environments to enhance effective curriculum design and
support diverse learning opportunities for students to meet the ILE principles.
b. The development of a master property plan to align with the school’s vision for the future.
c. The design and maintenance of the physical landscape to create environments that are
stimulating and engaging and support students in their learning and connectedness to school.
d. A planned property maintenance programme to sustain the requirements of learning
programmes and support services.
e. The implementation of all legislative requirements to ensure the safety and well-being of
students and employees.
f. An active sustainability and energy efficiency programme to support the effective
maintenance of the environment.
g. The building of collaborative, trustful relationships to empower people to think and do things
differently, and to develop a ‘can do’ attitude where anything is possible.
5. Student Engagement: Empowering and supporting learners through their involvement and
wellbeing to achieve personal excellence.
a. The gathering and use of information about the needs, wishes and aspirations of the parents,
whānau and the wider community to support the development of an engaging school.
b. The development and leadership of a coherent vision of student engagement across Rangiora
High School based on the premise that engagement is centered on students’ wellbeing and
involvement in their learning.
c. The development and implementation of specific models of student engagement that
incorporates the key strategies of student wellbeing and student involvement.
d. The development of a strategy around 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.
e. The provision of explicit learning opportunities for students to develop skills, abilities and
understandings important to the development of wellbeing for learning based on evidence-
informed practices adopted within the school in partnership with families and community.
f. The implementation of a learning environment and culture in which students believe that
adults in the school care about their learning and about them as individuals.
g. To establish evidence based data measures of student engagement and to use this data to
inform student outcomes of retention, achievement and transitions.
h. The implementation of the PB4L and restorative justice initiative to build a culture where
positive behavior and learning is a way of life for students.
i. The development and application of the ‘cultural narrative’ for Rangiora High School to
develop metaphors, models and structures to create relevance and understanding that link
the past, the present and the future.
j. The extension of learning experiences for students through community service and global
citizenship.
k. The building of collaborative, trustful relationships to empower people to think and do things
differently, and to develop a ‘can do’ attitude where anything is possible.
6. Student Success & Achievement: Students experience success, gain achievement in qualifications
and effectively transition to further learning.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 11
a. Junior School Value Added: The school has effective learning frameworks and infrastructures
to identify, analyse and report junior students’ progress in learning engagement and
achievement.
b. Qualification Achievement: The school analyses the achievement of students across the
school and uses a range of performance standards and benchmark data to compare how
students are performing internally, regionally and nationally and uses this analysis to facilitate
improvements.
c. Communication: The informing of parents about their children’s engagement, achievement
and learning pathways, the learning opportunities the school provides and the new
opportunities it is creating.
d. Retention: The school effectively retains students in their programmes of learning across all
Year levels between years and throughout the year.
e. Engagement: Rangiora High School meets the characteristics of an ‘engaging school’ and has
developed diverse strategies to improve the learning engagement of all students.
f. Transitions: All school leavers next steps destinations (transitions) are identified including any
qualifications they are undertaking within this next destination.
g. The development and active participation in the Puketeraki Kāhui Ako to assist students on
their learning journey through collaboration around student pathways and achievements.
h. Building Relationships: The school builds successful relationships across the community and
within the school by connecting all participants to the performance and development of the
school.
i. Planning and Reporting: The school successfully disseminates all performance data to
accurately present how students are achieving and being successful, and how the school is
responding to areas of development.
7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation through
rigorous reflection and self-review.
a. The school has a documented and approved Charter (BOT and MOE) that identifies strategic
goals, strategic priorities and critical success factors for effective performance.
b. Every strategic goal (portfolio) in the Charter has an annual performance plan that sets
targets, key activities, and achievement objectives for the year.
c. The school annually reviews all portfolio areas within an established model of self-review and
evaluation in conjunction with ERO ‘best practice’.
d. There is comprehensive reporting on school performance and improvement for the benefit
of students and the impact on their retention, engagement achievement and transitions.
e. A comprehensive analysis of variance is undertaken on the school’s annual strategic priorities
and strategic goals.
f. There is effective educational leadership that builds the conditions for equity and excellence
necessary for successful learning and teaching.
g. The BOT regularly reviews and evaluates its governance roles and responsibilities and its
effectiveness in realising the vision for the school.
M. PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING)
Rangiora High School belongs to a Kāhui Ako (community of learning) made up of seventeen schools. They
are: Amberley School, Ashgrove School, Ashley School, Broomfield School, Cust School, Fernside School,
Leithfield School, Loburn School, North Loburn School, Ohoka School, Rangiora Borough School, Rangiora
High School, Sefton School, Southbrook School, Swannanoa School, View Hill School, and West Eyreton
School, and early childhood centres.
The seventeen schools in the Puketeraki Kāhui Ako share many strengths, interests and developments
that, together, provide a positive platform for strengthening educational outcomes across this wide
geographical area.
Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 12
engaging, relevant and responsive to the needs of all students. We will strive to produce lifelong learners
who participate and contribute positively. Our students will be taught to Collaborate, Communicate and
Create. We will do this by building highly effective working relationships between our teachers, our
students, our parents and our communities. We will ensure that all students have their learning needs
met. We will enable students, parents and whānau to develop educational pathways to success. We aim
to:
Build a new community of learning
Raise the achievement levels for all learners in the community
Improve the outcomes for at-risk and priority learners
Develop teacher/educator capacity across the learning community
Improve educational pathways
The strategic priorities 2018 – 2020 for Puketeraki Kāhui Ako are:
Create: Support innovative practice to enhance learning environments.
