Annual Reporting 2015 : Performance and Student Achievement

Performance and Student Achievement

Annual Performance Report 2014-2015

College Effectiveness – Hagley Community College Performance Report 2015 Page 1

TABLE OF CONTENTS

SECTION 1: COLLEGE EFFECTIVENESS PORTFOLIO REPORT .......................................................................................................................................................................................................... 5

Introduction ........................................................................................................................................................................................................................................................................................ 5

Primary Goal & Critical Success Factors .............................................................................................................................................................................................................................................. 6

Documented Charter .......................................................................................................................................................................................................................................................................... 6

Key Long-‐Term Strategies That Underpin The College’s Mission & Vision ......................................................................................................................................................................................... 7

Charter Structure And Process ............................................................................................................................................................................................................................................................ 8

College Review .................................................................................................................................................................................................................................................................................. 10

Bot Self-‐Review ................................................................................................................................................................................................................................................................................. 13

SECTION 2: ANALYSIS OF VARIANCE .............................................................................................................................................................................................................................................. 15

Background ....................................................................................................................................................................................................................................................................................... 15

Analysis Of Variance ......................................................................................................................................................................................................................................................................... 17

A. Qualification Achievement 2014 .................................................................................................................................................................................................................................................. 17

Strategic Qualification Target 1: NCEA L2 & L3 By Raw Data Comparison .......................................................................................................................................................................... 19

Strategic Qualification Target 2: Participation Achievement In NCEA ................................................................................................................................................................................ 20

Strategic Qualification Target 3: Qualification Achievement As A Return On Government Investment ............................................................................................................................ 21

Strategic Qualification Target 4: Better Public Service (BPS) Targets .................................................................................................................................................................................. 22

Strategic Qualification Target 5: Leaver Attainment As A Measure Of Student Success .................................................................................................................................................... 23

Strategic Qualification Target 6: Maori And Pasifika Student Leaver Attainment .............................................................................................................................................................. 24

B. Strategic Priorities 2014 ................................................................................................................................................................................................................................................................ 25

Strategic Priority 1, Part A, School Of Cuisine ..................................................................................................................................................................................................................... 28

Strategic Priority 1, Part B, Early Childhood Education ....................................................................................................................................................................................................... 29

Strategic Priority 1, Part C, Pre-‐Nursing Studies .................................................................................................................................................................................................................. 30

Strategic Priority 1, Part D, School Of Dance ....................................................................................................................................................................................................................... 31

Strategic Priority 1, Part E, School Of Music ........................................................................................................................................................................................................................ 32

Strategic Priority 1, Part F, School Of Fashion ..................................................................................................................................................................................................................... 33

Strategic Priority 1, Part G, Hagley / Tertiary College Partnership ...................................................................................................................................................................................... 34

Strategic Priority 1, Part H, The Canterbury Summer School .............................................................................................................................................................................................. 35

Strategic Priority 1, Part I, Mentoring Year 12 ‘At Risk’ Students ........................................................................................................................................................................................ 36


Strategic Priority 1, Part J, Mentoring Of Maori Students ................................................................................................................................................................................................... 37

Strategic Priority 1, Part K, School Of Apps ......................................................................................................................................................................................................................... 38

Strategic Priority 1, Part L, ‘Passport’ – A Full Immersion Year 12 Programme In Social Sciences ...................................................................................................................................... 39

Strategic Priority 1, Part M, Theatre Company – Partnerships & The Gi60 Project ............................................................................................................................................................ 40

Strategic Priority 2: Literacy,Numeracy & Qualifications .................................................................................................................................................................................................... 41

Strategic Priority 3: The A.R.T. Strategy .............................................................................................................................................................................................................................. 42

Strategic Priority 4: Part A, Diverse Curriculum Profile Choice ........................................................................................................................................................................................... 43

Strategic Priority 4: Part B, Packaged Programmes ............................................................................................................................................................................................................. 44

Strategic Priority 4: Part C, Full-‐Focus Courses .................................................................................................................................................................................................................... 45

Strategic Priority 4: Part D, Partnership Programmes ......................................................................................................................................................................................................... 46

Strategic Priority 4, Part E, Schools Within Schools Initiative: ............................................................................................................................................................................................ 47

Strategic Priority 4: Part F, Subject Immersion .................................................................................................................................................................................................................... 48

Strategic Priority 4: Part F, Clustering Communities ........................................................................................................................................................................................................... 49

Strategic Priority 5: Part A, Catch-‐Up College ...................................................................................................................................................................................................................... 50

Strategic Priority 5: Part B, Certificate In University Preparation ........................................................................................................................................................................................ 51

Strategic Priority 6: Learning Pathways ............................................................................................................................................................................................................................... 52

Strategic Priority 7: Designated Special Character School .................................................................................................................................................................................................. 53

Strategic Priority 8: Building The Bicultural Strategy ........................................................................................................................................................................................................... 54

Strategic Priority 9: Effective Teacher Profile ..................................................................................................................................................................................................................... 55

Strategic Priority 10: The Regional Hub ............................................................................................................................................................................................................................... 56

SECTION 3: COLLEGE WIDE PERFORMANCE IN STUDENT QUALIFICATION ACHIEVEMENT ................................................................................................................................................. 59

A. NCEA L2 & L3 Achievement By Raw Data Comparison ................................................................................................................................................................................................................. 59

B. Participation Achievement In NCEA .............................................................................................................................................................................................................................................. 60

C. Qualification Achievement As A Return On Government Investment .......................................................................................................................................................................................... 61

D. Better Public Service (Bps) Targets ............................................................................................................................................................................................................................................... 66

E. Leaver Attainment As A Measure Of Student Success .................................................................................................................................................................................................................. 68

F. Māori And Pasifika Student Leaver Attainment ............................................................................................................................................................................................................................ 69

SECTION 4: MINISTER OF EDUCATION’S RESPONSE TO STUDENT ACHIEVEMENT AND COLLEGE PERFORMANCE ........................................................................................................ 73

College Effectiveness 04page


SECTION 1: COLLEGE EFFECTIVENESS PORTFOLIO REPORT

INTRODUCTION

Over the past 18 years Hagley Community College has utilised school effectiveness research as a strategy for our renewal and improvement. For Hagley, school effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes. The College established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success.

Our College effectiveness cycle is based upon international research. Peter Ewell of the National Centre for Higher Education Management Systems (NCHEMS) identified three characteristics of effective Colleges in the USA. These Colleges clearly state the kinds of outcomes they are trying to produce. They explicitly assess the degree to which they are attaining those outcomes, and they make appropriate changes to improve the situation where the data warrants. Richard Alfred of the University of Michigan in Making Community Colleges More Effective noted there are three characteristics that differentiate high-‐performing Colleges from mediocre ones: • reputation for quality, distinctiveness and innovation • flexible strategies for delivering programmes and services • systems for evaluating and improving performance.

The College has used this research, along with the work of Reynolds, Cuttance, Fullan, Hopkins and Mortimore and processes from studies in ‘School Improvement in Maryland’. Most of this research has shown that effective schools / Colleges define quality and attempt to measure it. Hagley Community College has sought to define and measure quality through a process known as Critical Success Factors (CSF) developed by the Sloan School of Business at MIT. The process argues that everything a business does is not of equal importance to the success of the business. If the business identifies, promotes and measures those critical functions, they will succeed. The logic also applies to educational institutions. The College has identified five or six critical success factors for each of the major portfolio areas of the College. Fundamental to measuring the performance of the College across critical success factors is the key outcome of student success and achievement. This portfolio reports on College-‐wide student achievement and success and uses national and regional data to measure our performance over time. The College has 16 major portfolio areas each represented by a goal. These goals are documented in the College Charter but are ‘brought to life’ through repacking them into 16 individual development plans. There are 16 goals in the Hagley Community College Charter and each of the goals is represented and fully documented in a portfolio development plan. It is through these 16 development plans that the Charter goals are actively implemented and reported on. The College Effectiveness portfolio guides the direction and performance of the College. It addresses the three great challenges that have a significant impact on how we view and deliver education:

• pursuing excellence and equality simultaneously and aggressively • combining flexibility in delivery with accountability for results • meeting the demand that universal services should have a personal focus.

The College Effectiveness portfolio meets and addresses these challenges as well as positioning the College for the future.


PRIMARY GOAL & CRITICAL SUCCESS FACTORS

The primary goal of the College Effectiveness portfolio is the integration of strategic planning, review and reporting to demonstrate educational effectiveness and ensure public accountability in order to improve the performance of the College and the achievement of students. The College Effectiveness Portfolio has the following key outcomes:

• The College has a documented and approved Charter (2014 -‐ 2015) that identifies College goals, strategic priorities and critical success factors for effective performance. • Every portfolio goal in the Charter has an annual performance plan that sets targets for the key activities and achievement objectives for the year. • The College annually reviews all portfolio areas within the ‘College Effectiveness cycle. • There is comprehensive reporting on College performance and improvement for the benefit of students. • A comprehensive analysis of variance is undertaken on the College’s annual strategic priorities. • The College analyses the achievement of students across the College and uses a range of performance standards and benchmark data to compare how students are performing

regionally and nationally. • The BOT regularly reviews and evaluates its governance roles and responsibilities.

This review reports on the performance of the College across all these key outcomes for 2014.

DOCUMENTED CHARTER

The College Charter has been reviewed and updated annually since 2003. The new Charter (2015) meets the legal requirements of the planning and reporting legislation and the provisions of the Tertiary Education Commission. The ‘College Effectiveness cycle’ has also been revised to meet the needs of the updated Charter and the planning and reporting legislation, and is approved annually by the BOT. The current Charter (2014) was presented to the Hagley Community College Board of Trustees in February / March 2014. It has been fully updated and now includes all the approved portfolio development plans, strategic priorities and analysis of variance relating to annual targets on student achievement. The annual strategic priorities for 2014 were approved by the BOT at the November 2013 meeting.

The Charter has been significantly revised to align its vision statement more clearly and comprehensively with the College ‘success model’ to ensure that students are at the centre of what we do and that their achievement and on-‐going learning is our priority. Within the Charter the College has realigned and restated its mission, vision and values A. Statement of Mission -‐ ‘Lifelong Learning That Is Accessible To All’ Hagley Community College is a unique educational institution in New Zealand. We are recognised as a leader in innovation and educational change. We are also recognised in making a huge positive impact upon adolescent and adult student lives. Hagley Community College has developed a reputation of capturing students back into education by creating opportunities for them to be successful learners. We actively support the concept of lifelong learning for our secondary education adult and adolescent students and for the students within our cohesive learning networks. “Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future will be achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning; and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success.” Our mission for the college is ‘Lifelong Learning That Is Accessible To All’.


B. Statement of Vision Our vision is for Hagley Community College to be a leader in creating innovative learning opportunities that provide dynamic learning experiences and support for students across diverse communities in our region and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.

C. Statement of Values

Hagley’s values are based around four key aspects of the college: Ourselves (as individuals); Our Place (the college and its environment); Our Practice (what we do); and Our People (community). Hagley’s values are also underpinned by the core Māori values of whanaungatanga (relationships), turangawaewae (a place to stand) and rangatiratanga (self determination). As a college we are committed to developing and implementing a culture that enacts the following values.

• Individuals at Hagley, in all actions and interactions, practise and engender trust, respect, integrity and personal responsibility.

• Hagley is a transformative environment where diversity and individuality are valued and opportunities for all are provided. It is a place where authentic learning and relationships are of paramount importance and all systems are transparent and meaningful.

• Hagley challenges individuals in a supportive, dynamic and optimistic learning environment to influence their lives in positive ways.

• All groups within Hagley communicate with and relate to others with inclusiveness, openness and cooperation in order to empower all.

KEY LONG-‐TERM STRATEGIES THAT UNDERPIN THE COLLEGE’S MISSION& VISION

The college has six major long-‐term strategies that underpin the college’s mission and vision. Within each strategy are a number of portfolio’s that plan, implement and review the effectiveness of that strategy. The strategies and associated portfolio’s are:

1. Learning Opportunities: Creating learning opportunities for students through effective, creative and innovative curriculum design.

a. Curriculum Design Portfolio b. Modern Learning Environments Portfolio c. Marketing Portfolio

2. Learning Experiences: Providing dynamic learning experiences that support students

wellbeing, involvement and learning. a. Student Engagement Portfolio b. Student Support Portfolio c. Learning Support Portfolio d. Graduating Colleges Yrs 9-‐11 Portfolio

3. Teaching & Learning Practice Across Communities: Engaging with all the college’s

diverse communities especially those who are disenfranchised or disadvantaged and to make a difference to their lives through best practice in teaching, learning and assessement.

LEARNING OPPORTUNITIES LEARNING EXPERIENCES TEACHING & LEARNING PRACTICE

RESOURCE BASE

COLLEGE PERFORMANCE & STUDENT ACHIEVEMENT

College Effectiveness

Analysis of Variance

Qualification Achievement

Enrolment

Information Technology

Financial Planning

Learning Futures

Learning Communities

Adult Literacy

Itinerant Music Teachers

Learning Transitions

Student Engagement

Student Support Network

Learning Support

Graduating Colleges

Curriculum Design

Learning Environments

Marketing

GOVERNANCE

BOT Performance Review


a. Learning Futures Portfolio b. Learning Communities Portfolio c. Adult Literacy Portfolio d. Itinerant Teachers of Music Portfolio e. Learning Transitions

4. Resource Base: Maintaining a comprehensive resource base through effective and robust infrastructures to support and empower learners and learning.

a. Enrolment Portfolio b. Information Technology Portfolio c. Financial Planning Portfolio

5. College Performance & Student Achievement: Building a culture of organisational renewal and transformation to raise student achievement and successful transitions to further

learning, training or employment. a. College Effectiveness Portfolio b. Analysis of Variance Portfolio c. Student Achievement Portfolio

6. Governance: Providing effective governance through strategic leadership, purposeful direction and high college-‐wide performance on behalf of all stakeholders.

a. BOT Performance Review Portfolio Each college portfolio has a goal and a number of critical success factors that are essential to bring about the success and achievement of that goal. These are documented in the college’s portfolio development plans and reviewed within the annual portfolio performance reports. CHARTER STRUCTURE AND PROCESS

There are 16 goals in the Hagley Community College Charter and each of the goals is represented and fully documented in a portfolio development plan. It is through these 16 development plans that the Charter goals are actively implemented and reported. A strategic planning model for the development and implementation of the Charter was established and was realigned into the portfolio development plans. The National Education Priorities and National Education Guidelines have been integrated into the Charter with each portfolio being linked to the National Administration Guidelines. Workshops were undertaken by the Principal for the BOT on the Charter requirements and the strategic planning structure and process. Strategic priorities for 2014 were established and adopted by the BOT in November / December 2013.

There has been a re-‐alignment of the College portfolio structure to that of the College vision statement. This was undertaken in 2014. This re-‐alignment is based upon the revision of the College vision statement. “Hagley Community College will be a leader in creating innovative learning environments that provide dynamic learning experiences for students within our cohesive learning networks and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.” The result is that the portfolio groupings have been changed to support each component of the vision statement. We have done this by un-‐packing the vision statement in answer to four key questions about our core business at Hagley Community College.


The result of this un-‐packing is shown below. • What do we do? We create innovative learning environments. • How do we do it? By providing dynamic learning experiences supported by robust learning

infrastructures. • Who do we do it for? For students in our integrated teaching and learning networks. • Why do we do it? To enhance individual student success, achievement, and a desire for

lifelong learning.

This in turn has meant that we have revised our ‘success model’ by regrouping the portfolios according to each component of the vision statement, giving rise to new portfolio teams with each team under the professional guidance and support of a Principal’s Team member. A further alignment has taken place during 2014 with new appointments into the Marketing portfolio (Charlotte Sowman and Marty Anderson), Learning Communities portfolio (Sarah Denny) and Learning Transitions portfolio (Marie Stribling). In addition a new portfolio of Itinerant Teachers of Music has been established to plan and review the performance of this work the college is responsible for in delivering music throughout the region to over 2,000 students.

All these portfolios relate directly to our core business of creating successful students and raising their achievement. The senior management structure of the College consists of two components: the Principal’s Team and the Senior Management Team. The Principal’s Team is made up of the four Principals -‐ the Principal and three Deputy Principals. The role of this team is strategic. They are responsible for the implementation of the strategic plan, the strategic priorities and the long-‐term developments and innovations of the College. The Principal has responsibility for the overview of all the portfolios in the College. The Senior Management Team refers to all the managers that are directly responsible for a portfolio. These management positions are referred to as ‘Directors’ positions. Annual strategies have been established for all critical success factors in every Director’s portfolio performance plan together with targets for improvement. These targets have been used to report to the BOT on achievement and will act as baseline data for future years. Major revision has also been undertaken in a number of portfolios. Of particular note is the redevelopment of the Programmes portfolio which over time had many of its critical success factor areas incorporated into other portfolios. This revised portfolio now called ‘Curriculum Design’ incorporates the critical success areas of: educational environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation. A second portfolio, ‘Teaching & Learning’ was totally redeveloped into a new portfolio called Student Engagement that is designed to provide dynamic learning experiences that support students wellbeing, involvement and learning. This portfolio is based on international research on enagement, the ERO findings in Wellbeing for Success, and the key findings of Te Kotahitanga and in particular the work of Russel Bishop. A third portfolio has been significantly revised though it holds the same title – ‘Learning Communities’. The focus of this portfolio is the development, leadership and integration of Hagley’s learning communities. Finally, a new portfolio has been established called ‘Learning Transitions’. The focus for this portfolio is based around the Ministry of Education’s Achievement 2013 – 2017 (ART) initiative for the provision of opportunities to enable students to gain the understandings and qualifications to effectively transition into their next stage of learning..


COLLEGE REVIEW Hagley Community College utilises school effectiveness research as a strategy for our renewal and improvement. For Hagley, school effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes. The College has established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success. In response to the Education Review Office special report on ‘Increasing Educational Achievement in Secondary Schools’ and ERO’s framework for school reviews with a strong focus on the six dimensions of a successful school, the college has ensured that there is strong alignment between the two frameworks. The College has reviewed and modified its cycle of review and the reporting of performance (College effectiveness model). This has included the amendment of the College Effectiveness cycle to meet the needs of the government’s planning and reporting requirements and the changes to the College Charter. A new analysis of variance has been established that aligns the strategic priorities to actual performance based around identified targets. The revised College review model highlights the distinction between ‘best practice’ (maintenance of quality systems) and ‘next practice (innovation and development) which operate in different time frames. ‘Best practice’ is an annual cycle of planning, review and reporting while ‘next practice’ is a biennial cycle giving the opportunity for effective planning of major initiatives or innovations from data analysis and effective implementation.


There is a second important model that the College uses to describe how the two different strands of ‘best practice’ and ‘next practice’ from the College effectiveness model operate in building leadership capacity through collaborative learning. At Hagley we want to continue to develop and grow an organisational culture that involves collaborative learning and the building of leadership capacity. For this to happen we need active participation at all levels of the College especially in areas where we seek improvement or where we need to innovate new practice and opportunities. This implies the opportunity for the involvement of all participants, rather than ‘representative democracy’. It is about empowerment. Research clearly shows that collaborative work has been found to increase the involvement, engagement and affiliation across all staff. The intention is to see all staff motivated through seeing their professional skills valued, developed, and by them being offered opportunities to share with and lead others. The College effectiveness model is positioned within this context of building leadership capacity through collaborative learning. The structure for this implementation is illustrated by the process diagram below which highlights the distinction between maintenance systems (best practice) and innovation systems (next practice). The maintenance systems are permanent structures and are maintained by management structures and processes. The development or innovation systems are fluid structures and are implemented by College improvement groups that are cross hierarchical and operate at all levels of the College, for examples are: Principal’s Initiative Teams for specific projects. The College is becoming more involved in establishing many staff-‐led decision making teams in which sub-‐groups are formed to work on specific tasks with high level communication and feedback. The work of the Teaching and Learning lead group would be a good example of this process. The research says that this collaborative learning is a source of leadership capacity. Learning is a change process. If the learning is shared, collaboratively acquired and commonly understood, then it has much greater potential for organisational improvement. In terms of building leadership capacity, the evolving professional relationships between staff are vital, and it is here where collaborative learning is so significant. Annual Programme of Planning and Review For Directors The College has produced a timetable of events for Directors around the major activities relating to the planning and reporting of portfolios. This is to create a greater clarity of when events are happening and the important tasks that need to be undertaken with these events.


Annual Programme of Planning & Reporting for Portfolio Directors

Major Activity Task Due

Analysis of Variance A complete analysis of variance will be completed by the Principal and attached to the financial accounts as a requirement for the financial audit of the 2014 College accounts.

