Charter, Strategic and Annual Plan forassets1.rangiorahigh.school.nz/assets/Charter-and... · 2019-06-24 · Rangiora High School Charter, Strategic and Annual Plan 2019 Page 4 the

1| RANGIORA HIGH SCHOOL CHARTER, STRATEGIC AND ANNUAL PLANS

Charter, Strategic and Annual Plan for

RANGIORA HIGH SCHOOL

Te Kura Tuarua o Rangiora

2016 – 2019

‘Naku te rourou, nau te rourou, ka ora ai te iwi.’

With your basket and my basket, the people will thrive.

Principal’s Endorsement

Board of Trustees Endorsement

Date of submission to Ministry of Education 1 March 2019

Rangiora High School Charter, Strategic and Annual Plan 2019 Page 2

Contents INTRODUCTION ............................................................................................................................................... 3

SCHOOL PROFILE ............................................................................................................................................. 3

SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019 ........................................................... 4

A.STRATEGIC FOCUS ..................................................................................................................................... 4

B.PRINCIPAL’S STATEMENT .......................................................................................................................... 5

C.STATEMENT OF MISSION .......................................................................................................................... 5

D.STATEMENT OF VISION ............................................................................................................................. 5

E.ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT ....................................................... 5

F.STATEMENT OF VALUES ............................................................................................................................ 6

G.THE UNIQUE POSITION OF THE TANGATA WHENUA ............................................................................... 6

H.PRIORITY LEARNERS .................................................................................................................................. 7

I.GIFTED AND TALENTED STUDENTS ............................................................................................................ 7

J.STRATEGIC GOALS ...................................................................................................................................... 7

K.ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE ...................... 7

L.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ..................................................................................... 8

M.PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING) ...................................................... 11

SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN .................................................................................. 12

A.PLANNING & REPORTING CYCLE ............................................................................................................. 12

B.ANNUAL PLANNING & REPORTING ......................................................................................................... 13

C.RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES .................................................... 14

D.CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO) .................. 14

E.USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY ... 16

F.ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2018 .............. 17

G.STRATEGIC PRIORITY 2016 – 2019 .......................................................................................................... 17

H.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ............................................................................... 18

I.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ............................................................... 18

J.ANNUAL PLAN 2019 ................................................................................................................................. 19

K.CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS ................................................................. 33

Appendix ....................................................................................................................................................... 34

Glossary including Acronyms ..................................................................................................................... 34


INTRODUCTION A charter sets the direction for the school and identifies the priorities the Board expects the Principal to be

leading. The Education Act requires every school’s Board of Trustees to:

• prepare and maintain a charter

• send a reviewed and updated charter to the Ministry of Education every year.

The Charter is the key planning document for schools in New Zealand. It includes strategic aims and

annual plans which:

• reflect the goals and aspirations the community has for the school and its students for the next 3 to 5

years

• outline how the school is implementing the government’s priorities as set out in the National

Education Guidelines and the National Administration Guidelines

• identify the key areas the board will focus on, both in the longer term and the coming year, to

improve the progress and achievement of all students.

In the words of the Education Act, Section 63:

A school charter has effect as an undertaking by the board to the Minister to take

all reasonable steps (not inconsistent with any enactment, or the general law of

New Zealand) to ensure that -

a) the school is managed, organised, conducted, and administered for the

purposes set out in the school charter; and

b) the school, and its students and community, achieve the aims and

objectives set out in the school charter.

The Board has overall responsibility for developing and reviewing the school’s charter. It plays an active role in

setting the strategic direction. There is a governance – management partnership between the Board of

Trustees and the Principal. The Principal and Board of Trustees will participate in this partnership to develop

and implement the charter. Developing 3 to 5 year strategic aims and expected outcomes for students is a

governance role.

Determining the specific steps that the school will take year by year in order to achieve the strategic

aims is a management role.

The strategic plan, and thus each year’s annual plan, focus on what is most important to achieve the school’s

vision or mission and the government’s priorities.

The Ministry of Education expects the school to review and update the charter as part of an annual planning

and reporting cycle, in accordance with the National Administration Guidelines. The Board, Principal, school

leaders and teachers all have roles and responsibilities in the school’s annual planning and reporting cycle.

SCHOOL PROFILE

Rangiora High School, Te Kura Tuarua o Rangiora, is a state co-educational secondary school located in

Rangiora, New Zealand. Established in 1881 by an act of parliament and opened in 1884, the school has a

roll of 1748 students from years 9 to 13 as of 28 February 2019. On 28 February 2019 the school roll's

gender composition was 48.5% male and 51.5% female, and its ethnic composition was 73.3% New

Zealand European (Pākehā), 11.1% Māori, 1.5% Pacific and 14.1% other.

The school has a socio-economic decile rating of 9.

Rangiora High School operates an enrolment scheme to help curb roll numbers and prevent overcrowding.

The school's home zone, in which students residing are automatically entitled to be enrolled, covers much

of the coastal half of the Waimakariri District and southern Hurunui District, extending north to Waipara,

east to the Pacific Ocean, west to Cust, and south to the Waimakariri River. However, the zone excludes

https://en.wikipedia.org/wiki/Rangiora

https://en.wikipedia.org/wiki/New_Zealand_European

https://en.wikipedia.org/wiki/New_Zealand_European

https://en.wikipedia.org/wiki/M%C4%81ori_people

https://en.wikipedia.org/wiki/Socio-economic_decile

https://en.wikipedia.org/wiki/Education_in_New_Zealand#State_school_enrolment_schemes

https://en.wikipedia.org/wiki/Waipara

https://en.wikipedia.org/wiki/Cust,_New_Zealand

https://en.wikipedia.org/wiki/Waimakariri_River


the towns of Kaiapoi, Woodend, Pegasus and Waikuku, which are instead served by Kaiapoi High School.

Students residing outside the zone are sometimes accepted, as roll places allow in accordance with the

enrolment scheme order of preference and secret ballot.

As a state school, Rangiora High School follows The New Zealand Curriculum. In Years 9 and 10, the

students will be organised in house groupings and the curriculum will be delivered as part of a ‘Connected

Curriculum’ approach to learning. The Learning Areas involved in this will be English, Health and Physical

Education, Mathematics, Science and Social Studies.

The term ‘connected’ describes a number of approaches: connecting the curriculum to create authentic

learning contexts; connecting the teachers in a collaborative co-teaching model; connecting students

within and across flexible learning spaces; and connecting students in collaborative and flexible models of

learning.

The students will be exposed to the same curriculum objectives as in previous years, for example: Year 9

students select four half-year elective subjects, which must include one Arts subject, one Technology

subject and one Language subject (out of French, Japanese, and Te Reo Māori). Year 10 students select

either two full-year electives, one full-year elective and two half-year electives, or four half-year electives.

In Years 11 to 13, students complete the National Certificate of Educational Achievement (NCEA). Levels 1,

2 and 3 of NCEA are usually completed in Years 11, 12 and 13 respectively, although students can choose

subjects from different levels depending on their progress through the NCEA level system.

In Year 11, students study English, Mathematics, Science, and three full-year elective subjects. Students in

Year 12 study six full-year elective subjects. Students in Year 13 study five full-year elective subjects, with

study for an additional four periods per week. Because the 25-period-per-week school timetable is not

evenly divisible into six subject lines, students in Years 11 to 13 spend the last period on Wednesdays

either in supervised study or sport. STAR and Gateway provide students with the opportunity to explore

vocational pathways. Students have the opportunity to study trade courses through ARA, MITO, PITO as

well as 3+2 programmes of learning.

SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2016 – 2019

A. STRATEGIC FOCUS

1 (a) This charter sets out our obligations and our aspirations to being a dynamic, caring, community-

based environment inspiring life-long learning to our community of learners. It also documents

our commitment to continuously improving our education provision on behalf of every student.

(b) The charter also assists the Board of Trustees to prioritise its aspirations for students, with a

specific focus on Māori students, Pasifika students and students with special needs.

(c) Under the National Administration Guidelines (NAG2(a)), a Board is required to develop a

strategic plan which documents how they are giving effect to the National Education Guidelines

through their policies, plans and programmes, including those for curriculum, National Standards,

assessment and staff professional development.

