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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
Commissioner’s Endorsement
Date of submission to Ministry of Education 29 March 2018
Rangiora High School Charter 2018 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.STRATEGIC GOALS ...................................................................................................................................... 7
J.ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE ....................... 7
K.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ..................................................................................... 8
L.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 2016 .............. 17
G.STRATEGIC PRIORITY 2016 – 2019 .......................................................................................................... 17
H.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ............................................................................... 18
I.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ............................................................... 18
J.SUMMARY ANNUAL PLAN & TARGETS 2018 ........................................................................................... 19
K.PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS ............................................................................... 22
L.CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS ................................................................. 43
Appendix ....................................................................................................................................................... 44
Glossary including Acronyms ..................................................................................................................... 44
Rangiora High School Charter 2018 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 2018. On 28 February 2018 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.
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
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
Rangiora High School Charter 2018 Page 4
enrolment scheme order of preference and secret ballot.
The school has a socio-economic decile rating of 9. The current decile came into force in January 2015,
after a nationwide review of deciles following the 2013 Census. Previously, the school had a decile of 8.
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.
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 2018 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 2018 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 2018 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. 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.
J. 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 2018 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.
K. 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 2018 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 2018 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 2018 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.
L. 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.
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 2018 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 2018 Page 13
B. ANNUAL PLANNING & REPORTING
The 2018 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 2018 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 2018 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 2018 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 2018 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 2016
In 2016 ERO carried out a review of Rangiora High School. In the two areas of curriculum and learning,
the Education Review Office made the following recommendations for the school to develop and
improve:
1. that the school must keep a sustained focus on:
effectively addressing and improving student retention, engagement and achievement
improving the quality of NCEA qualifications by increasing the number of endorsements
across learning areas
improving the achievement, engagement and retention of Māori students from Year 11 to
Year 13.
2. In addition, Year 11 students who are at risk of leaving without an NCEA qualification should be
prioritised and responded to much earlier in the year.
3. Achievement data analysis in Years 9 and 10 should be used to identify and report:
the rates of progress students are making within and across the junior year levels
the students who most need to have their learning accelerated
how well Year 10 students are prepared for success in their NCEA Level 1 programmes.
4. Leaders should evaluate, and effectively respond to, how well the school’s current curriculum
design promotes equity and excellence for all students, especially those at risk of lower levels of
retention, engagement and achievement.
5. The school-wide focus on improving the engagement, retention and learning progress of Māori
students should continue with greater urgency in ways that meet their specific interests, needs
and aspirations of Māori students.
6. In consultation with Māori students and their whānau, senior leaders should collaboratively
identify further plans, priorities and goals for promoting success for Māori students, as Māori.
Progress against these goals should be evaluated and reported.
These recommendations will be integrated into the annual plan through the strategic focus areas 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.
Rangiora High School Charter 2018 Page 18
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.
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 linked to the strategic goals of
the school. Self-review has been used to inform the development of the 2018 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 2018
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 2018 Page 19
J. SUMMARY ANNUAL PLAN & TARGETS 2018
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based) particularly boys
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: To address and improve student progress, achievement, retention and transitions of targeted priority learners by improving their engagement in learning.
Annual Aim: To ‘raise the bar’ in overall achievement (excellence) and ‘lift the levels’ of underachievement to close the gap (equity) through a focus on coherency in planning, goal / target setting and
resourcing
Targets:
The Annual plan outlines RHS commitment to equity through targeted actions to accelerate progress for identified priority groups of students
The Annual plan outlines RHS commitment to excellence through deliberate actions to improve the quality of teaching across the school, and by strengthening learning opportunities for all
students
The Annual Plan provides the work plan for each of the strategic lead team portfolios and informs their goals for the year
Termly review of each section of the Annual plan ensures a focus on raising the bar and lifting levels of achievement
Review Cycle
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Action Steps By when Who will Lead? Indicators of Progress Monitoring
The identification and approval of significant strategic
priorities to improve the success and achievement of
students
5 February 2018 Commissioner and SLT Documented strategic priorities.
Consultation with staff and
community
Staff feedback on 2017 strategic priority through dedicated staff meetings in term 4 2017 informing next steps in 2018
Teacher only day feedback
Develop a model for annual planning linked directly to
the schools’ strategic plan and goals
February 2018 Commissioner and SLT Development of common Faculty template through consultation in term 4 2017 (and review 2018) that links Faculty strategic and annual planning to
Portfolio reports to the BoT
Rangiora High School Charter 2018 Page 20
the School Strategic Plan and Annual Plan
Teacher Spirals of Inquiries link to Puketeraki Kāhui Ako and RHS Annual Aims and Goals
Completed Charter to the Ministry of Education that
includes the strategic plan, annual plan(s) for 2018.
31 March 2018 Principal Documents sent by MoE deadline Approved by the Commissioner
Development of Faculty and Curriculum Area goals linked
to the RHS Annual Plan aims and targets
31 March 2018 HoFs and SLT Dynamic
Curriculum
Faculty goals aligned to Annual Plan
aims and targets identified
SLT meet with HoFs they have
oversight with to review and discuss
next steps
Review of performance against targets
feeds into appraisal and spirals of
inquiry
Development of House pastoral programmes linked to the
RHS Annual Plan aims and targets and annual calendar
31 March 2018 Heads of House and SLT
Student Engagement
House goals aligned to Annual Plan
aims and targets identified
Regular meetings of DP with oversight,
HoHs and Deans inform ongoing
development
Review of performance against targets
feeds into appraisal
The development of 120+ individual PLD ‘spirals of inquiry’
projects
March 2018 SLT Teaching and Learning and Puketeraki Within School Lead Teachers
Target students identified. Spirals
of Inquiry underway
Puketeraki Kāhui Ako WSL
Teachers reporting to ASL lead
teachers and DP Teaching and
Learning reporting through
Portfolio Report to BoT
Implementation of strategies throughout the school Ongoing SLT New work and innovations being
undertaken.
