annual reporting 2015 : resource base to support learning

Resource Base

Annual Performance Report 2014-2015

Contents

Enrolment 01

Information Technology 21

Financial Planning 35

Enrolment 01page

Enrolment Portfolio - Hagley Community College Performance Report 2015 Page 2

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................... 3

PRIMARY GOAL .................................................................................................................................................................................................................................................................................... 3

STUDENT ENROLMENT 2015 ............................................................................................................................................................................................................................................................. 3 Year 11 Graduating College ................................................................................................................................................................................................................................................................ 4 Year 10-13 Enrolment ........................................................................................................................................................................................................................................................................ 5 Open Enrolment Days ........................................................................................................................................................................................................................................................................ 6 Number of Students Enrolling ............................................................................................................................................................................................................................................................ 7 After 3 ................................................................................................................................................................................................................................................................................................ 8

INTERNATIONAL STUDENTS .............................................................................................................................................................................................................................................................. 9

ENROL .................................................................................................................................................................................................................................................................................................. 10

SPECIALIST COLLEGE ENROLMENT ................................................................................................................................................................................................................................................. 11 Catch-Up College - CUC .................................................................................................................................................................................................................................................................... 11 Certificate in University Preparation - CUP ...................................................................................................................................................................................................................................... 11 Canterbury Summer School ............................................................................................................................................................................................................................................................. 11

EFFECTIVE CUSTOMER SERVICE ...................................................................................................................................................................................................................................................... 11

ROBUST QUALITY SYSTEMS ............................................................................................................................................................................................................................................................. 11

FULL AND ACCURATE ENROLMENT RECORDS ............................................................................................................................................................................................................................. 13

STRONG OPERATIONAL RELATIONSHIPS ...................................................................................................................................................................................................................................... 13 ICT .................................................................................................................................................................................................................................................................................................... 13 Finance ............................................................................................................................................................................................................................................................................................. 13 Marketing ......................................................................................................................................................................................................................................................................................... 15 Learning Support .............................................................................................................................................................................................................................................................................. 15 Programmes ..................................................................................................................................................................................................................................................................................... 15 Student Support ............................................................................................................................................................................................................................................................................... 16

A TEAM OF MULTI-SKILLED STAFF .................................................................................................................................................................................................................................................. 16 Kamar ............................................................................................................................................................................................................................................................................................... 17

March 1 Return ............................................................................................................................................................................................................................................................................... 19


INTRODUCTION Hagleys successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future is being achieved by teachers making a difference to students learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning, and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success. At Hagley we are committed to contributing to a society where all people are given the maximum opportunity to participate in education. Valuing the diversity of our learners and actively meeting their needs is the challenge that confronts us. At Hagley Community College we are constantly working with our community to gain increased and widespread participation in the educational opportunities that the College offers. This is one of the primary roles of marketing. However, this potential interest is only realised when students make a commitment to engage with the College. It is the role of enrolment to effectively manage and implement this process and to develop systems to ensure appropriate access to the College is maximised, culminating in the enrolment of the student. The College has a commitment to providing high quality customer service to ensure all potential students are feeling welcome, supported and very satisfied with their interactions with the Enrolment Centre. The Enrolment Centre is also the hub of vital information on students upon which the planning and decision making of other portfolios is based. The Enrolment portfolio reports on Hagleys ability to implement robust learning infrastructures by supporting the Colleges commitment to student access, equity and diversity by effectively enrolling all students into the College. PRIMARY GOAL The primary goal of the Enrolment portfolio is to support Hagley Community Colleges commitment to student access, equity and diversity by effectively enrolling all students into the College. This portfolio has the following key outcomes:

High levels of customer service delivery as measured through satisfaction surveys of Enrolment staff based around the three fundamental customer service features of: showing a willingness to help enrolling students; listening to and understanding students needs; and taking responsibility to ensure customer needs are met.

Robust, quality systems to maximise access for potential students and improve efficiency and effectiveness of enrolment provision to all students. Full and accurate student enrolment records on the database that are completed at the point of entry of every student with any changes being dealt with in a timely and accurate

manner. Strong operational relationships between the key areas of ICT, Finance, Marketing, Programmes, Learning Support and Student Support, to ensure enrolment effectively supports

the roles of these portfolios. A team of multi-skilled staff to meet all the requirements of student enrolment for both national and international students.

STUDENT ENROLMENT 2015 The Senior College Open Night - Thursday 4th September 2014 - is the start of the enrolment process for all new students interested in enrolling in the College. Preparation began in Term 3, 2014 for enrolment and re-enrolment of students for the following year with enrolment staff sending out the senior prospectus, introduction letters and application forms in preparation for the open night and for the following interviews and enrolments in Term 4. The Senior College Open Night for Year 11-13 students (including adults) interested in studying in 2015 was well attended by prospective students and caregivers although there was a general feeling that it was quieter than the previous year. This may have been due to the evening starting and hour earlier (5pm 8pm) than the previous years (6pm-8pm). The extra hour was to ensure there was plenty of opportunity for prospective students to engage with each department and staff. Key Enrolment staff met and greeted prospective students and caregivers, handing out enrolment packs, and answering questions regarding our enrolment processes before directing them to meet with subject teachers to discuss course content and future career planning.


On the evening 2 Year 11 and 12 senior applications were received, with appointment times also made for those students requiring testing for accurate course placement. While the number of applications received on the evening was less than last year, this is only the start of the 123 senior applications received before the first Enrolment Day in November. The 14 applications received on the evening would suggest that for some the intention to apply was made before the open evening and the opportunity to link with key staff confirmed that decision. Another opportunity in term 4 to experience what Hagley has to offer was promoted as A Taste of Hagley. This was held in the Caf and was designed to showcase the many package courses on offer. Unfortunately the evening was not a success as numbers attending were very low. This may in part have been due to the timing of the event as many students had already made their choices for the following year in the previous months. This will be reviewed next year and may be held at a different time. Year 11 Graduating College Designed to reward student success and achievement, the Year 11 Graduating College ensures all students studying at this level have the maximum opportunity to be successful learners. There are pre-requisites for entry into the Year 11 Graduating College to ensure students have the necessary self-management skills to be studying at this level. The programme is for one year full-time study and designed to build students learning skills so that they can achieve the Level 1 National Certificate in Educational Achievement and the Hagley Diploma of Learning. All students applying to enter the Year 11 Graduating College are sent guidelines outlining the procedure for enrolment. Once the enrolment application is received, students are required to sit a diagnostic test in English, Maths and Science. Testing days are held each week until the open Enrolment Day, and take each student up to an hour and a half to complete. Enrolment staff organise interviews for caregivers and students with a designated Guidance Counsellor, the Director of Learning Support and the Director of Students. This ensures those students with learning, behavioural or truancy issues are linked immediately to the correct support within the College. Test results once collated are used to plan the students programme at the point of interview. Enrolment staff send requests to previous schools for information on behaviour and academic levels .This initiative has proven to be invaluable and is now regularly used in adolescent enrolments. Students are required to provide copies of their latest school report, including attendance. Students photos are taken upon arrival for their interview. On completion of the interview caregivers and students are contacted within a two-week period to inform them of their enrolment status. All students accepted have 10 days to confirm the placed offered. The enrolment period for Year 11 students closed on the 17th November with interviewing taking place until the end of the month. This was earlier than the previous year, due to the school ending on 5th December. As the process used for enrolling Year 11 students is unique to their level, a decision has been made to no longer interview prospective students on the open Enrolment Days. Students who do come along are able to be tested and then return for a follow up interview. Over 50 students applied to enrol for 2015 and of these, 51 students were accepted to study in 2015. Six students were identified as not having the necessary self-management skills required to study at Year 11 and were declined a place. A further five withdrew their applications. Numbers for new Year 11 students were above last years level, and for the first time passed the maximum target of 50. Including new and existing Hagley students, there were a total of 146 Year 11 students attending on 3 February 2015. Comparisons with previous years are reflected in the corresponding graph. The majority of students are from local schools; two are from schools outside of Canterbury and one is from overseas. The table on the following page shows the previous school the new Year 11 students attended.