2. Students are at the centre of our work and we have an obligation and a commitment on behalf of

our community to ensure every student has a meaningful and relevant learning journey and that

they experience success and gain achievement to effectively transition to further learning and

training.

3. The school is also strongly focused on the three great challenges that have a significant impact on

how we view and deliver education:

pursuing excellence and equity simultaneously and aggressively

combining flexibility in delivery with accountability for results

meeting the demand that universal services should have a personal focus.

https://en.wikipedia.org/wiki/Kaiapoi

https://en.wikipedia.org/wiki/Woodend,_New_Zealand

https://en.wikipedia.org/wiki/Pegasus_Town

https://en.wikipedia.org/wiki/Waikuku

https://en.wikipedia.org/wiki/Kaiapoi_High_School

https://en.wikipedia.org/wiki/French_language

https://en.wikipedia.org/wiki/Japanese_language

https://en.wikipedia.org/wiki/Te_Reo_M%C4%81ori

https://en.wikipedia.org/wiki/National_Certificate_of_Educational_Achievement

https://en.wikipedia.org/wiki/Period_(school)#Study_period


B. PRINCIPAL’S STATEMENT

Rangiora High School has, since 1884, provided the families of this district with quality co-educational

secondary education. The school’s philosophy is underpinned by our Latin motto “Lux Cum Amore”,

translated in English as “Enlightenment with Friendship” or in Te Reo Māori as “Kua Puawai te

Hoahoatanga”. As an educational institution, we are committed to providing a high quality learning

environment, which promotes the best possible educational, social, cultural, and recreational

development of the individual.

Rangiora High School recognises that it is the right of every student to enjoy an education based on

traditional values that promote personal excellence and success in all areas. A Rangiora High School

education embraces a wide range of experiences, interests and opportunities that enhance learning,

acknowledge individual needs and differences, and challenge individuals to achieve personal standards of

excellence.

Our aim as a school is to equip all students for today’s rapidly changing society. Student need drives our

diverse and challenging curriculum and underpins all teaching programmes and assessment methods. As a

school we embrace the spirit of the Treaty of Waitangi, Te Tiriti o Waitangi, and encourage bi-cultural and

multicultural perspectives.

Rangiora High School is a successful school that ensures each student has an equitable chance to succeed

and to meet the challenges of the 21st Century with confidence. We provide students with the skills,

abilities and values needed to participate in and contribute to New Zealand society in an equal, positive

and constructive manner.

Rangiora High School is proud of its past and continues to be strongly focused on its future.

C. STATEMENT OF MISSION

Rangiora High School will be a centre of learning excellence that supports and prepares each learner to

connect with and contribute to our global community.

D. STATEMENT OF VISION

Our vision is to create for students at Rangiora High School, inclusive, equitable and relevant learning

opportunities with clear pathways that meet the aspirations of our community and which empowers

every student towards life-long learning.

This vision will be achieved through the implementation of a dynamic curriculum using innovative

teaching and learning within an enriched environment and by empowering and supporting each learner to

achieve personal excellence. The school will also engage the community in partnerships for learning and in

the life of the school to enable our learners to be actively connected, culturally aware and caring citizens.

At the heart of our vision and at the centre of our work are students studying at secondary school and we

want the best for them. We want to see them profoundly engaged in learning and through this

engagement to have them experience success and gain achievement in qualifications so that they can

effectively transition to further learning and training.

To achieve our vision, the school must continuously improve to ensure our vision matches our practice.

We have a commitment to implement and maintain a culture of rigorous critical reflection and self-review

that will contribute effectively to sustaining the school’s positive performance and continuous

improvement. This will involve building a culture of organisational renewal and transformation.

E. ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT

Rangiora High School has a commitment to develop students so that they have the skills and attributes to

be successful learners and members of our society. These skills and attributes are grounded in the New

Zealand Curriculum.


While we recognise that every students learning journey is very personal and that they will be at different

places on that learning journey our aspirations for all of them is clear and transparent.

We want every student at Rangiora High School to be:

Confident in their identity, language and culture as citizens of Aotearoa New Zealand.

Socially and emotionally competent, resilient and optimistic about the future.

A successful lifelong learner.

Participating and contributing confidently in a range of contexts – cultural, local, national and

global.

To assist us with the implementation of these aspirations the school will use the indicators and descriptors

developed by the Education Review Office. These indicators and descriptors give further meaning and

understanding to the above four aspirational statements.

F. STATEMENT OF VALUES

Rangiora High School’s values are its basic beliefs about what really matters, which guide how things

should be done. These values are based on the school’s culture of being a dynamic, caring, community

based environment, inspiring lifelong learning.

Our work at Rangiora High School will be guided and informed by our beliefs and commitment to:

Aspire (Wawatahia): Aspiring to achieve your best.

Respect (Whakautea): Respect yourself, others and the environment.

Contribute (Tohaina): Actively contribute to the community.

G. THE UNIQUE POSITION OF THE TANGATA WHENUA

Rangiora High School through its culture, policies and practices reflects the unique position of the Māori

culture. We have a commitment to undertake the implementation of the National Education Goals with

specific reference to NEG 9 and NEG 10.

Increased participation and success by Māori through the advancement of Māori education

initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of

Waitangi.

Respect for the diverse ethnic and cultural heritage of New Zealand people, with

acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a

member of the international community of nations.

The school is also committed to the Ministry of Education’s vision of Ka Hikitia - ‘Māori enjoying success as

Māori’. This vision recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao

Māori in Aotearoa New Zealand society and in the wider world. This means providing Māori learners with

the opportunity to get what they require to realise their own unique potential to succeed in their lives as

Māori.

To give life to Ka Hikitia Rangiora High School has committed to ‘Kia Eke Panuku: Building on Success’ to

address the aspirations of Māori communities, thus ensuring Māori students’ potential. ‘Kia Eke Panuku:

Building on Success’ is underpinned by the principles of ‘Ka Hikitia – Accelerating Success 2013-2017’ - in

particular the importance that the Treaty of Waitangi and valuing Māori language, culture and identity in

education have for enabling Māori students to not only reach their full potential and to achieve and

succeed as Māori, but to excel.

Rangiora High School is also committed to the concept of ako, as described in Ka Hikitia. This is a teaching

and learning relationship in which learning is reciprocal between teachers and students. It acknowledges

that high-quality teaching is the most important influence on education for Māori students and that

incorporating culture and productive partnerships into learning leads to student success. In recognising

the unique position of Māori, Rangiora High School takes all reasonable steps to provide instruction in


Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and actively works to raise the

achievement levels of our Māori students.

H. PRIORITY LEARNERS

Rangiora High School is committed to making a difference for priority learners. Priority learners are groups

of students who have been identified as historically not experiencing success in the New Zealand

schooling system. These include many Māori and Pacific learners, those from low socio-economic

backgrounds, and students with special education needs.

To make a difference for these priority learners requires the school to understand and action the

background of these learners, that is their identity, language and culture. It also requires a commitment to

having a curriculum that is relevant and tailored to the needs and aspirations of learners, their culture and

their strengths.

I. GIFTED AND TALENTED STUDENTS

An enhancement programme is offered in Years 9 and 10 where students inquire and follow an area that

they have identified of interest. In Year 11 – 13 students are provided with the opportunity to excel and

enroll in multi-level courses, including tertiary enrolment.

J. STRATEGIC GOALS

There are seven strategic goals that are derived from Rangiora High School’s vision statement. These

seven strategic goals are the planned outcomes that the school strives to achieve for its students. These

goals encompass our plans and vision for the school. These goals are achievable and reflect a realistic

assessment of the current and projected school environment.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable

and relevant with clear pathways to future learning, training and employment.

2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive

curriculum to create an engaging school for all students.

3. Innovative Teaching & Learning: Teachers making a difference to students learning through

effective and innovative teaching practice to improve student retention, achievement and

transitions.

4. Enriched Environment: Developing diverse environments that stimulate the engagement of

students to enrich their learning.

5. Student Engagement: Empowering and supporting learners through their involvement and

wellbeing to achieve personal excellence.

6. Student Success & Achievement: Students experience success, gain achievement in qualifications

and effectively transition to further learning.