March

Portfolio Report (draft) Directors complete their portfolio reports. This includes the last year’s performance based on the current development plan (CSF) but should also include any work on strategic initiatives during that year.

Mid-‐May

Data Analysis Analysis of data coming out of the portfolio review that gives rise to ideas for improvement and change. May

Portfolio Appraisal Appraisal meetings with the designated Principal’s Team member relating to the performance in the portfolio report and a focus around the analysis of data for future developments.

Mid-‐May

Annual Performance Report A comprehensive Annual Performance Report will be presented to the Ministry of Education. This performance report will include College-‐wide performance across all portfolios.

Early June

Principals’ Appraisal Workshop Draft strategic priority plans from each Principals Team member will be developed collectively and collegially with the Principal’s Team based on appraisals from all other directors involved. Each strategic priority will identify clear targets for achievement. These strategic priorities have strong implications for professional development and training. BOT representatives will be invited to observe and participate in the Principals’ Appraisal Workshop.

June

SP Approval All finalised strategic priority plans will be taken to the BOT for formal ratification and adoption. July

SP Development During the second half of the year each Director will begin the detailed development of the strategic priority e.g. resource identification, communication and consultation, systems establishment etc., ready for full implementation at the beginning of the next year. Some projects could begin earlier in which case this period of time could also be used as a trial run leading towards full implementation.

July -‐ Dec

Development Plan (revision) Every Director is required to check their current development plans and to update any aspect that needs to change. In most cases this should be very little. Any changes are given to the Principal so that the Charter can be revised.

Oct

Biennial Targets (SP) The strategic priorities that have been approved will be used as the ‘annual’ targets required for the Charter. The Principal will place all the strategic priorities that have been approved into the Charter as part of the annual review. As the plans have already been completed it will not involve any additional work for the Directors.

Oct

Charter The Principal presents the revised Charter for the following year to the BOT for approval and to the Ministry of Education as part of the College’s statutory obligation under the National Administration Guidelines (NAGs).

Nov

Portfolio Budget Portfolio budgets are prepared for the Director of Finance. These budgets will include the approved SP’s which have already been costed. Discussion and negotiation will take place during this time to reach a balanced budget.

Nov

Principal’s Appraisal The BOT will undertake the Principal’s appraisal based around the College’s performance and the full range of strategic priorities being developed for implementation into the following year.

Dec

College Budget (approved) The budget for the following year is presented to the BOT. Dec


BOT SELF-‐REVIEW

The new Hagley Board of Trustees have adopted an 18 month cycle of review of their performance in relation to their legal obligations to govern the College in accordance with the Acts and Regulations of Parliament and within the College’s own Charter. On being elected or co-‐opted to the Hagley Community College Board of Trustees board members are taking on the following commitments and obligations which they describe as ‘terms of reference’ which form the foundation for their performance review. These ‘terms of reference are derived from the National Education Guidelines and Education Act 1989. BOT Self-‐Review Model The New Zealand School Trustees Association has also provided guidelines on reviewing effective governance. They have identified that the board has four major areas of responsibility. These areas are: leadership; representation; accountability; and the employer role. The Hagley Board has aligned its agreed terms of reference under these four areas of responsibility to create its model for governance self-‐review. The Hagley Board of Trustees will review its performance annually and will document this performance as part of the annual performance report of the college. Each of the 20 key activities will be reported on under the headings of the four major responsibilities (leadership, representation, accountability, good employer). This BOT self-‐review model is also integrated to the college self-‐review framework under the portfolio of ‘College Effectiveness’. For Hagley, college effectiveness is a comprehensive planning, review and reporting process that enables the college to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a college culture conducive to informed decision-‐making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes. The ultimate purpose of our planning and review is to improve the college for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the college is best able to celebrate its success. The Hagley Board of Trustees has used this model to review its performance for 2014 which is contained in the Governance Annual Performance Report.

LEADERSHIP REPRESENTATION ACCOUNTABILITY GOOD2EMPLOYER

Set$and,$as$needed,$modify$the$vision,$mission$and$values.

Protect$the$special$character$and$values$of$the$college.

Ensure$a$sensible$and$feasible$strategic$plan$and$approve$and$

monitor$the$annual$plan.

A$comprehensive$programme$of$self<review$and$repor>ng.

Exercise$governance$in$a$way$that$fulfils$the$intent$of$the$Treaty$of$Waitangi$by$valuing$and$reflec>ng$

NZ’s$dual$cultural$heritage.

Meet$legal$requirements$for$the$composi>on$and$opera>on$

of$the$board.

A$commitment$to$a$programme$of$professional$development$that$includes$new$trustee$induc>on.

Ar>culate$a$clear$understanding$of$its$

governance$role.

A$schedule$of$delegated$authori>es

Build$a$broad$base$ofcommunity$support.

Develop$and$review$thegeneral$policy$direc>on$and$approve$major$policies$and$programme$ini>a>ves.

Monitor$and$evaluatestudent$outcomes.

Provide$financial$stewardship.

Oversee,$conserve$and$enhancethe$resource$base$and$to$

manage$risk.

Comply$with$all$general$legisla>on$concerning$requirements$such$as$aOendance,$length$of$the$school$day$and$length$of$the$school$year.

Act$as$a$good$employer.

Appoint,$assess$the$performance$of$and$support$the$Principal.

Maintain$a$posi>ve$working$rela>onship$with$the$Principal.

Ensure$all$staff$maintain$proper$standards$of$integrity,$conduct$and$concern$for$the$public$interest$and$

the$well<being$of$students.$

Delegate$to$the$Principal$responsibility$for$the$day<to<day$educa>onal,$personnel$and$

administra>ve$affairs.

Analysis of Variance 14page


SECTION 2: ANALYSIS OF VARIANCE BACKGROUND Hagley Community College is a regional hub and collaborative resource for all secondary schools and the wider community in Canterbury in providing effective secondary education for disadvantaged and disenfranchised or disengaged post-‐compulsory aged students. Our intention is to provide a significantly different learning environment for an identifiable student body who have experienced barriers which prevent them from engaging successfully in secondary education. These students exhibit the following dominant characteristics:

• Disengagement from their age cohort; • Not achieving their potential or aspiration in their previous school setting; • Disenfranchised due to personal outlook, difference or individuality.

Our aspiration and our practice is to re-‐engage students that arrive with little or no qualifications and deficits in essential learning skills, capture them back into learning, and to enable them to achieve the qualifications that empower them to progress to higher learning or training. Our work is strongly aligned to the Youth Guarantee goals of achievement, retention and transitions (ART) and the BPS targets of: 85% of all students leaving with a minimum of NCEA Level 2 and transitions to Level 4 national qualifications (or higher). Currently Hagley Community College provides a high return on investment in the secondary sector in Canterbury for the government.

The ‘At Risk’ Student Cohort Over 90% of Hagley’s student populations are post-‐compulsory age students who arrive at Hagley with previous poor education experience and history and little or no qualifications. These students are characterised by: diversity of age and culture; diversity of learning need; short-‐term study duration; a mobile population structure; and significant essential learning skill deficits. In addition, we know from research that secondary schools are challenged by students who exhibit the following characteristics. At Hagley our current student population exhibits the following characteristics in the corresponding proportions: low socio-‐economic status (60%); NESB backgrounds (33%); recent migrant groups (18.5%); first in family/first generation students (65%); lack of academic preparation (80%); second chance learners (91%); older age groups (56%); part-‐time students (45.5%); and learning disability/mentally unwell (30+%). These post-‐compulsory age students are drawn equally from all over the Canterbury region.


The Challenge National data on student achievement from NZQA and the Ministry of Education shows that a significant number of students are leaving New Zealand secondary schools without sufficient qualifications to be able to gain employment. The government, through the Youth Guarantee Scheme, has challenged schools with the target that no student should be leaving school without the minimum qualification of NCEA Level 2. The challenge for Hagley is that we are already engaged with an ‘at risk’ population which other education systems have failed, and while we are making significant achievement gains it is not enough to meet the government’s BPS target of 85% of students leaving the College with NCEA Level 2+.

Analysis of the College’s leaver attainment shows that too many adolescent part-‐time students (45%) leave Hagley Community College with low or no qualifications (i.e. qualifications below NCEA Level 2). This is largely due to the significant numbers (80%) of new students enrolling into Year 12 and Year 13 programmes with poor educational histories, large skill deficits and no qualifications. This is exacerbated by the number of part-‐time students who do not have sufficient time or quantity of programme to gain the necessary qualifications and do not have the resilience to sustain their study over extended periods (years) of time. To meet this challenge the College is committed to developing and implementing new models of educational delivery at Years 12 and 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning for students ‘at risk’ of not being successful, especially identified priority groups. Creating The Case For Significant Change To Support Learners Hagley Community College wishes to become a designated special character school to formally identify and recognise its uniqueness in the secondary school sector within New Zealand but especially across the greater Christchurch secondary school network. The formalisation of this uniqueness is to ensure that the purpose and role of Hagley Community College in creating new learning opportunities through specialist education models and pathways for disadvantaged and disenfranchised learners is identified, understood and supported. These learners are comprised of compulsory aged students (15%) in the specialist education models of the Graduating Junior College and Year 11 Graduating College and post-‐compulsory aged students (85%) that sit within the Senior College core curriculum framework, specialist pathways and regional collaboration initiatives. The college’s intent and practice is to engage these students in meaningful and successful learning so that we can inspire their futures and transform their lives. We see ourselves, both in intent and practice, as a regional educational hub to enable the re-‐engagement of three key groups of students back into learning and to advance their learning through effective pathways and transitions by building their qualifications and achievement. These three groups of students are: disengaged and disengaging post-‐compulsory aged students; those students that have not gained the NCEA achievement they wanted or aspired to in their previous school setting; and those students who are struggling to find ways of re-‐engaging with education that is appropriate to their needs and circumstances, many of whom have learning skill deficits.

Disengagement

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

Limited Aspirations

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

Blocks to Re-Engagement

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


ANALYSIS OF VARIANCE

The college undertakes an analysis of variance across two key areas where annual and long-‐term target setting has been established. The first is a qualification achievement meta-‐analysis based upon strategic qualification targets in NCEA especially at Levels 2 and 3. This analysis looks at the impact the college’s approved strategic priorities are collectively having on improving student achievement and growing the college’s capacity to meet national targets. It is this component of the analysis of variance that the college provides to the Ministry of Education and to the financial auditor. The second analysis is a more specific analysis based around each strategic priority and the components that make up each priority. This specific analysis enables the college to review performance at the individual student level based on ‘names, numbers and needs’ linked to a specific strategy. This is reported in the college’s annual performance report. A. QUALIFICATION ACHIEVEMENT 2014

The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 forms the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-‐wide (generic) student achievement for 2014. The college has identified six specific target areas in which to analyse the critical college-‐wide performance targets.

1. NCEA L2 & L3 by raw data comparison 2. Participation achievement in NCEA 3. Qualification achievement as a return on Government investment. 4. Better Public Service targets. – NCEA L2+ 5. Leaver attainment as a measure of student success. 6. Maori and Pasifika student leaver attainment

STRATEGIC QUALIFICATION ACHIEVEMENT SUMMARY 2014

Achievement Target Areas Specific Performance Targets Performance Analysis for Student Achievement

> 5% Below

< 5% Below

Target (+/-‐ 1%)

< 5% Above

> 5% Above

NCEA Achievement By Raw Data Comparison (NCEA L2 & L3)

The college will achieve a minimum of 400 National Certificates at Level 2 (NCEA L2) based on NZQA statistics using NCEA and NQF qualifications, participation based, cumulative numbers.

+20.3%

The college will achieve a minimum of 150 National Certificates at Level 3 (NCEA L3) based on NZQA statistics using NCEA and NQF qualifications, participation based, cumulative numbers.

+39.3%

Better Public Service Target (BPS) For NCEA L2+

77.5% of all full-‐time adolescent student leavers will attain NCEA Level 2 or higher. 84.8%

77.5% of all full-‐time Maori adolescent student leavers will attain NCEA Level 2 or higher. 88.9%

Achievement Performance versus Return on Government Investment

Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools.

37.9%

Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools.

16.5%


Participation Based Annual Qualification Achievement

80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification.

82.2%

80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification.

79.8%

75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification.

76.7%

75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification.

73.3%

Student Leaver Attainment 80% of adolesent student leavers (MOE defined) in 2014 will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

90.8%

A stretch target of 75% has been established for adolescent student leavers attaining a full NCEA Level 2 (or higher) in 2014.

84.8%

30% of Hagley adolescent student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3.

42,2%

The percentage of adolescent school leavers with Year 13 qualifications will exceed the national decile 5 mean of 36%.

56.6%

The percentage of adolescent school leavers with less than Year 12 qualifications will be below the national decile 5 mean of 31%

10.0%

Students leaving with little or no formal attainment will be less than 5% based on the national decile 5 mean.

5.7%

Maori & Pasifika Leaver Attainment

Over 80% of Māori adolescent student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

92.6%

Over 80% of Pasifika adolescent student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

100%

A stretch target of 77.5% has been established for Māori adolescent student leavers attaining a full NCEA Level 2 (or higher) in 2014.

88.9%

A stretch target of 77.5% has been established for Pasifika adolescent student leavers attaining a full NCEA Level 2 (or higher) in 2014.

100%

35% of Hagley Māori adolescent student leavers (MOE defined) will leave with NCEA L3. 40.7%

35% of Hagley Pasifika adolescent student leavers (MOE defined) will leave with NCEA L3. 20%


STRATEGIC QUALIFICATION TARGET 1: NCEA L2 & L3 BY RAW DATA COMPARISON

Focus: As a mechanism to cross-‐reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. This enables two targets to be established. One for the college (as an internal target) and the second as a comparison between schools.

Strategic Aim: To contribute a significant proportion (8 – 10%) of all National Certificates at L2 and L3 to the Christchurch region and to improve the number of students gaining higher level secondary qualifications at NCEA L2 and NCEA L3.

Annual Aim: To maintain and grow the capacity of the college for qualification achievement at NCEA L2 and L3.

Baseline data: All Year 12 and 13 students who have barriers to their engagement in learning. This includes both adults and adolescents and full and part-‐time students.

Targets: The college will achieve a minimum of 400 National Certificates at Level 2 (NCEA L2) and 150 National Certificates at Level 3 (NCEA L3); the college will transfer in excess of 25 NCEA L2 certificates and100 additional NCEA L3 certificates back into their original schools in the Canterbury region; the cumulative total for this achievement will be 500 NCEA L2 certificates and 200 NCEA L3 national certificates.

Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?)

The data for this analysis is obtained from NZQA – National Qualifications statistics using NCEA and other NQF qualifications, participation-‐based, cumulative numbers. The sample contains all students (both adult and adolescent) who achieved NCEA L2 and/or NCEA L3. The actions undertaken to achieve the outcomes are implemented through the college’s approved strategic priorities.

There was an 81.7% participation rate across years 12 and 13 generating 397 NCEA L2 certificates. There was also a 76.7% participation rate across Year 13 generating 157 NCEA L3 certificates. An additional 105 NCEA L3 certificates were are achieved through catch-‐up college and 27 NCEA L2 certificates through Summer School.

The college achieved the established targets for both NCEA L2 and NCEA L3. In addition the college met it’s target for regional collaboration with over 125 National Certificates being achieved at Hagley but the results returned to their original school. Most of these National Certificates are at NCEA L3 with these students all transitioning to university.

The full evaluation would show that Hagley College students achieved 257 NCEA L3 certificates and approximately 500 NCEA L2 certificates. It is these figures that will be used for targets in 2015.

Planning for next year: The college-‐wide self review process relating to student achievement is critical to establishing the benchmark data for the college’s improvement. Each element of achievement analysis needs to be read in conjunction with all the elements. The above analysis is important to illustrate the size of the number of National Certificates the college is achieving for the region with a population that is significantly disadvantaged or disenfranchised within education. Often this is lost when viewing generic annual data from the MOE & NZQA.

Links to National Education Strategies: The college’s overall qualification analysis is directly linked to three national education strategies: the A.R.T. Strategy (Achievement, Retention, Transitions) ; the Youth Guarantee Initiative; the Governments BPS targets.. The Youth Guarantee strategy states that ‘when young people transition from school to work, or to further study, we need to ensure they all have the knowledge and skills they require to succeed and progress. The Youth Guarantee is about providing new opportunities for 16 and 18 year olds to achieve education success, and to progress into further education, training or employment. Young people need clarity, flexibility and choice in how they get to where they want to go. The goal of Youth Guarantee is that all young people will achieve Level 2 NCEA, which is seen as the minimum qualification for success in today’s world. The specific components of the Youth Guarantee that the college is directly linked to are the Vocational Pathways strategy and the ART 2013-‐2017 strategy. Vocational Pathways provide a tool for learners and parents to easily plan what they want to achieve and how they will achieve it, so they can make more informed decisions on their higher education or future work possibilities. The Vocational Pathways are designed to provide a clearer framework for vocational options, support better programme design and careers advice, and improve the linkages between education and employment. The pathways work towards achieving the foundational level education and training (Levels 1-‐3) and a roadmap for students to progress to higher education and achieve Levels 4-‐7. The Achievement 2013-‐17 initiative works in partnership with a number of secondary schools to identify young people at risk of not achieving NCEA Level 2, with a particular focus on Māori and Pasifika students. The initiative aims to generate higher levels of NCEA achievement and support the government’s Better Public Services target of ‘85% of 18 year olds achieving NCEA Level 2+, in 2017’.


STRATEGIC QUALIFICATION TARGET 2: PARTICIPATION ACHIEVEMENT IN NCEA

Focus: Participative achievement in qualifications is useful to determine the degree of engagement a student has had in their learning as measured by their success in qualifications. NZQA state in their ‘Secondary School Data and Statistics on the NZQA Website’ publication that: “The participation-‐based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll-‐based denominator, especially at a school in which there are substantial numbers of students not pursuing NCEA qualifications. There are two main categories of schools for which this is likely to be the case. The first comprises schools with a substantial proportion of their students having special needs or being part-‐time students. The second comprises schools with a substantial proportion of their students pursuing non-‐NQF qualifications”. Both situations apply to Hagley Community College. They go on to say that: “Another way to explore this data is to group schools according to their decile ratings and to compare their performance against national decile means of NCEA Level 2 and NCEA Level 3 student achievement. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region”. More importantly it enables the College to triangulate the data sets to ensure there is a strong correlation between the analyses.

Strategic Aim: To gain a high level of participation in qualifications and with that participation for students to gain a high level of success in NCEA L2 and NCEA L3..


Baseline data: All students at Years 12 and 13 participating in qualifications. This includes both adults and adolescents and full and part-‐time students. As Hagley students have experienced barriers to their engagement in learning then student engagement is key to making a difference to their achievement. Most of the students in the analysis had little or no qualifications on entry into the college at Years 12 and 13.

Targets: 80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification; 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification; 80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification; 75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification.


The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing.

There was an 81.7% participation rate across years 12 and 13 generating 397 NCEA L2 certificates. There was also a 76.7% participation rate across Year 13 generating 157 NCEA L3 certificates. The Maori student participative achievement was slightly below target with 78.4% across Yrs 12 and 13 and 73.3% for NCEA L3 but exceeding the national decile 4-‐7 means. Sixty percent of Maori students successfully gained entrance to university.

The college was close to meeting its stretch target of 80% NCEA L2 and 75% NCEA L3 with student achievement within (+ or -‐) 1.7% of the targets. However, when analysed as National data Maori achievement of NCEA L3 is 73.3% at Hagley which is 8.1% above the decile 4-‐7 mean. Of greater importance is Maori students 60% achievement in UE compared with 54.9% for decile 8 – 10 schools.

The strategies of Maori student mentoring and building the bicultural strategy by growing the understanding, ownership and personal commitment to Maori success as Maori is having an impact on student achievement. The college has also implemented the ‘effective teacher profile’ (Bishop & Berryman) for all students to support the above initiatives.

Planning for next year: The college is committed to achievement, retention and transitions (A.R.T.) becoming the focus of every classroom teacher at Hagley. The development of the A.R.T. classroom to raise the engagement of students for better achievement, retention and transitions is essential to reach the Governments BPS targets of NCEA L2+ and transitions to L4+. At the heart of this pedagogy is the best practice in teaching, learning and assessment model developed by the college based on data informing practice drwn from teaching as inquiry, NZQA and NCEA data, teacher appraisal, and descriptions and case studies written by teachers describing their practice.