Discussions taking place. Ideas being
shared
Hub Leaders and HoFs reporting
through meeting minutes to SLT
Portfolio reports to the BoT
Evaluation of progress on the targeted strategies. Week 7 each term HoFs and SLT Tracking system informing learning
conversations. PLD re next steps. Mid-
term review informing termly
reporting to the Commissioner /
Board of Trustees
Review with MoE Facilitator
ARTE Report to BoT
Evaluation by Staff of actions
Results for all targets collated and analysed and discussed 28 January 2019 SLT Analysis documented in
Analysis of Variance, findings
discussed to inform
Interim Results presented at
Teacher only day 28 January
2019 to inform discussion
Rangiora High School Charter 2018 Page 21
development of 2019 Annual
Plan
Analysis of impact of all strategies on the strategic priority.
Results circulated to all staff
Week 3 February 2019 Principal and
SLT
Evidence of achievement.
Celebration of performance
depending on the degree of
success of the strategy
Analysis of variance at all levels (teaching staff to SLT) to
review impact of strategy on the priority and identify next
steps
20 February 2019 Principal and
SLT
Analysis of variance completed and
part of documentation to MOE. Next
steps clearly identified in the 2019
Annual Plan
Draft Analysis of Variance presented
to the December Board of Trustees
Draft Analysis of Variance presented
to Middle Leaders February 2019
New annual plan as part of the revised charter 1 March 2019 Principal Approved charter documented and
received by MOE on time
Rangiora High School Charter 2018 Page 22
K. PORTFOLIO STRATEGIC PRIORITY PLAN & TARGETS
1. PORTFOLIO: LEARNING OPPORTUNITIES - ANNUAL PLANS & TARGETS 2018
Strategic Focus: The development of different programmes of study
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based) particularly boys
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: To develop new models of learning delivery based on the key characteristics of effective programme design to improve the engagement of students in Year 12 and Year 13.
Annual Aim: To develop multi-disciplinary vocational courses that support student transition into the workplace, further training or tertiary education
Baseline data:
In the 2017 there were 14 Year 12 and 12 Year 13 vocational courses that provide pathways into the workplace or further training In 2017 there is only one Connected Curriculum course offered – Year 13 Media, English and Design which 12 students have enrolled in In 2017 the Tertiary Education Commission funded 25 Gateway placements
Targets:
1) To complete at least one feasibility study to determine the viability of the Connected Curriculum model in the senior school
2) To extend the provision of vocational courses in Years 12–13
3) To review the Faculty structure and Budget provision with a view to informing and enabling the development of the Connected Curriculum
Review Cycle
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Rangiora High School Charter 2018 Page 23
Action Steps By When Resources Who will lead? Indicators of Progress Monitoring
Connected Curriculum in Years 12 and 13
Feasibility study undertaken to determine
viability of a connected curriculum agricultural
business school in Years 12 and 13 (Note:
The nature of the school to be negotiated)
Week 5 Term 2. Agribusiness Schools Network
Agribusiness Subject Advisor, Melanie Simmons
Agribusiness Project Curriculum Director, Kerry Allen
Principal
DP Dynamic Curriculum
Completed ‘feasibility’ study
highlighting the potential of the
strategy presented to Middle Leaders
and SLT
Portfolio Report
HoF meeting minutes
Special interest meeting minutes
Creation of the model for the
agricultural business school based on
the characteristics of effective
programme design
By the end of
Term 2
DP Dynamic
Curriculum
An agreed, approved and documented
model for the Agricultural Business
School.
Solving the practicalities: staffing; rooming,
resourcing; qualifications; collaboration;
community involvement.
By the end of
Term 3
SLT A framework for dealing with and
resolving issues. Practicalities match
programme design features.
Guidelines around priorities.
HoFs minutes
Timetabling Guidelines
2019 Budget
Portfolio Report
Involving students and their parents /
whānau in the development
By the end of
Term 2
www.agribusiness.school.nz
Subject selection process
Principal
Careers Advisors
Students have a forum(s) where their
ideas can be gathered, their views
listened to and incorporated into the
programme design.
Meeting with parents where their
ideas can be gathered, their views
listened to and incorporated into the
programme design.
Portfolio report
Developing priority enrolments (breaking
the rules) to answer questions such as:
Who is eligible to enrol? How long can a
student stay in the programme? Are there
any pre-requisites? Where does it
transition?
Wk 10 Term 2 HoF Special Interest Group
Career Advisors
Principal
SLT Connected
Curriculum
Optimism rules. No obstacle is too
great. What do we need to do to
make this happen?
Solutions are innovative and
creative.
Enrolment including interview to establish
client base.
Wk 10 Term 4 Careers Advisors Successful auditions with high
participation.
SLT Student Success and Engagement
monitoring through the Timetable
process
Establish baseline data and profile of new
students to include: academic qualifications,
30 January 2019 Careers
Advisors Baseline data identified and
documented.
ARTE Report to BoT
Rangiora High School Charter 2018 Page 24
aspirations and intentions, engagement
profile, attendance. Learning Profiles uploaded on
KAMAR
Vocational Courses
Apply to the Tertiary Education
Commission to expand the Gateway
programme to 55 places
TEC deadline Gateway Coordinator Principal
DP Dynamic
Curriculum
Application submitted on time
Gateway reporting and
performance monitoring target
are met for 2018
Curriculum Report to BoT
Secondary Tertiary Partnerships
Explore how to further develop
secondary tertiary partnership with
local tertiary providers to extend the
provision of vocational courses in
Years 12 -13
Feasibility of introducing / developing
Trades Academy, Dual Enrolments,
Dual Pathway Pilot (DPP) Funded
Student, Tertiary EFTS Funded
Student explored
Week 5 Term 2 MoE Advisor Principal Meetings with ARA, Community
College, ITO Providers
Analysis of programmes to meet
RHS Student need presented to
HOFs and BoT
Analysis of resourcing availability
Curriculum Report to the BoT
2019 Budgeting processes
Selling and marketing the new courses
internally to students, staff, parents and
whānau.
Week 2 Term 3 Subject Selection Process HoFs
DP Dynamic
Curriculum
Principal
Sharing the excitement of the new
model and it’s potential for their
learning through:
Assemblies
Special interest newsletter
Option booklet
Options evening
Portfolio Report
Rangiora High School Charter 2018 Page 25
2. PORTFOLIO: INNOVATIVE TEACHING & LEARNING - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Priority Learners
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based) particularly boys
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: Teachers making a difference to student learning through effective and innovative teaching practice to:
Improve student engagement, achievement and retention.