Communicate: Build a communication network that promotes quality teaching and learning.
Collaborate: Promote collaborative practice and the professional development of teachers.
SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN
All New Zealand state schools are required to set annual targets and take actions for improvement
within a strategic planning and review cycle. Every school’s charter must contain an annually updated
section that states the board’s targets for student outcomes, its aims, directions, and objectives for
school performance and its plan for resource use. The Ministry of Education school planning and
reporting requirements include the need to set at least one annual target for improvement in student
achievement and to plan, implement and evaluate the actions required to achieve this target. The
board’s annual plan should clearly outline the actions proposed for lifting student achievement over the
next year. The details in the plan should be informed by the school’s analysis of its last year’s
performance.
A. PLANNING & REPORTING CYCLE
The school planning and reporting cycle provides guidance for the Rangiora High School Board and
school leaders for when they can start working on the planning and reporting documents. The cycle
shows the annual roles and responsibilities of the Board, Principal, school leaders, and teachers in school
planning and reporting throughout the year.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 13
B. ANNUAL PLANNING & REPORTING
The 2019 annual plan for Rangiora High School establishes the planned priorities, goals and targets for
student achievement. The annual plan is one of two key accountability documents that the Board of
Trustees is required to use to inform and report to stakeholders such as the Ministry of Education,
Members of Parliament and, most importantly, parents and the wider school community.
The annual report, the second accountability document, contains an analysis of any variance between
the planned aims, objectives, directions, priorities, or targets (as set out in the previous year’s Charter
and Annual plan) and what the school has actually achieved during the year. The analysis of variance
describes for the community how the school has addressed the Board's priorities for improving student
achievement, and how successful the school's approach has been. The analysis of variance also provided
the basis for plans for the coming year. The annual report, also contains the annual financial statements
that show how the board has applied its financial resources to achieve its charter goals.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 14
C. RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES
There has been a marked increase in recent years in research outlining the factors that contribute to
achievement and actions that counter underachievement in schools.
International research on school leadership shows that pedagogical leadership has a key influence on
improving student outcomes for diverse learners. Target or goal setting is important within pedagogical
leadership because it creates high expectations. Pedagogical leaders take key actions that make the link
between direction setting and wider school processes of strategic and curriculum planning, pedagogical
development and focused resourcing.
New Zealand research on effective school improvement shows that schools need to combine processes
of target setting based on achievement information, with planning in-school actions. To succeed, schools
need to apply their time and money strategically, so that they build teacher capacity. Student
achievement and engagement is improved through the resulting improved learning opportunities.
The Education Review Office’s School Evaluation Indicators (2016) are drawn from an analysis and
synthesis of research and evaluation findings linked to student outcomes. They focus on what makes the
most difference to achieve equity and excellence. This requires a national effort to reduce the
achievement disparity within and across schools, improve education provision and outcomes for all
students, and ensure that Māori achieve education success as Māori.
Meta-analyses pulling together large international studies of learning and teaching show that to
accelerate learning, in-school conversations need to focus on defining progress and implementing
interventions for students at risk of underachieving. Educational officials, school leaders and teachers
need to work together more collaboratively than they have in the past for successful educational reform.
Rangiora High School has a commitment to understanding and applying this research to its annual
planning through the strategic priorities, strategies and targets to improve the achievement and
successful outcomes for students.
D. CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO)
The Education Review Office analysis of the conditions and practices in successful schools in raising
achievement found four key differences between the planning and actions of successful and less
successful schools. The successful schools demonstrated:
an explicit commitment to equity and excellence
the effective targeting of progression
leadership at multiple levels
capability building for school improvement.
These findings have significant relevance for Rangiora High School especially the two focus areas of
‘raising the bar’ in overall achievement (excellence) and accelerating progress to ‘lift the level’ of
underachievement to close the gap (equity). These two focus areas are incorporated into the school’s
strategic priority for 2018. In addition, ERO’s conclusions are shaped around four themes that distinguish
successful from less successful and unsuccessful schools in targeting achievement. These four themes
described below also guide and influence Rangiora High School in its planning process and target setting
for 2018.
The explicit commitment to equity and excellence
The most significant difference between schools that succeeded and less successful schools was the
explicit commitment to both equity and excellence in successful schools. The findings show that
successful schools took a range of key actions to accelerate progress for selected students, to close the
achievement gap between them and other learners as a matter of equity. Targeting did not mean
ignoring the needs of the majority of students. At the same time as prioritising target learners, successful
schools maintained a focus on the quality of the learning experience offered to other learners, so that
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 15
those already achieving success sustained their path of positive learning. Successful schools continued
their commitment to excellence by taking deliberate actions to improve the quality of teaching across
the school, and by strengthening learning opportunities for all students.
The effective targeting of progression
Successful schools set effective goals and also took effective actions to accelerate learning. Their
targeting demonstrated two key qualities. Goals and targets set an optimum level of challenge for
teachers and students, by being low enough to seem achievable but high enough to make a real
difference. Goals and targets also created maximum visibility and alignment between the targets and
objectives set, and the plans and initiatives of trustees, school leaders, teachers, students, parents and
whānau. This ensured that daily actions were taken in classrooms and across the school community
that supported successful learning outcomes.
Successful schools took a series of interrelated actions to create positive change for targeted learners.
Staff teams worked to reach agreement about what one year’s progress looked like in key areas of
learning. They then set goals and targets to accelerate the rate of learning for students who were at risk
of failing to achieve a year’s progress. They designed interventions by using either internal or external
expertise. They monitored the progress of target students, and modified actions where required.