STRATEGIC QUALIFICATION TARGET 3: QUALIFICATION ACHIEVEMENT AS A RETURN ON GOVERNMENT INVESTMENT

Focus: Parents want to know if their school is doing well and how well it is doing in relation to other schools. The government wants the same thing, although the language may be expressed in a different way. For the government, they want to make sure that the financial investment they make into a school provides the best return in terms of student qualification achievement. In the most simple terms this can be expressed as: “What do we get out of each secondary school as qualification achievement in relation to the cost of our investment?” The government has made it very clear what their expected outcomes are for all students – NCEA Level 2 and NCEA Level 3+. We also know how schools are funded: each full-‐time equivalent (FTE) student generates funding (staffing and operational funding). The formula is therefore very straightforward. It is the relationship between the FTE student roll (funding investment) and the cumulative number of students achieving NCEA Level 2 or NCEA Level 3 expressed as a percentage of the school FTE roll. This overcomes all the arguments of each school being different.

Strategic Aim: To ensure Hagley College is providing a very good return on Government investment based on student achievement performance in NCEA L2+ and L3.

Annual Aim: To identify and achieve targets based on student achievement performance in NCEA Level 2 and Level 3 as a measure of a return on government investment.

Baseline data: Every student in the college is included in this strategic qualification target based on the college’s MOE approved FTE student roll.

Targets: Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll and this will be at or above the upper 95% mean in relation to Christchurch secondary schools; Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools.


The number of students achieving NCEA L2+ and NCEA L3 is gained from the NZQA website for statistics relating to NCEA and other NQF qualifications – participation based cumulative data. The school FTE roll is based on Ministry of Education statistics from each school’s RS40 roll return. The sample includes 24 state and integrated secondary schools from the Christchurch region. Key actions that have impacted upon the outcomes are the approved strategic priorities fespecially the establishment of the ‘Schools within Schools’ initiative at Hagley College based on the research of the Innovation Unit and Learning Futures (UK) in developing the concept of the ‘Engaging School’. (Priority 1).

Hagley students achieved NCEA L3 at 12.27% of the total school FTE roll of 1279. This meets the target established. The mean performance for all 24 state and integrated secondary schools in Christchurch for NCEA L3 is 10.23% of total school FTE roll with an upper 95% mean of 11.06. For NCEA L2+ at Hagley, analysis shows that 31.27% achieved NCEA L2+ as a measure of the total school FTE roll. The mean performance for all 24 state and integrated secondary schools in Christchurch is 29.45% with an upper 95% mean of 32.14%.

The performance in NCEA L3 meets the target established and places the college in the upper 95% performance area. The NCEA L2+ results did not reach the college target of 35% but still placed the college close to the upper 95% target. However, 105 additional students passed NCEA L3 in ‘catch-‐up’ college but these results were transferred back to their host school for 2014 due to a transition year in the NCEA L3 / UE new regulations and an additional 25 NCEA L2 results from Summer School were transferred to their original school. These results would normally be with Hagley. If these results were calculated in our data set then the performance results would be higher again.

On the basis of this analysis Hagley College is providing the government with a very high return on investment. This is significant especially when Hagley’s student population is totally made up of students who have experienced barriers which prevent them from engaging successfully in secondary education. This includes students: who are disengaged from their age-‐based cohort; not achieving to their potential or aspiration in their previous school setting; or disenfranchised due to personal outlook, difference or individuality. We are making a difference to these students and having an impact upon our wider education community.

Planning for next year: This analysis is essential for the college in regaining some sense back into comparative statistical analysis. The generic analyses of the MOE and NZQA are not helpful to the college in understanding and unpacking both student and college performance and at times are unintentionally destructive. The above analysis takes a pragmatic business model approach that is the same for all secondary schools based on the governments investment (funding) to the value added by cumulative higher level qualification achievement. While this analysis does not explore the detail of how this performance is being achieved it does give an emphatic answer as to whether a school is providing a good return for the governments investment. This should be part of every schools’ analysis.


STRATEGIC QUALIFICATION TARGET 4: BETTER PUBLIC SERVICE (BPS) TARGETS

Focus: As a mechanism to cross-‐reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. This enables two targets to be established. One for the college (as an internal target) and the second as a comparison between schools.

Strategic Aim: To contribute a significant proportion (8 – 10%) of all National Certificates at L2 and L3 to the Christchurch region


Baseline data: All (429) adolescent student leavers in 2014. This includes 249 full-‐time adolescent students and 180 part-‐time adolescent students.

Target: The 2014 target for all Hagley Community College’s leaving students is 75% attainment in NCEA L2+ with the long-‐term target of 85% in 2017 for both full and part-‐time adolescents.


The College has implemented a range of major initiatives to bring about changes to students’ achievement and on-‐going learning capabilities. These initiatives are aligned to the government’s strategies of: strengthening student achievement and the Youth Guarantee Scheme of expanding opportunities for young people; and the gathering and interpreting of information about student progress and achievement and using that information to improve teaching and learning. These initiatives include: Student Engagement (Strategic Priority 1); Curriculum Self-‐Review (Strategic Priority 3); Learning Pathways (Strategic Priority 6); Literacy and Numeracy (Strategic Priority 2).

The data is showing that students at Hagley Community College are showing significant improvement in NCEA L2+ leaver attainment. In 2010, 59% of Hagley’s full-‐time adolescent leaving students attained NCEA L2+ but by 2014 the student leaver attainment in NCEA L2+ has reached 84.8%. This is at the BPS target ahead of the 2017 timeline. This sample gives a direct comparison to other schools performance. When part-‐time adolescent student leavers are included in the sample we find that the results show 51.7% attained NCEA L2 in 2012 and this has climbed incrementally to 64.1% in 2014.

When the college compares these results against the Ministry of Education’s predicted trend and the BPS NCEA target of 85% achievement by 2017 we find that the College’s achievement is above that predicted by the MOE and on target for the BPS target in 2017. This is a very significant result. The college is achieving the BPS target in 2014 for full-‐time adolescent students 10% above the MOE predicted data. In addition when part-‐time adolescent students are included which are our most vulnerable learning group we find that the incremental improvement of 12.3 % across two year puts this group on target to reach the MOE BPS target by 2017. Maori and Pasifika exceed the targets above. (see AOV Target 6).

The strategic priorities and associated innovations are having a significant impact on the growth of student achievement. This is particularly important in that Hagley’s population is entirely made up of students who have experienced barriers to their engagement in learning and therefore the necessity to capture them back into learning is fundamental to their long term success which has to be achieved in a compressed timeframe. The college is redesigning its senior curriculum through the strategic priorities to buld the capacity for on-‐going sustained success.

Planning for next year: The strategic priorities are being continued and expanded for 2015 to grow the capacity of the college in maintaining the improvement of student achievement. The approved priorities include: The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning; The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications; The growth of a strong self-‐review model to improve student engagement, retention, achievement and transitions; The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Redesigning the senior curriculum; The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree); Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college; The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers students especially Maori to achieve; Redesigning the programmes portfolio into a new major portfolio called ‘Curriculum Design’ that incorporates the critical success areas of: environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation.


STRATEGIC QUALIFICATION TARGET 5: LEAVER ATTAINMENT AS A MEASURE OF STUDENT SUCCESS

Focus: Leaver attainment in national qualifications is a valuable measure to identify the college’s performance and progress in improving student achievement while at the same time giving the opportunity to view this progress and performance across a regional and national setting. To do this the college uses the data from the RS40 return (table SL1) as this table is based on the achievement of full-‐time adolescent students and therefore is directly comparable to other schools data. Part-‐time student performance, both adolescent and adult, are analysed within Strategic Qualification Target 4 – Better Public Service Targets (BPS) of this report.

Strategic Aim: To improve the achievement of full-‐time adolescent students in NCEA L2 and NCEA L3 qualifications and to achieve the BPS targets of NCEA L2+.

Annual Aim: To meet the stretch targets developed by the college for qualification achievement at NCEA L2 and L3 based on the implementation of a range of strategic priorities to bring about improvement.

Baseline data: All full-‐time adolescent student leavers across Years 12 and 13. This analysis is based on full-‐time students and is collected from the College’s RS40 roll return (Table SL1)

Targets: Over 90% of student leavers (MOE defined) in 2014 will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3; A stretch target of 75% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2014; 35% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3; the percentage of school leavers with Year 13 qualifications will exceed the national decile 5 mean of 36%; the percentage of school leavers with less than Year 12 qualifications will be below the national decile 5 mean of 31%.


A range of approved strategic priorities were applied to raise the leaver attainment levels of students in national qualifications. These strategies included the development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning and the Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications.

90.8% of student leavers achieved a full National Certificate of Educational Achievement at Levels 1, 2 or 3 which met the college target; 84.8% of all full-‐time adolescent leavers gained NCEA L2+ which significantly exceeded the college target of 75%; 42.2% gained NCEA L3 which exceeded the college target of 36%; the percentage of school leavers with Year 13 qualifications was 56.6% well above the decile 5 mean; 15.2% were below the decile 5 mean for qualifications below NCEA L2.

The college is growing the performance and achievement of students in higher level secondary school qualifications. NCEA L2 achievement exceeded the target by 9.8% and is almost meeting the national BPS target of 85% required by 2017. The highest qualification of NCEA L3 exceeded the target by 6.2%. These are significant increments of improvement. The reason for the variance is the success of the multiple strategic priorities which have worked collectively to make a difference to student achievement.

The evidence is showing that the strategies of redesigning the curriculum and reconfiguring the college infrastructure (when and how students learn) are making a significant impact on student achievement. The college is committed to continuing and enhancing these strategies to enable the capacity of the college to be built and the improvement of student achievement to continue, especially for students who are disadvantaged or disenfranchised in the education system.

Planning for next year: The strategic priorities are being continued and expanded for 2015 to grow the capacity of the college in maintaining the improvement of student achievement.

Links to National Education Strategies: Hagley Community College is actively working across the greater Christchurch network of secondary schools to achieve and collaboratively support these targets.Our work closely involves the national strategies of the Youth Guarantee, Vocational Pathways; the Achievement 2013-‐2017 initiative (ART); Secondary Tertiary Programmes; Secondary-‐Tertiary Partnerships and Networks; and NCEA and the Whānau Information Programme. The college’s work is also closely aligned to and actively supports the Prime Minister’s youth mental health initiatives; the Tertiary Education Strategy; and the Business Growth Agenda through the Ministry of Business and Innovation. We are working collaboratively across the sector(s) and the greater Christchurch network to make a significant difference to those post-‐compulsory aged students who are disadvantaged or disenfranchised by our current education system and practices.


STRATEGIC QUALIFICATION TARGET 6: MAORI AND PASIFIKA STUDENT LEAVER ATTAINMENT

Focus: To monitor and evaluate the impact of multiple strategic priorities on the achievement of Maori and Pasifika full-‐time adolescent students in National Qualifications at NCEA L2 and L3

Strategic Aim: Improve Maori and Pasifika student achievement at BPS target of 85% for NCEA L2 and to improve the achievement atthe highest level of secondary qualifications (NCEA L3)

Annual Aim: To meet and exceed the targets for Maori & Pasifika achievement through the successful implementation of documented strategic priorities

Baseline data: There were 27 full-‐time adolescent Maori student leavers (10.8% total leavers) and 5 full-‐time adolescent Pasifika student leavers (2% total leavers).

Targets: Over 90% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3; A stretch target of 75% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2014; and 35% of Hagley Māori and Pasifika student leavers will leave with NCEA L3.


Two specific strategies were the mentoring programme for Maori and Pasifika students and the mentoring of ‘at risk Year 12 students. The college is building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. The college has also implemented the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers: authentic elationships and interactions between teachers and students in the classroom; teachers taking positive, non-‐deficit views of students, and see themselves as capable of making a difference for them and employing effective interactions which rely on: caring for students and acknowledging who they are; managing the classroom to promote learning; using a range of dynamic, interactive teaching styles; and teachers and students reflecting together on their achievement in order to move forward collaboratively.

An analysis of leaver attainment from the MOE RS40 return shows that the majority of Māori students (92.6%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. The greatest proportion of Māori student leavers left with NCEA Level 2+ (88.9%) and 40.7% of Māori students left with NCEA L3. 7.4% of Māori students left with limited or no qualifications. In this analysis ‘limited qualifications’ refers to all categories below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education. An analysis of leaver attainment from the MOE RS40 return shows that all the Pasifika students (100%) left with a full National Certificate of Educational Achievement at Levels 2 or 3. Eighty percent of Pasifika student leavers left with NCEA Level 2 and 20% of Pasifika students left with NCEA L2 or higher. No Pasifika student left with limited or no qualifications.

The Maori adolescent full-‐time student achievement results are very good and sit above the BPS target of 85% NCEA L2. What is more pleasing is the number of Maori students (40.7%) that have completed higher qualifications at NCEA L3. This is a significant result as Maori students make up nearly 11% of all leavers. The range of strategies implemented during 2014 have had a positive impact on Maori student achievement and Pasifika achievement. These strategies will remain in place while the college maintains and builds on its capacity to grow this success. The results for Pasifika students a very pleasing as a trend but limited weight should be placed on them due to the small size of the data set.

The strategic priorities for the college have been increased to both sustain improvement but also to grow the capacity for improvement. At the centre of the college developments is the re-‐design of the senior curriculum and the reconfiguration of the college’s infrastructure to ensure that students who are experiencing barriers to their engagement in learning have new and unique opportunities to re-‐engage with learning and to be successful. The Maori mentoring programme has been enhanced with a full-‐time Maori tutor appointed to work with students and whanau

Planning for next year. The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-‐wide (generic) student achievement for 2015


B. STRATEGIC PRIORITIES 2014

The college wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions.

1. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students.

2. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-‐management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work.

3. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions.

4. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-‐going learning, training and work.

To meet the College’s commitment to improve engagement, achievement, retention, and transitions for priority learners and students ‘at risk’ of not meeting the BPS targets of 85% student leaver achievement in NCEA Level 2+ and transitions to achievement in Level 4+ qualifications, the following priorities for 2014 were identified:

1. The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning.

a. School of Cuisine b. Early Childhood Education c. Pre-‐Nursing Studies d. School of Dance e. School of Music f. School of Fashion g. Hagley/Canterbury Tertiary College Partnership h. The Canterbury Summer School i. Mentoring Year 12 ‘at risk’ students. j. Mentoring of Maori students. k. School of Apps l. ‘Passport’ – A full immersion Y12 programme in Social Sciences. m. Theatre Company – Gi60 Project


2. The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications. 3. The growth of a strong self-‐review model to improve student engagement, retention, achievement and transitions (the ART strategy). 4. The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement.

Redesigning the senior curriculum. a. Expanding curriculum choice b. Packaged programmes c. Full-‐focus courses d. Partnership programmes e. Schools within Schools initiative. f. Subject immersion g. Clustering communities

5. The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree).

a. Catch-‐Up College b. Certificate in University Preparation (CUP).

6. The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications. 7. Developing the case for Hagley to become a designated special character school. 8. Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. 9. The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers students 10. Growing the regional hub – strategies and practice 11. Redesigning the programmes portfolio into a new major portfolio called ‘Learning Opportunities’ that incorporates the critical success areas of: environmental scanning;

curriculum models; programme design; programme initiatives; and programme implementation and evaluation. 12. Developing the MLE (Modern Learning Environments) / MLP (Modern Learning Pedagogies) master plan for Hagley’s future capital works. 13. Defining and marketing the ‘Hagley brand’.

STRATEGIC PRIORITY SUMMARY 2014

Strategic Priority Stage of Development Performance Analysis for Student Engagement Impact on Student Achievement

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1.a School of Cuisine ✔ ✔ ✔

1.b Early Childhood ✔ ✔ ✔

1.c Pre-‐Nursing ✔ ✔ ✔

1.d School of Dance ✔ ✔ ✔

1.e School of Music ✔ ✔ ✔

1.f School of Fashion ✔ ✔ ✔

1.g CTC Partnership ✔ ✔ ✔

1.h Summer School ✔ ✔ ✔


1.i Yr 12 Mentoring ✔ ✔ ✔

1.j Maori Mentoring ✔ ✔ ✔

1.k School of Apps ✔ These programmes are yet to complete their annual cycle of implementation and will be reviewed and evaluated in 2016. 1.l Passport -‐ SS ✔

1.m Gi60 Project ✔ ✔ ✔

2. Literacy & Numeracy ✔ ✔ ✔

3. A.R.T. Strategy ✔ ✔ ✔

4.a Curriculum Choice ✔ ✔ ✔

4.b Packaged Courses ✔ ✔ ✔

4.c Full-‐focus Courses ✔ ✔ ✔

4.d Partnerships ✔ ✔ ✔

4.e Schools within Schools ✔ ✔ ✔

4.f Subject Immersion ✔ ✔ ✔

4.g Clustering Communities

✔ ✔ ✔

5.a Catch-‐Up College ✔ ✔ ✔

5.b UC@Hagley (CUP) ✔ ✔

6. Learning Pathways ✔

7. Special Character ✔ ✔ ✔

8. Bicultural Strategy ✔ ✔ ✔

9. Effective Teacher Profile

✔ ✔ ✔

10. Regional Hub ✔ ✔ ✔

11. Portfolio Redesign ✔

12. MLE & MLP ✔ ✔ ✔

13. Marketing Brand ✔ ✔ ✔


STRATEGIC PRIORITY 1, PART A, SCHOOL OF CUISINE

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change.

Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these disadvantaged and disenfranchised students with little or no qualifications.

Annual Aim: To identify ‘at risk’ students with a passion or interest and immerse them into engaging learning around their passion to achieve the ART targets.

Baseline data: Seventeen students with no qualifications and experiencing real barriers to engagement with their learning.

Target: To re-‐engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study, training or work.

Actions Outcomes Reason for Variance Evaluation

Full immersion programme in Cuisine with an industry recognised tertiary qualification. Students are working towards gaining a National Certificate in Hospitality ( Basic Cookery). Target group identified with 17 enrolments all with no or low qualifications (6 males and 11 females) with ethnic diversity (60% Asian from 6 different cultures and, 40% NZ European). This is designed as a one year programme but will ‘suuport’ students to gain and improve their qualifications through extended study into a second year.

88.2% retention rate: high levels of engagement; 93.3% gained a full National Certificate. 73.3% leavers gained NCEA Level 2+ with 26.7% gaining NCEA Level 3. Over 40% of students returning to raise their qualification levels to NCEa L2 or L3. Of the nine student leavers 88.9% had gained qualifications at NCEA L2+. Of these students 44.4% left with NCEA L3. lAll leavers 60% have transitioned to further training in the industry or polytechnic or have established their own business.

Two students left the programme early with little qualifications due to mental health issues creating a rention rate of 88.2%. This is below our target of 100%. All other targets established by the college were achieved.

Full evaluation has been undertaken of the success of the strategy and it is creating significant success. The college is also learning from the implementation and is fine tuning the nature of the delivery and the qualifications. One area for consideration is the literacy and numeracy component of the course. Some students choose not to engage with this and as a consequence it affects their qualification recognition. The strategy is being sustained for the future with the model extended into new curriculum areas. The model is also being used within the YG national workshops.

Planning for next year: The ‘School of Cuisine’ is a success story that is being translated into other areas of the college. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes.

The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Cuisine’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport.


STRATEGIC PRIORITY 1, PART B, EARLY CHILDHOOD EDUCATION

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implement and maintain a full-‐time immersion programme in Early Childhood Education (at NCEA Level 3 and UE) with strong pathways for future learning for students. The college-‐wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change.

Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these targeted (little or no qualification) students.

Annual Aim: To identify ‘at risk’ students with a passion for early childhood and immerse them into engaging learning around their passion to achieve the ART and BPS targets.

Baseline data: Eighteen students with few qualifications who are experiencing real barriers to their engagement with learning but who have a passion or interest in early childhood care.

Target: To re-‐engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study.


Full immersion programme in Early Childhood Education with NCEA L3 and UE qualifications and targeting students who have an interest or a passion in working with children, nannying, getting a degree, or working in an early childhood centre. Target group identified with 18 enrolments all with low qualifications (18 females) with ethnic diversity (22% Asian, 61% NZ European, 5.5% Middle East; 5.5% African; and 6% other ethnicities).

100% retention rate: high levels of engagement; 100% gained a full National Certificate. 100% leavers gained NCEA Level 2+ with 88.9% gaining NCEA Level 3. NCEA Level 3 achievers are all transitioning to polytechnic or university degree courses or working in the industry.

The college has achieved national qualifications well above the stretch targets that were established. This is a very significant result and highlights the effectiveness of the ‘engaging schools’ strategy that can be applied in mant different contexts.

These findings across this ‘engaging school’ strategy has real significance for programme design in the senior curriculum nationally.