To ‘lift the levels’ of underachievement to close the gap (equity).
Annual Aim: To target students who are
Year 9 and 10 students, with a focus on Māori Students to accelerate their progress
Year 11 Māori students who are at risk of not achieving enough credits to be awarded NCEA Level 1
Year 11 boys who are at risk of not achieving enough credits to be awarded NCEA Level 1
Baseline data:
‘Me and My School Survey (2017)’ results indicate that on average:
Year 9 boys strongly believe that their families’ culture is treated with respect by the teachers. They are proud to be at the school. Students agree that they take school seriously. They agree
that they can talk to teachers about their schoolwork. Students disagree that their classes are a waste of time. They believe they have a lot of respect for the teachers. Students agree that
they feel safe at school but also agree that often feel bored in class.
Year 9 and 10 Māori and Year 10 boys feel that they are making progress at school and agree that their teachers help them learn. They agree that they like learning new things in class and that
it is important to behave well at school. Students disagree that they look forward to going to school each morning.
In 2018 we have identified the students who are ‘at risk’:
Male Māori Total
Year 9 Students who are ‘at risk’ of not
achieving Level 4 outcomes
Reading – 17
Math – 25
Reading – 3
Math – 5
Reading – 25
Math – 36
Year 10 Students who are ‘at risk’ of
not achieving Level 5 outcomes
Reading – 22
Math – 10
Reading – 7
Math – 6
Reading – 33
Math – 22
Year 11 Students who are ‘at risk’ of
not achieving NCEA Level 1
Reading – 5
Math – 29
Reading – 1
Math – 9
Reading – 11
Math – 47
Rangiora High School Charter 2018 Page 26
Targets:
85% of Year 9 students feel positive about Rangiora High School and feel engaged with their learning
85% of Year 10 students feel positive about Rangiora High School and feel engaged with their learning
85% of Year 9 Māori students working at Level 4 of the Curriculum
85% of Year 10 Māori students working at Level 5 of the Curriculum
85% of Year 9 boy students working at Level 4 of the Curriculum
85% of Year 10 boy students working at Level 5 of the Curriculum
90% of Year 11 achieve NCEA Level 1
90% of Māori Year 11 learners achieve NCEA Level 1
Review Cycle
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November
Action Steps By when? Resources Who will lead? Indicators of Progress Monitoring
Developing a shared understanding of collaborative ‘Spirals of Inquiry’ informing learning and teaching WSL sharing their 2017 inquiries
and learnings to model the process for teachers
Spiral of Inquiries informed by and developed to support RHS vision and strategic objectives; and address targets identified in the annual plan
Staff teams (Year 9 and 10 Learning hubs) working to reach agreement about what one year’s progress looks like in key areas of learning
Teachers setting goals and targets to accelerate the rate of learning for identified learners (4 or 5) who are at risk of failing to achieve a year’s progress
Teachers designing interventions, monitoring progress of their identified students and modifying actions where required
Ongoing
End of Term 1
Term 4
End of term 1
End of Term 3
Term 4
Tuesday PLD
meetings
Puketeraki Kāhui
Ako Leadership
PLD and ASL
teachers
Weekly Tuesday
PLD meetings
Timperley et al
(2014) A
framework for
transforming
learning in schools:
Innovation and the
spiral of inquiry
Hattie (2013) Visible
Learning for Teachers:
Maximizing Impact on
Learning
Poutamu Pounamu
facilitator
PLD Budget
DP Teaching &
Learning
WSL Teachers
Spirals of Inquiry are understood and
used by all teaching staff as the basis
of their PLG and to inform their
appraisal and registration
requirements
Digital Technologies used to inform
and support teaching and learning
programmes
Student agency informs the
development of each teacher’s hunch
and evaluation of interventions
A range of innovative strategies and
pedagogies identified and trialed by
staff. Strategies being applied in
different contexts with different
students.
Ideas exchanged within learning hubs
and PLG groups - strategies modified
and new ones adopted.
Development of a culture of
collaboratively-designed pedagogy
involving teachers and students (Ako)
A culture of staff collaboration focused
on growing capability and capacity
WSL collate data re each
teacher’s for SLT re
o 4 or 5 identified learners
(meet target groups)
o Hunch (linked with annual
plan targets and aims)
o Pedagogical focus
o PLG / Learning Hub to
inform planning
Termly BoT Personnel reports
detail progress of against PLD
plan
Appraisers informing DP teaching
and learning at the end of term 4
o Spirals of Inquiry
completed and discussed
o Quality Practice Templates
completed with evidence
o Appraisal sign off
o PLD requirements
o Issues arising
Rangiora High School Charter 2018 Page 27
Every teacher sharing progress on their individual spiral of inquiry within their PLG groups / Learning Hubs
Spirals of Inquiry used to inform appraisal conversations and provide registration evidence
Term 4
Student achievement improving
Individualized personalized ‘spiral of
inquiry’ for every teacher completed
and shared with SLT and the staff in
their PLG / Learning Hub
Wellbeing
Working with schools in the
greater Christchurch area
developing and implementing a
wellbeing strategy through
Learning about wellbeing literacy and research
Collecting data and understanding the school’s context
Collaboration within and between schools
Adopting a range of leadership tools and frameworks
End of term 1
Ongoing
Ongoing
End of term 4
Grow Waitaha
PLD facilitator
PLD budget
NZCER Surveys
Me and My schools
Teacher Workplace Survey
Head of Guidance
Wellbeing Committee Staff introduced to and provided with
information about how EAP can
provide support / services available to
enhance their wellbeing and
performance
Baseline data established wellbeing of
RHS community – shared with staff and
the BoT
A range of leadership tools and
frameworks researched and evaluated
with a view to implementation in 2018.