Together the effective goals and interrelated actions in successful schools created a commitment for
improvement that people across the community bought into and felt they owned personally.
The spread of leadership
ERO found that the influence of leadership applied at multiple levels in successful schools. Trustees,
school and middle leaders defined a shared achievement challenge in terms of acceleration for target
students. Trustees and school leaders strategically resourced the key actions required to make a
difference. In larger schools, middle leaders led teams of teachers who put the plans into action. Leaders
at all levels monitored and evaluated progress, and made adjustments to increase students’ chances of
success.
Leaders in successful schools connected plans and actions through effective professional learning
conversations. Leaders played a critical role in leading these conversations. Groups of teachers needed
to plan interventions with individual students’ needs in mind, so that professional knowledge and
expertise about what might work for acceleration of their learning could be sourced. Sometimes this
expertise was sourced from elsewhere within the school, and shared through professional learning
communities of teachers who worked with targeted students. In other cases, this expertise was sourced
from outside the school and was adapted by middle leaders responsible for in-school implementation.
Capability building for school improvement
Leaders supported efforts in their school to make ongoing improvement by deliberately building school
capability. At the same time leaders were developing teaching capabilities and improving learning
opportunities. To achieve this, leaders in successful schools demonstrated four key capabilities:
strategic capability, so that school plans and resources were directed to priority areas with the
biggest influence on achieving equity and excellence
evaluative capability, so that the right evidence was gathered and used throughout the teaching
and learning cycle, as well as in the planning and internal evaluation cycle, to make a real
difference
instructional capability, so that teachers developed and applied the knowledge and skills for
instruction that meet the needs of particular students, where these needs may not have been
previously met
adaptive capability, so that leaders and teachers could retrieve, organise and use relevant
knowledge and expertise from either internal or external sources, whenever new problems or
issues arose in teaching or learning.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 16
Capability building meant that successful schools built the key conditions that made a difference for
targeted learners into their regular practice. Capability building increased the chances that positive
outcomes would be sustained in future.
It is the commitment of Rangiora High School to bring to life through its strategic and annual planning
the raising of student achievement in the Rangiora community using this ‘best practice’ research and
turning it into ‘next practice’ in the school for the success and achievement of all students.
The model that Rangiora
High School is using to
implement its annual plan
and targets are the key
processes identified by ERO
that successful schools used
in evaluating for
improvement. Based on the
RS40 roll returns the school
‘noticed’ that there was a
significant reduction in
students from Year 12 to
Year 13 and the biggest
proportion were young
males. Further investigation
identified Māori students
leaving earlier at the
transition from compulsory
to non-compulsory aged
learning. This was the starting point for the school to make-sense of what this data was identifying
so that they could prioritise strategies to take action. This is described below.
E. USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY
The analysis of the data from different sources and perspectives leads the school to the conclusion that
student retention across the Year 12/13 transition, throughout the Year 13 programme and for Māori
students beginning at Year 11 especially related to the compulsory / non-compulsory learning interface
is having a significant impact on their achievement in qualifications and the transition to further learning.
This will be basis for identifying the strategic priority for the school. The strategy will operate across all
portfolios in the school.
The school recognizes that retention is not a problem within itself but rather is a symptom of student
engagement in learning. Students leave ‘early’ because they become disengaged or disconnected with
their learning. Based on analysis of data the school has identified student engagement as a barrier to
students gaining the highest qualifications and raising their achievement to transition to higher
qualifications and employment.
The major areas of focus continue to be:
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results with a focus on boys
4) The transitions of students from Year 12 to Year 13 and the retention of students
throughout Year 13
The retention of students in appropriate programmes of learning and having students closely connected
to their learning environments is vital to student success. Rangiora High School is committed to retaining
students in their programmes of learning until they have reached their goals. These goals will include
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 17
qualifications, pathways and transitions to further learning, training or work.
The school is acutely aware that early interventions for Māori students in their Year 9 and Year 10
learning programmes will be necessary to provide an appropriate environment to build their
engagement, achievement and transitions to further learning. This will be developed through Kia Eke
Panuku initiative, focusing on accelerating Māori student achievement in years 9–13. This initiative is
focused on:
building leadership teacher and school-wide capability to enable Māori student success
creating and maintaining culturally and relationally responsive teaching and learning that
enables Māori students to achieve success as Māori
building and strengthening Iwi and whānau relationships with schools; and
providing the school with access to tools that ensure Māori success.
F. ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2018
In 2018 ERO carried out a review of Rangiora High School. In the areas of review and development,
the Education Review Office made the following recommendations for the school to develop and
improve:
Continue to build culturally responsive practices so that Māori students’ culture, language and
identity are well represented and valued
Strengthen the analysis of learner information to get a school-wide picture for groups of
students
Use this information to improve outcomes for these students, particularly at Years 9 and 10
Internal evaluation is not yet effectively contributing to shared understandings of what works
most effectively and what needs further development.
Leaders now need to develop and implement a rigorous process of internal evaluation to
determine the effectiveness of recent initiatives.
The professional learning and development programmes need to focus on developing shared
understandings across the staff to lead to greater collaboration and consistency of practice.
These recommendations have been integrated into the annual plan to address the school’s strategic
priority.
G. STRATEGIC PRIORITY 2016 – 2019
The identified strategic priority for 2016 – 2019 is to improve and enhance engagement through
inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at
risk’ of not achieving to their potential. The strategic priority is specifically targeting the
engagement of Year 9 and 10 students, the retention of Māori students beyond compulsory age,
the transitions of students from Year 12 to Year 13, and the retention of students throughout
Year 13. The outcomes for this strategy will identify improvements in student retention,
achievement and transitions. All teaching staff are fully involved in the unpacking of this priority to
identify diverse strategies to improve student engagement in learning.