34 40 39 51

72 92 96

95

0

40

80

120

160

2012 2013 2014 2015

Year 11 Enrolments

New Students Current Students


Previous School of New Year 11 Students

Year 10-13 Enrolment Re-enrolment of current Year 10-13 students takes place in Term 3. Once signposting has been completed, students are interviewed by the Director of Learning Support, Director of Students, Deans, Careers, and Guidance Counsellors. This ensures all re-enrolling students have an opportunity to discuss and plan their options for the following year and takes at least three weeks to complete. Once the students programme has been finalised the information is updated on the school database and new subjects are entered. To ensure all our current students are placed in their preferred subject choices, all re-enrolment forms are required to be handed into the Enrolment Centre by the end of Term 3. This allows Enrolment staff time to enter data during the holiday break and ensure individual course numbers are up to date at the start of Term 4 when new enrolment interviews take place. A total of 542 current students were re-enrolled during this time. (211 Adolescents, 185 Adults, 146 After3) Over this enrolment period all re-enrolling adult students are also interviewed and placed in programmes. A new initiative introduced in the previous year requiring adult students to personally bring their re-enrolment forms to the Enrolment Centre once completed has ensured Enrolment staff have the opportunity to discuss payment options and deadlines, a process currently well-used by re-enrolling ELL students. Procedures for enrolling ELL students continue to be improved allowing student data to be entered in time for adults to pay before finishing classes. Staff and students have become accustomed to pre-arranged times to visit the Enrolment Centre when paying fees and having photos updated, alleviating congestion at busy enrolment times. The ELL Administrator plays a key part in ensuring students are correctly placed. Testing for new students is held once a week throughout the year ensuring numbers are maintained in courses where applicable and demand at each level can be monitored. Each year there is a concern about the number of students withdrawing due to their Student Allowance ceasing. Students at secondary level are limited to receiving an allowance to study for a period of two years. Students who continue their study at tertiary level are eligible for a further three years which means some students transfer to other course providers including Polytechnic. Class numbers are monitored at each level of learning and changes are where necessary to meet demand. Student numbers can also fluctuate due to family demands both here and overseas, but with continuing enquiries and testing throughout the year the ELL population remains strong, and space in some levels is limited. This enrolment period continues to see an increase in the number of Chinese students enrolling in the ELLC. The appointment of a new ELL Administrator mid-2013 who is fluent in Chinese, has been hugely beneficial to the transition and support for this large population..

Avonside 2 Cashmere 10 Catholic Cathedral 3 Christs College 1 Christchurch Boys 4 Ellesmere 1 Hillmorton 1 HIllview 1 Homeschool 3 Hornby 4 Kaiapoi 1 Linwood 6 Mairehau 1 Middleton 1 Papanui 2 Riccarton 2 Shirley Boys 1 St Bedes 2 Unlimited 1 Villa Maria 1

19

30

17

27

15 10

0

10

20

30

40

Term 1 Term 2 Term 3

New and LeQ ELL Students in 2014

New

Leh

17

31

8 3

10 8

0

10

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New and LeQ ELL Students in 2013

New

Leh


Open Enrolment Days Due to the large number of applications received after the open evening, the College conducts interviews with prospective students and caregivers before the enrolment day in November, to ensure their interest in the College is maintained and course placement is confirmed. Due to a change in staff and pressures within the College during Term 4, a decision was made to trial a new process for the 2015 enrolment period limiting the interviews to a two week period only. This worked well. Prospective year 12 and 13 students meet with the Careers Advisor in October for main stream subject interviews. Those students who needed to also see specialist course tutors as part of their programme, had interviews arranged on the enrolment day, when all subject areas are available. Students wishing to enrol in one the colleges package courses were able to meet tutors throughout term 4 at pre-arranged times. The following graphs below compare the year level and number of new students who enrolled before the first Enrolment Day in November over the last two years. The 123 pre-enrolments in November 2014 was lower than the 181 students pre-enrolled in November 2013. Appointment times on the first Enrolment Day in November remained popular with 51 students (including 13 at Year 11) arranging appointments. This is higher than the previous year of 37 students and caregivers using this option but the same as the 2012 November 2012 enrolment day. At the end of the Enrolment Day 118 students had enrolled in the College, 1 less than the previous year. The following two Enrolment Days in January 2015 saw a further 20 students pre-book appointment times, which was lower than 47 for the previous January enrolment days. There was a total of 270 students enrolling during this time. The Enrolment Days this year changed slightly in the start times. While the day is advertised as being open from 10am, it was acknowledged that there was a delay in the time from the first students being interviewed at 10am to when they actually meet course tutors and data entry personal. To help keep a steady flow of students, this year, students and caregivers were offered appointments from 9:30am. This ensured staff at department desks were able to start meeting students and caregivers from the 10am start time. The Enrolment Centre closes on this day and is relocated in its entirety to the Careers room. With three large open spaces all on one level providing numerous entrances and exits to maintain flow, staff have the ability to view and connect with colleagues and departments; staff are able to meet and greet all students and caregivers at the entrance to the Student Centre and establish where they need to be directed. Maps are provided with steps to follow to ensure complete enrolment on the day. For those requiring testing, the computer room beside the Library offers a quiet place with easy access for staff when marking papers. The Library becomes the hub for interviews incorporating two waiting areas, one for pre-arranged interviews and one for students who arrive throughout the day. Staff are positioned here to ensure a steady flow. A change in policy has meant the College is no longer able to print NCEA results for each student on the November day. Computers are set up so students can log on to the NZQA website and print their results to ensure interviewers have as much information as possible when enrolling and planning a course of study. Students then follow signage to the main Cafeteria where subject teachers are available. Staff again meet and greet students at the entrance and direct students to specific subject hubs. The alcove immediately outside the Cafeteria is set up as the first data entry point. The space allows for seating and while this area is quick to fill it is an important area for gaining initial student information and student photos that are then used at all following data entry points. Once enrolment forms have been checked, students are then directed to the Careers room entrance and again are provided with seating in a waiting area. After 3 staff are positioned in the Student Support office to enrol After 3 students while three support staff are responsible for the data entry of the remaining students details and subjects in the main Careers room. Adult students are then directed to the payments areas where two Enrolment staff are responsible for collecting fees and discussing payment options and plans. All

21 Yr 11

31 Yr 12

44 Yr 13

85 Adults

Pre-Enrolment Nov 2013

30 Yr 11

21 Yr 12

29 Yr 13

44 Adults

Pre-Enrolment Nov 2014


enrolled students leave through the exit door and out to the main entrance where staff are able to check they have completed their enrolments and have all the necessary information.