7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation

through rigorous reflection and self-review.

K. ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE

Each strategic goal is developed as an independent portfolio. There are seven portfolios in total. Each

portfolio has a clearly identified senior leader who has the responsibility and delegated authority to act in

their assigned portfolio. All of these portfolios do not work in isolation and strong connections and

collaborations are required for effective implementation. This strategic collaborative work will be the

responsibility of the Strategic Leadership Team (SLT). As senior leaders they are empowered to enact the

schools vision through the strategic goals.


A second review of the SLT model in the 2016 charter was undertaken to ensure robust alignment with

the vision and strategic goals the school was undertaking. As a result the model was strengthened and

modified. A new portfolio was identified called ‘Dynamic Curriculum’ which sits alongside ‘Innovative

Teaching & Learning’ and ‘Enhanced Environments’ as the three key provision drivers to implement the

education design of Learning Opportunities.

An organisational relationship has been developed

between the portfolios and this is shown on the

portfolio organisational diagram.

The Importance of Leadership

Rangiora High School wants its students to be much

more deeply engaged in learning, staff to be more

engaging practitioners, and for the school to be rich in

engaging learning opportunities for the whole

community. We look to our middle and senior leaders

to be prepared to redesign our school to achieve this

aspiration.

Leadership is essential to initiate, develop and implement this change and to sustain it, and to ensure that

students and learning remains at the centre of innovation at Rangiora High School. This requires vision,

but also design and strategy to implement it. The Principal will take a transformative leadership approach

in developing and guiding this team. This transformative leadership will involve: creating an inspiring

vision of the future; motivating people to buy into and deliver the vision; managing delivery of the vision;

and building ever-stronger, trust-based relationships with the community.

Professional learning and development is critical to acquire the expertise to contribute to learning

leadership, orchestrate teaching and learning activities, shape content and learning resources, so that

middle and senior leaders become confident formative evaluators and researchers to develop Rangiora

High School as an engaging school. Learners themselves can and should importantly shape content and

direction. Information about the learning taking place should be constantly fed back to the different

stakeholders, and into revised strategies for learning and further innovation.

L. CRITICAL SUCCESS FACTORS ALIGNED TO GOALS

Each of the seven strategic goals has a number of critical success factors. These critical success factors are

limited in number and have a tremendous impact on the effectiveness, efficiency and viability on

achieving the strategic goal. Activities associated with critical success factors (CSF) must be performed at

the highest possible level to achieve the intended overall objectives.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable

and relevant with clear pathways to future learning, training and employment.

a. The effective use of educational environmental scanning to identify and monitor changing

trends and patterns in education and to assess their organisational impact on the school’s

curriculum.

b. The gathering and use of information about the needs, wishes and aspirations of the parents,

whānau and the wider community to support the development of an engaging school.

c. The identification and application of key programme and course design characteristics for the

development of a robust and relevant curriculum profile that meets the needs of students.

d. The establishment and implementation of a range of curriculum models to meet the diverse

needs and circumstances of learners.

e. The development and implementation of new programme and course initiatives based on

effective programme design and curriculum models.


f. The redesign and implementation of an integrated and comprehensive infrastructure to break

down barriers to student engagement and to align resources with programmes and courses of

learning.

g. An analysis of programmes and courses to evaluate their performance in providing effective

learning opportunities for students.

h. The effective engagement of the community in the life of the school and the development of

the school as a ‘learning commons’ and ‘learning hub’.

i. The implementation of business and industry partnerships that are negotiated to create

effective learning opportunities, pathways and transitions for students.

j. The building of collaborative, trustful relationships to empower people to think and do things

differently, and to develop a ‘can do’ attitude where anything is possible.

2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive

curriculum to create an engaging school for all students.

a. Leading curriculum design implementation to ensure student engagement in learning.

b. The gathering and use of information about the needs, wishes and aspirations of the parents,


c. The identification and application of key programme and course design characteristics for the

development of a robust and relevant curriculum profile that meets the needs of students.

d. Developing and implementing innovative programmes based on effective programme design

and curriculum models that are responsive to the diverse learning needs of students across

the school and which create effective learning pathways and improve engagement.

e. Applying current thinking and research into best and next practice in student learning to

inform curriculum design and implementation.

f. Leadership of curriculum leaders (Heads of Faculty) within the school and the ‘learning hubs’.

g. An analysis of programmes of learning to evaluate their performance in providing effective

and meaningful learning opportunities for students.

h. Developing and leading innovative NCEA assessment practices integrated with teaching and

learning.

i. Developing and implementing curriculum timetable structures that meets the curriculum

design of programmes of learning.

j. The building of collaborative trustful relationships to empower people to think and do things


3. Innovative Teaching & Learning: Teachers making a difference to students learning through

effective and innovative teaching practice informed by ‘spirals of inquiry’ to improve student

retention, achievement and transitions.

a. Build a culture of collaboratively-designed pedagogy involving teachers and students.

b. The school implements a responsive curriculum to enable students to learn, progress and

achieve in the breadth and depth of the New Zealand Curriculum.

c. The implementation of effective and culturally responsive teaching through high expectations,

personalised learning, collaborative learning relationships and effective assessment for

learning.

d. Students have effective, sufficient and equitable opportunities to learn.

e. Teachers build caring and inclusive learning communities by embracing the principles of ako

and Kia Eke Panuku where each student feels that their contribution is valued and that they

can participate to their full potential.

f. Through ‘spirals of inquiry, the development and use of a wide range of teaching strategies

and models of best practice to effectively engage students in their learning.

g. Teacher professionalism is paramount and the building of professional capability and

collective capacity.

h. A strong impact on the emotional health of the school through the quality of internal

relationships, the sense of collective agency and the passion for the work.


i. The building of collaborative, trustful relationships to empower people to think and do things


j. The development and active participation in the Puketeraki Kāhui Ako to assist students on

their learning journey through collaboration around student pathways and achievements, and

the sharing of best practice and next practice across schools.

4. Enriched Environment: Developing diverse environments that stimulate the engagement of

students to enrich their learning.

a. The creation of innovative learning environments to enhance effective curriculum design and

support diverse learning opportunities for students to meet the ILE principles.

b. The development of a master property plan to align with the school’s vision for the future.

c. The design and maintenance of the physical landscape to create environments that are

stimulating and engaging and support students in their learning and connectedness to school.

d. A planned property maintenance programme to sustain the requirements of learning

programmes and support services.

e. The implementation of all legislative requirements to ensure the safety and well-being of

students and employees.

f. An active sustainability and energy efficiency programme to support the effective

maintenance of the environment.

g. The building of collaborative, trustful relationships to empower people to think and do things


5. Student Engagement: Empowering and supporting learners through their involvement and

wellbeing to achieve personal excellence.

a. The gathering and use of information about the needs, wishes and aspirations of the parents,


b. The development and leadership of a coherent vision of student engagement across Rangiora

High School based on the premise that engagement is centered on students’ wellbeing and

involvement in their learning.

c. The development and implementation of specific models of student engagement that

incorporates the key strategies of student wellbeing and student involvement.

d. The development of a strategy around three profound influences on student involvement in

learning that include: the relationship teachers have with their students; the classroom

environment; and the quality of the experiences teachers provide for their students.

e. The provision of explicit learning opportunities for students to develop skills, abilities and

understandings important to the development of wellbeing for learning based on evidence-

informed practices adopted within the school in partnership with families and community.

f. The implementation of a learning environment and culture in which students believe that

adults in the school care about their learning and about them as individuals.

g. To establish evidence based data measures of student engagement and to use this data to

inform student outcomes of retention, achievement and transitions.

h. The implementation of the PB4L and restorative justice initiative to build a culture where

positive behavior and learning is a way of life for students.

i. The development and application of the ‘cultural narrative’ for Rangiora High School to

develop metaphors, models and structures to create relevance and understanding that link

the past, the present and the future.

j. The extension of learning experiences for students through community service and global

citizenship.

k. The building of collaborative, trustful relationships to empower people to think and do things


6. Student Success & Achievement: Students experience success, gain achievement in qualifications

and effectively transition to further learning.


a. Junior School Value Added: The school has effective learning frameworks and infrastructures

to identify, analyse and report junior students’ progress in learning engagement and

achievement.

b. Qualification Achievement: The school analyses the achievement of students across the

school and uses a range of performance standards and benchmark data to compare how

students are performing internally, regionally and nationally and uses this analysis to facilitate

improvements.

c. Communication: The informing of parents about their children’s engagement, achievement

and learning pathways, the learning opportunities the school provides and the new

opportunities it is creating.

d. Retention: The school effectively retains students in their programmes of learning across all

Year levels between years and throughout the year.

e. Engagement: Rangiora High School meets the characteristics of an ‘engaging school’ and has

developed diverse strategies to improve the learning engagement of all students.

f. Transitions: All school leavers next steps destinations (transitions) are identified including any

qualifications they are undertaking within this next destination.

g. The development and active participation in the Puketeraki Kāhui Ako to assist students on

their learning journey through collaboration around student pathways and achievements.

h. Building Relationships: The school builds successful relationships across the community and

within the school by connecting all participants to the performance and development of the

school.

i. Planning and Reporting: The school successfully disseminates all performance data to

accurately present how students are achieving and being successful, and how the school is

responding to areas of development.