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. 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. When students are deeply engaged in their learning they
care not just about the outcome, but also the development, of their learning. They take
responsibility for their learning and they bring discretionary energy to their learning task(s).
Students also see the value in, and show a desire to, learn beyond the school walls and the school
day.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 18
H. DEVELOPING THE STRATEGIES FOR ENGAGEMENT
In developing the model for Rangiora High School’s annual planning, the school has established
an agreed position based on having a strong, dynamic, single focus, which is centred on the
strategic priority. This is to ensure every staff member is focused and committed to the one
priority for improvement. However, as education is holistic it is important that the priority is
addressed from a number of different perspectives and so the school is using multiple strategies.
It is also important that staff have strong ownership of their role in addressing the strategic
priority and therefore their personalised inquiries will provide for staff choice and encourage
commitment and ownership. Every ‘spiral of inquiry’ will have a direct line of sight to the strategic
priority and a target. In this way staff can see directly the influence their work is having on
bringing about change and improvement. From a school-wide perspective it gives the school the
ability to analyse the impact of all this work from different strategic perspectives.
I. CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION
Teaching staff and the community in 2015 provided comprehensive wide-ranging feedback on the
range of targeted strategies that could be undertaken to address the strategic goals. This
feedback is grouped into strategic focus areas, which in turn are l inked to the strategic goals of
the school. Self-review has been used to inform the development of the 2019 Annual Plan.
Faculties and Departments will develop their annual goals and targets from the Rangiora High
School Strategic Goals, Strategic Priority and Annual Goals and Targets. The Puketeraki Kāhui Ako
Strategic Objectives and Achievement Challenges; and the Rangiora High School Strategic Goals,
Strategic Priority and Annual Goals and targets have informed the development of the 2019
Professional Learning and Development Programme for teaching staff. In particular, the
parameters of teachers individual ‘spirals of inquiry’. The parameters for these have been
developed to build the schools capacity in making a real difference to the strategic priority of
‘student engagement’ and to ensure every staff member feels connected and understands the
impact that they are making to improving the success and achievement of students.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 19
J. ANNUAL PLAN 2019
1. Connected Curriculum
Priority: To further develop the implementation of the Connected Curriculum to improve engagement and value-added in learning
Focus:
To develop clear messaging of the intent of the Connected Curriculum in particular the focus on key competencies/capabilities/dispositions
To develop an agreed understanding of and models of key competencies / capabilities / dispositions
To develop quantitative measures of ‘value added ’in Year 9 and Year 10 for achievement of key competencies / capabilities / dispositions
To develop a ‘success model’ for celebration of accelerated progress and achievement that is personalised
To develop an agreed understanding and models for learning contexts
Strategic Aim: Students to have a strong set of key competencies / dispositions to achieve across a range of learning contexts
Annual Aim: To develop agreed ‘value added’ models of measuring key competencies / capabilities / dispositions in Year 9 and 10
Baseline Data: Currently no measurement of value added in terms of key competencies/capabilities/dispositions.
Attendance
Students 2016 2017 2018 Students 2016 2017 2018
Year 9 91.1 91.0 89.5 Year 10 90.4 89.4 87.6
Year 9 Male 91.2 91.1 89.2 Year 10 Male 90.1 89.8 87.4
Year 9 Female 91.0 91.0 89.8 Year 10 Female 90.6 89.0 87.8
Year 9 European 91.3 91.2 89.9 Year 10 European 91.0 89.7 88.0
Year 9 Māori 88.8 89.0 84.8 Year 10 Māori 86.6 85.1 82.6
Year 9 Pasifika 73.1 94.8 87.3 Year 10 Pasifika – 92.4 78.6
Targets: 1. Year 9 and 10 cohorts (and groups) attend regularly (90% attendance) 2. Identification and agreed understanding of ‘top 10 key competencies / capabilities / dispositions 3. Agreement on how we will measure, report and celebrate these ‘top 10 key competencies / capabilities / dispositions in 2020
Review Cycle:
Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 20
Action Steps By when Who will lead Indicators of Progress
Leaders and teachers use collective sense-making from qualitative and quantitative evidence ‘top 10’ key competencies / dispositions are required for student success Graduate profile (year 10, year 13)
12 April 2019 Associate Principal Deputy Principal Teaching and Learning Deputy Principal Student Engagement
Common understanding of what are key competencies / dispositions and what they mean – 12 April 2019
‘Top 10’ key competencies / dispositions identified – 12 April 2019
Continuum of key competencies / dispositions developed – 12 April 2019
‘Top 10’ key competencies / dispositions documented in School and Faculty Connected Curriculum documentation – 12 April 2019
Reported to Board of Trustees ARTE and Curriculum Sub Committee – 19 June 2019
Graduate Profile developed in consultation with students, staff, parents / whānau, community and Kāhui Ako – 5 July 2019
Year 8-9 Transition vision statement developed in collaboration with contributing schools as part of the Puketeraki Kāhui Ako PLD transition project – 27 September 2019
Graduate Profile (Yr 10 and 13) shared with the community – 27 September 2019
Teachers collaborate to establish learning contexts and pedagogy for implementation of the key competencies / dispositions
Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Deputy Principal Teaching and Learning Heads of Faculty Heads of House
Analysis of where ‘top 10’ key competencies / dispositions are currently taught – 5 July 2019
Agreement in which learning contexts school wide key competencies / dispositions will be taught 27 September 2019
PLD school wide focus on developing pedagogical practice for implementation 11 December 2019
Teachers collaborate to identify how the key competencies / dispositions will be evaluated and reported on
11 December 2019 Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Deputy Principal Student Success, Achievement and Resourcing