Full evaluation undertaken of the success of the strategy. The strategy is being sustained for the future with the model extended into new curriculum areas. The model is also being used within the YG national workshops and will be presented as part of the Ministerial Regional Cross-‐Sector Forum on Raising Achievement.

Planning for next year: The ‘School of Cuisine’ is a success story that is being translated into other areas of the college. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes.

The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Cuisine’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport.


STRATEGIC PRIORITY 1, PART C, PRE-‐NURSING STUDIES

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implementand maintain a full-‐time pre-‐health programme to transition students into Level 5 and Level 6 tertiary qualifications through careers in nursing, medical imaging and other health related vocations. This is designed for students who are returning to education, or who have little or no qualifications. The college-‐wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change.


Annual Aim: To identify students with a passion for nursing or health related vocations and immerse them into engaging learning around their passion to achieve the ART targets.

Baseline data: Eighteen students with little formal qualifications at risk of being disenfranchised from education due to barriers to their engagement in learning.

Target: To re-‐engage all students; 90% retention; 90% gaining a Hagley College Pre-‐Health Certificate (endorsed by CPIT); 80% of student leavers transitioning to further study.


Full immersion programme in Pre-‐Health Studies established in alignment with CPIT school of nursing. Target group identified with 18 enrolments all with no or low qualifications (18 females) with ethnic diversity (16.7% Maori, 55.6% NZ European; 16.7% Asian; 5.5% Pasifika; and 5.5% African). The intent of the programme is to re-‐engage these students with learning, to build skills in the health sector and to gain the qualifications to transition them into CPIT health related courses at Level 5 and Level 6.

100% retention rate: high levels of engagement; 100% gained the Hagley Certificate in Pre-‐Health studies. 100 gained entry into CPIT for nursing or medical imaging. This performance result is particularly satisfying as these students were very vulnerable learners. They have moved from having little or no qualification achievement to a position where they are all engaging in tertiary study at both the diploma and degree level This illustrates the power of this strategy.

These students exceeded all targets that were established by the college.

100% retention (target 90%)

100% qualification attainment.

100% acceptance into higher level tertiary study based on their performance.

It is interesting to note that while National qualifications were not the target: 77.8% gained a full national certificate; 44% gained NCEA L2+; and 11% gained NCEA L3.

Full evaluation undertaken of the success of the strategy. The strategy is being sustained for the future with the model extended into new curriculum areas. The model is also being used within the YG national workshops. This ‘school within a school’ is different from most of the other in that the outcome being sought is not national qualifications but rather qualified entry into higher level studies and advanced qualifivcations (diploma and degree)

Planning for next year: The Pre-‐Health Studies is an empowering success story that is being translated into other areas of the college. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes. The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘Pre-‐Health Studies’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport.


STRATEGIC PRIORITY 1, PART D, SCHOOL OF DANCE

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Dance (at NQF Leve 3 and 4) with strong pathways for future learning in the performing arts. The college-‐wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement, achievement and transitions and to build capacity for successfully advancing this change.

Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for students wishing to build careers in the performung arts and specifically dance.

Annual Aim: To identify students with a passion for dance and immerse them into engaging learning around this passion to achieve the ART targets and pathways for their on-‐going learning.

Baseline data: Seven students with diverse background and limited skills wanting to explore a craeer in performing arts and dance.



Full immersion programme in Dance and linked to the vocational pathways creative industries. established with English and Mathematics embedded. Target group identified with 21 enrolments all with no or low qualifications (18 males and 3 females) with ethnic diversity (14% Maori, 62% NZ European and 24% other ethnicities).

85.6% retention rate: very high levels of engagement; 100% gained a full National Certificate. 85.6% leavers gained NCEA Level 2+ with 57.1% gaining NCEA Level 3. All NCEA Level 3 achievers are all transitioning to university degree courses (50% at Unitec for the Bachelor of Screen and Performing Arts and 50% to Auckland University for the Bacleor of Dance Degree).

One student left the programme due to ill-‐health.

Only 57% of students transitioned to further study but this was at the degree level.

Of the students that did not transition to further study all had gained employment.

This was a small group in 2014 and well under capacity for the Dance Company. The outcomes of the Dance Company are very high but viability depends on meeting the needs of students and at present this ‘school within a school’ is not attacting enough students. Building a more direct relationship with the Theatre Company or establishing a composite model will need to be explored. More explicit links with YG Vocational Creative Industries Pathways is necessary.

Planning for next year: The ‘Dance Company’ is a dynamic success story but with a challenge. The delivery and the outcomes are of the highest order but the programme does not have the student base to draw from. Strategies are being explored to build capacity through direct integration with the Hagley Theatre Company. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes. The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Dance’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport.


STRATEGIC PRIORITY 1, PART E, SCHOOL OF MUSIC

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Music (at NCEA Level 2 and NCEA L3) with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme.


Annual Aim: To identify ‘at risk’ students with a passion for music and immerse them into engaging learning around their passion to achieve the ART targets.

Baseline data: Thirty two students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement.



Full immersion programme in Music established with English and Mathematics embedded. Target group identified with 16 enrolments all with no or low qualifications (14 males and 2 females) with ethnic diversity (14% Maori, 62% NZ European and 24% other ethnicities).

97% retention rate at across L2 and 3. 81.25% of L2 students staying on to complete Level 2 or engage in Level 3: high levels of engagement; 90.6% gained a full National Certificate. 82.4% leavers gained NCEA Level 2+ with 33% gaining NCEA Level 3. Students below NCEA Level 2 all returning. NCEA Level 3 achievers are all transitioning to polytechnic or university degree courses.

One student left the course early due to mental health issues. There is a high expectation on this strategy and the college was slightly disappointed that students did not convert a good result into an excellent one. Over 34% of students did not convert their qualification into a higher qualification. Many staying on to do so. This strategy is designed to be transformative and therefore the college is looking to students gaining the highest possible qualification in the shortest possbile time. We are also looking to build a history of success.

The strategy is being sustained for the future with the model extended into new curriculum areas. The model is also being used within the YG national workshops. The School of Music at Level 3 is also being modified to embed additional subjects into the Music. The strategy is working extremely well with high levels of retention and engagement from a group of students who were ‘at risk’ of disengaging from learning. While these students are facing significant disadvantage when they start their motivation and passion gives rise to high engagement which in turn is translating into qualification achievement.

Planning for next year: The programme is being modified at NCEA Level 3 qualifications to ensure greater contextual learning in curriculum areas that sit outside music. The concept is that students want to solely undertake music. The strategy is to make them think they are while enabling them to build qualifications across a more diverse educational front. This priority is aligned to the MOE strategy of the Youth Guarantee and the ART Achievement 2017. The full immersion model significantly met the ‘Engaging School’ programme design criteria which will form the framework for new programmes in 2015.


STRATEGIC PRIORITY 1, PART F, SCHOOL OF FASHION

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Fashion (at NCEA Level 3) with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme. The college-‐wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change.

Strategic Aim: To dramatically improve retention, engagement, achievement and transition for these targeted at risk students.

Annual Aim: To capture students who face barriers to their engagement in learning back into meaningful education and having them fully engaged and immersed in their studies and achieving the highest qualification possible (NCEA L2 minimum or NCEA L3 prefered target).

Baseline data: Sixteen students of diverse background and cultures with little or no formal qualifications.



Full immersion programme in Fashion at NCEA Level 3 established. Programme established around the key principles of programme design for ‘Engaging Schools’. Target group identified with 16 enrolments all with no or low qualifications (5 males and 11 females) with ethnic diversity (6% Maori, 56% NZ European, 19% Asian, 13% African, and 6% American).

100% retention rate: high levels of engagement; 94% gained a full National Certificate (of this percentage, 87.5% achieved NCEA Level 2+, with 19% at NCEA Level 3). NCEA Level 3 achievers are all transitioning to polytechnic or university degree courses. A significant proportion of students (44%) are returning to raise their qualification levels. All of these students have 30+ credits at NCEA L3.

An extraordinary level of student engagement with students regularly working beyond ‘timetabled hours’. With this engagement came 100% retention which is above the target figure. The student achievement is above the 85% target for NCEA Level 2+ but within this figure many students have yet to convert this achievement into higher NCEA Level 3 qualifications. Students are returning to do so and gain NCEA L3 plus the National Certificate in Clothing Manufacture at Level 3

This is a success story an it is unfolding in different ways. In 2013, a high proportion of students (60+)% gained NCEA L3 and have entred into tertiary institutions all around the country to undertake degree study. In 2014 this group required that extra development time to achieve their goals. A special student success story was a profoundly deaf Maori young man who not only gained NCEA Level 3 but was accepted into the degree course at Otago Polytechnic. More like models are proposed for 2015.

Planning for next year: The ‘School of Fashion’ is a another success story that is being translated into other areas of the college. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes. The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed.


STRATEGIC PRIORITY 1, PART G, HAGLEY / TERTIARY COLLEGE PARTNERSHIP

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a joint partnership between CPIT and Hagley through the Canterbury Tertiary College for trade training across a range of disciplines for students who are disengaging from education, or who have little or no qualifications, and who have poor literacy and numeracy skills.


Annual Aim: To re-‐engage no qualification students at serious risk of ‘dropping out’ of education with trade programmes that were practical and relevant to them and programmes that led to on-‐going advanced training qualifications.

Baseline data: 45% of all Hagley leavers (full-‐time and part-‐time inclusive) leave with qualifications below NCEA Level 2. Most senior students enter the College with little or no qualifications. These students had previous histories of failure, no qualifications and very poor literacy and numeracy.

Target: To re-‐engage all students; 90% student retention; 80% gaining a full National Certificate; with 80% of student leavers continuing with training and further study.


Full immersion programme in the ‘trades’ split between CPIT and Hagley. The target group were all Year 12 or Year 13 with no formal qualifications. 10 students enrolled (8 male, 2 female). All these students had no literacy. Students undertook their specialist trade training at CPIT. The ethnicities of these students were: 7 NZ European, 1 Middle East, 1 Asian and 1 African.

100% retention rate: high levels of engagement; 80% gained a full National Certificate. In addition, 50% of this group achieved NCEA Level 2 and 80% gaining a National Trade Certificate at L2. The 20% of students who did not achieve a full national certificate are continuing with the programme to finish NCEA Level 2 or are continuing training at CPIT for higher level qualifications.

The high level of engagement resulted in retention rates being 10% above the target figure. This is a very vulnerable group of students with a long history of failure. The 80% of students gaining a full National Certificate was at the proposed stretch target figure, but additional success was gained with 50% of students gaining NCEA Level 2 from this single year of study.

The College would like to build the capacity of this course supporting a higher number of students engaging in the trades programmes. The second step will be to align these programmes very closely with the Vocational Pathways. Considerations are being given to additional practical programmes that appeal to young women such as Early Childhood. The programme will be maintained in 2015.

Planning for next year: The College is advancing a range of additional programmes aligned to the Vocational Pathways to engage a broader and greater number of ‘at risk’ students who are at senior levels in the College (Years 12 and 13) but who have no qualifications. The College will use a number of models including CTC and specialised schools within Hagley. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes.

The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. A partnership has been developed between the Manufacturers Association, the Canterbury Developemnt Corporation and the College to implement programmes in manaufacturing for 2015.


STRATEGIC PRIORITY 1, PART H, THE CANTERBURY SUMMER SCHOOL

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a Summer School programme as a regional resource to support students from Christchurch cluster schools who are within 8 credits of achieving their Level 2 NCEA Certificate in order for them to complete certification requirements.

Strategic Aim: To improve the Level 2 NCEA success rates for Canterbury students and thereby contribute to realising the Better Public Service [BPS] Targets of 85% achieving Level 2 NCEA.

Annual Aim: To identify and enrol students within the region who are within 8 credits or fewer of achieving their Level 2 NCEA Certificate.

Baseline data: 100% of students enrolled in the Summer School had not completed an NCEA Level 2 Certificate at the completion of their traditional school year.

Target: At least 85% of students who engage with Summer school gain their Level 2 certificate as a result of engagement.


Wrote to Principals of all Christchurch schools. Promoted Summer School to Christchurch schools through sending flyers to schools in hard copy and email form. The intention was that designated personnel distributed these to relevant candidates after the publication of NCEA results. Promoted the School via a radio and newspaper campaign in January.Enlisted the support of Trevor McIntyre, Senior Adviser, Youth Guarantee, MOE, to promote the summer school with principals. Interviewed prospective candidates from 15 January and arranged and delivered suitable programmes. Communicated results to home school.

25 students from 11 schools within the Christchurch area who were within 8 credits of gaining their NCEA Level 2 students engaged with Summer School. 24 students (96%) completed the requisite credits to gain their Level 2 Certificate. All of those who provided feedback on the programme reported high levels of satisfaction with Summer school. Students clearly expressed that a Level 2 Certificate was an important goal and they had a strong wish to complete their certificates in the current year. 5 students from Hagley completed their Level 2 NCEA certificate as part of this programme.

One student did not complete the requirements as she withdrew from the programme before she completed.

The Summer School was, once again, a successful programme with 96% of students gaining their NCEA L2.

It is interesting to note that in 2015 students came from 11 schools, whereas in 2014 students came from only 6 schools. This increase in coverage is highly significant and is likely to represent a stronger understanding within schools about the programme’s intent, and more active encouragement to students from schools’ management.

Planning for next year: The College intends to run Summer School in 2016 and will negotiate with the Ministry of Education about how to take the programme forward.

What is more significant is the impact the Cnterbury Summer School (NCEA L2) and the Hagley Catch-‐Up College (NCEA L3) are having to additional achievement results and student success in the Canterbury region. Across 2014 / 2015 there have been an additional 51 NCEA L2 certificates from the Canterbury Summer School and 189 NCEA L3 / UE from the Catch-‐Up College. This is a strong performance relating to collaborative strategies improving student achievement across the region.


STRATEGIC PRIORITY 1, PART I, MENTORING YEAR 12 ‘AT RISK’ STUDENTS

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a mentoring programmeg for Year 12 students who are disengaging from education, or who have little or no qualifications, and are struggling to re-‐engage with their learning. Many of these students are new to Hagley and frequently lack the self management skills and personal resilience to make their transition to a new learning environment effective. The college is trying to establish for these students an important adult figure in their lives that can develop authentic relationships with these students to build their skills for learning capacity and the confidence to successfully engage in learning. The major focus of this strategy is retention, engagement and achievement.

Strategic Aim: To dramatically improve retention and engagement for these targeted vulnerable students by supporting their reconnection to learning and targeting NCEA L2 for their achievement.

Annual Aim: To identify students at Year 12 who are ‘at risk’ of not being retained in the education system or who are disengaging from their learning and to improve their retention, engagement. And to target their achievement at NCEA L2

Baseline data: 20 Year 12 students with little or no qualifications who are at risk of ‘dropping out’ of schooling with a history of increasing disengagement and low achievement.

Target: Re-‐engage all 20 students; a 90% retention rate; 90% achieving their literacy and numeracy standards; 80% students gaining NCEA L2; 100% with planned pathways.


The mentoring of the Year 12 ‘at risk’ students involved: breaking down learning barriers students experienced by building authentic personal relationships; exploring with students the key competencies / career competencies; brokering the relationsips and interactions with class teachers; exploring future directions and pathways. Fundamental to this mentoring programme was the establishment of a meaningful adult in the lives of vulnerable students.

Of the 20 ‘at risk’ students involved in the mentoring programme they achieved: a 100% retention rate; 100% in literacy and numeracy standards; 85% achievement in NCEA L2; and 100% with pathway plans.

An additional strategy that was not part of the original strategic priority was also undertaken by the Yr 12 mentor with another 125 vulnerable students across Year 12 (63 students) and Year 13 (62 students) (see the student engagement portfolio report for the outcomes of this initiative).

Thre students did not achieve NCEA L3 but have returned to the college to complete their qualifications.

The majority of students achieved their NCEA L2, 5% above the target of 80% established by the college and at the BPS target of 85% established by the Government.

Full evaluation was undertaken of the success of the strategy. This is a very good performance result with 85% of vulnerable students gaining their NCEA L2. The strategy is being sustained and broadened for the future. The model is also being used within the Youth Guarantee national workshops.

Planning for next year: This priority is aligned to the MOE strategy of the Youth Guarantee and the ART Achievement 2017. While this model is not a full immersion programme such as the ‘schools within a school’ strategy it is using full immersion techniques by the tutor (mentor) to fully support and engage the students with their learning and the development of their self management and resilience. The college is exploring through the student engagement portfolio the social-‐emotional learning that students need and which have formed the basis of this mentorship programme. This involves developing five interrelated competencies of self-‐awareness, self-‐management, social awareness, relationship skills, and responsible decision making. The Year 12 mentor and mentorship programme has developed these five competencies with the students identified in the support programme.


STRATEGIC PRIORITY 1, PART J, MENTORING OF MAORI STUDENTS

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish a mentor to identify and work with Māori students and develop and implement a mentoring programme to support Māori adolescent students in engaging in their learning, being retained within the learning system and to achieve the qualifications to enable them to make successful transitions to higher learning, training or employment.

Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for Māori students.

Annual Aim: To identify Māori students studying across Years 12 and 13 and to mentor them through their learning.

Baseline data: Thirty full-‐time Måori students at Years 12 and 13.

Target: 90% retention; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 40% of student leavers gaining NCEA L3.


A strong mentor established and engaged in a range of key roles and strategies. While all Māori students were supported the focus for 2014 was on Year 12 and 13 adolescent students. These roles and strategies included: Profiling all Māori students early in the year; personal mentorship of senior Māori students; texting system for Māori students (timely and user-‐friendly); Hui to inform ākonga and whānau about NCEA and NZQA supported by CareersNZ; the Whānau open for study and learning support with Whānau teacher group support; planning work for the year 13 Māori ākonga; building careers experiences to open opportunities for future pathways; building teacher student authentic relationships.

96.7% retention rate: high levels of engagement; 92% gained a full National Certificate. 84% leavers gained NCEA Level 2+ with 40% gaining NCEA Level 3.

It is interesting to note that many of these students had poor qualification achievement prior to coming to the college and their involvement in the mentoring programme.

Very good parental support and support from the Whānau teacher group who have worked hard to build capacity for Māori students.

One full-‐time Måori student left the college after 10 weeks with no qualifications but very high retention rate with all other students. The slight variance in results from college wide-‐leaver achievement is due to not all the college-‐wide Måori students were involved in the mentoring programme. Strengthening diagnostic assessment at placement will assist in removing the variance.

Full evaluation has been undertaken of the success of the strategy. The strategy is being sustained for the future with the model being extended into Year 10 / Year 11 for 2015. The model is also being used within the YG national workshops and is part of the A.R.T strategy for improving achievement of Māori students.

Planning for next year: The mentor and the mentoring programme was very successful in 2014. The achievement results for full-‐time, adolescent Māori student leavers was very good with over 88% of students leaving with NCEA L2 or higher and The focus was on Year 12 and 13 students but for 2015 it will be incorporated to include all Māori adolescent students. Analysis has shown that an early indicator of disengagement could be present in Year 10 and so work across the Year 10 and 11 interface is being identified as a priority for 2015. This mentoring programme is new and we are regularly reviewing and adjusting the programme to grow our capacity to make a difference for Māori students. This strategic priority is also supported by another strategic priority for the college which is uilding the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. These strategies are well supported by the Student Engagement portfolio.


STRATEGIC PRIORITY 1, PART K, SCHOOL OF APPS

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Apps (at NCEA Level 3) with strong pathways for future learning and careers for students who have an interest in creating mobile applications but who may not wish to currently follow a full computer sciences academic pathway. The college-‐wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement, achievement and transitions and to build capacity for successfully advancing this change.

Strategic Aim: To deeply immerse students, especially those who are finding barriers ti their engagement in learning, in the developing arena of Mobile application development within a business type environment raising their academic achievement to University Entrance level and the opportunity to achieve NCEA L3. In addition the college is commited to creating learning opportunities and skill development leading to vocational pathways in the IT industry.

Annual Aim: To utilise the strong appeal of mobile applications within youth culture focussing on creative and critical thinking, communication and collaborative skills and self-‐management within a small business type environment.

Baseline data: Up to 20 students who want to work at NCEA level 3 (technology, English and Business Studies) for University Entrance or a career pathway.

Target: To provide an academic pathway into technology for all students; 80% gaining >=60 credits at NCEA level 3 (University Entrance)

Actions Expected Outcomes Reason for Variance Evaluation

Full immersion programme in Technology established with English and Business Studies embedded. Target group identified with up to 20 enrolments mostly with NCEA level 2 qualifications but little software development experience qualifications. This programme is in it’s first year of implementation. It has the support of CORE education and industry. The development of the electronic learning badges is an exciting development.