Regular feedback to / from staff
Identified leadership tools and / or
frameworks incorporated into 2019
Annual plan
Termly reporting to SLT
Termly BoT Personnel reports
detail progress of against PLD
plan
Cultural and Relationally
Responsive Pedagogies
Strengthening use of Te Reo and understanding of Tikanga
Developing a shared understanding of cultural and relational pedagogy
Teaching staff use shadow coaching to inform development of cultural and relationally responsible practice and spirals of inquiry
Ongoing Ongoing End of term 3
Kia Eke Panuku SLT
Poutamu Pounamu
Facilitator
MoE PLD Contract
Teacher only day 28
January 2018
RHS Staff shadow coaches
(trained in previous years)
Tuesday weekly Kia Eke
Panuku meetings
Deputy Principal Teaching
& Learning
Staff understand the tikanga of mihi
whakatau and the whare
Staff strengthening understanding of Te
Reo through Teacher only days, enrolment
in wananga courses, Friday waiata …
Individually targeted culturally responsive
teaching strategies linked to ‘Spirals of
Inquiry’ for Kia eke Panuku inquiry group
Shadow coaching used to inform both
Spirals of Inquiry and Appraisal
observations
Rongohai Te Hau August 2018 to
include classroom observation,
student, teacher and whānau
feedback
Termly BoT Personnel reports
detail progress of against PLD
plan
Reporting to MoE on progress against
objectives as outlined in application for
PLD provision
Reporting to whānau hui as to progress
and next steps (Māori Education Plan)
Rangiora High School Charter 2018 Page 28
3. PORTFOLIO: ENRICHED ENVIRONMENT – ANNUAL PLANS & TARGETS 2018
Strategic Focus: Passive space for students to create a sense of belonging and connectedness.
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based)
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: Develop a master property plan to align with the school’s vision based around the enhancement of the outdoors/indoors facilities for students.
Annual Aims:
Increase the student engagement in and develop the ownership of a plan and the facilities with students in the school.
To develop a staged/staggered plan/model to enhance the outdoor/indoor student environment in consultation with the Enriched Environment Action Group.
To complete the 5YA projects identified for 2018
To develop a cultural narrative for the redevelopment of Gymnasiums
Baseline data:
Student were surveyed re the environment in 2014, 2015 and 2016 to inform planning
The Student Enriched Environment Action Group met in 2015 and 2016
The Rangiora High School 5YA Plan (2017-2022) details the work to be undertaken in 2018
The cultural narrative was developed to inform the design of Rakahuri
Targets:
20 % of the students engaged in the feedback process to inform planning.
5YA projects identified for completion in 2018, completed on time, within budget and meeting student needs
Annual systems for reviewing Health and Safety on an annual basis are developed implemented
To increase the use of Te Reo in signage by 200%
Review Cycle:
Term1: 21 March 2018 Term 2: 7 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Rangiora High School Charter 2018 Page 29
Action Steps By when? Resources Who will lead? Indicators of Progress Monitoring
Re-establish the Enriched Environment
Action Group
Week 6
Term 1
Student Leaders
Blue Planet Student Committee
DP Enriched Environment Group established Enriched Environment Portfolio
report to the BoT
Report outlining
recommendations
presented to the June BoT
Finance and Property
meeting
Review of present facilities/state of the
environment for students
Week 9
Term 1
DP Enriched Environment
Student Enriched
Environment Action Group.
Review carried out. Brief
report produced.
Survey the student body re the priorities
for the “student” environment. Analyse
feedback and formulate priorities
Week5
Term 2
Student Enriched Environment Action Group
Survey produced and carried out.
Publicize through assemblies.
School community agrees on
priorities/staging of development
Weeks 6-7
Term 2
Student Enriched
Environment Action Group
Report circulated. Consultation
process undertaken.
Source funding for future development Week 4
Term 3 DP Enriched Environment
and Student Enriched
Environment Action Group
Applications to Trusts and Funding
sources
Notification of Rata application made
in 2017 due March 2018.
5YA Projects - developing quality learning spaces Improve ventilation in B, C and D blocks
End of Term 1 MoE 5YA Funding
Project Manager
MoE funding
0.1FTTE
RHS Property
Meetings
DP Enriched
Environment
Air temperatures reduced in ‘hot
days’ to within MOE recommended
range
Monitoring of impact of the tinting of
windows re achievement of a 50C
reduction in temperature has been
achieved to inform next steps
Development of further ‘learning hubs’ End of Term 1 DP Enriched
Environment
Learning hubs enhanced
T2 and T3
H4 and 5
Reporting to Commissioner March and
April BOT meetings
Provision of outdoor learning space in in the G1-G4 area
End of Term 4 DP Enriched
Environment
Outdoor Breakout Learning
Environment completed
Enriched Environment Portfolio report
to the BoT
Health and Safety
To review and develop Rangiora High School Health and Safety system, procedures and practice to ensure legislative requirements are met and best practice in implemented
To review and develop Rangiora High School EOTC systems, procedures and practice to ensure legislative requirements are met and best practice in implemented
To grow staff capability and competence in ensuring Health and Safety practice and procedures are followed
End of Term 1
End of Term 2
Ongoing
MoE Health and
Safety Resources
RHS Health & Safety
Committee
DP Enriched
Environment Emergency Management Plan,
phone tree, and Emergency
Procedure Booklet updated
Traumatic Incident Plan updated
Health and Safety Committee
elected and meets regularly
Links to all key documentation
provided to BoT (through BoT
H&S Reports) and to staff in the
Staff Handbook
Regular briefings each term in
staff meetings
Termly BoT Health and Safety
Reports
Fire Service evaluation of
evacuation procedures
Health and Safety Committee
minutes shared with SLT and BoT
Staff Meeting minutes
Rangiora High School Charter 2018 Page 30
4. PORTFOLIO: STUDENT ENGAGEMENT - ANNUAL PLANS & TARGETS 2018 Strategic Focus: Pastoral Care and Wellbeing
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based)
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: To improve and enhance the engagement and wellbeing of students
Annual Aims:
To implement a range of engagement strategies to improve the retention and achievement of Māori students post compulsory (16+).