Matrix for assessing competencies and dispositions developed – 11 December 2019
KAMAR markbooks and report templates developed 11 December 2019
Staff PLD – 11 December 2019
Moderation systems developed – 11 December 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 21
Heads of Faculty Heads of House
Board of Trustees ARTE committee report reviewed to report on key competencies / dispositions attainment –29 February 2020
Establish targets based on self-assessment and teacher assessment for student achievement based around the key competencies / dispositions
27 September 2019 Deputy Principal Dynamic Curriculum Heads of Faculty Heads of House
Analysis of consultation with staff and students reported to Heads of Faculty, Heads of House, SLT and Principal – 5 July 2019
Achievement targets set linked to student agency 27 September 2019
Create a ‘celebration model’ to recognise accelerated progress and achievement (in key competencies / dispositions)
End of Term 4 2020 Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Heads of House
Students set goals based on key competencies / dispositions – 27 September 2019
Develop an agreed understanding of ‘progress’ and identify what is ‘accelerated progress’ – 27 September 2019
Exploration of celebration models – 27 September 2019
Recommendations presented to Staff for feedback – 14 October 2019
Model selected – 11 December 2019
Analyse the data for value added in learning DATE End of Term 4 2020 Deputy Principal Student Success, Achievement and Reporting Heads of Faculty and Curriculum Leaders
Analysis informs development of next steps
Analysis next steps reported to Board of Trustees ARTE and Curriculum Sub Committee
2. Learning Opportunities
Priority: To create / implement models of learning to improve Student Achievement, Retention, Transition and Engagement
Focus:
To personalise learning for students
To develop relevant programmes of learning, not subjects
To create coherence and context for learning
To establish learning from the student’s world to develop programmes of learning from student’s perspective/world
To inspire students to develop as independent lifelong learners
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 22
To gain and build relevant qualifications
Strategic Aim: to develop programmes of learning that enable students to enter the workforce, training or further education with the dispositions / competencies to be successful in this rapidly changing world
Annual Aim: to develop a new senior curriculum based on analysis of current programmes of learning, student outcomes and learning pathways
Baseline Data:
A narrowing curriculum in the senior school - diminishing opportunities.
Pathway Year 12 Year 13
Tertiary 41 41
Vocational 10 8
Workplace 12 7
Targets: 1. Analysis of need completed and informed planning of new courses / models for 2020 and 2021 2. New programmes of learning identified for implementation in 2020 and 2021 identified and strategic plan for implementation finalised.
Review Cycle
Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019
Action Steps By when Who will lead Indicators of Progress
Analysis of Year 11-13 curriculum, student choice and leaver pathways to determine if we are meeting the learning needs and providing choice for all students
11 March 2019 Associate Principal Deputy Principal Dynamic Curriculum Careers Department
Report detailing analysis and recommendations presented to
Principal and SLT 2 April 2019
Board of Trustees ARTE and Curriculum Sub Committee 20 March 2019
Heads of Faculty 19 March 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 23
A range of specific models are identified that meet the needs and provides choice for all learners
Connected Curriculum courses
Full focus courses
Gateway
North Canterbury Youth Futures Project
Schools within school
Secondary - Tertiary programmes
STAR (review)
Trades Academies (expansion of opportunities offered)
ORS funded students
14 June 2019 Associate Principal Deputy Principal Dynamic Curriculum Careers Department Heads of Faculty Curriculum Leaders
Exploration of models through
Visits to other schools / providers
Meetings with MoE, ITOs, community groups etc
Evaluation of research / best practice Report evaluating the range of models presented to
Heads of Faculty – 14 June 2019
Staff meeting – 14 June 2019
Principal and SLT for decision as to which courses are approved for next step i.e. investigation into whether RHS can resource i.e. if the course if viable – 14 June 2019
Board of Trustees ARTE and Curriculum Sub Committee – 19 June 2019
Curriculum for each model established in collaboration with students, parents / whānau, staff, tertiary providers and employers
20 May 2019 Deputy Principal Dynamic Curriculum, HoF and / or Innovative Lead Teams
Analysis of Surveys / focus groups feedback / National Qualifications Framework requirements – 13 May 2019 Curriculum for each of the models presented to
Heads of Faculty – 17 May 2019
Principal and – SLT 17 May 2019 detailing learning outcomes, pedagogical practice and assessment standards
Resourcing needs for each specific model identified
24 July 2019 Deputy Principal Dynamic Curriculum HoF, CL and / or Innovative Lead Teams
Analysis of resourcing needs
Funding streams / budgets
Learning Spaces / Rooms
Staffing
Timetabling – 17 June 2019 Decision made as to which courses will be included in Course Selection process
Presentation to Staff meeting – 18 June 2019
Course booklets developed for inclusion in the Course Selection process – 22 July 2019
Decision made as to which courses will be included in Course Selection process – 22 July 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 24
Alignment of the infrastructure to those models (‘break the rules’)
Funding streams / budgets
Learning Spaces / Rooms
Staffing
Timetabling
27 May 2019 Principal Business Manager Deputy Principal Student Success, Achievement and Resourcing
Revised timetable structure presented to HoFs, SLT and Principal 20 May 2019 RHS Budget (incorporating resourcing for new models) presented to BoT 26 June 2019
Establishment of Innovative Lead Teams to drive specific models and projects (initiatives) with responsibility to:
Develop performance plans
Establish criteria for entry
To establish how feedback and from who will be sought
To evaluate success of courses in meeting student need, engagement and achievement
12 April 2019 Associate Principal Deputy Principal Dynamic Curriculum
Performance Plans for each model presented to Principal – 8 April 2019
Criteria for entry included in Subject Choice booklets – 8 April 2019
Feedback models established and timelines developed – 8 April 2019
Course success (value added) evaluated.