90% retention rate: high levels of engagement; 90% gaining 60 credits at NCEA level 3 and Hagley awarded ‘badges’ in Communication and collaborative skills and self-‐management.

The current expectations of a successfully running programme has been realised but at present greater time is needed to grow the capacity in relation to student numbers.

As this is a new course, placement requirements are new and may need adjusting. Students at this age and level often leave school to full time work as it can seem more attractive.

Full evaluation will be undertaken on the success of the current strategy of the School of Apps in term 4 with continued input and peer review from teachers outside of the course and from external colleagues.

Planning for next year: To engage more students to enrol at the start of the year (more focussed marketing) and enter females onto the course. Another consideration that is being explored is developing another ‘school within a school’ based on robotics and design and overlaying this with the School of APPS. This could be an effective and innovative way of building the capacity across the schools while at the same time increasing the skill set available to students. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of APPS’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport with a School of Robotics planned for 2016.


STRATEGIC PRIORITY 1, PART L, ‘PASSPORT’ – A FULL IMMERSION YEAR 12 PROGRAMME IN SOCIAL SCIENCES

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion school in the Social Sciences targeted at NCEA L2 with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme. This immersion programme called ‘Passport’ amalgamates the key learning areas of history, geography, social studies, the travel industry, business studies and media studies. It is designed to ‘capture’ students back into learning and to give them the core qualifications of NCEA L2 with strong pathways for advanced learning and training.


Annual Aim: To identify ‘at risk’ students with an interest in social sciences and immerse them into engaging learning around their passion to achieve the ART targets.

Baseline data: Twenty one students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement.

Target: To re-‐engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2; 80% of student transitioning to further study or training.


Full immersion programme in Social Sciences was established with history, geography, social studies, travel industry, business studies and media studies embedded around a single concept called ‘passport’. Target group identified with 10 enrolments all with no or low qualifications.

The targets of: re-‐engagement of all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2; and 80% of student transitioning to further study or training have yet to be assessed. These outcomes will be evaluated by the end of 2015 and reported in the 2016 annual performance report.

There is no variance at present as this immersion programme is in its first year of implementation. A risk factor for this programme is lack of student numbers. While it is too early to predict the successful outcomes of this programme, careful consideration needs to be given to strategies and guided assessment in aligning students to this programme. It’s name might be an initial block to engagement.

Full evaluation will be undertaken of the success of the strategy in the 2015 review. The strategy will hopefully be sustained for the future as this is one of the few immersion schools at Year 12 / NCEA L2. The model is also being used within the YG national workshops as a work under construction.

Planning for next year: ‘Passport’ which is a full immersion Year 12 programme in social sciences has yet to complete a full cycle of implementation. Whatever the outcome(s) the college will apply it’s learnings to the ‘schools within schools strategy.

The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes. The ‘Schools Within a School’ are full-‐time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed.


STRATEGIC PRIORITY 1, PART M, THEATRE COMPANY – PARTNERSHIPS & THE Gi60 PROJECT

Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implement an immersion School of Theatre for senior students as a pre-‐requisite for tertiary study in the performing arts.(at NCEA Level 2) with strong pathways for future learning for students who are experiencing barriers to their learning engagement. In addition is the developemnt and implementation of deeper engagement strategies to fully immerse students in their learning. This two year immersion school is to develop a range of techniques and performance material by industry professionals to successfully transition students to tertiary study in the performing arts.

Strategic Aim: To immerse students who are experiencing barriers to their learning engagement into a drama / theatre programme based on their passion and interest with the expressed aim of transitioning them into advanced tertiary learning. Strategies such as the Gi60 project will be used to enhance students’ skill development and engagement.

Annual Aim: To immerse students in the Theatre Company in the Gi60 project to enhance their skill development and engagement and to increase their potential for gaining entry into Toi Whakaari, UniTech and the University of Canterbury.

Baseline data: Twenty nine students with a passion for drama and who are experiencing barriers to their continuing learning engagement.

Target: Re-‐engagement of all students; 90% retention; annual leavers <60% of total company; 50% of leavers are awarded places for advanced tertiary degree study.


Full immersion programme in drama involving practical study, theory, performance and industry projects and partnerships. The Gi60 project is a partnership between Leeds University, Brooklyn (NY) School of Performing Arts and Hagley College for 60, 1 minute plays the are written, produced, acted and filmed by students and broadcast internationally.

100% re-‐engagement of students; 97% retention rate: high levels of engagement; there was less than 60% leavers (48.3%) of total company and these represented second year students completing their programme; 64.3% of student leavers gained places at tertiary institutions (2 Toi Whakaari, 6 UniTech, 1 University of Canterbury). The outcomes of the Gi60 were outstanding with high engagement and high quality performance. A very successful strategy for engagement and broad skill development.

The college exceeded the target for transitions into higher tertiary study by 14.3%. This is an outstanding outcome when we are enabling students who have no qualifications to qualify for and undertake tertiary degree study.

Full evaluation undertaken of the success of the strategy. The strategy is being sustained for the future with the model extended into partnerships with the broadcasting school at CPIT. The model is also being used within the YG national workshops.

Planning for next year: The Gi60 is a very successful international partnership that is raising the engagement and the skill level capacity of students in the college’s ‘Theatre Company’. This is one of the strategies appiled within the drama school that is bringing about real student success stories that are transformative where students with no qualifications are now being selected for degree study at UniTech, Toi Whakaari and the University of Canterbury. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-‐entry programmes. The Hagley Theatre Company is one of the ‘Schools within a School’ initiative.


STRATEGIC PRIORITY 2: YEAR 11 LITERACY – BUILDING COLLEGE CAPACITY The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications.

Focus: A major issue that the college faces is the large number of students that enrol into the college planning to undertake national qualifications eg NCEA L1, with significant skill deficits especially around literacy. All new students at Year 11 in 2014 were assessed and the data showed that 65% could not read text at a 12-‐13 year level. Specific specialized initiatives at Year 11 are already imbedded (Literacy Enhancement Class –ENL) and these are achieving significant learning outcomes for students. The question for the college is how to build capacity into curriculum areas so that all at risk students are able to have their literacy skills developed and accelerated while at the same time engaging in qualifications.

Strategic Aim: The application of the A.R.T (achievement, retention and transition) strategy to identify student achievement in NCEA Level 1 literacy and numeracy, and to use the analysis to develop interventions for both students and programmes. The numeracy initiative was already well underway within the Mathematics Department, and information regarding this is available within the Mathematic HOD’s curriculum report.

Annual Aim: To identify students that have significant literacy needs at point of entry into the college and to place them for English into 11ENI classes, and to provide in-‐class support. Underpinning this literacy initiative had been professional development on the teaching and scaffolding of literacy strategies within the context of the classroom.

Baseline data: All new students at Year 11 were assessed and the data showed that 65% could not read text at a 12-‐13 year level.

Target: 85% of all Year 11 students achieving Level 1 literacy and numeracy.

Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance (why did it occur?) Evaluation (where to next?)

Placing a tutor, with recognised literacy skills, in the class, working alongside the students to help support the teacher in curriculum delivery; the tutor received weekly training to help scaffold the teacher’s instructions and reframe the work for those requiring further assistance; attaching a Literacy Teacher to work with the classroom teacher to share skills, resources and develop alternate pathways leading to success; provide ongoing pd, and collegial support, between the specialist and generalist teacher, increasing the skill base of both, to the benefit of the student; build up a bank of literacy resources aimed at supporting curriculum delivery, and expanding the use of strategies available to students and teachers.

This strategy is having a significant impact upon student literacy skill levels. The 2014 NZQA achievement results show that 91% of students in the ENL class (nested literacy class) achieved their literacy standards. Across the rest of the college at Year 11 including the ENI targeted classes the achievement rate for literacy was 89.7%.

The numeracy achievement from the MAFL was at 100% and across the college 92.6% students gained their numeracy standards.

This is a very significant outcome.

The target established for Year 11 literacy and numeracy was 85% achievement. Across the college the achievement at Year 11 was above this target by 5-‐7%.

The challenge for the college is to develop and enhance initiatives at Year 12 for students who enter into the college at the level of study with little of no qualifications and literacy skill deficits.

The professional development was provided as an active model of engagement with the English department. The Learning Support Department developed a scaffolded reading text using strategies based on TKI Literacy Online “Guidelines for effective adolescent literacy instruction”. English and Literacy teachers worked collaborative to further develop a range of texts aimed at engaging students and actively scaffolding their literacy learning. A more detailed description of the initiative can be found as part of the Teaching as Inquiry project. Examples of the scaffolded texts are available on Sharepoint.

Planning for next year: Ongoing mentoring of teachers and support of students within Year 11 Literacy Initiative will be provided in 2015 as part of the Skill and Programme Development component within the Learning Support framework. Comparative data showing the acquisition of literacy standards will be collected two-‐thirds of the way through the 2015 academic year to measure progress, and will be reported in the following year.


STRATEGIC PRIORITY 3: THE A.R.T. STRATEGY

The growth of a strong self-‐review model to improve student engagement, retention and achievement. Focus: To strengthen self review so that the responsiveness, effectiveness and quality of teaching and learning is improved to impact on student engagement, retention and achievement.

Strategic Aim: To improve teachers’ and subject leaders’ abilities to respond effectively to all students’ learning needs, particularly those who are at risk around the key focus areas of A.R.T.

Annual Aim: To identify students at risk around the three key Hagley focus areas, then to improve teacher capacity to gather evidence and make appropriate teaching interventions in response to that evidence. To identify courses where engagement, retention and achievement are low and improve subject leaders’ capacities to respond positively.

Baseline data: On an annual basis: 100% of all teachers complete inquiry projects on the effectiveness of an aspect of their responses to evidence of student engagement, retention and achievement; 100% of teachers complete an appraisal that places at its centre how they are improving student engagement, retention and achievement; 100% of subject leaders review teaching, learning and assessment in their subjects, including an analysis of how NCEA data has informed their practice in leading to improved student achievement.

Target: To increase the quality and scope of self review and reflective practice of both subject leaders and teachers; to continue with a 100% involvement from subject leaders and teachers.


All teachers and teacher leaders are involved in annual processes where they review their teaching [and for subject leaders, their curriculum and assessment leadership] based on evidence of student engagement, retention and achievement. Inquiry, appraisal and subject review are all centred on improving outcomes for students.

Teachers and subject leaders are able to describe how they have have improved student outcomes, both for individuals and student groups with programmes. Self review is critical in providing school-‐wide evidence that answers ERO's key question: how effectively is this school’s curriculum promoting student learning – engagement, progress and achievement? Hagley currently holds the top review cycle [4 to 5 years]. We look forward to their 2015 assessment of our capacity to self review.

Nil -‐ full participation has been sustained in inquiry, appraisal and subject review.

The College intends strengthening practice in these areas:

• To build teachers’ and subject leaders’ evidence gathering practices

• To link future inquiries to trends over the last three years around College strategic priorities [achievement, engagement, key competencies, biculturalism, literacy]

Planning for next year: Inquiry is a critical window into the quality of evidence based practice and is used as a central construct for teacher appraisal. This process will be further embedded in 2015, with an increasing focus on how inquiry can provide quality evidence of commitment to professional learning and practice. The College may move into a leadership role in developing a cluster around teaching as inquiry practices for central Christchurch schools.

Building regional collaboration with a focus on teaching as inquiry. Inquiry is a central practice within The New Zealand Curriculum. Reflective practice that results in improved achievement for learners is vital in all teachers’ work. It is clear that the Education Review Office regards deep reflective practice happening at all levels within a school as essential. Teaching as inquiry is appropriately at the centre of self review at a teacher level, as this details the impact the curriculum is having on promoting and improving student learning. The benefits of developing a learning community of schools around inquiry practices are significant. Sharing inquiry investigations and learnings across the community over time is invaluable, both in helping to effectively target professional learning and development at a school level, while at a teacher level it results in more informed practice. Teaching as inquiry offers a valuable way of looking in detail at what is happening to learners who are at risk of not achieving at their curriculum level. Inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative and recursive practices where they might try an approach, assess the results, then modify their interventions as required. Referring to research to inform inquiries develops further understandings. Inquiry strengthens teachers’ abilities to use data effectively in order to show improvement in student outcomes. Teaching as inquiry can also strengthen school’s appraisal processes, as inquiry can act as a central construct which is then mapped it onto multiple criteria. These practices are greatly enhanced when shared across a cluster of schools.


STRATEGIC PRIORITY 4: PART A, DIVERSE CURRICULUM PROFILE CHOICE

The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement.

Focus: The wider the number of courses available to students, especially when they are linked to pathways for further learning, the more likely it is that students will be happy with their choices. If students are interested in what they are studying they will remain engaged in their learning, which will lead to improved achievement levels and more effective transitions.

Strategic Aim: To review the curriculum provided, identify courses that students do not tend to choose (those with low numbers), and consider offering new courses based on student need. The college is also undertaking a re-‐design of the senior curriculum based upon strong research features of effective programme design. This has meant the introduction and development of new education delivery models.

Annual Aim: To remove from the curriculum those courses with low numbers of students, and to approve and add to the curriculum those new courses which have been through a rigorous approval process.

Baseline data: During 2014, there were 193 courses, including packaged courses and Schools within Schools, offered to senior students through the curriculum profile.

Target: The creation of a balanced curriculum profile with a diverse range of learning opportunities for senior students. All courses will attract healthy student numbers.


The profile of 4-‐hour curriculum subjects has been expanded to include subjects such as Psychology, Philosophy, Animation, Creative Writing, Film, World Faiths, Sociology, Law, and Sports Education for example. The Hagley curriculum profile of 4-‐hour subjects has 143 separate and different subjects in the senior college. This is made up of 40 different subjects at year 11, 53 at year 12, 45 at year 13, and 5 specialist ESOL subjects. All these subjects are scheduled for 4 hours per week, mainly in 2-‐hr blocks. For the 2015 year, no courses were removed from the profile and 12 new courses were added. Any course that is removed is identified by the roll analysis. New courses are approved by a programmes committee to ensure rigor, viability and robustness.

This brought the total number of courses to 205. Increasing the number of courses for students greatly increases their choice especially related to their interest, but the issue of programme coherence continues to remain a challenge. A new strategy is being explored called subject immersion where the subject is set in a comprehensive context. This was evaluated in 2014 and is being extended in 2015 with such courses as Gender Studies Yr 13, Pop Culture Yrs 12 & 13, Change Makers Yr 12, and Lovers of Literature Yr 13. Also added were full programmes of study such as Animation & Digital Design, School of APPS, Passport, and Creative Performing Arts.

The total number of courses rose in 2015 due to an overall increase in student numbers. Another reason is that the College is moving from a reliance on a smorgasbord of subjects to more full programmes of learning based on effective programme design.

Through the roll analysis exercise, and the subject review process, it is clear that retention rates vary across different curriculum areas. Packaged courses and SWS tend to retain numbers more successfully than regular four hour courses. A new consideration of course approval will focus on this retention issue.

The college has now 15 full immersion programmes catering for approximately 250 full-‐time students.

Planning for next year: A broader course approval process will seek to find ways of introducing more of the packaged type of courses which tend to allow groups of students to move together as a group across several curriculum areas. This has shown dramatic success within courses such as The School of Music, and The School of Fashion, for example.


STRATEGIC PRIORITY 4: PART B, PACKAGED PROGRAMMES


Focus: It has long been noticed that the packaged courses which have been offered at Hagley for some time retain students well and have excellent outcomes. The time is right to review this concept and develop it further.

Strategic Aim: To comprehensively review the concept and outcomes for students of “packaged courses”, i.e. to review the practice of purposefully gathering together short courses to form coherent packages with common goals and pathways for those students who choose them, and to review the outcomes for students who are in these courses.

Annual Aim: To use the results of the reviews to grow the concept of packaged courses to increase the number of students fully engaged and achieving in their learning.

Baseline data: To identify the Pre-‐Health programme as a model for effective programme design to bring about improved outcomes for student retention, achievement and transitions.

Target: To improve the retention, achievement and transition rates to meet national targets of 90+% student attendance and retention and 85% achievement rate.


This is the concept of ring fencing a group of subjects together and providing a broad context and focused direction. An example, which has been in place for some time here at Hagley is the Pre-‐Health Studies course. This full time programme was designed as a recognized entry programme to the Christchurch Polytechnic degree course in nursing. The course is built around the subjects of Biology and Chemistry and to this is added a practical work component. The practical work takes place one day per week in a rest home or hospital, and is built around standards from the certificate of care for the elderly. The course each year involves about 20 students, most of whom have few or no qualifications, and is regarded as a targeted transitions programme into a career in nursing.

There is a very high pass rate and at the end of 2014, all students gained the certificate into the degree course in nursing. Some decided to enter the enrolled nurse course, and one student enrolled in the vet nurses course. 100% retention rate: high levels of engagement; 100% gained the Hagley Certificate in Pre-‐Health studies. 100 gained entry into CPIT for nursing or medical imaging. This performance result is particularly satisfying as these students were very vulnerable learners. They have moved from having little or no qualification achievement to a position where they are all engaging in tertiary study at both the diploma and degree level This illustrates the power of this strategy.

Students move as a coherent group from one part of the package to another, which allows good student relationships to develop, leading to ongoing peer support and higher achievement levels. Teachers of the package habitually support each other and through discussion and regular contact know their students very well. The same is not possible with conventional course teachers as their classes have different combinations of students.

Continue with the range of existing packaged courses and explore the possibility of developing more with the aim of increasing student achievement, retention and transitions. The programme design criteria for ‘Engaging Schools’ should be considered in the ongoing evaluation and development of these programmes. The pre-‐Health packaged programme is an excellent model to be utilized acroos the senior curriculum in different contexts but using the common effective programme design characteristics.

Planning for next year: Groups of staff within and between curriculum departments will be encouraged to work together to develop a range of packaged courses to be put forward for approval for 2016. There is a significant opportunity for cross-‐curricular work in the health sciences. Encouragement will be provided to develop a number of health science immersion programmes at Yrs 12 and 13 with stong transitions into higher learning.


STRATEGIC PRIORITY 4: PART C, FULL-‐FOCUS COURSES


Focus: Review and analysis has shown that the full-‐focus courses which are offered at Hagley retain students well and have excellent outcomes especially for students with low or no qualifications. The college is reviewing this concept and with the single intention of growing it as a successful model within the senior curriculum to effectively engage students and to improve their achievement and transitions into higher learning.

Strategic Aim: To comprehensively review the concept and outcomes for students of full-‐focus courses, i.e. to review the practice of purposefully gathering together short courses to form coherent packages with common goals and pathways for those students who choose them, and to review the outcomes for students who are in these courses.

Annual Aim: To use the results of the reviews to grow the concept of full-‐focus courses to increase the number of students fully engaged and achieving in their learning.

Baseline data: To identify the Early Childhood full-‐focus course as a model for effective programme design to bring about improved outcomes for student retention, achievement and transitions.



This type of programme is full time with a single focus for learning, which is strongly linked to a career pathway. An example is the Early Childhood Education course. The course is set at NCEA L3 and Early Childhood National Certificate L3, and also offers one day a week in a work placement where students gain skills in dealing first hand with young children in a kindergarten or playcentre. The pathway leads directly to the Early Childhood Diploma or degree courses, or straight to employment. Historically, the course has attracted 20 – 25 students, who are almost exclusively vulnerable females.

In 2014 the target group for ECE was identified with 18 enrolments all with low qualifications (18 females) with ethnic diversity (22% Asian, 61% NZ European, 5.5% Middle East; 5.5% African; and 6% other ethnicities). The outcomes of the programme were: 100% retention rate: high levels of engagement; 100% gained a full National Certificate. 100% leavers gained NCEA Level 2+ with 88.9% gaining NCEA Level 3. NCEA Level 3 achievers are all transitioning to polytechnic or university degree courses or working in the industry.

The college has achieved national qualifications well above the stretch targets that were established for the Early Childhood Education full-‐focus course. This is a very significant result and highlights the effectiveness of the ‘engaging schools’ strategy that can be applied in mant different contexts.

These findings across this ‘engaging school’ strategy has real significance for programme design in the senior curriculum nationally.

Continue with the range of existing packaged courses and explore the possibility of developing more with the aim of increasing student achievement, retention and transitions. The programme design criteria for ‘Engaging Schools’ should be considered in the ongoing evaluation and development of these programmes. The Early Childhood Education full-‐focus programme is an excellent model to be utilized across the senior curriculum in different contexts but using the common effective programme design characteristics.