7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation through

rigorous reflection and self-review.

a. The school has a documented and approved Charter (BOT and MOE) that identifies strategic

goals, strategic priorities and critical success factors for effective performance.

b. Every strategic goal (portfolio) in the Charter has an annual performance plan that sets

targets, key activities, and achievement objectives for the year.

c. The school annually reviews all portfolio areas within an established model of self-review and

evaluation in conjunction with ERO ‘best practice’.

d. There is comprehensive reporting on school performance and improvement for the benefit

of students and the impact on their retention, engagement achievement and transitions.

e. A comprehensive analysis of variance is undertaken on the school’s annual strategic priorities

and strategic goals.

f. There is effective educational leadership that builds the conditions for equity and excellence

necessary for successful learning and teaching.

g. The BOT regularly reviews and evaluates its governance roles and responsibilities and its

effectiveness in realising the vision for the school.

M. PUKETERAKI KAHUI AKO (RANGIORA COMMUNITY OF LEARNING)

Rangiora High School belongs to a Kāhui Ako (community of learning) made up of seventeen schools. They

are: Amberley School, Ashgrove School, Ashley School, Broomfield School, Cust School, Fernside School,

Leithfield School, Loburn School, North Loburn School, Ohoka School, Rangiora Borough School, Rangiora

High School, Sefton School, Southbrook School, Swannanoa School, View Hill School, and West Eyreton

School, and early childhood centres.

The seventeen schools in the Puketeraki Kāhui Ako share many strengths, interests and developments

that, together, provide a positive platform for strengthening educational outcomes across this wide

geographical area.

Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is


engaging, relevant and responsive to the needs of all students. We will strive to produce lifelong learners

who participate and contribute positively. Our students will be taught to Collaborate, Communicate and

Create. We will do this by building highly effective working relationships between our teachers, our

students, our parents and our communities. We will ensure that all students have their learning needs

met. We will enable students, parents and whānau to develop educational pathways to success. We aim

to:

Build a new community of learning

Raise the achievement levels for all learners in the community

Improve the outcomes for at-risk and priority learners

Develop teacher/educator capacity across the learning community

Improve educational pathways

The strategic priorities 2018 – 2020 for Puketeraki Kāhui Ako are:

Create: Support innovative practice to enhance learning environments.

Communicate: Build a communication network that promotes quality teaching and learning.

Collaborate: Promote collaborative practice and the professional development of teachers.

SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN

All New Zealand state schools are required to set annual targets and take actions for improvement

within a strategic planning and review cycle. Every school’s charter must contain an annually updated

section that states the board’s targets for student outcomes, its aims, directions, and objectives for

school performance and its plan for resource use. The Ministry of Education school planning and

reporting requirements include the need to set at least one annual target for improvement in student

achievement and to plan, implement and evaluate the actions required to achieve this target. The

board’s annual plan should clearly outline the actions proposed for lifting student achievement over the

next year. The details in the plan should be informed by the school’s analysis of its last year’s

performance.

A. PLANNING & REPORTING CYCLE

The school planning and reporting cycle provides guidance for the Rangiora High School Board and

school leaders for when they can start working on the planning and reporting documents. The cycle

shows the annual roles and responsibilities of the Board, Principal, school leaders, and teachers in school

planning and reporting throughout the year.


B. ANNUAL PLANNING & REPORTING

The 2019 annual plan for Rangiora High School establishes the planned priorities, goals and targets for

student achievement. The annual plan is one of two key accountability documents that the Board of

Trustees is required to use to inform and report to stakeholders such as the Ministry of Education,

Members of Parliament and, most importantly, parents and the wider school community.

The annual report, the second accountability document, contains an analysis of any variance between

the planned aims, objectives, directions, priorities, or targets (as set out in the previous year’s Charter

and Annual plan) and what the school has actually achieved during the year. The analysis of variance

describes for the community how the school has addressed the Board's priorities for improving student

achievement, and how successful the school's approach has been. The analysis of variance also provided

the basis for plans for the coming year. The annual report, also contains the annual financial statements

that show how the board has applied its financial resources to achieve its charter goals.


C. RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES

There has been a marked increase in recent years in research outlining the factors that contribute to

achievement and actions that counter underachievement in schools.

International research on school leadership shows that pedagogical leadership has a key influence on

improving student outcomes for diverse learners. Target or goal setting is important within pedagogical

leadership because it creates high expectations. Pedagogical leaders take key actions that make the link

between direction setting and wider school processes of strategic and curriculum planning, pedagogical

development and focused resourcing.

New Zealand research on effective school improvement shows that schools need to combine processes

of target setting based on achievement information, with planning in-school actions. To succeed, schools

need to apply their time and money strategically, so that they build teacher capacity. Student

achievement and engagement is improved through the resulting improved learning opportunities.

The Education Review Office’s School Evaluation Indicators (2016) are drawn from an analysis and

synthesis of research and evaluation findings linked to student outcomes. They focus on what makes the

most difference to achieve equity and excellence. This requires a national effort to reduce the

achievement disparity within and across schools, improve education provision and outcomes for all

students, and ensure that Māori achieve education success as Māori.

Meta-analyses pulling together large international studies of learning and teaching show that to

accelerate learning, in-school conversations need to focus on defining progress and implementing

interventions for students at risk of underachieving. Educational officials, school leaders and teachers

need to work together more collaboratively than they have in the past for successful educational reform.

Rangiora High School has a commitment to understanding and applying this research to its annual

planning through the strategic priorities, strategies and targets to improve the achievement and

successful outcomes for students.

D. CONDITIONS AND PRACTICES IN SUCCESSFUL SCHOOLS IN RAISING ACHIEVEMENT (ERO)

The Education Review Office analysis of the conditions and practices in successful schools in raising

achievement found four key differences between the planning and actions of successful and less

successful schools. The successful schools demonstrated:

an explicit commitment to equity and excellence

the effective targeting of progression

leadership at multiple levels

capability building for school improvement.

These findings have significant relevance for Rangiora High School especially the two focus areas of

‘raising the bar’ in overall achievement (excellence) and accelerating progress to ‘lift the level’ of

underachievement to close the gap (equity). These two focus areas are incorporated into the school’s

strategic priority for 2018. In addition, ERO’s conclusions are shaped around four themes that distinguish

successful from less successful and unsuccessful schools in targeting achievement. These four themes

described below also guide and influence Rangiora High School in its planning process and target setting

for 2018.

The explicit commitment to equity and excellence

The most significant difference between schools that succeeded and less successful schools was the

explicit commitment to both equity and excellence in successful schools. The findings show that

successful schools took a range of key actions to accelerate progress for selected students, to close the

achievement gap between them and other learners as a matter of equity. Targeting did not mean

ignoring the needs of the majority of students. At the same time as prioritising target learners, successful

schools maintained a focus on the quality of the learning experience offered to other learners, so that


those already achieving success sustained their path of positive learning. Successful schools continued

their commitment to excellence by taking deliberate actions to improve the quality of teaching across

the school, and by strengthening learning opportunities for all students.