The above graph compares enrolment numbers over the enrolment days with a further breakdown on the right showing the number of students at each year level enrolling over these three days for that enrolment year. Due to its close proximity to the Student Centre, the ELLC are able to base themselves in classrooms with the attached office providing access for photocopying, testing and administration tasks. Once completed, students enter the Student Centre through the alcove door and join the process of data entry and student photos. Training for administration staff continues to be held in the weeks before the first Enrolment Day. Staff entering data are updated and made familiar with new processes. Staff welcoming students and parents in the foyer is seen as an important first step. Having key staff members available to answer questions with good knowledge of enrolment processes is vital and staff are updated and informed. Interview times/names, enrolment forms, prospectuses, timetables and maps are all distributed at this point. Testing packs, test results and previous student information are now collated in the Library due to some information being sensitive.

Number of Students Enrolling The number of students who engaged with the College during the enrolment process by the 3rd February start date was 2,106. This number reflects actual enrolments processed. Students numbers continued to increase with the CUC, late enrolments and new CUP programme. Student numbers were also reduced by 57 students who were identified as not attending regularly enough to be counted in the March return and subsequently withdrawn. This figure was lower than in the previous year but similar to that of 2014.

119 105

119 118

170 165

127 145

106 105 86

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Nov Jan Jan 2011/2012




Total Number of Enrolments per Enrolment Day

12 23

9 13

156 139 137

153 147 140

112 115

81 64 67

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2012 2013 2014 2015

Comparisons by Year Level per Enrolment Days

Yr 11 Yr 12/13 Adults Aher3

2078 2285 2072 2106

0 500

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2012 2013 2014 2015

Total Students Enrolled by February


The increase in student numbers this year has resulted in a total student FTE of 1371.3 (1304 in 2014) (1356 in 2013), (1316 in 2012). It should be noted that while the number is higher than the previous year, the new CUP programme has increased the student population by an extra 100 students, each bringing an FTE of.6 to the March data. The number of successful enrolments is reflected in the effective marketing strategies that were employed and the processes undertaken by a very committed enrolment team throughout the College. Enrolment staff continued to receive enquiries from students wishing to enrol in the College once school began in February. Due to spaces being available in some subject areas, the College advertised a late enrolment period up until 13 February. A total of 52 appointments were made for mainstream enquiries. Students enrolling during this period included 13 ESOL, 19 adolescent and 17 adult students. After3 also continued to enrol students during this period. Teachers in charge of package courses enrolled a further 11 students and continue to enrol students where space is available. Hagleys roll continued to fluctuate each term as students enrolled or withdrew during 2014. The graph shows all students, including ESOL and After 3 students, over the three terms of 2014 (a further breakdown of ESOL and After 3 students are shown in separate graphs). After 3 Launched in 2009, After 3 gives people the opportunity to study a wide range of Hagley courses away from daytime commitments. With new programmes added for 2015, and the ability to enrol during the year, enrolments in After 3 courses remain strong. In February 2015 there were over 650 students enrolled which was at the same level as in 2014. Discussions around the $40 enrolment fee being increased will be relooked at later in the year. This was originally implemented after concerns were raised regarding student retention and commitment. After 3 students now have their photos taken and are all enrolled onto the school SMS system in the same way as all other Hagley students. The advantage of this is there is no need to re-enter student data for students continuing in the following terms and payments are applied to existing files. Attendance, class lists, fees and timetables are all accessed through the school SMS system. After 3 students are all entered on the Ministry ENROL database and this is done alongside all other Hagley College students. After 3 continues to have a big impact on key staff dealing with After 3 enrolments. Over 200 After 3 prospectuses were sent out during the busy enrolment period. In keeping with day school processes, current students were given the opportunity to re-enrol before the end of Term 3, and with application forms processed during the term break, this proved very successful. This allowed staff to concentrate on new applications during Term 4 and removed much stress during this peak time. While it is important for all staff to be familiar with After 3 programmes, students enquiring about After 3 courses are encouraged to make contact with After 3 staff during their evening hours to ensure class numbers, waitlists and course changes are managed within one system. Applications received by staff during the day are processed during the evening. Systems and processes are reviewed regularly to ensure accuracy and are overseen by the After 3 Administrator in consultation with the Director of Enrolments. The responsibility of contacting students if their attendance becomes a concern is now managed firstly by the teacher in charge of the class and then followed up by the administration team; new restrictions on waitlist numbers per class has seen an improvement in managing student numbers in a more timely manner. All After 3 students received their course confirmation and timetables in the middle of January, a new initiative bringing them in line with the process used for all day school students.

203

100

36

238

119 78

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250


Student Movement / Term - 2014

Enrolled

Withdrew

149

55

14

90

65

36

0 20 40 60 80

100 120 140 160


AQer 3 Student Movement / Term - 2014

New

Withdrawn


INTERNATIONAL STUDENTS The College continues to streamline the processes for international students wishing to engage. The processes for international student enrolment remains robust and the financial infrastructure is strong with a healthy ratio of income to expenditure. With a diverse population, and 16 ethnic groups identified for Ministry reporting, the College is well-placed to receive students from overseas to study and feel part of a community. The College welcomed a total of five students to study during 2014, all from diverse backgrounds including Thailand, China, Japan and Cambodia. In previous years we have had a number of students who due to their age, no longer qualified for a domestic student visa. To remain studying in New Zealand they were required to become international students. In 2014, no students were required to become international students because due to their visa status. The criteria for international students is regularly reviewed by immigration. Students wishing to change secondary schools must now show that the new schools programme differs from their previous school and how this will enhance their study and achievement. Student academic progress and attendance is monitored to ensure they are meeting their visa obligations and visa renewal can be declined if this is lacking. International students are all tested upon arrival followed by an interview to ensure accurate course placement and achievement. There is often pressure on international students to learn English at secondary level in a short timeframe so they can go to university. Unfortunately many do not understand that once they have mastered the language they must also learn the topic. This can take another one or two years depending on the students background. International student applications, once approved by the Director of Students, are processed in the Enrolment Centre. Using the school database, Kamar, student details are gathered in the same way as domestic students. Kamar has the capacity to build reports pertaining to the status of an international student at any given time. This can include information regarding legal documents - visa, passport, medical insurance and fees or agent and host family information, subjects and pastoral information. The structure of the report can be changed as required and all information is live. Official receipts/statements issued from Kamar show the breakdown of a students individual term tuition fees, contingency, medical, guardian and homestay fees, all required by immigration when students apply for visas. The administration application form developed to monitor a students application progress, showing department links, interactions and timelines, has been updated allowing staff to check application progress at any time on one document. Refunds are documented with statements attached. All are approved by the Director of Students and the Director of Finance before being actioned. International students are also recorded on the ENROL system and the MOE now use this to calculate the International Student Levy for each school.