To improve attendance rates of identified priority learners
Baseline data:
In 2016, Māori retention to age 17 was 71.9% (compared with 84.2% of their peers)
Year 9 and 10 Achievement (see Number 2 Portfolio: Innovative Teaching and Learning)
2017 NCEA achievement for Māori students (roll based figures)
Attendance 2017
Māori Achieving % 2017 National 2017 Decile 9 2017 Decile 9 Co-ed 2017 Rangiora Decile 9
Level 1 (47 Students)
62.4 75.9 70.5 59.6
Level 2 (40 students)
74.9 85.2 84.8 75.0
Level 3 (22 students)
56.9 73.0 67.8 31.8
% of half days attended Year 9 Year 10 Year 11 Year 12 Year 13
Year Level 90.5 88.4 90.9 89.2 85.0
Boys 90.5 89.0 90.1 90.6 82.9
Māori 88.5 84.3 84.9 81.6 80.3
Rangiora High School Charter 2018 Page 31
Target:
85% retention of Māori students to age 17 years
By the end of 2018 Year 9 and 10 Māori students achieving at or above the average Curriculum level of their cohort
By the end of 2018 Senior Māori students achieving at or above the NCEA national averages for years 11, 12 and 13
90% attendance at each year level, Years 9 – 13
90% attendance for boys at each year level, Years 9-13
90% attendance for Māori students at each year level, Years 9-13
Review Cycle:
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Action Steps When by? Resources Who will lead? Indicators of Progress Monitoring
Māori Students – Progress and Achievement
Māori students allocated academic mentor as part implementation of the Tracking System
Programme of academic mentoring developed and implemented
Evaluation of student progress and achievement; and effectiveness of mentoring programme
Review of Yr 11 – 13 Māori student academic outcomes prior to NCEA external examinations to identify students ‘at risk’ of not achieving NCEA
Wk 8 Term 1
Wk 8 Term 1
Wk 8 Termly
Wk 2 Term 4
MoE SAF Facilitator
DP Student Success and Achievement
Heads of House
Academic Dean
DP Student Engagement and Heads of House
DP Student Engagement
DP Student Engagement Heads of House
DP Student Success and DP Student Engagement
Academic mentors allocated to all Māori
Students.
Regular Learning conversations held with
academic mentors
Tracking data and retention Data
Students who are at risk of not achieved
identified for Catch-up School
Mentors incorporated into
school-wide tracking system
KAMAR entries analysed
Weekly meetings with SAF
Facilitator
ARTE Report to the BoT
Māori Students - Retention
Incorporation of cultural and relationally responsive pedagogies into teaching and learning programmes
Yr 10-12 Māori student option selections supported by academic mentor
Yr 10-12 Māori students option selections analysed
Identified students interviewed around individual choices and final programmes
Ongoing
Wk 4 Term 3
Wk 8 Term 3
Wk 3 Term 4
DP Student Success and Achievement
Poutamu Pounamu
Facilitator
Kia Eke Panuku SLT
Teacher Only Day 28
January 2018
Kia Panuku SLT
HoFs
DP Student Success
Academic Mentors
DP Student Success
Careers Staff
DP Student Success
Careers Staff
Spiral of Inquiry checking stage
Year 11-13 Māori students entered
electronically by the due date
Student choices monitored against progress
and achievement as results including NCEA
results become available
Rongohai Te Hau
August 2018 to include
classroom observation,
student, teacher and
whānau feedback as to
engagement
NZCER Me and My
School Survey analysis
Timetabling processes
Rangiora High School Charter 2018 Page 32
Building respectful and collaborative working partnerships with akonga and whānau
Development of Māori Student Leadership Programme to support Akonga to achieve to their potential
To share and work with whānau and akonga to inform development and review of the Māori Education Plan
To work with tangata whenua to inform the development of the local curriculum and cultural narrative informing property programme
Wk 10 Term 1 Term 4
Ongoing Ongoing
Whānau Hui Budget
Termly Whānau Hui
DP Student Engagement
Kia Eke Panuku SLT
DP Student Engagement
Kaitātaki Kapa Haka
Poutoko Te Reo
DP Student Engagement & DP Enriched Environment
Kaitātaki Kapa Haka and Poutoko Te Reo
appointed
Leaders supported in developing a Teina
Tukana programme
Celebration of Akonga Success at Whānau
Hui
Whānau Hui calendared and dates advertised
Māori Education Plan on each agenda for
discussion to inform review. RHS staff
providing feedback on progress to date.
Cultural narrative for gymnasiums developed
ARTE Report to BoT
Curriculum Report to BoT
Architectural plans for
redevelopment
Engagement and Retention Re-establish the PB4L team
Using data and understanding the school’s context to inform next steps
Collaboration within learning hubs and between learning areas
Adopting consistently across learning hubs and learning areas student management & engagement tools
Week 5 Term 1
Termly Week 8
Ongoing
Wk 10 Term 3
WSL Teacher (PB4L)
KAMAR data
Academic Dean
DP Student Success and Achievement
DP Student
Engagement & DP
Teaching and Learning
Heads of House and
Deans
Data analysis used to understand
engagement and student management by
year level, ethnic group, gender and House
Data analysis used to inform House tracking
Best practice shared across learning hubs and
learning areas
Student engagement and management tools
reviewed, and best practice adopted and
implemented across the school
ARTE report to the BoT
Portfolio report
Attendance
Using data and understanding the school’s context to inform next steps
Collaboration between Houses to identify and adopt identified ‘best practice’
Focused attention on improving attendance rates across the school
Termly Week 5
Wk 11 Term 1
MoE Attendance Team
RHS Truancy Officer
RHS Attendance
Officer
MoE SAF Facilitator
House Meetings
Form time
DP Student
Engagement
Deans
Form Teachers
Attendance targets met each term
Attendance targets met for identified groups
o Māori
o Boys
o Year 13
Weekly meetings with SAF
Facilitator
Termly Attendance
Matters Report
ARTE report to the BoT
Portfolio Report to the
BoT
Pastoral curriculum
Learning goals established by each learner
Students tracking own progress and achievement
Students and Academic mentors having learning conversations
Week 6 Term 1
Ongoing
Week 9 termly
Form time
Assembly themes
RHS Tracking system
DP Student
Engagement & DP
Student Success and
Achievement
Deans, Head of House
& Form Teachers
MoE Facilitator
Pastoral Curriculum provides coherency of
messages / themes through school
assemblies, house assemblies and form times
Template forms disseminated to Students
KAMAR Records of learning conversations
and next steps
ARTE Report to BoT
Portfolio Report
Rangiora High School Charter 2018 Page 33
5. PORTFOLIO: DYNAMIC CURRICULUM - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for a ll students.
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based)
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national average
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aims: Leaders and Teachers making a difference to student learning through the development and adoption of effective and innovative Curriculum design and models, developed to improve student
retention, achievement and transitions.