The effective targeting of progression

Successful schools set effective goals and also took effective actions to accelerate learning. Their

targeting demonstrated two key qualities. Goals and targets set an optimum level of challenge for

teachers and students, by being low enough to seem achievable but high enough to make a real

difference. Goals and targets also created maximum visibility and alignment between the targets and

objectives set, and the plans and initiatives of trustees, school leaders, teachers, students, parents and

whānau. This ensured that daily actions were taken in classrooms and across the school community

that supported successful learning outcomes.

Successful schools took a series of interrelated actions to create positive change for targeted learners.

Staff teams worked to reach agreement about what one year’s progress looked like in key areas of

learning. They then set goals and targets to accelerate the rate of learning for students who were at risk

of failing to achieve a year’s progress. They designed interventions by using either internal or external

expertise. They monitored the progress of target students, and modified actions where required.

Together the effective goals and interrelated actions in successful schools created a commitment for

improvement that people across the community bought into and felt they owned personally.

The spread of leadership

ERO found that the influence of leadership applied at multiple levels in successful schools. Trustees,

school and middle leaders defined a shared achievement challenge in terms of acceleration for target

students. Trustees and school leaders strategically resourced the key actions required to make a

difference. In larger schools, middle leaders led teams of teachers who put the plans into action. Leaders

at all levels monitored and evaluated progress, and made adjustments to increase students’ chances of

success.

Leaders in successful schools connected plans and actions through effective professional learning

conversations. Leaders played a critical role in leading these conversations. Groups of teachers needed

to plan interventions with individual students’ needs in mind, so that professional knowledge and

expertise about what might work for acceleration of their learning could be sourced. Sometimes this

expertise was sourced from elsewhere within the school, and shared through professional learning

communities of teachers who worked with targeted students. In other cases, this expertise was sourced

from outside the school and was adapted by middle leaders responsible for in-school implementation.

Capability building for school improvement

Leaders supported efforts in their school to make ongoing improvement by deliberately building school

capability. At the same time leaders were developing teaching capabilities and improving learning

opportunities. To achieve this, leaders in successful schools demonstrated four key capabilities:

strategic capability, so that school plans and resources were directed to priority areas with the

biggest influence on achieving equity and excellence

evaluative capability, so that the right evidence was gathered and used throughout the teaching

and learning cycle, as well as in the planning and internal evaluation cycle, to make a real

difference

instructional capability, so that teachers developed and applied the knowledge and skills for

instruction that meet the needs of particular students, where these needs may not have been

previously met

adaptive capability, so that leaders and teachers could retrieve, organise and use relevant

knowledge and expertise from either internal or external sources, whenever new problems or

issues arose in teaching or learning.


Capability building meant that successful schools built the key conditions that made a difference for

targeted learners into their regular practice. Capability building increased the chances that positive

outcomes would be sustained in future.

It is the commitment of Rangiora High School to bring to life through its strategic and annual planning

the raising of student achievement in the Rangiora community using this ‘best practice’ research and

turning it into ‘next practice’ in the school for the success and achievement of all students.

The model that Rangiora

High School is using to

implement its annual plan

and targets are the key

processes identified by ERO

that successful schools used

in evaluating for

improvement. Based on the

RS40 roll returns the school

‘noticed’ that there was a

significant reduction in

students from Year 12 to

Year 13 and the biggest

proportion were young

males. Further investigation

identified Māori students

leaving earlier at the

transition from compulsory

to non-compulsory aged

learning. This was the starting point for the school to make-sense of what this data was identifying

so that they could prioritise strategies to take action. This is described below.

E. USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY

The analysis of the data from different sources and perspectives leads the school to the conclusion that

student retention across the Year 12/13 transition, throughout the Year 13 programme and for Māori

students beginning at Year 11 especially related to the compulsory / non-compulsory learning interface

is having a significant impact on their achievement in qualifications and the transition to further learning.

This will be basis for identifying the strategic priority for the school. The strategy will operate across all

portfolios in the school.

The school recognizes that retention is not a problem within itself but rather is a symptom of student

engagement in learning. Students leave ‘early’ because they become disengaged or disconnected with

their learning. Based on analysis of data the school has identified student engagement as a barrier to

students gaining the highest qualifications and raising their achievement to transition to higher

qualifications and employment.

The major areas of focus continue to be:

1) The engagement, achievement and retention of Māori Students to Year 13

2) Year 9 and 10 students who need to have their learning accelerated

3) Improving NCEA results with a focus on boys

4) The transitions of students from Year 12 to Year 13 and the retention of students

throughout Year 13

The retention of students in appropriate programmes of learning and having students closely connected

to their learning environments is vital to student success. Rangiora High School is committed to retaining

students in their programmes of learning until they have reached their goals. These goals will include


qualifications, pathways and transitions to further learning, training or work.

The school is acutely aware that early interventions for Māori students in their Year 9 and Year 10

learning programmes will be necessary to provide an appropriate environment to build their

engagement, achievement and transitions to further learning. This will be developed through Kia Eke

Panuku initiative, focusing on accelerating Māori student achievement in years 9–13. This initiative is

focused on:

building leadership teacher and school-wide capability to enable Māori student success

creating and maintaining culturally and relationally responsive teaching and learning that

enables Māori students to achieve success as Māori

building and strengthening Iwi and whānau relationships with schools; and

providing the school with access to tools that ensure Māori success.

F. ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW IN 2018

In 2018 ERO carried out a review of Rangiora High School. In the areas of review and development,

the Education Review Office made the following recommendations for the school to develop and

improve:

Continue to build culturally responsive practices so that Māori students’ culture, language and

identity are well represented and valued

Strengthen the analysis of learner information to get a school-wide picture for groups of

students

Use this information to improve outcomes for these students, particularly at Years 9 and 10

Internal evaluation is not yet effectively contributing to shared understandings of what works

most effectively and what needs further development.

Leaders now need to develop and implement a rigorous process of internal evaluation to

determine the effectiveness of recent initiatives.

The professional learning and development programmes need to focus on developing shared

understandings across the staff to lead to greater collaboration and consistency of practice.

These recommendations have been integrated into the annual plan to address the school’s strategic

priority.

G. STRATEGIC PRIORITY 2016 – 2019

The identified strategic priority for 2016 – 2019 is to improve and enhance engagement through

inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at

risk’ of not achieving to their potential. The strategic priority is specifically targeting the

engagement of Year 9 and 10 students, the retention of Māori students beyond compulsory age,

the transitions of students from Year 12 to Year 13, and the retention of students throughout

Year 13. The outcomes for this strategy will identify improvements in student retention,

achievement and transitions. All teaching staff are fully involved in the unpacking of this priority to

identify diverse strategies to improve student engagement in learning.

In education, student engagement refers to the degree of attention, curiosity, interest, optimism,

and passion that students show when they are learning or being taught, which extends to the

level of motivation they have to learn and progress in their education. The concept of student

engagement is predicated on the belief that learning improves when students are inquisitive,

interested, or inspired, and that learning tends to suffer when students are bored, dispassionate,

disaffected, or otherwise disengaged. When students are deeply engaged in their learning they

care not just about the outcome, but also the development, of their learning. They take

responsibility for their learning and they bring discretionary energy to their learning task(s).

Students also see the value in, and show a desire to, learn beyond the school walls and the school

day.


H. DEVELOPING THE STRATEGIES FOR ENGAGEMENT

In developing the model for Rangiora High School’s annual planning, the school has established

an agreed position based on having a strong, dynamic, single focus, which is centred on the

strategic priority. This is to ensure every staff member is focused and committed to the one

priority for improvement. However, as education is holistic it is important that the priority is

addressed from a number of different perspectives and so the school is using multiple strategies.

It is also important that staff have strong ownership of their role in addressing the strategic

priority and therefore their personalised inquiries will provide for staff choice and encourage

commitment and ownership. Every ‘spiral of inquiry’ will have a direct line of sight to the strategic

priority and a target. In this way staff can see directly the influence their work is having on

bringing about change and improvement. From a school-wide perspective it gives the school the

ability to analyse the impact of all this work from different strategic perspectives.

I. CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION

Teaching staff and the community in 2015 provided comprehensive wide-ranging feedback on the

range of targeted strategies that could be undertaken to address the strategic goals. This

feedback is grouped into strategic focus areas, which in turn are l inked to the strategic goals of

the school. Self-review has been used to inform the development of the 2019 Annual Plan.

Faculties and Departments will develop their annual goals and targets from the Rangiora High

School Strategic Goals, Strategic Priority and Annual Goals and Targets. The Puketeraki Kāhui Ako

Strategic Objectives and Achievement Challenges; and the Rangiora High School Strategic Goals,

Strategic Priority and Annual Goals and targets have informed the development of the 2019

Professional Learning and Development Programme for teaching staff. In particular, the

parameters of teachers individual ‘spirals of inquiry’. The parameters for these have been

developed to build the schools capacity in making a real difference to the strategic priority of

‘student engagement’ and to ensure every staff member feels connected and understands the

impact that they are making to improving the success and achievement of students.


J. ANNUAL PLAN 2019

1. Connected Curriculum

Priority: To further develop the implementation of the Connected Curriculum to improve engagement and value-added in learning

Focus:

To develop clear messaging of the intent of the Connected Curriculum in particular the focus on key competencies/capabilities/dispositions

To develop an agreed understanding of and models of key competencies / capabilities / dispositions

To develop quantitative measures of ‘value added ’in Year 9 and Year 10 for achievement of key competencies / capabilities / dispositions

To develop a ‘success model’ for celebration of accelerated progress and achievement that is personalised

To develop an agreed understanding and models for learning contexts

Strategic Aim: Students to have a strong set of key competencies / dispositions to achieve across a range of learning contexts

Annual Aim: To develop agreed ‘value added’ models of measuring key competencies / capabilities / dispositions in Year 9 and 10

Baseline Data: Currently no measurement of value added in terms of key competencies/capabilities/dispositions.

Attendance

Students 2016 2017 2018 Students 2016 2017 2018

Year 9 91.1 91.0 89.5 Year 10 90.4 89.4 87.6

Year 9 Male 91.2 91.1 89.2 Year 10 Male 90.1 89.8 87.4

Year 9 Female 91.0 91.0 89.8 Year 10 Female 90.6 89.0 87.8

Year 9 European 91.3 91.2 89.9 Year 10 European 91.0 89.7 88.0

Year 9 Māori 88.8 89.0 84.8 Year 10 Māori 86.6 85.1 82.6

Year 9 Pasifika 73.1 94.8 87.3 Year 10 Pasifika – 92.4 78.6

Targets: 1. Year 9 and 10 cohorts (and groups) attend regularly (90% attendance) 2. Identification and agreed understanding of ‘top 10 key competencies / capabilities / dispositions 3. Agreement on how we will measure, report and celebrate these ‘top 10 key competencies / capabilities / dispositions in 2020

Review Cycle:

Term 1: 27 March 2019 Term 2: 26 June 2019 Term 3: 18 September 2019 Term 4: 11 December 2019


Action Steps By when Who will lead Indicators of Progress

Leaders and teachers use collective sense-making from qualitative and quantitative evidence ‘top 10’ key competencies / dispositions are required for student success Graduate profile (year 10, year 13)

12 April 2019 Associate Principal Deputy Principal Teaching and Learning Deputy Principal Student Engagement

Common understanding of what are key competencies / dispositions and what they mean – 12 April 2019

‘Top 10’ key competencies / dispositions identified – 12 April 2019

Continuum of key competencies / dispositions developed – 12 April 2019

‘Top 10’ key competencies / dispositions documented in School and Faculty Connected Curriculum documentation – 12 April 2019

Reported to Board of Trustees ARTE and Curriculum Sub Committee – 19 June 2019

Graduate Profile developed in consultation with students, staff, parents / whānau, community and Kāhui Ako – 5 July 2019

Year 8-9 Transition vision statement developed in collaboration with contributing schools as part of the Puketeraki Kāhui Ako PLD transition project – 27 September 2019

Graduate Profile (Yr 10 and 13) shared with the community – 27 September 2019

Teachers collaborate to establish learning contexts and pedagogy for implementation of the key competencies / dispositions

Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Deputy Principal Teaching and Learning Heads of Faculty Heads of House

Analysis of where ‘top 10’ key competencies / dispositions are currently taught – 5 July 2019

Agreement in which learning contexts school wide key competencies / dispositions will be taught 27 September 2019

PLD school wide focus on developing pedagogical practice for implementation 11 December 2019

Teachers collaborate to identify how the key competencies / dispositions will be evaluated and reported on

11 December 2019 Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Deputy Principal Student Success, Achievement and Resourcing

Matrix for assessing competencies and dispositions developed – 11 December 2019

KAMAR markbooks and report templates developed 11 December 2019

Staff PLD – 11 December 2019

Moderation systems developed – 11 December 2019


Heads of Faculty Heads of House

Board of Trustees ARTE committee report reviewed to report on key competencies / dispositions attainment –29 February 2020

Establish targets based on self-assessment and teacher assessment for student achievement based around the key competencies / dispositions

27 September 2019 Deputy Principal Dynamic Curriculum Heads of Faculty Heads of House

Analysis of consultation with staff and students reported to Heads of Faculty, Heads of House, SLT and Principal – 5 July 2019

Achievement targets set linked to student agency 27 September 2019

Create a ‘celebration model’ to recognise accelerated progress and achievement (in key competencies / dispositions)

End of Term 4 2020 Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement Heads of House

Students set goals based on key competencies / dispositions – 27 September 2019

Develop an agreed understanding of ‘progress’ and identify what is ‘accelerated progress’ – 27 September 2019

Exploration of celebration models – 27 September 2019

Recommendations presented to Staff for feedback – 14 October 2019

Model selected – 11 December 2019

Analyse the data for value added in learning DATE End of Term 4 2020 Deputy Principal Student Success, Achievement and Reporting Heads of Faculty and Curriculum Leaders

Analysis informs development of next steps

Analysis next steps reported to Board of Trustees ARTE and Curriculum Sub Committee

2. Learning Opportunities

Priority: To create / implement models of learning to improve Student Achievement, Retention, Transition and Engagement

Focus:

To personalise learning for students

To develop relevant programmes of learning, not subjects

To create coherence and context for learning

To establish learning from the student’s world to develop programmes of learning from student’s perspective/world

To inspire students to develop as independent lifelong learners


To gain and build relevant qualifications

Strategic Aim: to develop programmes of learning that enable students to enter the workforce, training or further education with the dispositions / competencies to be successful in this rapidly changing world

Annual Aim: to develop a new senior curriculum based on analysis of current programmes of learning, student outcomes and learning pathways

Baseline Data:

A narrowing curriculum in the senior school - diminishing opportunities.

Pathway Year 12 Year 13

Tertiary 41 41

Vocational 10 8

Workplace 12 7

Targets: 1. Analysis of need completed and informed planning of new courses / models for 2020 and 2021 2. New programmes of learning identified for implementation in 2020 and 2021 identified and strategic plan for implementation finalised.

Review Cycle



Analysis of Year 11-13 curriculum, student choice and leaver pathways to determine if we are meeting the learning needs and providing choice for all students

11 March 2019 Associate Principal Deputy Principal Dynamic Curriculum Careers Department

Report detailing analysis and recommendations presented to

Principal and SLT 2 April 2019

Board of Trustees ARTE and Curriculum Sub Committee 20 March 2019

Heads of Faculty 19 March 2019


A range of specific models are identified that meet the needs and provides choice for all learners

Connected Curriculum courses

Full focus courses

Gateway

North Canterbury Youth Futures Project

Schools within school

Secondary - Tertiary programmes

STAR (review)

Trades Academies (expansion of opportunities offered)

ORS funded students

14 June 2019 Associate Principal Deputy Principal Dynamic Curriculum Careers Department Heads of Faculty Curriculum Leaders

Exploration of models through

Visits to other schools / providers

Meetings with MoE, ITOs, community groups etc

Evaluation of research / best practice Report evaluating the range of models presented to

Heads of Faculty – 14 June 2019

Staff meeting – 14 June 2019

Principal and SLT for decision as to which courses are approved for next step i.e. investigation into whether RHS can resource i.e. if the course if viable – 14 June 2019