ENROL ENROL is a central register of student enrolments that authorised users update via the web as students enrol, change schools or leave the school system. ENROL is a mandatory system for all schools. ENROL was first implemented in 2004 as a central database of all school-aged students enrolled in the school system. Schools are required to enter a student within five days of starting or leaving school. Adolescent students are entered into the system in their first year at primary school or through an early childhood centre. As they progress through their schooling, their personal information follows them as they are claimed by their new school. It has developed over the years and is now also used to record adult students returning to the school system to extend their learning. With 1206 adult students enrolled during February 2015 this year, and 565 of these new to the College, the administrative impact for Enrolment Centre staff in this respect continues to be huge. For an adult student, Hagley will be their first school on the ENROL system so a full new record is required. Training on ENROL is ongoing for Enrolment staff as ENROL is being used more for data collection by the Ministry. With the new SMS (Kamar) installed in 2010, we now have the ability for ENROL and Kamar to electronically share information, eliminating the need for total separate data entry for adolescent students who have previously attended a New Zealand school. The importance of full and accurate data is critical in ensuring all data is successfully uploaded. Each student is entered on ENROL as either full or part-time which reflects the FTE noted in Kamar. Staff must change the individual FTE on Kamar of each student as they increase or decrease their program. If this then changes their status from full or part-time, ENROL must also be edited. As each student is withdrawn throughout the year, staff must once again check their status to ensure accuracy as this affects the Colleges Leaver Attainment Data for that year. Because Kamar and ENROL are able to electronically share information, 573 students who had previously been enrolled in a secondary school were able to be uploaded from a batch of 1263 students. This left a group of approximately 690 students that comprised mainly of adult students, some students whose documentation didnt match both systems, students with no NSN or students new to New Zealand. To enter the remaining students, 5 enrolment staff, with ENROL access worked one Saturday in February to complete this process. While all students were not entered over the day due to information not matching previously held student data, staff continued to resolve all issues to ensure data was completed for the March 1st roll return. Staff in previous years have encountered much frustration when entering or editing student data. Students entered by a previous schools can have inaccurate or out of date information. Staff spent much time updating this to allow the student records to match and upload. The ENROL database also recorded errors when staff had completed entering data and saving the information. If an error was caused through the ENROL database the entered data was lost. Information was then forwarded to the ENROL administrators to solve. Staff noted that there were not as many errors remaining as in the previous year and that ENROL database worked well over the Saturday. Most related to adult students who had changed their name unofficially or by deed poll or marriage. Staff are required to record the verification document used by a student to enrol, but there can often be a delay until the record is updated by ENROL staff. An error between the school SMS and ENROL was outlined by the auditors in 2013. Students whose documentation between their previous school and with Hagley had changed, e.g. residency or citizenship, was not automatically uploaded with the student file. The Enrolment Centre again have proactively checked all students enrolled on Kamar and compared this data to that on ENROL. Twelve students were identified as not entered on both systems and a follow-up check on student documentation on both systems will be updated of those where necessary. Over 30 students were identified in 2014 and documentation was re-entered. As students enrol throughout the year, students will only be uploaded to ENROL from Kamar once they have attended their first class. This is a change in process initiated by the Enrolment Centre to ensure every student who has enrolled has attended their first class. Those who remain absent for a week are then followed up and deleted if no longer enrolling. At the end of the school year 679 students who had not re-enrolled for the following year were withdrawn from the school SMS and ENROL in a complete batch upload. Students in Years 12-13 with results, and those who indicated they were not returning were separated and withdrawn individually to reflect their NCEA results.


SPECIALIST COLLEGE ENROLMENT Catch-Up College - CUC This innovative concept continues to assist students who require up to 6-8 internal credits to complete the entry requirements university, tertiary study or the armed services. This year over 120 students took this opportunity to gain University Entrance. Students are enrolled on the college data base as .2 for each subject area and pay a one off fee which includes NZQA. Once students have completed this course, they are individually removed by administration staff and refunded the administration component of their initial fee. Certificate in University Preparation - CUP In 2014 Hagley College in partnership with the University of Canterbury developed the CUP programme. Over 100 students initially enrolled in this programme with students attending Hagley College 2 full days each week. With two intakes each year, the administration for enrolment staff will increase and add extra data input to their workload. Each student is entered on the student database as .6 and allocated to a specific class. All students are also entered on the Ministry ENROL data base. Students, like those in the CUC programme will also be withdrawn on completion of their course. There are no admin fees attached to this programme. Canterbury Summer School A new Ministerial initiative to improve student success at Year 12 also meant students had the opportunity to complete missed credits. Hagley Community College became the designated school to run this free-to-students programme. Students were able to attend the programme at the College and still remain enrolled in their Year 12 school. Once they completed the required standards, the results were sent to their school who reported them to NZQA to be included in their end of year results. EFFECTIVE CUSTOMER SERVICE The Enrolment Centre is open from 8am to 9pm Monday to Thursday creating continuous access from day through to evening classes, and Friday closes at 3pm. With seven key staff members available to help with After 3, ESOL, NCEA and all day school enquiries, the Enrolment Centre continues to be a central hub in the College where students and staff go for course related information, payment of monies for all College activities, and where data entry for each student is entered and updated. With over 1,800 senior prospectuses distributed before the January/February Enrolment Days, Hagley College is seen by many prospective students as a place to further their study. During the busy enrolment periods staff often work extra hours and continue to provide a friendly efficient service. ROBUST QUALITY SYSTEMS Before making changes and documenting systems, an understanding of processes is necessary to ensure efficient systems in the future. Processes and systems used each year are constantly being reviewed and updated to ensure they remain robust. A set of manuals outlining procedures and processes is available for staff to use and refresh themselves with the functions of Kamar and its general day to day operations. As many more programmes and reports are being utilised it is important to document these as they form the basis of many of our processes. The Director of Enrolment continues to update manuals so Enrolment staff have a hands on how to resource. Enrolment staff have adapted the new Outlook system to make online appointments with staff for all new Year 11 students during Term 4. This continues to work well for Year 11 interviews and as more staff have used this feature it will be used across during specific enrolment periods. A new process established to manage late enrolment applications during Term 2 in 2013 has been updated and is now used during late enrolment periods. Further development on this will take place in 2015 to ensure the appointment schedule and collated data for each applicant works well for the enroller. Enrolment staff gather information from applicants so the College can determine if a suitable course is available. Enrolment staff attach information outlining the applicants previous schooling, including NCEA results and feedback from the previous school if applicable and enclose this in a pack containing a subject profile, and an enrolment form. The enroller is able to make notes on the appointment schedule regarding the applicant. Ie late, never showed, rescheduled or requires further follow up.