Planning for next year: This is another curriculum design strategy that is producing significant achievement outcomes for students who are vulnerable and lack qualifications. The college is looking to grow the strategy for 2015 with the introduction of a creative performing arts full-‐focus course and a primary industries full-‐focus course. The collection of curriculum delivery models that are ‘fit for purpose’ are collectively becoming powerful tools for inspiring students futures and transforming their lives. The college is committed to growing the capacity of these models to bring about significant achievement and transition improvement for students who have experienced barriers to their engagement in learning.


STRATEGIC PRIORITY 4: PART D, PARTNERSHIP PROGRAMMES


Focus: To establish and implement a joint partnership between CPIT and Hagley through the Canterbury Tertiary College for trade training across a range of disciplines for students who are disengaging from education, or who have little or no qualifications, and who have poor literacy and numeracy skills.


Annual Aim: To re-‐engage no qualification students at serious risk of ‘dropping out’ of education with trade programmes that were practical and relevant to them and programmes that led to on-‐going advanced training qualifications.

Baseline data: The identification of students with poor educational histories often experiencing failure, no qualifications and very poor literacy and numeracy but want to work with their hands and are keen to be part of the workforce but lack the skills to advance their learning.



These are part immersion programmes eg. Trades, where the delivery of the programme is shared between the college and other providers. Examples: CTC and the School of Trades: Students cover a trades based course at school for 3 days per week, and for 2 days per week, they attend the Canterbury Tertiary College (CTC) where they have chosen from 11 different trades choices linked to 150 hours of work experience; CTC: Students choose from a range of trades on offer through the CTC and cover the 150 hours of work experience, plus students choose from the full range of subjects for the 3 days they spend at Hagley; The Hagley School of Trades is not a shared partnership course but a Trades course running entirely through Hagley, alongside the partnership programmes.

100% retention rate: high levels of engagement; 80% gained a full National Certificate. In addition, 50% of this group achieved NCEA Level 2 and 80% gaining a National Trade Certificate at L2. The 20% of students who did not achieve a full national certificate are continuing with the programme to finish NCEA Level 2 or are continuing training at CPIT for higher level qualifications.

The high level of engagement resulted in retention rates being 10% above the target figure. This is a very vulnerable group of students with a long history of failure. The 80% of students gaining a full National Certificate was at the proposed stretch target figure, but additional success was gained with 50% of students gaining NCEA Level 2 from this single year of study.

The College would like to build the capacity of this course supporting a higher number of students engaging in the trades programmes. The second step will be to align these programmes very closely with the Vocational Pathways. Considerations are being given to additional practical programmes that appeal to young women. The programme will be maintained in 2015. There is an interesting, but obvious outcome which results from finding effective strategies to engage students and improve their achievement. Their expectations of themselves changes with success. The challenge for the college is finding the balance of how and where to place the investment into the most appropriate and effective programmes.

Planning for next year: The College is advancing a range of additional programmes aligned to the Vocational Pathways to engage a broader and greater number of ‘at risk’ students who are at senior levels in the College (Years 12 and 13) but who have no qualifications. The College will use a number of models including CTC and specialised schools within Hagley. The college has a long term plan of re-‐designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. The questions is still unanswered as to whether it is advantageous to grow the capacity of these partnerships.


STRATEGIC PRIORITY 4, PART E, SCHOOLS WITHIN SCHOOLS INITIATIVE:


Focus: To review those full-‐time immersion programmes which are called “Schools within a School” with a view to developing further such schools. The programmes differ from the packaged courses in that students are immersed full-‐time in these courses. The courses are based on a passion or interest, the times may be relatively flexible, and most are on specific pathways which transition out of the College into tertiary programmes or employment.

Strategic Aim: To comprehensively review the concept and outcomes for students of the Schools within a School programmes, i.e. to review these immersion courses, and discover the reasons for their success so that the concept can be developed for a range of further programmes of appropriate full-‐time immersion themes.

Annual Aim: To consider the results of the reviews and explore the possibility of developing further similar programmes to increase the number of students fully engaged, immersed in their learning, and aware of future pathways.

Baseline data: Four Schools (Theatre Company, Schools of Cuisine, Fashion and Music) with numbers of students ranging from 16-‐26; 77 students in total.

Target: The development of a series of informed criteria for the successful creation of further Schools within a School programmes designed to assist students to follow their passions while immersed in learning leading to meaningful future pathways.


This is the creation of full-‐time, immersion, pathway programmes of learning based around a student’s passions or interests and grounded in their world. There are many advantages of this curriculum model in practice. As it is “cut off” in a sense from the main school, it can have a radically different timetable. Staff can be recruited and students can be enrolled based on their respective passion for the subject. Finally, relationships within the mini school have a significant focus and this has been seen to be a foundation for effective learning. The college has a number of ‘schools within a school’ operating during 2014.

Attendance and retention excellent (above 95% compared with 60-‐80%). Student evaluation positive. Ongoing achievement very good and constantly on show to the College and wider community. Final results excellent with students gaining entry to tertiary providers. See Priority 1 Analyses.

Schools within a school at Hagley include such areas as Fashion, Cuisine and Theatre.

Students are following their passions. They are immersed in their learning, and often work well beyond the normal school day because they want to. Since they operate in a coherent group, they form very rewarding relationships with their fellow students, leading to ongoing peer support and high achievement levels.

Make use of the established success criteria of the existing Schools to develop more Schools with the aim of allowing more ‘at risk’ students to discover and follow their passions in a full-‐time immersion programme. The essential criteria will be documented and used for future initiatives.

Planning for next year: The documentation of the success criteria, the modification (where necessary) of existing Schools within a School programmes, and the development of future Schools. During 2014 a number of new full-‐time immersion programmes were developed and are being implemented in 2015. These programmes included: The School of Animation and Digital Design; the School of APPS; and Passort (a Social Science immersion programme at Yr 12). The schools within a school is a successful strategy and in particular for students who have been disadvantaged or disenfranchised by their educational experiences. It enables students with little or no qualifications to achieve higher secondary qualifications (NCEA L3) and transition to further learning especially at Diploma and Degree levels of achievement. The college is looking to grow and develop this educational model within the senior curriculum profile.


STRATEGIC PRIORITY 4: PART F, SUBJECT IMMERSION


Focus: The question was raised and investigated as to whether the effective programme design characteristics could be applied to ‘conventional’ subjects and whether this application could have any impact upon student retention, enagement and achievement.

Strategic Aim: To identify a full immersion context across a conventional subject and to implement it as a new course for 2014.

Annual Aim: To implement a new course called ‘Gender Studies’ (Yr 12) using the English achievement standards and others if required.

Baseline data: To establish gender studies at Yr 12 on the curriculum profile.

Target: To attract students into the programme and to improve the retention, engagement and achievement rates of students as compared with the rates in conventional subjects.


The gender studies course was written and approved by the prommes committee. The course was placed on the curriculum profile at Yr 12 and wasadvertised within the colleges prospectus. The college had a significant response and had more applications that it had course spaces. A range of students undertook this programme (male, female and cross gender students). The impact was immediate: high interest levels; high levels of enagement; work being undertaken both inside and outside the class. Students felt the course was grounded in their world. With increased engagement came strong levels of retention and achievement with students requiring a Yr 13 course to be established so that they could continue their studies (an interesting concept of internal transitions).

High levels of retention, engagement and improved achievement with transitions to continue study into Year 13.

The overall outcome however was the discovery that programme design characteristics can be downsized and applied to courses with quite dramatic effect. The context full immersion approach attracted students by capturing their interest and imagination.

Not only was the ‘context’ important but also the teacher who was skilled and passionate about the course she was taking. This was a break through moment in terms of senior curriculum design in that we could apply a range of different models and to scale.

Students identified as a coherent group which allowed good student relationships to develop, leading to ongoing peer support and higher achievement levels. A high interest programme grounded in the students world.

The question that was raised and investigated as to whether the effective programme design characteristics could be applied to ‘conventional’ subjects and whether this application could have any impact upon student retention, enagement and achievement was emphatically answered While not all the design characteristics could be applied enough of them were to make a significant difference. They key was selecting the appropriate context which was grounded in their world. ‘They were not doing English, they were doing Gender Studies” . . . . but were they? The class strongly bonded and therefore pastoral care became based around the teacher who became the significant adult in the lives of these students. Very powerful!

Planning for next year: Members of the English Department were keen to expand on their success with the Gender Studies course in 2014 and proposed reshaping all English courses at Level 2 and 3. Their aim was to increase student enrolment, engagement and achievement through high interest content/topics particularly at Level 3 where there has been a historical drop off in enrolments into English classes. The following were put forward as ideas: Change-‐makers, in which students would learn about inspiring people and their stories, Popular Culture, which would explore the ways culture has changed, and what is current, English for Lovers of Literature, for those students who love to explore poetry, novels and short stories, and Cinema Studies, which would cover an overview of film history. All of these new courses would exist at both years 12 and 13, in addition to the existing Gender Studies, Creative Writing and General English courses for those who would prefer them. These new ideas were accepted, and all were put forward for student choice for the 2015 school year.


STRATEGIC PRIORITY 4: PART F, CLUSTERING COMMUNITIES


Focus: In focusing on re-‐designing the senior curriculum it is important that Hagley faces both inwards and outwards in creating learning opportunities for its diverse communities across the Christchurch region. To do this it is exploring and implementing two important concepts related to ‘student engagement’. The first is the concept of the college as a ‘base camp’ where learning is organized (not its only location) taking students and/or teachers into their communities and further afield. The second concept is the college as a learning commons where the college is ‘common ground’ with all its users sharing acess to its resources, and responsibility for its development.

Strategic Aim: To establish Hagley College as a ‘base camp’ and ‘learning commons’ as part of the college’s regional collaborative framework to increase opportunities for learning engagement and the building of relationships with its diverse community groups.

Annual Aim: To implement a range of strategies that utilize and develop Hagley as a a ‘base camp’ and ‘learning commons’.

Baseline data: To identify the provision of Hagley’s current regional collaborative framework.

Target: To grow the capacity of learning opportunities through the concepts of Hagley as a a ‘base camp’ and ‘learning commons’.


A relatively recent model of delivery is one, which could be termed a ‘Learning Commons’ where the school is common ground with all its users sharing access to its resources, and responsibility for development. Examples include the Refugee Homework Centre, the School of Young Writers, various Industry Partnerships, Catch-‐Up College, Summer School and Capacity Training Workshops and Professional Development. An additional model of delivery is the college as a base camp where learning is organized (not its only location) taking students and/or teachers into their communities. Examples of this at Hagley are: Workplace Literacy; Forte – the Itinerant Teachers of Music; and Community Literacy.

Over 2,000 students involved in individual or group music tuition in Canterbury. 109 young students attending the Homework Centre from 28 schools across Christchurch.and 110 refugee background adults attending the Family Literacy Programmes. 20 part-‐time staff are employed to support these programmes. In 2014 the college was working with over nine individual businesses to deliver workplace literacy initiatives aimed at improving literacy and numeracy through individual learning programmes developed around needs in the workplace. A total of 346 students participate in our Community Literacy pathway programmes. ‘Working Alongside Refugee Families’ and ‘Intercultural Awareness and Communication’ workshops with over 120 staff attending each year.

The college is involved with approximately 2,655 students in our regional collaboration strategies. This is greater than anticipated but the college will continue to develop community networks of learning to grow the learning opportunities of students.

The strategies to establish Hagley College as a ‘base camp’ and ‘learning commons’ as part of the college’s regional collaborative framework to increase opportunities for learning engagement and the building of relationships with its diverse community groups is being successful. While these are new concepts they are key to establishing the college as an ‘engaging school’. They are also key to re-‐designing the senior curriculum to more appropriately meeting the needs of students, to personalize their learning and creating stronger frameworks for students to be successful in gaining qualifications and transitioning to advanced training and more advanced qualifications.

Planning for next year: The college is planning a full implementation of the Certificate of University preparation in partnership with the University of Canterbury for 2015 as an additional strategy for Hagley being a ‘learning commons’.


STRATEGIC PRIORITY 5: PART A, CATCH-‐UP COLLEGE

The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 and Level 6 (Degree).

Focus: To continue to develop the implementation of the Catch Up College intensive programme as a national resource to support students from schools across NZ who require 6-‐8 Level 3 number of credits to enable them to transition to tertiary study.

Strategic Aim: To increase the number of successful transitions to tertiary study for students.

Annual Aim: To identify students who are within 8 credits of completing the requirements for university entrance and/or Level 3 NCEA certificate.

Baseline data: 136 tudents who are within 8 credits of gaining UE and/or Level3 NCEA.

Target: 85% of students engaging with Catch Up College intensive gain UE and/ or Level 3 NCEA and have the recognised qualifications to enter tertiary study


Liaise with University of Canterbury Admissions and Liaison staff to enlist their support in promoting Catch Up College Intensive programme. Liase with University of Otago Admissions staff to enlist their support in promoting Catch Up College Intensive programme. Interview prospective candidates from 15 January and arranged and delivered suitable programmes. Prior to the final date of 18 February, provided students with letter signed by JP to confirm their completion of requisite standards.

98.5% of students who presented for Catch Up College intensive programme completed their requirements in time to gain entry to tertiary institutions by the relevant cut off date. 134/ 136 students from 40 schools throughout NZ completed the requirements of UE and/or Level 3 NCEA. Of these 134 students, 8 students came from North Island schools, 7 students from South Island schools outside Christchurch and the remaining 119 students from 26 ChCh schools. Students completed standards in 18 different subjects, including 50 completing English standards and 37 completing Mathematics standards. 67 of the 134 students (50%) lacked only their third approved subject requirement. 14 students (10%) required Level 3 certificate only. Destinations for students included 74 to UC, 19 to Otago and 11 to CPIT.

Catch Up College Intensive’s results continue to exceed the 85% target. Students who attend the programme are generally highly motivated to succeed and can often complete standards within a short timeframe, given that in most cases, much of the teaching has already occurred, and students often require a short period of revision only, or can readily apply previous learning.

Catch Up College intensive programme is in its tenth year of operation and continues to be highly successful.

Clearly an opportunity exists to market Catch Up College more widely. However a significant constraint exists in that currently only UC and Otago will allow students Semester 1 entry based on catch up credits.

Planning for next year: The College intends to run Catch Up College Intensive in 2016 and is already working to secure stronger links with Admissions staff at UC and the University of Otago.


STRATEGIC PRIORITY 5: PART B, CERTIFICATE IN UNIVERSITY PREPARATION

The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 and Level 6 (Degree).

Focus: To prepare domestic students, who have not qualified for University Entrance, with the essential skills and knowledge for study at the University of Canterbury.

Strategic Aim: Develop an effective partnership with the University of Canterbury for the delivery of quality programmes for the Certificate in University Preparation.

Annual Aim To deliver the Academic Communication and Study skills compulsory paper, BRDG006, as part of the Certificate in University Preparation

Baseline data: 90 students who wish to gain entry to University of Canterbury

Target: 80% of students achieve a C grade or higher in BRDG 006


Discussions began with UC in 2013 about Hagley taking over the delivery of the CUP course. Discussions continued in 2014 and it was agreed that Hagley would partner UC in delivering part of the Certificate in University Preparation, the compulsory paper BRDG006.

The ‘O’ block was refurbished and converted to the UC@Hagley block. UC@Hagley’s Programme Leader revised the 006 course in consultation with UC Foundation Programmes staff. UC have maintained a cohort of 18 Māori and Pasifika students who are also following the UC@Hagley programme.

UC entered into a joint venture with Hagley for Hagley to deliver the compulsory course BRDG006 while UC will continue to be responsible for the delivery of all other courses on the CUP schedule. 94 students started the 006 course on 17 February, with 4 withdrawing from the CUP programme before UC’s March 6 fees rebate deadline. The Semester 1 006 course is delivered on the Hagley campus by 5 teachers on Tuesdays and Fridays 8.30-‐3.30 from 17 February until 8 June. It is expected that a Semester 2 intake of approx. 75 students will run from 15 June until 19 October.

Early negotiations with UC revolved around Hagley taking over the complete certificate programme. It is envisaged that this may occur at some future time.

Early reports suggest strong engagement with the programme.

The programme includes a strong mentorship component which is seen as vital to the ongoing engagement and success of students.

Planning for next year: An internal review of the programme in October/ November, as well as a combined review with UC, will inform future planning.

Links to National Education Strategies: The Certificate in University Preparation (CUP) initiative is directly linked to the Better Public Service Strategy of improving the proportion of the population with higher qualifications (Level 4+). There is a strong need to increase the level of skills in our workforce to support New Zealand’s economic growth. A higher skilled workforce supports better innovation and productivity. Individuals with higher qualifications tend to have better economic and social outcomes than those with low qualifications. Across developed countries, an extra year of education is associated with increased individual earnings of between 5% and 15%. The Better Public Service target for New Zealand Qualifications Framework (NZQF) Level 4 and above qualifications is that by 2017, 55% of 25–34 year olds will have a qualification at Level 4 or above. The Certificate in University Preparation (CUP) initiative is supporting strong and viable transitions of students to higher qualifications mostly at NQF Level 5 and Level 6.


STRATEGIC PRIORITY 6: LEARNING PATHWAYS

The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications.

Focus: To establish a comprehensive pathway model that enables students to re-‐engage and transition their learning by providing a range of programme designed pathways based on their needs, requirements and aspirations. This network of pathways will be unique to Hagley College.

Strategic Aim: To identify and design pathways to remove blocks and barriers to every student’s effective engagement in learning.

Annual Aim: To actively promote the pathways and place students into these programmes to assist with their engagement in learning. These pathways are aligned to the college’s re-‐structuring of the senior college curriculum.

Baseline data: A pathways model in place for 2015 enrolments.

Target: To have all students undertaking their learning in a defined pathway and within one of the three major educational frameworks at Hagley.

Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance (why did it occur?) Evaluation (where to next?)

Discussion and planning focused on programme design. A curriculum audit of the different models being employed. The development of a rationale and coherence to the use of these models. The establishment or a working pathways model. The promotion of this model as a mechanism for students to understand that there were many ways that they could meaningfully engage with Hagley many of which were very different to what they had experienced educationally in the past. The linking of the pathways model into the senior college prospectus.

A five pathway model was identified, established and implemented. These pathways into the college were identified a:s ‘core curriculum; full and part-‐time study; boost programmes; right time programmes; and out and about. A diagram was established to help promote and create understanding of the pathways. All students at Hagley are engaged through one of these pathways.

The pathway model was also redescribed around the three key educational frameworks of the college: core curriculum (junior college, Year 11 graduating college, senior college); specialist pathways (schools within schools, transition programmes, migrant – refugee ELL, After 3 re-‐entry programme); and regional collaboration (forte ITM, cultural capacity training, refugee hw centre, workplace literacy, and community literacy). In analyzing where students were engaging with Hagley it was very compelling to find that the college was involved with 2,120 students internally and 2,655 externally – a total of 4,775 students

Hagley has and wants to continue to have strong advocacy for disadvantaged and disenfranchised students and to create the opportunity for these students to re-‐engage in learning. To re-‐engage these students has required Hagley to be innovative and creative in designing effective learning programmes; to reframe its infrastructure to meet student needs; and to provide experiences for students not available in most secondary schools. It has required the college to face outwards to its community and to be inclusive and collaborative in its engagement with them. This pathway model is therefore an important compenent in establishing innovative ways for student to engage with their learning.

Planning for next year To develop further the three key educational frameworks to ensure that: the core curriculum framework provides a broad range and diversity of courses for students from Years 9-‐13 based on NCEA in the senior school and with the Hagley ‘credit’ system in Years 9 and 10 and a strong focus on learning placement and support across all levels and to ensure students are catered for as individuals and are able to manage courses around their needs and pathways, often working in multi-‐level NCEA study at different ages and stages; the specialist pathways framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning with this framework aligned to the Ministry of Education’s Youth Guarantee initiative; the regional collaboration framework engages major programmes or initiatives the college is undertaking on behalf of the wider Canterbury community with some of these programmes within Hagley Community College and other schools, while others work within the wider community and workplace environment.


STRATEGIC PRIORITY 7: DESIGNATED SPECIAL CHARACTER SCHOOL

Developing the case for Hagley to become a designated special character school.

Focus: To establish Hagley Community College as a designated character school (Section 156, Education Act 1989) and to place it across the greater Christchurch secondary school network as a collaborative, regional resource hub to support the work of all secondary schools within the network.

Strategic Aim: To formally define and preserve the special character of Hagley community College and to provide a strong foundation for future development in alignment with governmnet policy, especially around student retention, engagement, achievement and transitions for all students, particularly those who are disadvantaged or disenfranchised by the education system.