Reports to Principal – 8 April 2019
Analysis included in Board of Trustees ARTE report – 8 April 2019
Implement a comprehensive range of models for implementation in 2020 - 2022
12 August 2019 Associate Principal Deputy Principal Dynamic Curriculum
Timeline presented to
Principal 9 August 2019
Board of Trustees ARTE and Curriculum Sub Committee 9 September 2019
Evaluate success against the ARTE strategy and designated targets
12 August 2019 Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Success, Achievement and Resourcing
Analysis of Value added presented to
HoFs, SLT and Principal 9 August 2019
Board of Trustees ARTE and Curriculum Sub Committee 9 September 2019
Establish regular analysis of roll, student choice and student feedback for establishing senior curriculum profiles to inform next steps in planning of learning opportunities
12 August 2019 Deputy Principal Dynamic Curriculum Deputy Principal Student Success, Achievement and Resourcing
Incorporation into self review programmes
Faculty Reports
Board of Trustees Curriculum Reports
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 25
3. Leadership
Priority: To build educational leadership capacity, capability and performance
Focus: To develop the education capabilities of Senior and Middle Leaders to shape and critically reflect on programmes of learning, individual student learning pathways, overall practice, organisational strengths and needs, with a view to informing decisions about priorities.
Strategic Aim: Educational Leadership philosophy and practice places student at the centre to realise the Rangiora High School Vision.
Annual Aim: Leaders inspire a strong shared vision of accelerated learner progress and achievement and drive through change to realise the Rangiora High School Vision.
Baseline Data: In recent years, there has been
No school wide focus on developing a shared understanding of the capabilities / key competencies / dispositions needed by Senior and Middle Leaders to drive through educational change
No school wide PLD programme to support the development of the capabilities / key competencies / dispositions needed to address ‘underachievement’ and drive accelerated learner progress and achievement
Year 13 Attendance
Students 2016 2017 2018
Year 13 83.4 88.5 81.5
Male 78.8 86.0 81.5
Female 88.2 90.1 81.5
European 86.9 89.2 84.3
Māori 57.7 77.0 78.7
Pasifika 73.2
Year 13 Achievement 2018
NCEA Level 3 University Entrance
RHS National Decile 8-10
RHS National Decile 8-10
Year 13 63.5 64.7 75.2 45.6 47.2 63.5
Male 57.4 59.4 68.5 41.1 40.6 55.1
Female 69.4 69.8 81.8 50.0 53.4 71.6
Asian 66.7 68.7 68.7 44.4 57.7 61.5
European 64.1 68.4 78.0 46.6 53.2 66.2
Māori 50.0 52.3 68.9 38.5 28.2 50.8
Pasifika 0 57.4 65.8 0 27.1 44.3
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 26
Targets: 90% of Year 13 (including each sub group) attend regularly NCEA Level 3 and UE results are within five standard deviations of the national average for decile 8-10 secondary schools Leadership Spirals of Inquiry to be adopted in 2019 PLD programme for SLT and HoFs implemented in 2019 focusing on growing capabilities/key competencies/dispositions
Review Cycle:
Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019
Action Steps By when Who will lead Indicators of Progress
Identification of the ‘top 10’ key competencies / dispositions required for educational leadership success
Principal SAF Facilitator
Educational Leadership Capabilities Framework used to develop a shared understanding of what leadership
in different contexts looks like
In leading learning
In accelerating progress and raising achievement
Common understanding of what are ‘key competencies’ / dispositions and what they mean 30 April 2019
SLT and Heads of Faculty to complete the Insight to Action TOOL – 1 March 2019
Identify the ‘Top 10’ key competencies / dispositions identified 30 April 2019
Analysis reported to the Board of Trustees in the Personnel Report 22 May 2019
Professional Development linked to educational leadership dispositions / competencies / capabilities growth / improvement
26 March 2019 Principal SAF Facilitator Deputy Principal Teaching and Learning
PLD plan prepared 29 February 2019
PLD plan introduced to SLT and Heads of Faculty for feedback 26 March 2019
Reporting on progress against the Leadership PLD Plan to the Board of Trustees in the Personnel Report Termly Week 4
Identify how the dispositions / key competencies and / or dispositions will be evaluated
22 May 2019 Principal SAF Deputy Principal Teaching and Learning
Review RHS Spirals of Inquiry and appraisal templates / processes to support evaluation of educational leadership in
different contexts
leading learning
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 27
accelerating progress and raising achievement
Documentation introduced to SLT and Heads of Faculty for feedback 4 March 2019
Reporting to the Board of Trustees in the Personnel Report on introduction of new documentation / processes – 22 May 2019
Implement modelling behaviours based on the dispositions. SLT and Heads of Faculty are reflective and inquiry focused;
Supporting teachers to genuinely connect with and effectively teach all priority groups of learners, using Spirals of Inquiry to modify pedagogy and approaches to learning (including programmes)
Interrogating evidence and tracking student learning to know what is working, how well, for whom, and why? to ensure that learning programmes meet the needs of the full range of learners
Ongoing Principal SAF
Leadership Spirals of Inquiry process by SLT and Heads of Faculty; and used to inform development of Improvement Plans for Portfolios / Faculties
Appraisal mid-year and end of year conversations with Appraiser informed by
Documented leadership observations
3600 feedback
4. Māori Success as Māori
Priority: To develop Rangiora High School as tūrangawaewae where students can stand tall, be proud of who they are and achieve success
Focus:
To create a sense of belonging for Māori learners
To create a responsive and culturally inclusive environment
To grow staff confidence in cultural and relationally responsive practice and in using Spirals of Inquiry to modify approaches pedagogy and / or programmes of learning.