Templates for letters used during each stage of the enrolment process are filed and used again in following enrolment periods and form part of the process for enrolments. This enables staff to follow existing procedures and update where necessary. Enrolment forms for all senior students continue to be updated at each enrolment period allowing for more accurate information to help correctly enter data and place students. Generic letters reminding students about immigration requirements and payments is under review so staff can access these through Kamar when required. Each letter printed is automatically recorded on the students file once sent. Letters with start dates and timetables, set up in Kamar, are used to send information to all students in Years 11-13 at the beginning of each year. This feature has worked exceptionally well with 1,200 students receiving start date information, and has meant orientation programmes, organised by year level, can be modified and updated as required and then included in the mail out. Students who needed to change subjects due to their NCEA results were informed to attend on one of the January Enrolment Days through this mail out. Details outlining stationery requirements were also added. A map of the school is copied onto the back of each orientation programme so new students can familiarise themselves with the College layout. This system was expanded to include all After 3 students in the January mail out to remind students of the times and dates of the courses they had enrolled in at the end of the previous year and has resulted in a reduction of students contacting the College regarding start dates. Change of Course forms have been updated further and are now printed directly from Kamar. Student details including their age, year level, NSN, and subjects they are currently studying are printed on the form with a section for the approving staff member to note if this could change the students end goal. Check-boxes ensure each step has been modified and entered. Teaching staff continue to sign the student in and out of their subject area with fees updated where applicable. Once the completed form is handed to Enrolment staff the details are edited on the students programme in Kamar. The House is changed if necessary and fee adjustments are made. If the number of subjects change, the FTE is changed due to a subject addition or removal; this may also require staff to edit the FTE of the student on the database and the ENROL system to reflect a full or part-time status. The form is then processed by the NCEA Administrator who ensures they are withdrawn and/or entered for the correct standards, as well as noting the change on the students profile. This now means key staff interacting with students requesting a change in their programme are fully aware of all previous changes and reasons. There have been nearly 300 course changes during term 1 in 2015 compared with over 354 in 2014 and 308 in 2013. The College has reviewed this system and now each student must complete an application form, signed by their caregiver if under 19, and state which subjects they wish to change and the reasons. The Director of Learning Support and Students both reviewed each application and contacted students with their decision on whether this was approved or declined. While the 1st March data was being collated, this process finished with any further changes managed by the student deans. This will be reviewed again next year.

Withdrawal forms accessed directly from Kamar also ensure an accurate process. The advantage of this is the form is also printed using all updated information regarding the student; name, date of birth, age, subjects, and fees paid/owing are all printed. An update in 2012 from the Ministry means that the students last day of attendance is now recorded as the leaving date rather that the date when the College is informed that the student is leaving. This was identified as a common error in many schools as it was interpreted that students were still able to engage before being removed within the 20 days absentee clause. Staff also felt it didnt truly reflect the work done by key staff to re-engage students over this time. The withdrawal form allows checks to be made with the Library to ensure all books are returned, or if a refund of course fees is due to the student. The NCEA Administrator checks each withdrawal and notes the students NCEA results. Enrolment staff use this information to then withdraw the student based on their achievements as either full-time or part-time. If the students status has changed, staff must then edit the ENROL database to match Kamar. Adult students who have indicated WINZ or automatic payments are separated until payment has been received. This has worked well in ensuring adult students are committed to paying their fees. At the end of Term 1 the Enrolment Centre was waiting for 54 students to make their first payment, which was slightly higher than the previous year. Some had applied to outside agencies and had been declined. Five students were being funded through TEC. The number of fees paid by WINZ for those students on benefits has dropped in recent years due to changes in the allocation of government funding. Others had not made any commitment to start payments. Overdue accounts have all been sent to these students asking for payment before the start of


Term 2. Letters on kamar record each time an overdue letter is sent. Further follow up of students who have not continued making regular payments also happens during Term 2. Students enrolling in package courses now sign an agreement for payment with the teacher in charge of the course, as part of the interview process, to pay their fees to confirm their place. Students can either pay in full, or make a deposit and pay the remainder by instalments. This has been well received with only a few students not making a commitment and requiring follow up. The agreement continues to be updated at each enrolment period. Automatic payments and internet banking continues to be a well-used option by many students and caregivers. Receipts are sent out when full payment is received only, with a balance update sent to those making automatic payments in the form of an invoice at the same time as the school-wide end of term invoicing is processed. The key to this system working well is for payers to ensure that the student name and ID number are noted alongside each payment. Delays are caused when deposits cannot be matched to a student due to insufficient information. The Student/Parent Portal, available to students and parents for fees, timetables, attendance, school reports and NCEA information has become a valuable tool with many caregivers and students now accessing this site. Information on how to pay fees, including the school bank details, when payments are due and applied, and extra information regarding the timeframe for NZQA fees are all updated during relevant times of the year. FULL AND ACCURATE ENROLMENT RECORDS Enrolment staff are all equipped within the importance of entering full and accurate data. Training is ongoing as, with any database, new features are being continuously developed. Enrolment staff and the NCEA Administrator check each enrolment record after each Enrolment Day to ensure all data has been correctly entered. Staff are currently entering and editing student FTEs as they enrol, change courses and leave. All students who have not had their photos taken are brought to the Enrolment Centre if requested to have these updated. During March, Enrolment staff compared student numbers from the College SMS system, Kamar, with those from the Ministry database, ENROL. It was pleasing to see of the more than 2,000 current student enrolments, there were fewer than 12 students identified as needing updating by enrolment staff or ENROL administrators. A second check in Term 2 will ensure the integrity of both systems and will continue to be monitored. STRONG OPERATIONAL RELATIONSHIPS The Enrolment Centre has strong links between the areas of ICT, Finance, Marketing, Programmes, Learning Support and Student Support. ICT ICT staff are responsible for ensuring programmes and resources are available during the busy enrolment period. EFTPOS, cameras, computers, printers and copiers are all required to be available and working. An ICT staff member is on-call to resolve any issues as they happen over these busy days. Updates on Kamar occur throughout the year resulting in new functions and reports. On occasion this has also resulted in some being disabled. Enrolment staff often liaise with ICT and Kamar staff to resolve these issues as they are noted. Finance Supporting the accurate collection of fees, material costs and all purchases by staff and students, the Enrolment Centre staff are responsible for:

Collecting and receipting all monies into the College, applying to the correct department and student. Banking all monies received into the College once a week. Processing and banking daily Caf takings for collection once a week. Settling EFTPOS each day and finalising end of day takings.


Processing and applying internet and automatic payments made into the school accounts for the purpose of paying fees. Adjusting student fees where course changes have been made. Transferring fees. Applying/processing refunds when applicable. Printing reports for departments re payment of subject fees. Applying/charging all course fees to student records for invoicing. Invoicing students during Terms 1-3. Committing of each month from Kamar for uploading to Musac. Adding new/outside agencies to student records when payment is received. Editing statements/invoices throughout the year. Discussing payment options with students and caregivers.