Improving NCEA results, in particular the number of merit and excellence endorsements
Improving retention from year 12 to Year 13 and through Year 13
Annual Aims:
To analyse programme of learning to evaluate their performance in providing effective and meaningful learning opportunities for students
Developing and leading innovative NCEA assessment practices integrated with teaching and learning to meet the needs of learners with a view to improving engagement and achievement
To develop and implement timetable structures to support the develop of a connected curriculum in the senior school
Baseline data:
1) In 2017, 45.7% of all Year 13 students achieved UE
In 2018, 60% are considering or committed to Degree level study before the age of 20 at a University, Polytechnic or Private Provider, for which the University Entrance qualification is required. (2018 Term 1
Survey). It is highly unlikely that this will be the percentage who actually pursue Degree level study before the age of 20. Leaver destination data has shown that around 48% are considering or committed to
this pathway over recent years (including those who intend to work/travel then study).
2) Endorsement rates
Total Achieving % 2017 National 2017 Decile 9 2017 Decile 9 Co-ed 2017 Rangiora Decile 9
Level 1 Excellence 20.2 28.2 24.3 16.0
Level 1 Merit 35.6 41.5 38.8 35.7
Level 2 Excellence 16.1 21.4 22.5 13.9
Level 2 Merit 27.1 34.5 37.9 26.5
Level 3 Excellence 22.8 20.2 17.8 16.6
Level 3 Merit 23.2 33.9 32.2 34.4
Rangiora High School Charter 2018 Page 34
3) Students not achieving NCEA
4) In 2016 there were 347 Year 12 students. There were 263 Year 13 students in 2017. A retention rate of 76%
5) There were 263 Year 13 students enrolled at the beginning of 2017. 226 students completed the year; a retention rate of 86% (i.e. an overall retention rate to the end of year 13 of 65%)
NCEA % not achieving NCEA by 10 credits or less
Level 1 4.7% (19/401)
Level 2 3.3% (10/301)
Level 3 8.5% (24/280)
Target:
1) 85% of Year 13 students who are intending to enroll in University gain University Entrance.
2) Endorsement rates at NCEA Level 1-3 are at those of Decile 9 Co-educational schools
3) 10% or less of those failing NCEA Level 1, 2 or 3 miss by 10 credits or less
4) Retention from Year 12 to 13 improves by at least 10%
5) Year 13 retention improves by 10%
Review Cycle:
Term 1: 21 March 2018 Term 2: 22 June 2017 Term 3: 7 September 2018 Term 4: 30 November 2018
Action Steps When by? Resources Who will lead? Indicators of Progress Monitoring
Enhancement Review of Year 9 and 10 model of project based
learning to inform next steps Sharing of best practice across Learning Areas re
how teachers / schools are monitoring and supporting students who are identified as capable of achieving endorsements
Week 3
Term 3
Ongoing
MU Enhancement
– 1 MU and 4
hours for
enhancement
Tracking system
Academic Dean
DP Dynamic
Curriculum
Feedback on review of Year 9 and 10
enhancement programme (students,
staff and parents / whānau)
Students capable of achieving
endorsements identified
Programme of Learning developed for
potential excellence students
Academic Mentors of students
identified as capable of achieving
endorsements focusing learning
conversations to provide support
HoF Meeting Minutes
SLT Meetings Minutes
Curriculum Reports to the BoT
Portfolio Report
Curriculum, Timetable Design, Models and Implementation To develop a flexible timetable model that provides opportunity for all learners
In year 9 and 10 to support the connected curriculum model across all learning areas
Week 5
Term 3
Curriculum & PLD
Budgets
Timetablers
DP Dynamic
Curriculum
& DP
Year 9 and 10 Elective subjects
develop connected curriculum and
offered for 2019
HoF Meeting Minutes
SLT Meetings Minutes
Curriculum Reports to the BoT
Portfolio Report
Rangiora High School Charter 2018 Page 35
In years 11-13 to develop connected curriculum models across learning areas
In year 13 to provide a range of vocational pathway courses (and transition in the workplace or tertiary learning)
That provides opportunities for project based learning
That enables a learning advisory model to support accelerating progress and raising achievement
Vision Group
Student
Success and
Achievement
HOFs
Analysis of student, teacher and
parent / whānau consultation as to
what subjects should be compulsory
at Year 11
Year 11-13 offered a greater range of
connected curriculum subjects in 2019
Curriculum timetable structures meet
the curriculum design of programmes
learning
Evaluation (including student, staff,
parent / whānau voice of
o Longer learning periods
o Semesters
o Learning Advisory Model
Assessment Finalise review of assessment
In years 9 and 10 Curriculum Levels are interpreted and used consistently across learning areas to inform feedback and feedforward to students and their parents / whānau
Review of number of credits offered in each course to support school wide focus on learning
Community consultation on whether RHS should continue to offer NCEA Level 1
Week 10
term 1
Week 3
Term 3
MoE SAF
Facilitator
DP Dynamic
Curriculum
HOFs
Assessment enables the curriculum
level all year 9 and 10 students are
working at
New reporting templates in plain
English enable parents / whānau to
identify which curriculum level their
child is working at
Agreed range of credits offered across
learning areas and year levels
Community consulted on whether
RHS should continue to offer Level 1
Weekly meetings with SAF Facilitator
HoF Meeting Minutes
SLT Meetings Minutes
Curriculum Reports to the BoT
Portfolio Report
Reporting
Further develop the new reporting system implemented in 2017 to provide students and their whānau/family with up to date information on achievement and effective feedforward to support learning progress.
An analysis of surveys, 2017 KAMAR records and ‘best practice’ to inform next steps
Review and redevelopment of SAID day
Ongoing –
by the
end of
2018
DP Dynamic
Curriculum
HoFs
Plain English reports
Reporting includes feedback and
feedforward on engagement and
achievement
Reports include an explanation of how
year 9 and 10 are assessed against
curriculum levels
Analysis of parent / whānau voice on
new SAID day format
HoF Meeting Minutes
SLT Meetings Minutes
Curriculum Reports to the BoT
Portfolio Report
Faculty Self-Review
The common faculty reporting template embedded across the school for use in 2018
Week 5
Term 1
MoE SAF Facilitator
DP Dynamic Curriculum
Faculty Goals linked to the Annual
Plan. The outcomes identifying
Weekly meetings with SAF Facilitator
Self-Review Report to the BoT
Portfolio Report
Rangiora High School Charter 2018 Page 36
Review to ascertain whether agreed report provides analysis needed in terms of student engagement; qualifications offered and achieved; the suitability of the programmes offered; and pathways and transitions within school and beyond
Week 5
Term 1
2019
Faculty Reporting HoF Sub Committee
improvements in student retention,
achievement and transitions.