Board of Trustees ARTE and Curriculum Sub Committee – 19 June 2019

Curriculum for each model established in collaboration with students, parents / whānau, staff, tertiary providers and employers

20 May 2019 Deputy Principal Dynamic Curriculum, HoF and / or Innovative Lead Teams

Analysis of Surveys / focus groups feedback / National Qualifications Framework requirements – 13 May 2019 Curriculum for each of the models presented to

Heads of Faculty – 17 May 2019

Principal and – SLT 17 May 2019 detailing learning outcomes, pedagogical practice and assessment standards

Resourcing needs for each specific model identified

24 July 2019 Deputy Principal Dynamic Curriculum HoF, CL and / or Innovative Lead Teams

Analysis of resourcing needs

Funding streams / budgets

Learning Spaces / Rooms

Staffing

Timetabling – 17 June 2019 Decision made as to which courses will be included in Course Selection process

Presentation to Staff meeting – 18 June 2019

Course booklets developed for inclusion in the Course Selection process – 22 July 2019

Decision made as to which courses will be included in Course Selection process – 22 July 2019


Alignment of the infrastructure to those models (‘break the rules’)

Funding streams / budgets

Learning Spaces / Rooms

Staffing

Timetabling

27 May 2019 Principal Business Manager Deputy Principal Student Success, Achievement and Resourcing

Revised timetable structure presented to HoFs, SLT and Principal 20 May 2019 RHS Budget (incorporating resourcing for new models) presented to BoT 26 June 2019

Establishment of Innovative Lead Teams to drive specific models and projects (initiatives) with responsibility to:

Develop performance plans

Establish criteria for entry

To establish how feedback and from who will be sought

To evaluate success of courses in meeting student need, engagement and achievement

12 April 2019 Associate Principal Deputy Principal Dynamic Curriculum

Performance Plans for each model presented to Principal – 8 April 2019

Criteria for entry included in Subject Choice booklets – 8 April 2019

Feedback models established and timelines developed – 8 April 2019

Course success (value added) evaluated.

Reports to Principal – 8 April 2019

Analysis included in Board of Trustees ARTE report – 8 April 2019

Implement a comprehensive range of models for implementation in 2020 - 2022

12 August 2019 Associate Principal Deputy Principal Dynamic Curriculum

Timeline presented to

Principal 9 August 2019

Board of Trustees ARTE and Curriculum Sub Committee 9 September 2019

Evaluate success against the ARTE strategy and designated targets

12 August 2019 Associate Principal Deputy Principal Dynamic Curriculum Deputy Principal Student Success, Achievement and Resourcing

Analysis of Value added presented to

HoFs, SLT and Principal 9 August 2019

Board of Trustees ARTE and Curriculum Sub Committee 9 September 2019

Establish regular analysis of roll, student choice and student feedback for establishing senior curriculum profiles to inform next steps in planning of learning opportunities

12 August 2019 Deputy Principal Dynamic Curriculum Deputy Principal Student Success, Achievement and Resourcing

Incorporation into self review programmes

Faculty Reports

Board of Trustees Curriculum Reports


3. Leadership

Priority: To build educational leadership capacity, capability and performance

Focus: To develop the education capabilities of Senior and Middle Leaders to shape and critically reflect on programmes of learning, individual student learning pathways, overall practice, organisational strengths and needs, with a view to informing decisions about priorities.

Strategic Aim: Educational Leadership philosophy and practice places student at the centre to realise the Rangiora High School Vision.

Annual Aim: Leaders inspire a strong shared vision of accelerated learner progress and achievement and drive through change to realise the Rangiora High School Vision.

Baseline Data: In recent years, there has been

No school wide focus on developing a shared understanding of the capabilities / key competencies / dispositions needed by Senior and Middle Leaders to drive through educational change

No school wide PLD programme to support the development of the capabilities / key competencies / dispositions needed to address ‘underachievement’ and drive accelerated learner progress and achievement

Year 13 Attendance

Students 2016 2017 2018

Year 13 83.4 88.5 81.5

Male 78.8 86.0 81.5

Female 88.2 90.1 81.5

European 86.9 89.2 84.3

Māori 57.7 77.0 78.7

Pasifika 73.2

Year 13 Achievement 2018

NCEA Level 3 University Entrance

RHS National Decile 8-10


Year 13 63.5 64.7 75.2 45.6 47.2 63.5

Male 57.4 59.4 68.5 41.1 40.6 55.1

Female 69.4 69.8 81.8 50.0 53.4 71.6

Asian 66.7 68.7 68.7 44.4 57.7 61.5

European 64.1 68.4 78.0 46.6 53.2 66.2

Māori 50.0 52.3 68.9 38.5 28.2 50.8

Pasifika 0 57.4 65.8 0 27.1 44.3


Targets: 90% of Year 13 (including each sub group) attend regularly NCEA Level 3 and UE results are within five standard deviations of the national average for decile 8-10 secondary schools Leadership Spirals of Inquiry to be adopted in 2019 PLD programme for SLT and HoFs implemented in 2019 focusing on growing capabilities/key competencies/dispositions

Review Cycle:



Identification of the ‘top 10’ key competencies / dispositions required for educational leadership success

Principal SAF Facilitator

Educational Leadership Capabilities Framework used to develop a shared understanding of what leadership

in different contexts looks like

In leading learning

In accelerating progress and raising achievement

Common understanding of what are ‘key competencies’ / dispositions and what they mean 30 April 2019

SLT and Heads of Faculty to complete the Insight to Action TOOL – 1 March 2019

Identify the ‘Top 10’ key competencies / dispositions identified 30 April 2019

Analysis reported to the Board of Trustees in the Personnel Report 22 May 2019

Professional Development linked to educational leadership dispositions / competencies / capabilities growth / improvement

26 March 2019 Principal SAF Facilitator Deputy Principal Teaching and Learning

PLD plan prepared 29 February 2019

PLD plan introduced to SLT and Heads of Faculty for feedback 26 March 2019

Reporting on progress against the Leadership PLD Plan to the Board of Trustees in the Personnel Report Termly Week 4

Identify how the dispositions / key competencies and / or dispositions will be evaluated

22 May 2019 Principal SAF Deputy Principal Teaching and Learning

Review RHS Spirals of Inquiry and appraisal templates / processes to support evaluation of educational leadership in

different contexts

leading learning


accelerating progress and raising achievement

Documentation introduced to SLT and Heads of Faculty for feedback 4 March 2019

Reporting to the Board of Trustees in the Personnel Report on introduction of new documentation / processes – 22 May 2019

Implement modelling behaviours based on the dispositions. SLT and Heads of Faculty are reflective and inquiry focused;

Supporting teachers to genuinely connect with and effectively teach all priority groups of learners, using Spirals of Inquiry to modify pedagogy and approaches to learning (including programmes)

Interrogating evidence and tracking student learning to know what is working, how well, for whom, and why? to ensure that learning programmes meet the needs of the full range of learners

Ongoing Principal SAF

Leadership Spirals of Inquiry process by SLT and Heads of Faculty; and used to inform development of Improvement Plans for Portfolios / Faculties

Appraisal mid-year and end of year conversations with Appraiser informed by

Documented leadership observations

3600 feedback

4. Māori Success as Māori

Priority: To develop Rangiora High School as tūrangawaewae where students can stand tall, be proud of who they are and achieve success

Focus:

To create a sense of belonging for Māori learners

To create a responsive and culturally inclusive environment

To grow staff confidence in cultural and relationally responsive practice and in using Spirals of Inquiry to modify approaches pedagogy and / or programmes of learning.

To create a welcoming and inclusive environment for whānau to engage them in their child’s learning

Strategic Aim: Leaders promote the development and implementation of strategies, plans and policies to realise learners’ potential and their educational success as Māori

Annual Aim: To improve Māori engagement, retention and achievement.