To create a welcoming and inclusive environment for whānau to engage them in their child’s learning
Strategic Aim: Leaders promote the development and implementation of strategies, plans and policies to realise learners’ potential and their educational success as Māori
Annual Aim: To improve Māori engagement, retention and achievement.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 28
Baseline Data: Attendance Māori
Students Females Males
Year 9 Year 10 Year 11 Year 12 Year 13 Year 9 Year 10 Year 11 Year 12 Year 13
2018 84.7 81.5 85.7 78.5 78.9 85.0 83.3 84.1 85.4 78.5
Retention
Females Males
Year 11 Year 12 Year 13 Year 11 Year 12 Year 13
2018 18 14 15 19 24 13
Achievement
NCEA Level 1 NCEA Level 2 NCEA Level 3 University Entrance
RHS National Decile 8-10
RHS National Decile 8-10
RHS National Decile 8-10
RHS National Decile 8-10
Male 85.0 61.8 79.7 100.0 83.5 96.0 88.9 91.8 96.7 33.3 22.6 42.0
Female 73.7 53.3 72.1 79.2 87.4 88.2 92.9 92.9 97.6 42.9 33.1 59.6
Rongohia Te Hau
44 staff who were observed as part of Rongohia Te Hau. Analysis of observations indicated that 91% using some culturally responsive teaching practice with 15% observed using only culturally responsive pedagogies.
Analysis of survey responses from Māori students and their whānau identified that there is a need for a greater focus to turn from relational to culturally responsive practice
Targets: 1. Māori students attending regularly (90%+ attendance at each year level) 2. Māori students achieve NCEA at the same rates as their peers. 3. Māori student retention rates are the same as that of their peers. 4. Rongohia Te Hau shows a positive shift in culturally responsive practice.
Review Cycle:
Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 29
Action Steps By when Who will lead Indicators of Progress
To build the capability of Curriculum and Pastoral Leaders to develop the cultural and relationally responsive pedagogy and practice of the team for whom they are **responsible
Ongoing Principal Deputy Principal Student Engagement Deputy Principal Teaching and Learning MDP - Across School/In School Kāhui Ako PLD
PLD application to MoE – 24 May 2019
PLD programme written collaboratively with external expertise would focus on shadow coaching conversations 15 March 2019
100% of Middle Leaders have a full understanding of what effective Culturally Responsive and Relational Pedagogy looks like – 1 December 2019
100% of Curriculum and Pastoral Leaders have attended Ngāi Tūāhuriri Education Workshops – 1 December 2019
To develop the capability of Curriculum Leaders to work with their team to accelerate the progress of Māori Learners so that all Māori Learners are achieving success as Māori
Ongoing Deputy Principal Innovative Teaching and Learning Deputy Principal Dynamic Curriculum
A focus on improving the engagement and achievement of Māori Learners is integral to Leaders’ Spirals of Inquiry (1 April 2019)
Culturally Responsive and Relational Practices are visible in learning programmes and classroom practices and documented in classroom observations (1 December 2019)
Rongohia te Hau used to inform next steps in improving culturally and responsive practice (1 September 2018)
To further develop the relationship with whānau with a focus on
Identifying how we can strengthen whānau input when transitioning students into high school, particularly those learners transitioning from bilingual units
Developing whānau capability to support their children’s learning
Mana whenua identity is reflected in all aspects of the school - including curriculum; tikanga; pastoral systems and the physical environment
Ongoing Deputy Principal Student Engagement
Through Kāhui Ako, connections with Ngā Rākau e Rua (Rangiora Borough School’s Bilingual Unit) have been strengthened. Māori Students coming from other schools.
Whānau capabilities have been identified and education plan developed and implemented
All support groups have been identified, collated and accessed Term1.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 30
To co-construct the local curriculum and graduate profile with whānau
End of Term 3 Deputy Principal Student Engagement Deputy Principal Dynamic Curriculum
Build a comprehensive list of opportunities and knowledge around local issues and contexts for inclusion in curriculum design
Whānau feedback and contribute to curriculum design and have opportunity to provide expertise where relevant
5. Self Review and Evaluation
Priority: To develop a culture of continuous self improvement
Focus:
Developing an unrelenting focus on accelerating progress and achievement, particularly for Māori learners, Pasifika learners and learners with special education needs
Leaders are proactive and skilled in identifying the most pressing priorities and focusing on addressing them first and fast with best-fit solutions
Secondary priorities (those with less direct impact on accelerated achievement) are monitored and addressed in a timely manner
There is a clear understanding of what each group of learners needs to achieve the next level in their learning, and a strategic approach to responding to those needs.
Strategic Aim: Effectively capturing and using evidence to make sound decisions that accelerate progress and ensure valuable outcomes for all learners
Annual Aim: Building the ‘right’ evaluative capabilities among leaders and teachers.
Baseline Data:
School wide tracking of Year 11-13 engagement and achievement data introduced in 2017.
School wide tracking of Year 9 and 10 engagement and baseline data. Tracking of achievement not in place. Two Learning Areas not yet reporting across all curriculum levels.