Faculty tracking systems analyzing
engagement, progress and
achievement to
Raising Achievement
Evaluate their performance in
providing effective and meaningful
learning opportunities for students
Next steps in developing Learning and
Assessment programmes
PLD needed for Faculty staff
Middle Leadership
Development and implementation of a
leadership programme that strengthens and
supports HOFs to:
Improve outcomes for all students – outcomes that embrace their education, welfare, and development.
Shape innovation and lead change at RHS, particularly change directed at raising student achievement
Further develop the knowledge, skills, and qualities that are at the heart of effective school leadership: manaakitanga (leading with moral purpose), pono (having self-belief), ako (being a learner) and āwhinatanga (guiding and supporting).
Week 10
Term 1
MoE SAF Facilitator
Leading from the Middle
DP Dynamic Curriculum
Self-Review / tracking systems
developed by HoFs within each
Learning Area
Programme developed in consultation
with HoFs
Clear lines of reporting established for
Heads of Faculty.
Feedback into appraisal cycle
HoF Meeting Minutes
SAF Facilitator reports to Principal
Personnel Report to the BoT
Portfolio Report
Rangiora High School Charter 2018 Page 37
6. PORTFOLIO: STUDENT SUCCESS AND ACHIEVEMENT - ANNUAL PLANS & TARGETS 2018 Strategic Focus: Improve achievement
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based)
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim:
Accelerating the progress of identified Year 9 and 10 ‘at risk’ students
Improving NCEA results
Annual Aim: Leaders and Teachers making a difference to achievement, retention and transition through the refinement of the tracking system introduced in 2017
Baseline data:
Tracking system to monitor engagement, progress and achievement of Year 11, 12 and 13 developed Term 3 2017. There is no tracking system in place for Year 9 & 10
In 2017
76.3% of Year 11 students achieve NCEA Level 1 83.9% of year 12 students achieve NCEA Level 2 80% of Year 12 males achieve NCEA Level 2 66.8% Of Year 13 students achieve NCEA Level 3 60.7% Of Year 13 Males achieve NCEA Level 3 72.3% of Year 13 Females achieve NCEA Level 3
Targets:
Tracking system in place for Years 9 and 10 85% of Year 11 students achieve NCEA Level 1 85% of year 12 students achieve NCEA Level 2 85% of Year 12 males achieve NCEA Level 2 75% Of Year 13 students achieve NCEA Level 3 75% Of Year 13 Males achieve NCEA Level 3 80% of Year 13 Females achieve NCEA Level 3
Review Cycle:
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Action Steps When by? Resources Who will lead? Indicators of Progress Monitoring
Rangiora High School Charter 2018 Page 38
Refine tracking systems that monitor and support student progress and achievement Developing systems to monitor the
engagement and learning progress of Year 9 and Year 10 students, identify those junior students who most need to have their learning accelerated, progress across the junior school, and inform the transition into Year 11
Identification of all senior students ‘at risk of not achieving’
Develop programmes of ongoing intervention and monitoring of ‘at risk students’ by teachers, CLs, HoFs, Deans and HOHs.
Time achievement tracking cycles to support effective reporting to students, whānau / families, HOFs, HoH, SLT and the BoT
Week 10 Term 1
Week 9 Termly
Ongoing
Week 10 term 4
MoE SAF Facilitator
KAMAR
Academic Dean
DP Student Success and Achievement
Comprehensive Learning profiles linking
CEM eAssTTLe English, Mathematics,
Social Studies, Science for individuals,
classes and year group to inform
planning
Accurate spreadsheet of internal /
external assessments / credits created
and updated each term week 6
Accurate Predictive data used where
necessary
Analysis of Years 9-13 data occurs each
term week 7.
Learning Conversations weeks 9-10 each
term
At risk students identified and
intensively supported
Data informs next steps for learning
Strategies being applied in different
contexts with different students.
Students responsive to the interactions
Ideas exchanged and strategies modified
and new ones adopted.
Catchup school supports those most at
risk of not achieving in Term 4
Weekly meetings with SAF
Facilitator
ARTE Report to BoT
Qualification Achievement External standard rationalization for all
Year 11, year 12 and Year 13 students to avoid entry into standards that are not working towards
A range of performance standards and benchmark data used to compare how students are performing internally, regionally, nationally
End of Term 3 Academic Dean
Administration Support
DP Student Success and Achievement
Students not entered for standards that
they are not working towards
Regular /termly reporting to the BoT,
SLT and Middle Leaders to support their
work towards achieving targets as
outlined in the Annual Plan
ARTE Report to BoT
Newsletters
Informing whānau, parents and caregivers
About their children’s engagement, achievement and learning pathways, the learning opportunities the school provides and the new opportunities it is creating
Ongoing
Administration support
SAF Facilitator
DP Student Engagement and DP Teaching and Learning
A communication plan is developed for
the year
ARTE Report to BoT
Newsletters
Rangiora High School Charter 2018 Page 39
Disseminate information performance data for all Year Levels to accurately present how students are achieving and how the school is responding to areas of development
Special focus newsletters developed to
provide information on
o NCEA
o Vocational Pathways and subject
choices
o Preparing for NCEA
Data informing retention
School Leaver form updated All school leavers next steps (transitions)
are identified including any qualification are they undertaking to achieve this
Information is shared with / by Teachers and Careers staff
Information is used to inform Learning Conversations
Data collected including exit data is collated and used to inform curriculum development
Ongoing KAMAR
MoE SAF Facilitator
Careers and Transition Staff
DP Student Success and Achievement
Student Learner Profiles (KAMAR)
include information on leaners next
steps as discussed with careers staff
Student Leaver form updated to include
destinations (and vocational Pathways)
KAMAR generated Leaver Profiles
explicitly identify
o Students’ employability skills
o student success and
achievement
o Student exit surveys are used to
inform development of
curriculum design and models
ARTE Report to BOT
Portfolio Report
Rangiora High School Charter 2018 Page 40
7. PORTFOLIO: SELF-REVIEW & EVALUATION - ANNUAL PLANS & TARGETS 2018
Strategic Focus: Self-Review Model – Building a culture of organizational renewal and transformation through rigorous reflection and self-review.