Annual Aim: Actively engage with disadvantaged and disenfranchised post compulsory aged students and to ‘recapture’ them back into learning to make a difference to their lives.

Baseline data: Twenty one students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement.

Target: To have Hagley Community College approved as a secion 156 designated character school by the Minister of Education for implementation in 2016.


The college has undertaken a 12 month consultation process with its community and has received over 2,100 items of feedback. The college has also worked with the MOE on the distribution of Hagley students in the secondary network. The college has identified a new pathway framework for Hagley’s student population. The college has fully documented the process to becoming a designated character school and has published this work. Application was formally made to the Minister of Education in December 2014.

Over whelming support from the community with 100% of staff supporting the application. Positive feedback from other secondary schools and the Canterbury Principal’s Association. A new pathways framework in place and operational that identifies three major engagement areas: Core Curriculum; Specialist Pathways; and Regional Collaboration. Over 4,775 students are engaged with Hagley annually. From the consultative feedback the the college received 15 domains were identified relating to the college’s special character.

Currently there is no variance related to this strategy. The strategy is on a two year cycle (2014 and 2015) for successful completion. The case for becoming a designated character school has been made and comprehensive consultation undertaken. The second phase of the process (2015) now sits with the Ministry of Education. The Minister of Education’s office has notified the college that it is in receipt of the application by Hagley Community College to become a designated character school.

Full evaluation has been undertaken of the success of the strategy. A number of workshops were undertaken as part of the consulatation process and a marketing strategy implemented with parents to enable them to tell their personal stories.

The process has been invaluable to the college to clearly describe and gain full agreement on what its philosophy, vision and culture is and will be for the future.

Planning for next year: The second phase during 2015 will be an active enagagement with the Ministry of Education to work through any issues, concerns or addition developments that need to be undertaken. The Ministry of Education have established in consultation with Hagley College a legal description of our special character. By April 2015 the MOE will have completed consultation with other secondary schools. The college is also working with the MOE to factor in the concept of Hagley as a regional hub with the college’s rebuild programme identified for 2017. The college is working with the MOE, Opus and DD Architects to develop a master plan intended to establish and guide the future development of the college site. The closing date to make application for designated character status is 1 April 2015 with a decision later in the school year.


STRATEGIC PRIORITY 8: BUILDING THE BICULTURAL STRATEGY

Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college.

Focus: To emphasise the need for learning and teaching relationships between Māori and non-‐Māori not only hold to the premise that ‘culture counts’, but also to allow learners to initiate learning interactions, exercise self-‐determination in respect of the learning process, and become co-‐inquirers in engagements with their educators and their peers ‘(Bishop & Glynn, 1999).

Strategic Aim: To encourage culturally inclusive classrooms with wall displays and resources. Inclusive pedagogy; kaiako listens to ākonga voice, e.g tuakana teina (older helping younger ākonga to learn) talking to ākonga about their learning, sharing with ākonga, caring about what ākonga think and sharing learning with Whānau.

Annual Aim: To have our Māori ākonga achieving education success as Māori, raising Māori achievment, retention and transitions.

Baseline data: Māori achievement at NCEA level 2+ was 84.6% in 2013. Māori achievement at NCEA L3 was 34.6% in 2013.

Target: To increase awareness, understanding and commitment to Māori success as Māori. 85% Māori students achieve NCEA L2+ (BPS target); 90% of Māori ākonga leaving the College to employment, training or further education; increase the retention and achievement in year 13 through the awareness of teaching Māori as Māori and maintaining the Māori mentoring role.


Hui on Understanding NCEA for our Whānau and their tamariki. 3 Workshops for kaiako were held so they could grow cultural confidence and awareness to enhance ākonga learning: Adrian Te Patu “Haka & Hangi-‐Haggis &Hogmanay, Insight to a tribal psyche. -‐ He mihi mahana ki a koutou; Catherine Savage “Understanding Cultural Competency; Lynne Harata Te Aika “Māori as priority learners and whānau engagement for schools.“ Staff meeting on understanding the Treaty of Waitangi: Adrian Te Patu -‐ 52 participants; Andrew Tebbutt -‐ 25 participants; Celia King -‐ 18 participants.

Workshop on Social Affirmative Action was led by Rachel Hawthrone and Carmen Kenton. The College has purchased 100 copies of the booklet published by Network Waitangi Otautahi on the Treaty.

Well attended hui on Understanding NCEA with 50 participants. Largest hui Careers NZ had participated in. Parents and students rated the hui highly. BOT attended as well. The 3 workshops to build confidence and awareness were excellent and feedback through evaluation was very positive. Feedback from the 3 sessions on the Treaty were very affirming and kaiako learnt many different aspects about the Treaty of Waitangi. The sessions posed a lot of questions and these were explored in following workshops and discussions. The workshops had some very good practical applications for teaching practices and was very well received. The Social Affirmative Action enabled people to reflect on why affirmative action is important especially for the diverse population of ākonga at Hagley.

Both level 2 and level 3 achievement has risen from 2013 to 2014. NCEA Level 2 by 4.3% and NCEA Level 3 by 6.1%.

The year 10 Māori ākonga achieved at a lower level than their non-‐Maori ākonga and this is being addressed by the Māori mentor programme for 2015.

The increase in Māori achievement has been the result of an heightening of bi-‐culturalism and how important it is to understand tikanga, te reo and creating an inclusive classroom. The introduction in 2014 of a Māori mentor has also assissted in higher Māori achievement and positive career pathways from the College.

Appointing a Māori mentor who has built strong authentic relationships with ākonga, especially year 12 and 13, has been very successful in raising confidence and achievement for Māori ākonga. The mentor with the help of classroom kaiako will develop a strategy to raise achievement at year 10.

A positive action out of the Treaty of Waitangi workshop was that a Professional Learning Group around the history of the Treaty has been established. 15 kaiako have volunteered in 2014 and 10 in 2015 to be part of this group which will run for 5 sessions from 3.30-‐5.00pm on 5 consecutive Thursday afternoons.

Planning for next year: The Māori mentor is going to target year 10 ākonga and work alongside kaiako to make their learning successful. One of the plans is to work closely with the Social Science kaiako to explore and interact with community employers through an “Education to Employment “ initiative (instigated through CareerNZ and CDC). This initiative will allow all year 10 ākonga to be introduced to a wide range of occupations existing in four employment sectors;manufacturing,ICT,health and Agribusiness. This experience will hopefully give Māori ākonga a purpose for their learning and motivate them to achieve. The Whānau teachers groupwill continue to be active and continue to grow capacity and involvement across the college.


STRATEGIC PRIORITY 9: EFFECTIVE TEACHER PROFILE The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio.

Focus: To provide a framework that decribes an “effective teacher profile” within the wellbeing portfolio that enables and empowers students.

Strategic Aim: To promote and respond to the desired outcomes for student wellbeing through an “effective teacher profile”

Annual Aim: To encourage effective teaching practice in the classroom and beyond through the Good Practice teaching model, the teacher as inquiry process and the “window into Practice”and to include a bi-‐cultural awareness within all of these processes.

Baseline data: 98% of all Kaiako will present a Window into Practice, a teacher as inquiry and model effective teaching practice.

Target: To build relationships between ākonga and kaiako that allow for higher order learning, evaluation and creativity that is meaningful and engages ākonga in interesting learning opportunities. Wellbeing and involvement are necessary for effective AKO (learning and teaching) to take place. Wellbeing and involvement influence the engagement of learners and therefore the “effective teacher profile”enables this to happen if the right actions are established using the “Effective teacher profile”.


Taking an inquiry approach by observing and reflecting on the signals of student engagement which will improve teacher understandings of wellbeing for learning.

Encourage kaiako to build relationships with their ākonga and make this a focus for term 1 each year.

The teacher of inquiry has shown that literacy needs to be a focus for all kaiako at Hagley.

The “effective teaching profile” to continue to focus on relationships and interactions between teachers and students to improve engagement (intellectual, cultural,emotional, behavioural, physical and social)

The inquiry project is seen by kaiako as a meaningful process to improve akonga achievement both NCEA and other learning pathways and progressions. Because of the nature of the Hagley cohort the College often has a new cohort at year 11, 12 and 13. It is important to build relationships and know your learner at the beginning of the new year

Many kaiako use good literacy strategies and in 2015 the College needs to address this as a major focus. The kaiako at Hagley set up positive classroom relationships using the ākonga own experiences to personalise the learning. The teachers wait until the ākonga are ready to be assessed and believe all their ākonga can achieve.

Some teachers are producing very good projects and others are still learning best ways to collect data and ways of measuring ākonga wellbeing. With many new courses and new kaiako it can take until term 2 before the kaiako knows their learner. The student population is displaying low literacy achievement and we need to look at new ways to involve and engage ākonga so they become more successful with literacy skills and consequently better learning. Some subjects do not lend themselves to the approach of waiting until ākonga are ready to be assessed and although kaiako are patient and effective in their teaching the student may need longer to be successful in their achievement.

The quality of the inquiries is improving and work with kaiako is leading to a robust process that will aid and promote student wellbeing. To encourage kaiako to get to know their learners well as early as they can. To use a bi-‐cultural approach to engage all ākonga in effective learning through the effective teacher profile. Raising ākonga understanding of literacy to enable all ākonga to be effective life-‐long learners.To encourage all kaiako to form relationships and interactions between themselves and their ākonga: caring; high expectations; managing the classroom to promote learning; using dynamic, interactive teaching styles; kaiako and ākonga reflecting together on student achievement collaboratively.

Planning for next year: The “effective teaching profile” that creates wellbeing and enables and empowers students to be successful will be embraced by all kaiako in 2015. In 2015 the College will start to move toward a comprehensive focus on framing the teacher as inquiry into a collaborative approach. In 2016 all kaiako will be using bi-‐culturalism as an across the College focus for their Teacher as Inquiry. The Whānau group has plans to put this in motion. The College wants to celebrate the use of the “effective teacher profile” by recognising kaiako who build good relationships and interactions between themselves and ākonga and colleagues, hold high expectation for their ākonga, manage the classroom and promote learning, use dynamic interactive teaching styles and reflect with their ākonga on achievement in order to move forward collaboratively. If the kaiako do not have the skills to collect good data the Teaching and Learning team is looking to produce a tool kit to assist kaiako to do this to a high standard.


STRATEGIC PRIORITY 10: THE REGIONAL HUB Growing the regional hub – strategies and practice. Focus: To remove Hagley College from within the greater Christchurch network of schools and to place it across the network as a collaborative, regional resource to support the work of all secondary schools within the network in raising the achievement of disadvantaged and disenfranchised students. Hagley College would act as a regional hub for these students by by providing innovative learning programmes which: include core curriculum, specialist pathways and collaboration with other regional groups; provide for full time and part time students who are based both on the Hagley College campus and in collaborative learning experiences across the city; are for both adolescents (secondary students) and adults; and provide for disengaged adolescents and adult learners, students with previously limited aspirations and for those who now want to engage with learning but are finding it difficult to do so.

Strategic Aim: To re-‐designate the college from a generic designation as a Year 9-‐15 co-‐educational secondary school with associated specific regulations that frequently do not align to the college’s educational practice, to a specific designation under Section 154A (1) (a) of the Education Act with regulations and conditions that protects the unique character. the strategic aim would also be to provide a strong foundation for future development in alignment with government policy, especially around student retention, engagement, achievement and transitions for all students, particularly those who are disadvantaged or disenfranchised by the current education system.

Annual Aim: To build regional collaboration across the secondary school network.

Baseline data: The identification of regional strategies that will be undertaken by the college to support regional collaboration.

Target: To successfully implement 5 regional strategies that model collaboration across the network and which bring benefit to the region.


The college has identified five regional strategies for collaboration: the Forte itinerant teachers of music; the multi-‐ethnic homework and study centre; workplace literacy; community literacy; and capacity training workshops and professional development. In addition the college has implemented two specific intensive immersion schools to directly raise student achievement in qualifications at NCEA L2 and NCEA L3.

‘Working Alongside Refugee Families’ and ‘Intercultural Awareness and Communication’ workshops held three times / year and attended by 120 staff. 346 students participating in community literacy pathway programmes. Over 9 businesses involved in the workplace literacy programme to raise literacy for workers in the context of their employment. Over 2,000 students involved in individual or group music tuition for performance and NCEA assessment and the preparation of students for music festivals and competition.

While the college had set a target for 5 regional strategies for collaboration it achieved 7 major strategies. The two additional strategies had strong positive outcomes for student achievement. The Cnaterbury Summer School had a 96% achievement rate of students gaining NCEA L2 and the Hagley Catch-‐Up College had a 98.5% achievement rate of 134 students gaining NCEA L3. This is a significant contribution to the qualification pool of the region and a significant boost to the on-‐going success of students.

A full evaluation has been undertaken of the success of the strategy. The strategy is being sustained for the future with more collaborative initiatves being designed and implemented. The model is also being used within the YG national workshops.

Planning for next year: An additional collabrative strategy is being developed for 2015 for the inner city cluster of schools focusing on ‘teaching as inquiry’. Sharing inquiry investigations and learnings across the community over time is invaluable, both in helping to effectively target professional learning and development at a school level, while at a teacher level it results in more informed practice. Teaching as inquiry offers a valuable way of looking in detail at what is happening to learners who are at risk of not achieving at their curriculum level. Inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative and recursive practices where they might try an approach, assess the results, then modify their interventions as required. Referring to research to inform inquiries develops further understandings. Inquiry strengthens teachers’ abilities to use data effectively in order to show improvement in student outcomes. Teaching as inquiry can also strengthen school’s appraisal processes, as inquiry can act as a central construct which is then mapped it onto multiple criteria.

College Wide Performance in Student Qualification Achievement 58

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SECTION 3: COLLEGE WIDE PERFORMANCE IN STUDENT QUALIFICATION ACHIEVEMENT A. NCEA L2 & L3 ACHIEVEMENT BY RAW DATA COMPARISON

As a mechanism to cross-‐reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. While the potential for achievement is affected by the size of the school roll it is a helpful comparison especially when schools of similar roll sizes are compared. It is also important as the core data for the data analysis of ‘Qualification Achievement as a Return on Government Investment’ (see Part C) In the following table those schools with similar or larger rolls are highlighted in blue with Hagley Community College highlighted in red. Data Collection and Sample The data for this analysis is obtained from NZQA – National Qualifications statistics using NCEA and other NQF qualifications, participation-‐based, cumulative numbers. The sample contains all students (both adult and adolescent) who achieved NCEA L2 and/or NCEA L3. It also contains data from the ‘catch-‐up’ college that for 2014 was redistributed to schools. Specific Target(s) The College will achieve a minimum of 400 National Certificates at Level 2 (NCEA L2) and 150 National Certificates at Level 3 (NCEA L3). Performance In 2014 Hagley Community College had a student population that had achieved 481 National Certificates at Level 2 (NCEA L2) and 209 National Certificates at Level 3 (NCEA L3). This performance is compared against 24 state and integrated secondary schools in Christchurch. Analysis Hagley Community College performed higher than the targets that were established: 450 NCEA L2 target to 481 NCEA L2 achievement; 175 NCEA L3 target to 209 NCEA L3 achievement. The data also shows that Hagley has a strong achievement performance in comparison to all schools but in particular to those schools of a similar and larger size. Based on the number of National Certificates achieved Hagley has the fourth highest performance of all schools at NCEA L2 and the second highest performance at NCEA L3.

Decile Christchurch Secondary Schools Full Level 2 NCEA Full Level 3 NCEA 2 Aranui High School 90 10 2 Linwood College 156 45 3 Hornby High School 97 27 3 Cathedral College 107 36 4 Mairehau High School 78 14 5 Hagley Community College 481 209 5 Hillmorton High School 137 38 5 Kaiapoi High School 190 46 6 Avonside Girls’ High School 334 97 6 Papanui High School 386 121 6 Shirley Boys’ High School 354 107 6 Unlimited 97 42 7 Marian College 135 46 7 Riccarton High School 282 113 8 Burnside High School 915 341 8 Cashmere High School 562 189 8 Rangiora High School 532 145 8 St Thomas of Canterbury College 143 41 9 St Bedes College 269 99 9 Christchurch Boys’ High School 450 178 9 Christchurch Girls’ High School 399 186 9 Lincoln High School 513 206 9 Middleton Grange School 344 141 9 Villa Maria 247 112


B. PARTICIPATION ACHIEVEMENT IN NCEA

NZQA state in their ‘Secondary School Data and Statistics on the NZQA Website’ publication that: “The participation-‐based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll-‐based denominator, especially at a school in which there are substantial numbers of students not pursuing NCEA qualifications. There are two main categories of schools for which this is likely to be the case. The first comprises schools with a substantial proportion of their students having special needs or being part-‐time students. The second comprises schools with a substantial proportion of their students pursuing non-‐NQF qualifications”. Both situations apply to Hagley Community College. They go on to say that: “Another way to explore this data is to group schools according to their decile ratings and to compare their performance against national decile means of NCEA Level 2 and NCEA Level 3 student achievement. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region”. More importantly it enables the College to triangulate the data sets to ensure there is a strong correlation between the analyses. Data Collection and Sample The College has undertaken a bivariate analysis based on NCEA participation performance results for NCEA Level 2 and 3 to see if there is any strong relationship between participative data and school wide performance data using NCEA L2 achievement / FTE roll. NCEA Level 2 is taken as the baseline data for performance analysis in response to the government’s requirement for all students to be leaving secondary school with a minimum of NCEA Level 2. Specific Target(s) for 2014 -‐ 80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification. -‐ 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification. -‐ 80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification. -‐ 75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification.

Performance in NCEA Level 2 Participation Achievement In undertaking the NCEA Level 2 participation achievement analysis from NZQA data we find that Hagley’s participative performance results of 82.2% are above the college target of 80% of students participating in NCEA qualifications gaining a National Certificate of Educational Achievement at Level 2 (participation-‐based cumulative percentage – NZQA 2014). This performance is below the national decile 5 mean of 87.3%. Māori participative achievement is at 79.8% which is below the national decile 5 mean of 83.4%. However, further analysis of Maori participatory achievement shows that Maori students are achieving at 97.1% by Year 13 and for many this is accompanied by achievement in NCEA Level 3 (see leaver attainment data). When a bivariate analysis is undertaken to show the relationship between participatory achievement and overall achievement we find that a simple linear regression exists ie. as participation increases so does the overall achievement. However, the analysis does expose some important flaws in relying on participatory data alone but does give information that is helpful for schools. Those schools sitting below the regression line have participation achievement that is not converted into overall school achievement. The only way this can occur is that students are not included in the data sample. This could be brought about because students: leave; have not engaged in qualifications; or have not been included because they are ‘not up to standard’. Those that sit above the line are showing a ‘value added’ component by converting participatory achievement into higher college wide achievement. Hagley’s results sit significantly above the regression line. These results are supported through triangulation with other data analyses in this report.

Bivariate Fit of NCEA L2 / FTE Roll By Participation % NCEA L2

Hagley College


Performance in NCEA Level 3 Participation Achievement Hagley’s participative achievement performance in NCEA L3 is 76.7%. This is above the target of 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification and is above the Decile 5 national mean of 75.1%. Māori student participation achievement is 73.3% just below the target of 75% established by the college but above the national decile 5 mean of 67.9%. Pasifika results show 100% participation but the sample size is small. Participative data is more useful when it can be triangulated and compared with other data sets. If used by itself it can be misleading, often giving rise to over inflation of performance and the ‘masking’ of more unfavourable data. To over come this problem Hagley has further analysed the participative results comparing them with the ‘qualification achievement as a reurn on Government investment’ analysis which uses the same achievement data sets. A bivariate analysis was undertaken of NCEA L3 / FTE roll by Participation % NCEA L3. A linear fit can be established which then provides comparable information on how the college is performing in relation to other schools in Christchurch. The analysis shows that Hagley’s performance is above the linear best fit line. This is a strong indicator of the positive relationship for Hagley between participation achievement and college wide performance. The higher above the linear best fit line a school is positioned is indicative of ‘value added’ to qualification achievement for that school. The data shows that Hagley one of the schools with a significant ‘value added’ component. C. QUALIFICATION ACHIEVEMENT AS A RETURN ON GOVERNMENT INVESTMENT

The College is using a new set of benchmarking analyses called ‘Achievement Return on Government Investment’ that enables comparison between schools while alleviating differences that exist between schools. To be able to get this meaningful comparison the College is analysing achievement performance against government investment. As this is a new set of benchmarking data and analysis a rationale for this approach is provided. With any achievement data, difficulties arise when data is placed in the public domain. Hagley Community College strongly believes it must be in the public domain for transparency and accountability but where it is used for comparative purposes it must be simple, clear and meaningful. Currently the data from the Ministry of Education uses a ‘one size fits all’ approach and therefore has the potential to be manipulated to create information that is not helpful and at times misleading and untrue. A good example of this is the use of FTE student data and student numbers data, which are often used synonymously and interchangeably but which provide different outcomes. Parents want to know if their school is doing well and how well it is doing in relation to other schools. The government wants the same thing, although the language may be expressed in a different way. For the government, they want to make sure that the financial investment they make into a school provides the best return in terms of student qualification achievement. In the most simple terms this can be expressed as: “What do we get out of each secondary school as qualification achievement in relation to the cost of our investment?” The government has made it very clear what their expected outcomes are for students – NCEA Level 2 and NCEA Level 3+. We also know how schools are funded: each full-‐time equivalent (FTE) student generates funding (staffing and operational funding). The formula is therefore very straightforward. It is the relationship between the FTE student roll (funding investment) and the cumulative number of students achieving NCEA Level 2 or NCEA Level 3 expressed as a percentage of the school FTE roll. This overcomes all the arguments of each school being different.