The Directors of Finance and Enrolment work together to ensure processes are followed and fees are correctly applied. Accuracy when applying fees and payments ensures reports are able to clearly identify at any time the income received through the Enrolment Centre. The Enrolment Centre has taken over the process of allocating fees to all students in readiness for invoices being sent at the end of Term 1. This process was managed over a one-week period and involved two main steps to ensure accuracy. Firstly each course fee was checked before applying it to the student enrolled in each course. Secondly, once applied, the number of students allocated a fee in each course were then compared to the number of students enrolled in each course. As many students change subjects in the first few weeks of the term, fees need to be manually added or removed. Any discrepancies were able to be identified ensuring no student had an incorrect fee applied. The printing of invoices was managed by year level and all were checked and sent out by the staff within the Enrolment Centre. At different times of the year adjustments are made to the information recorded on statements and invoices. Invoices sent to adolescents referred to the school donation and payment of subject fees while the invoices sent to adults referred to the adult and subject fees, reminding adults that payment needed to be made to ensure they remain enrolled in the College. As Enrolment staff deal with fee enquiries and payments it makes sense that allocating of fees is also managed here. Follow-up invoices will be sent in Terms 2 and 3. In term 3, Library staff provided a list of students who had not returned library books. The book and replacement amount were added to invoices before being sent home. The result was encouraging as in many cases books were returned to the college and in some cases payment was made. The recording of Caf takings is now entered in Kamar by the Enrolment Centre. This has reduced the amount of collection bags from five to one each week. Finance staff check each days takings against the records from Caf staff, recording each denomination amount for data entry by the Enrolment Centre on Kamar. Copies of each weeks takings are then provided to the Finance department for checking against the banks statements. The Enrolment Centre also process payments for activities that departments run alongside their courses. The School of Cuisine makes and sells meals to staff, the Theatre Company run after school drama classes and evening performances, the Jewellery department and School of Fashion showcase and sell their designs, and ICT recoup monies through the sale of laptops. Regular meetings between the Director of Enrolment and the Finance team ensures systems are working and staff are informed.


Marketing Promotional features relating to course and enrolment information has a direct link with the Enrolment Centre. Enrolment staff input and background knowledge here is important when engaging with new students and caregivers. For Enrolment staff the impact of advertising is often immediate with constant inquiries either by phone, email or in person. Regular sharing and updates on promotional material is vital to successful customer service. Racks and stands are used to display prospectuses, NCEA information, newsletters and course brochures. These are regularly updated as new courses are added and changed. The Enrolment Centre continues to support the Marketing team at open evenings with key staff available as required. This is updated each year to reflect the needs of the College.

Enrolment staff send information to interested parties regarding the open night from information gathered during the year in the enquiries database. Three Enrolment staff attended the September open night, meeting and ascertaining the interests and requirements of each student and caregiver in the alcove outside the Cafeteria. Enrolment packs containing a prospectus and enrolment form were handed out to ensure everyone had the relevant information before going through to the Cafeteria to meet department staff for course information. Enrolment staff record details if further follow up is required after the evening and appointments for testing are also organised. One major benefit of Enrolment staff attending this evening is the familiar face they become when students and caregivers engage again after the evening in the Enrolment Centre for testing or interviews. In term 4, the college hosted A Taste of Hagley for prospective students to see what Hagley has to offer. Enrolment staff were not required at the evening but were involved in the posting of information to students. Enrolment staff also note any changes in the current prospectus that require updating by the Marketing team that relate to the Enrolment Centre as these come to light during the year, in preparation for collating the following years information. Staff also liaise with the Marketing team to ensure information relating to the Enrolment Centre in each newsletter is current and relevant. Learning Support Staff continue to offer administration support in setting up appointments, supervising tests and marking and collating all information ready for enrollers interviewing. Class lists and numbers are also printed, collated and made available for use on Enrolment Days. In Term 3 current students are interviewed and enrolled into programmes before new enrolments begin in Term 4, thereby ensuring our current students have their first choice of subjects confirmed. This is achieved by Enrolment staff using the holiday break to enter students programmes on the school SMS system for the following year, and in time for the new enrolments in Term 4. This also relieves the pressure on Enrolment staff and eliminates any confusion with numbers during peak enrolment times. Those courses that have limited numbers are able to be monitored by staff manually adding names. Once full, the course is withdrawn from the profile so enrollers know not to add new students. Information relating to students learning is also recorded by Enrolment staff and in particular those requiring support during assessments is recorded and managed by the NCEA Administrator in liaison with the Director of Learning Support. Programmes The variety of package courses and individual subjects offered at Hagley and the opportunity to modify programmes to suit a students timetable continues to create many challenges for both the Director of Programmes and Enrolment staff during the busy enrolment periods. Enrolment staff rely on the subject codes all being entered and correct in time for the busy enrolment period, starting at the end of Term 3. This must match the subject profile which is a vital tool used by staff in the Enrolment Centre and enrollers when helping students choose subjects. Once the new subject profile is available, data entry begins. As numbers in classes change and fill and adjustments are made to subject codes, option times and teacher allocations, this has a flow-on effect for staff in the Enrolment Centre as student timetables are updated. In some cases complete classes are moved due to timetabling changes. Reports accessed daily from Kamar showing numbers in each class and in each option have proved to be a valuable tool in keeping staff up to date when placing students. This is Hagley, and many students enjoy the opportunity to try a variety of courses during their period of study.


Student Support The Enrolment Centre is seen as a key in providing accurate and up to date information on the school database to enable the Director of Students, Student Managers and Counsellors to liaise with parents and outside agencies in dealing with student issues. Updating changes in student programmes is vital for monitoring attendance and students progress. Students are given many opportunities to change courses and alter their programmes. The Enrolment Centre ensure these are processed within set timeframes to ensure attendance and student monitoring are accurate. The Enrolment Centre continues to be a source of student activity. Students are able to pay fees, check timetables, find staff and make purchases. Enrolment staff will often relay information to teaching staff regarding a student and also refer a student to other departments in the College for specific help. A TEAM OF MULTI-SKILLED STAFF Communication is vital if staff are to provide accurate information and be familiar with processes in the Enrolment Centre and the College as a whole. The Enrolment Centre is often the first place a student will go to for many kinds of information, whether enrolment related or more of a general nature, but the friendly staff are always willing and helpful to students and the public. With the expertise and interactions from both the ESOL and NCEA Administrators, key frontline Enrolment Centre staff are able to provide accurate, prompt and up to date information to students and caregivers. Enrolment staff are given the opportunity to familiarise themselves with and ask questions about courses offered in the Enrolment Handbook with the HOD of Careers each year. This always proves extremely beneficial and is part of staff professional development each year. The After 3 Administrator also updates staff with the new After 3 prospectus. While staff have specific strengths and responsibilities in certain areas and can offer guidance to each other, it is important that each member is familiar with all processes to ensure the flow of tasks. Enrolment staff have had extensive training on Kamar and will continue to be updated. All staff show confidence in its application and have commented on its ease of use. As changes and updates occur throughout the year staff are given guidance to ensure they are familiar with each application. All staff are familiar with and use ENROL as part of the enrolment process alongside Kamar. Training is ongoing and staff continue to be informed with updates on the College SMS and activities within the College. Enrolment staff form part of an integral team that is responsible for the March 1st return. In the weeks before this critical date, the Principal and Director of Programmes are able to run reports to identify any areas of concern that need modifying to ensure accuracy in the return. This involves ensuring adult students are correctly identified by their type (regular or returning), that the FTE of students matches the subjects taken (Kamar has a default setting of 1), that NSNs are not duplicated and that students year levels are correct. Students not attending were able to be identified and coded as NA so they were not incorrectly counted in the return. These students were then withdrawn from the College if a reason for their absence was not available. Key dates during the year often dictate changes to certain functions carried out by Enrolment staff. Staff have learnt to adapt processes and separate data for collating at a later date ensuring accuracy during the following times:

ENROL ensuring records are all updated before 1st March.