Priority: To improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential.
Focus: The strategic priority is specifically targeting
1) The engagement, achievement and retention of Māori Students to Year 13
2) Year 9 and 10 students who need to have their learning accelerated
3) Improving NCEA results (roll based)
a) Levels 1, 2 and 3 and UE comparable to other decile 9 school’s national averages
b) Endorsements comparable to other deciles 9 school’s national averages
4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13
The outcomes of this focus will identify improvements in student retention, achievement and transitions.
Strategic Aim: To establish and implement a model of self-review based on ERO ‘best practice’ and to align the model to the evaluation and review of the school’s strategic priorities to inform ‘next
practice’.
Annual Aim: The establishment and use of a self-review model to improve and enhance engagement for every student with a strong focus on students who are ‘at risk’ of not achieving.
Baseline data:
There is no documented self-review model/process ARTE repot and Tracking System (senior school) developed in Term 3, 2017 ‘Teaching as inquiry model’ variable across the school Monitoring and self-review of compliance variable across the school
Targets:
An approved documented self-review model that is being extensively applied to improving school performance and student achievement. Evidence shows improvement in targets established for retention, engagement and achievement.
Data informing responsiveness and best practice. Ongoing monitoring and self-review of compliance embedded.
Review Cycle:
Term 1: 21 March 2018 Term 2: 22 June 2018 Term 3: 7 September 2018 Term 4: 30 November 2018
Action Steps Timeline Responsibility Indicators of Progress Monitoring
Annual Performance Plans
Every strategic goal (portfolio) in the
Charter has an annual performance plan
that sets targets, key activities, and targets
for the year.
1 March 2018 Principal
SLT
Middle Leaders
The SLT uses the ‘Learner Focused Evaluation
Processes’ of noticing, investigating,
collaborative sense making, prioritizing to take
action, and evaluating impact to establish
plans and priorities
2018 Annual Plan presented to the
Commissioner for approval.
Inquiry Focus collated by DP Teaching
and Learning for analysis by SLT
Middle leaders (and staff) actively
involved in the development of the
Rangiora High School Charter 2018 Page 41
Faculty, Department and Staff Inquiry foci are
aligned to the targets
All staff evaluate their success in meeting the
targets identified. SLT collates these and
determines impact within their portfolio’s.
analysis of variance at the end of each
term
Self-Review Framework
A framework for self-review and
evaluation is established based on ERO
best practice
The Framework is reviewed
Wk 4 Term 1, 2018.
Wk 1 Term 1, 2019
Principal
Documented self-review model presented,
discussed and approved by the Commissioner.
Review of Framework informed by 2018
findings and recommendations
Principal’s report to the Commissioner
Triennial Review of Faculties /
Departments is established based on ERO
best practice
Wk 4 Term 1
Wk 5 Term 2
Ongoing
Ongoing
Principal
Principal and SLT
SLT and Middle Leaders
Principal and SLT
Triennial review programme established for the
period 2018-2022
Templates developed to inform triennial review
– report template, classroom observation,
questions for HoFs, teachers, support staff
members
Faculty Review objectives developed in
collaboration with Middle Leaders
Comprehensive reports written and presented
to Faculties and Board of Trustees
Links to completed Faculty Reports
included in the Principal’s Reports to
the BoT
Monitoring and Reporting
Further development of reporting on
school performance and improvement for
the benefit of students and the impact on
their retention, engagement achievement
and transitions.
Engagement (PB4L)
Wk 4 Term 1
Wk 4 Term 4
Wk 10 Term 1
DP Dynamic Curriculum & HoFs
DP Dynamic Curriculum & HOFs
DPs Student Success and Engagement, DP Teaching and Learning, DP Student Engagement
Common Reporting template adopted and
commitment by HoFs use this for 2017
summative report
o Faculty Goals linked to the Annual Plan.
o The outcomes identifying
improvements in student retention,
achievement and transitions.
o Evaluate their performance in providing
effective and meaningful learning
opportunities for students
o Next steps in Learning and Assessment
programmes and informing PLD
planning
Faculty Report reviewed for 2019
Curriculum Report to BoT
Self-Review Reports to BoT
ARTE Report to BoT
Rangiora High School Charter 2018 Page 42
ARTE report template developed further to
include analysis of engagement as documented
in KAMAR (using pB4L framework)
Review against the Annual Plan
A comprehensive analysis of variance is
undertaken on the school’s annual
strategic priorities and strategic goals.
Wk 7 Termly SLT Analysis of Variance developed through termly
reports to BoT
The analysis of variance should identify next
steps for planning towards further
improvement and maintaining successes.
Portfolio Reports to BoT end of each
term
BoT Commitment to Self-Review
The BOT regularly reviews and evaluates
its governance roles and responsibilities
and its effectiveness in realizing the vision
for the school.
End of Term 4 Board of Trustees
Chairperson NZSTA model used to inform review
Results analysed
Analysis used to inform next steps for BoT in
terms of both of adopting best practice and
development of BOT PLD programme
BoT Minutes
Faculty Review - next steps
Revised Faculty Structure aligned to
school’s strategic direction
Per funding formulae adopted as the
basis of faculty budget
Reviewed and revised procedural policies
relating to class sizes, performance targets…
Wk 10 Term 3 NZSTA Advisors
Solutions and Services
SLT
Executive Officer
Review of Faculty Structure against RHS
strategic objectives
Review of curriculum budgets based on
projected student numbers to develop
a per student funding formulae
Timetabling Guidelines reviewed
through self-review processes and
Consultation
Rangiora High School Charter 2018 Page 43
L. 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 2018.
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
2018.
Rangiora High School Charter 2018 Page 44
Appendix
Glossary including Acronyms
Ako Learning
ASL Across School Lead Teachers
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
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
PLD Professional Development and Learning
RS40 Roll Return The MoE collects March, June, July September roll returns from state
with students in funding year levels nine to 15.
SLT Strategic Leadership Team
WSL Within School Lead Teachers