Tracking of identified at risk Year 12 Māori and Pasifika learners and ORs students. No other tracking of priority groups (Māori Learners, Pasifika Learners and students with special learning needs)
‘Internal evaluation is not yet effectively contributing to shared understandings of what works most effectively and what needs further development. Leaders now need to develop and implement a rigorous process of internal evaluation to determine the effectiveness of recent initiatives. The professional learning and development programmes need to focus on developing shared understandings across the staff to lead to greater collaboration and consistency of practice’.
Rangiora High School Confirmed Education Review Office Report January 2019
Targets:
Priority Learners are tracked over time to monitor their progress and what works to accelerate progress and achievement for them.
Learner outcome evidence is comprehensive, useful and well collated and presented with insightful analyses from classroom through to school-wide level, including nuanced disaggregation within the priority groups i.e. Māori Learners, Pasifika Learners and Learners with special education needs
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 31
Leaders and teachers use collective sense- making to
What key competencies / dispositions / capabilities teachers and leaders need to build first and fast
Develop a good understanding of the multiple factors contributing to learner outcomes and use these to select a mix of change levers to address the most important causes preventing the priority groups from realising their potential
Make choices about what PLD, specialist expertise and smart strategic and resourcing decisions that maximise benefit for learners, with a clear focus on priority learners
The inquiry cycle approach is applied for continuous improvement at multiple levels of the schools
Review Cycle:
Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019
Action Steps By when Who will lead Indicators of Progress
Learners are tracked over time to
Monitor progress and what works for them
Produce useful, consistent and robust information about all learners, in particular the priority groups, across the curriculum and year levels
To inform school-wide dialogue about “how good is good enough” attendance, behaviour, progress, achievement
Each term – week 7 Deputy Principal Student Success, Achievement and Resourcing Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement
Progress and achievement assessed and reported across all Curriculum Levels in all learning areas in years 9 and 10 1 March 2019
Tracking system reviewed (February 2019) to include
achievement data in years 9 and 10
Track progress of students / priority groups over time
Reported in BoT ARTE Report (20 March 2019)
Learners taught the critical and reflective skills that enable them to contribute to learning conversations ideas in mana-enhancing ways (ongoing)
Reported in BoT Curriculum Report ongoing (ongoing)
PLD for form teachers to build their capability to lead learning conversations with Learners (beginning 25 February 2019 – ongoing)
PLD with Pastoral Leaders to develop a school-wide approach to identifying and supporting ‘at risk’ learners in mana-enhancing ways
PLD with Leaders with responsibility for tracking priority groups to strengthen their understanding of what the data means at a deeper level and to develop a strategic approach to responding to their needs
Reports to BoT Personnel Sub Committee
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 32
Analysis of learner and teacher practice data asking what they indicate about progress to the RHS vision, strategic goals and annual targets
SLT Spirals of Inquiry reviewed / developed to include
Leadership Inquiries
Focus on identifying ‘puzzles of practice’ - the causes, and response by drawing on the research and / or specialist expertise
Spirals of Inquiry approach is applied for continuous improvement at multiple levels across the school
SLT to school-wide performance
HoFs to classroom practice
Pastoral Teams to House Data
Strategic Change lead teams to school-wide initiatives Presented to staff (Faculty, Heads of Faculty, PB4L, Kia Eke Panuku and staff meetings) Reported to BoT in ARTE and Curriculum Reports
Organisational practices Principal
Leadership PLD programme for SLT and HoFs reported in BoT Personnel Report
SAF Facilitator working with
SLT to develop organisational capability
HoFs and their Faculty to develop their evaluative capabilities
Specialist Advisor working with SLT to review and clarify systems
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 33
K. CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS
It is beyond the scope and practicalities of a school charter to contain all the annual plans that the school
is undertaking and it is important that they are referenced within the charter document. The school has
120+ individual teacher ‘Spirals of Inquiry’ (i.e. individual targeted strategies) that establish important
targets to address the strategic priorities for 2019.
Rangiora High school is committed to making these plans more connected and available to others in
its drive to raise collaboration and to keep everyone connected to raising student achievement and
success. These plans are fully documented and shared through Tuesday PLD meetings. These electronic
documents will also be available for the Education Review Office in the external review scheduled for
2020.
Rangiora High School Charter, Strategic and Annual Plan 2019 Page 34
Appendix
Glossary including Acronyms
Ako Learning
ASL Across School Lead Teachers
ARTE Achievement, Retention, Transition, Engagement
BoT Board of Trustees
Building Learning Power Developing the habits and attitudes of curious, confident and
independent learners
BYOD Bring your Own Devices (laptops, Chromebook)
CLs Curriculum Leaders
Data Literacy The ability to create and derive meaningful information and
communicate data
ERO Education Review Office
Growth Mindset When students believe they can get smarter; they understand that
effort makes them stronger
HOF Head of Faculty
HOH Head of House
IC In charge of
ILE Innovative Learning Environments
ITO Industry Trade Organisation
Kāhui Ako Community of School
Kete Basket of knowledge
Kia Eke Panuku A journey towards success that is both dynamic and continuous,
building from one's current location to where one aspires to be in the
future
MoE Ministry of Education
ORS Ongoing resourcing
PLD Professional Development and Learning
Rongohia Te Hau Cultural Relationally Responsive Audit
RS40 Roll Return The MoE collects March, June, July September roll returns from state
with students in funding year levels nine to 15.
SAF Student Achievement Facilitator
SLT Strategic Leadership Team
WSL Within School Lead Teachers
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