Bivariate Fit of NCEA L3 / FTE Roll By Participation % NCEA L3

Hagley College


Data Collection and Sample The number of students achieving NCEA L2 is gained from the New Zealand Qualification Authority’s (NZQA) website for statistics relating to NCEA and other NQF qualifications – participation based cumulative data. The school FTE roll is based on Ministry of Education statistics from each school’s RS40 roll return. The sample of schools for comparative purposes are the 24 state and integrated secondary schools from the Christchurch region. The analysis can be repeated based on the number of students achieving NCEA L3. Specific Targets This analysis is the basis of our first two achievement targets based on student achievement performance in NCEA Level 2 and Level 3 versus return on government investment.

• Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools. • Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools.

College Initiatives Linked to Targets

• The establishment of the ‘Schools within Schools’ initiative at Hagley Community College based on the research of the Innovation Unit (UK) and Learning Futures in developing the concept of the ‘Engaging School’. This initiative is designed for students to be more deeply engaged in learning, staff to be more engaging practitioners, and for the whole school to be rich in learning opportunities for the whole community. Examples at Hagley are the School of Music and the School of Fashion (Strategic Priority 1).

• The identification and implementation of a broad range of pathways for students that are sequential, robust and built around qualifications (Strategic Priority 6). Performance NCEA L2 The mean performance for all 24 state and integrated secondary schools in Christchurch is 29.0. Hagley Community College’s performance in NCEA Level 2 as a percentage of the total school FTE roll including the specialist schools of Catch-‐Up College and Summer School is 37.9%. This is a significant result as it places Hagley above the upper 95% mean of 31.79% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. Distributions-‐ NCEA L2 / FTE Roll

Quantiles 100.0% maximum 40.2 99.5% 40.2 97.5% 40.2 90.0% 38.15 75.0% quartile 33.6 50.0% median 30.15 25.0% quartile 25.25 10.0% 19.1 2.5% 16.4 0.5% 16.4 0.0% minimum 16.4

Moments Mean 29.004167 Std Dev 6.6066817 Std Err Mean 1.3485832 Upper 95% Mean 31.793924 Lower 95% Mean 26.21441 N 24


Analysis From this data it can be seen that Hagley performs well when compared to other schools’ performance in NCEA Level 2 cumulative achievement as a percentage of the whole school FTE roll, but more can be explained when further analysis is undertaken. Another way to explore this data is to group schools according to their decile ratings. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region. A graph of this relationship (NCEA L2 / FTE Roll by School Decile) is presented below.

Bubble Plot of NCEA L2 / FTE Roll by Decile

This graph shows a strong performance and has the College with a cumulative achievement of 37.9% of the total FTE student roll achieving NCEA Level 2. This is well above the decile 5 mean for schools in Christchurch and in the upper 95% mean for all of the 24 secondary schools in the Canterbury region. This achievement reinforces the ERO findings in 2011 that Hagley is a high performing school but the findings need to be placed in context. Hagley is a regional hub predominantly for post-‐compulsory age students in the Canterbury area who have experienced barriers that have prevented them from engaging in learning. Hagley students are characterised by diversity of learning need, short-‐term study duration and essential learning skill deficits. It therefore takes more time for many students to ‘catch up’ and to build their learning skills. For many students the gaining of NCEA L2 will take two years. This is highlighted by the data from NZQA statistics. When the numbers of Hagley’s NCEA L2 cumulative achievement is compared to a school with similar NCEA L2 achievement numbers we find the patterns very different. This highlights why cumulative data is essential in undertaking the analysis to provide an accurate picture of student achievement over time.

NCEA L2 Achievement

Hagley College (1270 FTE) ChCh School X (1200 FTE)

Yr 11 Yr 12 Yr 13 Total Yr 11 Yr 12 Yr 13 Total

-‐ 110 371 481 -‐ 184 170 364

Bubble Plot of NCEA L2 / FTE Roll by School (With ‘Catch-‐Up Data’)

Hagley College

Hagley College


Performance NCEA L3 Distributions -‐ NCEA L3 / FTE Roll

The mean performance for all 24 state and integrated secondary schools in Christchurch for NCEA L3 is 9.91% of total school FTE roll. Hagley Community College’s performance in NCEA Level 3 as a percentage of the total school FTE roll is 16.5%. This is a significant result as it places Hagley well above the upper 95% mean of 11.58% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. Analysis NCEA L3 From this data is can be seen that Hagley performs well when compared to other schools’ cumulative performance in NCEA Level 3 achievement as a percentage of the whole school FTE roll. This is significant in relation to Hagley’s student profile. The students that Hagley deals with and continues to advocate for are those groups of students whom other schools are challenged by or are not equipped to deal with. These groups include: students from low socio-‐economic backgrounds (62%); students from NESB backgrounds (33%); students from recent migrant groups (18.5%); first in family / first generation (65%); lack of academic preparation (84%); second chance learners (90%); older age groups (56%); part-‐time students (45.5%); students with learning disabilities, eg Asperger’s Syndrome (20%); students with a history of literacy failure (51%); mentally unwell students (30% pre-‐earthquake – 50% post-‐earthquake). These figures represent the percentage of Hagley Community College’s student population that are identified with those characteristics. From the percentages presented it is clear that students frequently have multiple characteristics creating a very different and unique student population

Moments Mean 9.9083333 Std Dev 3.9522054 Std Err Mean 0.8067405 Upper 95% Mean 11.577203 Lower 95% Mean 8.2394634 N 24

Quantiles 100.0% maximum 17.9 99.5% 17.9 97.5% 17.9 90.0% 15.45 75.0% quartile 13.125 50.0% median 9.75 25.0% quartile 7.075 10.0% 4.2 2.5% 2.8 0.5% 2.8 0.0% minimum 2.8

Hagley College


than is seen in normal secondary schools. Hagley students are therefore characterised by: diversity of age and culture; diversity of learning need; shorter-‐term study duration; significant essential learning skill deficits; and entry with low or no qualifications. The achievement figures for Hagley’s cumulative performance in NCEA Level 3 achievement as a percentage of the whole school FTE roll highlights that we are making large steps into achieving our aspiration of inspiring students’ futures and transformingstudents' lives. More can be explained when further analysis is undertaken. Another way to explore this data is to group schools according to their decile ratings. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region. This is presented in the bubble plot graph of NCEA L3 / FTE Roll by Decile. This is a good performance and has the College with a cumulative achievement of 16.5% of the total FTE student roll achieving NCEA Level 3. This is well above the decile 5 mean for schools in Christchurch and in the upper 95% mean for all of the 24 secondary schools in the Canterbury region. The College has exceeded its target of Hagley students achieving NCEA Level 3 at 12% of the school FTE roll and has achieved the target of the cumulative NCEA L3 performance will be at or above the upper 95% mean in relation to Christchurch secondary schools. Summary On the basis of this analysis Hagley Community College is providing the government with a very high return on investment when compared with other secondary schools in Christchurch. The educational, economic and social value added is significant. This is especially significant when Hagley’s student population is made up of a student body who have experienced barriers which prevent them from engaging successfully in secondary education. These students exhibit the following dominant characteristics; disengagement from their age-‐based school cohort ; not achieving to their potential or aspiration in their previous school setting; and disenfranchised due to personal outlook, difference or individuality. While an argument can be given that Hagley has a larger senior population than most schools in Christchurch (which is correct) it also needs to be highlighted that this population is made up of large numbers of adult learners in the After 3 programme (600+) and significant numbers of part-‐time adolescent and adult students, ESOL students and refugee students all of whom are only beginning qualifications or only undertaking a small portion of their qualifications. When these results are placed in the context of a student population that has such diverse learning needs the achievement of students is of a high order, as identified by the ERO in 2011.

Bubble Plot of NCEA L3 / FTE Roll by Decile

Hagley College


D. BETTER PUBLIC SERVICE (BPS) TARGETS

“The government is committed to delivering a set of ten ‘Better Public Services’ results to transform performance in areas that matter most to New Zealanders. Within the secondary education sector is the target relating to boosting student skills and employment. This target will be achieved by increasing the proportion of 18 year olds with NCEA Lever 2 (or equivalent) to 85% by 2017.” Data Collection and Sample All secondary schools are required to determine student leaver attainment for every full-‐time adolescent student leaving before the age of 19. Attainment is measured as the highest qualification a student has gained at the point of leaving whatever the reason might be. The data is collected from each school’s SMS (Student Management System) and recorded in the MOE RS40 return. In 2014 Hagley Community College had 249 leavers that met the MOE leaver requirements. Data on national trends and target predictions are taken from the State Services Commission on ‘Better Public Services: Boosting Skills and Employment’. It is this data that is used to compare the College’s current performance. Specific Target(s) The College has realigned its targets based upon the government’s release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the College’s leaver attainment was 69%. To reach the BPS target of 85% over the next 6 years will require an annual improvement increment of 2.6%. All groups including Māori and Pasifika will be required to meet this target. The target for 2014 is that 77.5% of student leavers will attain NCEA Level 2 or higher. College Initiatives Linked to Targets The College has implemented a range of major initiatives to bring about changes to students’ achievement and on-‐going learning capabilities. These initiatives are aligned to the government’s strategies of: strengthening student achievement and the Youth Guarantee Scheme of expanding opportunities for young people; and the gathering and interpreting of information about student progress and achievement and using that information to improve teaching and learning. The college wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions.

5. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students. (Strategic Priorites: 1, 2, 3, 4, 8, 9)

6. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-‐management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work. (Strategic Priorites: 1, 2, 3, 4, 8, 9)

7. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions. (Strategic Priority 6)


8. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-‐going learning, training and work. (Strategic Priority 5)

BPS Target and Trends of NCEA L2 Achievement Performance The data is showing that students at Hagley Community College are gaining significant improvement in NCEA L2 leaver attainment. In 2010, 59% of Hagley’s adolescent, full-‐tme, leaving students attained NCEA L2 but by 2014 the student leaver attainment in NCEA L2 has reached 84.8%. The graph compares these results against the Ministry of Education’s predicted trend and the BPS NCEA target of 85% achievement by 2017. When comparing Hagley’s performance against these trend lines we find that the College’s achievement is above that predicted by the MOE and on target for the BPS target in 2017. A unique feature of Hagley is that we have a large number of adolescent students who are part-‐time as we overcome the barriers that are preventing them from engaging in learning. While this group is difficult to use within comparative and national data as it skews actual performance the college is working hard to make a real difference to these students lives. Since 2010 we have tracked and analysed their performance in the BPS target of NCEA L2. From the graph it can be seen in 2010 and 2011 the whole college NCEA L2 performance was below 50%. With strategies and strategic priorities in place the college is growing the performance of this vulnerable group so that between 2011 and 2014 we have had a 14.1% increase in achievement with increment trends that are on track to meet the Governments BPS target of NCEA L2 by 2017. We are very proud of this achievement as these students are some of the most vulnerable in our region. Further Analysis When the Hagley student data is further analysed we find some very exciting performance results for priority groups especially in FT Pasifika and FT Māori student NCEA L2 leaver attainment achievement. Māori student NCEA L2 leaver attainment was at 84.6% in 2012 and this has risen to 88.9% which is significantly above the MOE trend target of 77.5% and above the BPS target of 85% established for 2017. Pasifika student performance (100%) is also of a high order and is significantly above the BPS trend target for 2014 of 77.5%. However, the data set for Pasifika students is small and needs to be viewed with caution. European students’ performance of 82.4% is 4.9% above the MOE trend target of 77.5% but is 2.6%% below the 85% BPS target for 2017. It is interesting to note that the priority target groups and meeting the BPS targets of 85% which is above the performance level of NZ European students. This highlights the challenges and vulnerabilities in this large group of students. The new target for all Hagley Community College’s leaving students is 80% attainment in NCEA L2 with the long-‐term target of 85% in 2017.

50 55 60 65 70 75 80 85 90

2010 2011 2012 2013 2014 2015 2016 2017

BPS NCEA Target MOE Predicted Trend FT Hagley

All Hagley Linear (FT Hagley) Linear (All Hagley)

82.4 88.9 100 94.4 100

0

20

40

60

80

100

120

NZ European NZ Māori Pasifika Asian MELAA

NCEA L2+ Achievement


E. LEAVER ATTAINMENT AS A MEASURE OF STUDENT SUCCESS

The Ministry of Education carries out statistical collections (roll returns) from all schools in New Zealand at 1 March and 1 July each year, in line with the statutory requirements as detailed in the Education Act 1989. School leaver data is collected as part of the March roll return. School leavers are secondary school students that have finished their schooling. School leaver data includes the number of school leavers, by highest attainment, year of schooling, gender, and ethnicity. The data around highest attainment is particularly useful for analysis. Also, the number of school leavers forms an easily understood cohort that acts as an accurate denominator at a crucial stage in the education system. The College agrees to the importance of this analysis and values it being undertaken. It enables Hagley’s performance to be compared directly to other schools both regionally and nationally. However, the Ministry of Education uses different data collection sources (student numbers and full-‐time students) but treats them as the same for student leavers. One analysis is student leaver achievement based on student numbers and the other is student leaver attainment based on adolescent full-‐time students. This analysis is based on full-‐time students and is collected from the College’s RS40 roll return. Data Collection and Sample There were 249 leavers in 2014 based on the MOE data from Table SL1 National Qualifications Framework School Leavers By Highest Attainment and Ethnic Group in the RS40 March 1 roll return. For a College with a student roll of 1270 FTE students this represents 19.6% of the total student population. Specific Target(s)

• Over 80% of adolescent student leavers (MOE defined) in 2014 will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3. • A stretch target of 75% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2014. • 30% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3. • The percentage of school leavers with Year 13 qualifications will exceed the national decile 5 mean of 36%. • The percentage of school leavers with less than Year 12 qualifications will be below the national decile 5 mean of 31%. • Students leaving with little or no formal attainment will be less than 5% based on the national decile 5 mean.

Performance The target set for leavers is that 80% will leave with a full National Certificate at either Level 1, 2 or 3. An analysis of the 2014 leavers from MOE statistics shows that of the 249 full-‐time students who left in 2014, 90.8% had gained qualifications, and 9.2% left without a full national qualification of any kind. The graph below shows a summary comparison between the leaver attainment from 2010-‐2014.

Analysis An analysis of leaver attainment from the MOE RS40 return shows that the majority of students (90.8%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. Equal proportion of all student leavers left with NCEA Level 2 (42.6%) and 42.2% left with NCEA L3. 84.8% of students left with NCEA L2 or higher. In this analysis ‘limited qualifications’ refers to all categories below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education (see graph on next page).

20.7 13.4 8.7 10.8 9.2

79.3 86.6 91.4 89.2 90.8

0

20

40

60

80

100

2010 2011 1012 2013 2014

Full-‐Time Adolescent Student Leaver Akainment (2010 – 2014)


The comparative analysis shows that Hagley student leavers in 2014 have performed better in NCEA Level 2 and 3 than the performance in 2010. This is particularly evident at NCEA Level 2 where there has been an incremental improvement since 2010 from 23.2% to 42.6% -‐ an improvement in performance of 19.4%. This is the target area for the government’s key achievement outcome for secondary schools. As the government’s key achievement outcome for secondary school leavers is the minimum of NCEA Level 2 then it is important to focus the analysis on College-‐wide achievement at the percentages of students’ performance attainment below and above this target. The graph of ‘Student Leaver Attainment Above and Below NCEA Level 2’ highlights this performance. This significant NCEA Level 2+ leaver achievement result showing 19.4% improvement since 2010 is on track to meet the government’s target of raising NCEA Level 2 achievement rates to 85% by 2017. What is even more significant is the number of students leaving with NCEA L3 which shows an improvement of 4.5% from 37.7% in 2013 to 42.2% in 2014. For the first time equal numbers of students are leaving with NCEA L2 and NCEA L3. The improvement that is now happening with higher qualification achievement is that more students are achieving NCEA L3. New Targets 2015

• Over 90% of student leavers (MOE defined) in 2015 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3. • A stretch target of 80% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2015. • 40% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3.

F. MĀORI AND PASIFIKA STUDENT LEAVER ATTAINMENT

Data Collection and Sample There were 27 Māori leavers and 5 Pasifika leavers in 2014 based on the MOE data from Table SL1 National Qualifications Framework School Leavers By Highest Attainment and Ethnic Group in the RS40 March 1 roll return. Māori students represent 10.8% of the total student leavers and Pasifika students represent 2% of the total student leavers. Specific Target(s)

1. Over 80% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3. 2. A stretch target of 77.5% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2014. 3. 35% of Hagley Māori and Pasifika student leavers (MOE defined) will leave with NCEA L3.

Performance The target set for Māori and Pasifika leavers is that 80% will leave with a full National Certificate at either Level 1, 2 or 3. An analysis of the 2014 leavers from MOE statistics shows that of the 27 full-‐time Māori students who left in 2014, 92.6% had gained a full national qualification, and 7.4% left without a full national qualification of any kind. All (100%) of Pasifika leavers gained a full National Certificate.

40.4 31.1 26.8

14.9 15.2

59.6 68.9 73.2

85.1 84.8

0

20

40

60

80

100

2010 2011 2012 2013 2014

% Full-‐mme Adolescent Leaver Akainment Above & Below NCEA L2

Below NCEA L2 NCEA L2 and above


Full-‐time Adolescent Māori Student Leaver Attainment (2011 – 2014) Full-‐time Adolescent Pasifika Student Leaver Attainment (2011 – 2014)

Analysis An analysis of leaver attainment from the MOE RS40 return shows that the majority of Māori students (92.6%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. The greatest proportion of Māori student leavers left with NCEA Level 2+ (88.9%) and 40.7% of Māori students left with NCEA L3. Less than 8% of Māori students left with limited or no qualifications. In this analysis ‘limited qualifications’ refers to all categories below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education. Further analysis highlights the most important and significant change that is happening with Maori achievement. Greater numbers of Maori students are converting their NCEA L2 into NCEA L3. From the graph opposite it can be seen that their has been a 6.1% increase in Māori student achievement in NCEA L3. This is a reflection of the Māori mentoring programme which is a strategic priority for the college. An analysis of leaver attainment from the MOE RS40 return shows that all the Pasifika students (100%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. Fifty percent of Pasifika student leavers left with NCEA Level 2 (50.0%) and 100% of Pasifika students left with NCEA L2 or higher. No Pasifika student left with limited or no qualifications. In this analysis ‘limited qualifications’ refers to all categories below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education. New Targets 2015

• Over 90% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3.

• A target of 80% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2015. • 40% of Hagley Māori and Pasifika student leavers (MOE defined) will attain a full National (NCEA) Certificate at Level 3.

52.9

20

0 0

47.1

80

100 100

0

20

40

60

80

100

2011 2012 2013 2014


Māori Student Achievement in NCEA L2 & L3 (2013 – 2014)

33.3

15.4 7.7 7.4

66.7

84.6 92.3 92.6

0

20

40

60

80

100

2011 2012 2013 2014


57.7 48.2

34.6 40.7

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2013 2014

%NCEA L3

% NCEA L2

Minister of Education’s Response to Student Achievement and College Performance 72

page


SECTION 4: MINISTER OF EDUCATION’S RESPONSE TO STUDENT ACHIEVEMENT AND COLLEGE PERFORMANCE

510 Hagley Avenue | Christchurch 8011 | New Zealand

PO Box 3084 | Christchurch 8140 | New Zealand

Telephone 0508HAGLEY or (03) 364 5156 | Facsimile (64 3) 379 3134

Email: [email protected] | Website: www.hagley.school.nz

Documents

Annual Reporting 2015 : Performance and Student Achievement