March 1st return (over two week period) course changes/withdrawals are collated and held for data entry once the return is filed. Reports (over four week period) course changes/withdrawals are collated and held for data entry once reports are printed. Re-enrolling students (Term 4) FTE/House/student type changes cannot be edited, all collated for updating after the last mail out in the year and before the start of the following

year. Audits (4) checking data is accurate and up to date before audits due. Withdrawing students at the end of the year.


Enrolment staff are responsible for identifying and responding to Hagleys unique student base when: Providing enrolment information. Responding to student/caregiver and staff queries. Collating enrolment forms into separate groups in Term 4: Adults new or current and Adolescents new or current, payers/non-payers and then combining for filing during Term 1. Entering data of HALC and Van Asch students into separate schools. Collating students enrolled in package courses. Checking payments/non-payment and applying fees. Adding alerts. Accurately enrolling and withdrawing students throughout the year. Sending invoices. Printing class lists for each enrolment day.

Staff knowledge and relationships is the key to ensuring accuracy and an effective team.

Kamar Installed in 2010 with the first transfer of data in July of that year, Kamar is the SMS used by the College for student data. At the beginning of 2015, Kamar released another update which has caused some concern for staff. Some of the changes have been time consuming for staff when trying to access pre-set fields that no longer exist. Fields that were set up in 2010 to record students who had Attendance, Pastoral, Behavioural and Learning notes on their enrolment applications are no longer accessible using those pathways. Those students who have had or require specialist assessment conditions are also monitored in Kamar and staff have had to learn new methods of entering and reporting this data. Kamar also removed some of the data in the search fields used by the Director of Enrolment for many reports. The issues were highlighted with Kamar and over the following week all previous information was restored. A new feature is the ability now to access information on a students timetable, attendance, details and pastoral notes without having to change screens. Monitoring those students receiving an allowance has also been updated. The staff member responsible for this area enters the information once enrolment has been confirmed. A list can be printed at any time of those attending and receiving an allowance as well as a list of those who have left in any given week/month and are no longer eligible. Three key staff members, the Director of Enrolments, the NZQA Administrator and ICT Manager attended the Kamar Conference in Hamilton in May 2014. Staff attended workshops and also had the opportunity to meet with Kamar representatives to discuss specific issues. Seven issues raised by the Director of Enrolments were:

Show student attendance by year levels and in alphabetical order in the continuous absence printout still unresolved from 2013 Alert in the fees area partly resolved. The alert is generated from the detail screen. Preference is for a separate alert for each area. Ethnicities still missing on the database to reflect our population still unresolved (directed by Ministry). Ethnicity South African coloured be edited to South African only still unresolved. Highlight in the fees area if there are two or more payers still unresolved. Ability to lock new data when re-enrolling current students into the next year still unresolved. Package courses not showing in the student subject area on the database from the previous year still unresolved. Add an extra gender Kamar are aware of this from other schools and were debating a suitable term for these students Printing individual invoices per subject only for events/materials etc


An issue identified with the 2014 Kamar update was keystroke delay when entering data in certain fields. When looking for individual students in the custom field area, staff have to type slowly otherwise key letters are missing. This will be bought up again at the next conference as an ongoing concern. Other issues that will be taken by the Director of Enrolment to this years conference are:

Locking data during the re-enrolment period ie fte, type, house Printing details and statements for left students Ability to use short cut keys - F1 etc Exclude fees by set ie: CUC/UC@hagley How to charge fees to a House ie After3 Alerts for fee area only Select saved footers for different invoices ie library books Change letter layouts ability to add fields above end signature Better way of using Kamar for adult international students Ability to lock payers from previous year when there is a change if family circumstances When changing students programmes the ability to lock all previous attendance so the new subject starts afresh.

Students who are attending the Hagley Adult Literacy Centre and the Van Asch Deaf School, are enrolled in their own schools within the Kamar database, which then excludes them from any Hagley College Ministry returns and audits. This then ensures they still appear as students on Hagley College class rolls while also allowing them to be easily identified for reporting. Kamar has a facility to send alerts when verification documents are due to expire, informing staff to send reminder letters to students that their immigration documents need updating and to bring these in to the Enrolment Centre for copying. Once sighted, this information is also updated on ENROL. Another alert is student unexplained absences. Students are grouped by the number of days of unexplained absences. The date of the students last attendance is also recorded. This is a fantastic tool and allows Deans to monitor individual students and for the Enrolment staff to use these dates when withdrawing students. Staff are still adapting so previous changes. At the beginning of last year in an update release, Kamar changed the way in which the second payer in the fees area was recorded. The second payer information disappeared from the fees area and had to be re-entered and saved using an extra manual key. Kamar also added two new features to the student search screen. Staff have the option of now selecting E for all enrolled students or L for left students as well as the default setting of current students only. This still trips staff up when searching for students. A very successful means of recording groups of students has been the ability to add a House to each student. Students are grouped as either Day, Extended Day, After 3, Catch-Up College, or a combination of two of these. By setting up these fields, letters, reports and accounts are able to be sent to individual or groups of Houses by selecting the appropriate programme. Unfortunately during the re-enrolment period in Term 3 and 4, staff are unable to edit this field if a student moves House in the following year as the change is live and alters the existing data; the current data no longer stays accurate for reporting/identifying groups. Staff must note any house, FTE and student type changes on individual enrolment forms to be updated once all leaving students have been withdrawn but before letters are sent in January regarding timetables. The issue has been brought to the attention of Kamar administrators with a request for this information to be locked, thereby maintaining the integrity of the data, but at this stage no resolution has been found. Adult students are further identified by an asterisk for quick and easy identification by staff.


Kamar is used to record all payments regarding students. Staff at the end of each day print reports to balance the days takings. Incorrectly entered data is quickly identified and fixed. These are then amalgamated each week to provide a single report which is used for the weekly banking of all processed cheques and cash. A request to Kamar to make the credit balance on student files stand out was acknowledged and now appears in yellow if a credit is showing.

Kamar continues to challenge us with some of its applications but the Kamar Helpdesk has been central to many of the tasks to date being made available for reporting. Their staff are very knowledgeable and keen to resolve issues. The time commitment has at times been stressful, with many hours spent adapting reports to suit Hagleys unique student population. Unlike most schools, our new enrolments are not only Year 9 students and the leavers are not just Year 13 students.

Kamar staff were able to help with the withdrawal of all students who had not enrolled for the following year. The College ICT department no longer rolls all students into the following year in Term 3 in preparation for re-enrolment as this resulted in inaccurate data when identifying students who were leaving. Students are now entered as they re-enrol into the following year. With Kamars help, ICT identify those students who have not re-enrolled and withdraw them at the end of the year. The Kamar User Group Directors of Students, Programmes and Enrolment, NCEA Administrator, ICT Manager, HOD of Music and Office Assistant meet each month to discuss issues and updates relating to Kamar within the College. Kamar Champions represent individual departments within the College. The elected staff member has the responsibility of being the first-person staff in their department to go to with questions on the use of Kamar, and they are also responsible for instructing the basics of Kamar to any new staff member in their department. If the elected staff member is unable to help, they have the opportunity to seek one of the group members for further assistance. It is hoped this team sharing of ideas will ensure staff have greater confidence in the use of Kamar and its applications. Workshops have also been discussed, which would be driven by staff requests, and is seen as a way of keeping staff involved in what is required to keep Kamar data current and robust. March 1 Return The following table illustrates the breakdown of the return as it is sent to the MOE. This printout has come directly from the Student Management System, Kamar. It shows the numbers of students in each year level, numbers of part time students, adult students and fee-paying students. Column 5 shows the number of students eligible for Ministry funding a total of 589.6 male students and 781.7 female students, with a grand total of 1371.3 FTE students.

Year

FT Regular PT Regular FT Adult PT Adult Eligible Students CTC A/Ed FTE Fee-Payers Total Number of Students

M F M F M F M F M F M F M F T

9 43 56 43.0 56.0 43.0 56.0 99.0

10 54 51 54.0 51.0 56.0 51.0 107.0

11 76 68 76.0 68.0 78.0 69.0 147.0

12 86 102 2.0 4.1 88.0 106.1 4.2 1.0 93.2 106.1 199.3

13 102 135 60.7 53.6 77 130 77.5 179.2 317.2 497.8 1.2 0.8 1.0 1.0 319.4 499.6 819.0

Total 361 412 62.7 57.7 77 130 77.5 179.2 578.2 778.9 6.2 5.0 2.0 1.0 589.6 781.7 1371.3


Once the March return exercise is completed, it is possible to analyse student numbers further to show the number of students per department and then per class within departments. These figures are very useful in setting funding and staffing levels for departments, and have the potential to be used in a formal way to decide staffing levels for the following year. By October of each year the MOE put out predictions for the following years roll based on the July 1 return. If this prediction forecasts a roll drop, the roll analysis will be used to show which areas of the College roll are declining and therefore where staffing can be lost. This would be done through the established CAPNA process (Curriculum and Pastoral Needs Analysis) but using the Colleges roll analysis. A full analysis of the College roll is undertaken in the Programmes portfolio and is reported fully in Section 1 of the Annual Performance Report. Over the last 17 years the College roll has increased from 1238 FTE students in 1998 to 1371.3 FTE students in 2015. This represents a 10.78% increase over this time period. From the graph it can be seen that Hagley Community College has had periods of stability followed by periods of growth. What is interesting to note is that the trend is for the College roll to increase over time with each stable period having higher student numbers than the previous one.

1009

1238 1314 1350

1428 1480 1426 1262 1242 1287 1226 1211

1321 1453

1581

1313 1341 1304 1371

0

200

400

600

800

1000

1200

1400

1600

1800

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

College FTE Roll - 1 March 1997 - 2015

Information Technology 21page

ICT - Hagley College Performance Report 2015 Page 22

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 23

Vision for ICT .................................................................................................................................................................................................................................................................................... 23

The ICT Building Foundation ............................................................................................................................................................................................................................................................ 23

Key Educational Areas for Engagement ........................................................................................................................................................................................................................................... 24

PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 25

Critical Success Factors .................................................................................................................................................................................................................................................................... 25

ROBUST ICT INFRASTRUCTURE ........................................................................................................................................................................................................................................................ 26

Network Infrastructure .................................................................................................................................................................................................................................................................... 26

Services and Applications ................................................................................................................................................................................................................................................................ 28

Building on Current Security ............................................................................................................................................................................................................................................................ 28

ACCESS TO ICT ..................................................................................................................................................................................................................................................................................... 30

Access Device Provision ................................................................................................................................................................................................................................................................... 30

Anywhere/Anytime Access .............................................................................................................................................................................................................................................................. 31

Access for the Wider Community .................................................................................................................................................................................................................................................... 31

E-LEARNING AND PERSONALISATION ............................................................................................................................................................................................................................................ 32

Strategies for e-Learning and Personalisation ................................................................................................................................................................................................................................. 32

ICT PROCESSES AND PEOPLE ............................................................................................................................................................................................................................................................ 33

RESEARCH, EVALUATE & REVIEW ................................................................................................................................................................................................................................................... 33

SUPPORT AND BUSINESS SERVICES ................................................................................................................................................................................................................................................ 34

ICT - Hagley College Performance Report 2015 Page 23

INTRODUCTION Hagley College has a clear vision for the future. Our vision states that, The College will be a leader in creating innovative learning environments that provide dynamic learning experiences for students within our cohesive learning networks and supported by robust learning infrastructures. We do this to enhance individual student success, achievement and a desire for lifelong learning. There are three key infrastructures within the College that support our core business: financial planning; enrolment; and information and communication technologies (ICT). Vision for ICT Our vision for ICT at Hagley College is to become a leading school in digital education where the ICT service effectively supports learners and teachers, giving them every opportunity to use ICT to enhance and personalise their learning and teaching in all areas of their daily life and encourages innovative practice. This vision is purposely aspirational in that ICT is constantly moving forwards and thus the demands made by the learner and educator will also increase. This means that as a leading college we would seamlessly integrate e-learning, teaching and administration systems across the whole College. ICT planning would be continuous, reflective and proactive and would be embedded in all College planning. ICT leadership would be flexible, outward looking and diffused throughout the College. The College would have a professional learning culture that reflects and contributes to the College and systems strategic policies and is predicated on on-going innovative and reflective practice. Staff would regularly participate in and lead local and larger professional learning networks. ICT access would be available to members of the College community to support communication with learning communities within and outside the College. The College would actively foster a culture of informed, responsible inquiry and communication with ICT. The College would embed systems for staff and students to access, use, re-purpose and critically review quality assured digital learning and teaching resources that contribute to curriculum differentiation and extend and personalise learning for individuals and groups. Staff and students would have access to a range of ICT-based assessment and monitoring tools that extend learning in all learning areas and are linked to an integrated electronic system of recording student achievement. Students would be confident, engaged e-learners who make intuitive connections between ICT and their learning through the culture of e-learning within the College. The College would provide ubiquitous and differentiated access to a secure integrated comprehensive student records system for all members of the College community. The system

annual reporting 2015 : resource base to support learning

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