Baseline Data: Attendance Māori

Students Females Males

Year 9 Year 10 Year 11 Year 12 Year 13 Year 9 Year 10 Year 11 Year 12 Year 13

2018 84.7 81.5 85.7 78.5 78.9 85.0 83.3 84.1 85.4 78.5

Retention

Females Males

Year 11 Year 12 Year 13 Year 11 Year 12 Year 13

2018 18 14 15 19 24 13

Achievement

NCEA Level 1 NCEA Level 2 NCEA Level 3 University Entrance





Male 85.0 61.8 79.7 100.0 83.5 96.0 88.9 91.8 96.7 33.3 22.6 42.0

Female 73.7 53.3 72.1 79.2 87.4 88.2 92.9 92.9 97.6 42.9 33.1 59.6

Rongohia Te Hau

44 staff who were observed as part of Rongohia Te Hau. Analysis of observations indicated that 91% using some culturally responsive teaching practice with 15% observed using only culturally responsive pedagogies.

Analysis of survey responses from Māori students and their whānau identified that there is a need for a greater focus to turn from relational to culturally responsive practice

Targets: 1. Māori students attending regularly (90%+ attendance at each year level) 2. Māori students achieve NCEA at the same rates as their peers. 3. Māori student retention rates are the same as that of their peers. 4. Rongohia Te Hau shows a positive shift in culturally responsive practice.

Review Cycle:




To build the capability of Curriculum and Pastoral Leaders to develop the cultural and relationally responsive pedagogy and practice of the team for whom they are **responsible

Ongoing Principal Deputy Principal Student Engagement Deputy Principal Teaching and Learning MDP - Across School/In School Kāhui Ako PLD

PLD application to MoE – 24 May 2019

PLD programme written collaboratively with external expertise would focus on shadow coaching conversations 15 March 2019

100% of Middle Leaders have a full understanding of what effective Culturally Responsive and Relational Pedagogy looks like – 1 December 2019

100% of Curriculum and Pastoral Leaders have attended Ngāi Tūāhuriri Education Workshops – 1 December 2019

To develop the capability of Curriculum Leaders to work with their team to accelerate the progress of Māori Learners so that all Māori Learners are achieving success as Māori

Ongoing Deputy Principal Innovative Teaching and Learning Deputy Principal Dynamic Curriculum

A focus on improving the engagement and achievement of Māori Learners is integral to Leaders’ Spirals of Inquiry (1 April 2019)

Culturally Responsive and Relational Practices are visible in learning programmes and classroom practices and documented in classroom observations (1 December 2019)

Rongohia te Hau used to inform next steps in improving culturally and responsive practice (1 September 2018)

To further develop the relationship with whānau with a focus on

Identifying how we can strengthen whānau input when transitioning students into high school, particularly those learners transitioning from bilingual units

Developing whānau capability to support their children’s learning

Mana whenua identity is reflected in all aspects of the school - including curriculum; tikanga; pastoral systems and the physical environment

Ongoing Deputy Principal Student Engagement

Through Kāhui Ako, connections with Ngā Rākau e Rua (Rangiora Borough School’s Bilingual Unit) have been strengthened. Māori Students coming from other schools.

Whānau capabilities have been identified and education plan developed and implemented

All support groups have been identified, collated and accessed Term1.


To co-construct the local curriculum and graduate profile with whānau

End of Term 3 Deputy Principal Student Engagement Deputy Principal Dynamic Curriculum

Build a comprehensive list of opportunities and knowledge around local issues and contexts for inclusion in curriculum design

Whānau feedback and contribute to curriculum design and have opportunity to provide expertise where relevant

5. Self Review and Evaluation

Priority: To develop a culture of continuous self improvement

Focus:

Developing an unrelenting focus on accelerating progress and achievement, particularly for Māori learners, Pasifika learners and learners with special education needs

Leaders are proactive and skilled in identifying the most pressing priorities and focusing on addressing them first and fast with best-fit solutions

Secondary priorities (those with less direct impact on accelerated achievement) are monitored and addressed in a timely manner

There is a clear understanding of what each group of learners needs to achieve the next level in their learning, and a strategic approach to responding to those needs.

Strategic Aim: Effectively capturing and using evidence to make sound decisions that accelerate progress and ensure valuable outcomes for all learners

Annual Aim: Building the ‘right’ evaluative capabilities among leaders and teachers.

Baseline Data:

School wide tracking of Year 11-13 engagement and achievement data introduced in 2017.

School wide tracking of Year 9 and 10 engagement and baseline data. Tracking of achievement not in place. Two Learning Areas not yet reporting across all curriculum levels.

Tracking of identified at risk Year 12 Māori and Pasifika learners and ORs students. No other tracking of priority groups (Māori Learners, Pasifika Learners and students with special learning needs)

‘Internal evaluation is not yet effectively contributing to shared understandings of what works most effectively and what needs further development. Leaders now need to develop and implement a rigorous process of internal evaluation to determine the effectiveness of recent initiatives. The professional learning and development programmes need to focus on developing shared understandings across the staff to lead to greater collaboration and consistency of practice’.

Rangiora High School Confirmed Education Review Office Report January 2019

Targets:

Priority Learners are tracked over time to monitor their progress and what works to accelerate progress and achievement for them.

Learner outcome evidence is comprehensive, useful and well collated and presented with insightful analyses from classroom through to school-wide level, including nuanced disaggregation within the priority groups i.e. Māori Learners, Pasifika Learners and Learners with special education needs


Leaders and teachers use collective sense- making to

What key competencies / dispositions / capabilities teachers and leaders need to build first and fast

Develop a good understanding of the multiple factors contributing to learner outcomes and use these to select a mix of change levers to address the most important causes preventing the priority groups from realising their potential

Make choices about what PLD, specialist expertise and smart strategic and resourcing decisions that maximise benefit for learners, with a clear focus on priority learners

The inquiry cycle approach is applied for continuous improvement at multiple levels of the schools

Review Cycle:



Learners are tracked over time to

Monitor progress and what works for them

Produce useful, consistent and robust information about all learners, in particular the priority groups, across the curriculum and year levels

To inform school-wide dialogue about “how good is good enough” attendance, behaviour, progress, achievement

Each term – week 7 Deputy Principal Student Success, Achievement and Resourcing Deputy Principal Dynamic Curriculum Deputy Principal Student Engagement

Progress and achievement assessed and reported across all Curriculum Levels in all learning areas in years 9 and 10 1 March 2019

Tracking system reviewed (February 2019) to include

achievement data in years 9 and 10

Track progress of students / priority groups over time

Reported in BoT ARTE Report (20 March 2019)

Learners taught the critical and reflective skills that enable them to contribute to learning conversations ideas in mana-enhancing ways (ongoing)

Reported in BoT Curriculum Report ongoing (ongoing)

PLD for form teachers to build their capability to lead learning conversations with Learners (beginning 25 February 2019 – ongoing)

PLD with Pastoral Leaders to develop a school-wide approach to identifying and supporting ‘at risk’ learners in mana-enhancing ways

PLD with Leaders with responsibility for tracking priority groups to strengthen their understanding of what the data means at a deeper level and to develop a strategic approach to responding to their needs

Reports to BoT Personnel Sub Committee


Analysis of learner and teacher practice data asking what they indicate about progress to the RHS vision, strategic goals and annual targets

SLT Spirals of Inquiry reviewed / developed to include

Leadership Inquiries

Focus on identifying ‘puzzles of practice’ - the causes, and response by drawing on the research and / or specialist expertise

Spirals of Inquiry approach is applied for continuous improvement at multiple levels across the school

SLT to school-wide performance

HoFs to classroom practice

Pastoral Teams to House Data

Strategic Change lead teams to school-wide initiatives Presented to staff (Faculty, Heads of Faculty, PB4L, Kia Eke Panuku and staff meetings) Reported to BoT in ARTE and Curriculum Reports

Organisational practices Principal

Leadership PLD programme for SLT and HoFs reported in BoT Personnel Report

SAF Facilitator working with

SLT to develop organisational capability

HoFs and their Faculty to develop their evaluative capabilities

Specialist Advisor working with SLT to review and clarify systems


K. CREATING AN ATTACHMENT OF TARGETED ANNUAL PLANS

It is beyond the scope and practicalities of a school charter to contain all the annual plans that the school

is undertaking and it is important that they are referenced within the charter document. The school has

120+ individual teacher ‘Spirals of Inquiry’ (i.e. individual targeted strategies) that establish important

targets to address the strategic priorities for 2019.

Rangiora High school is committed to making these plans more connected and available to others in

its drive to raise collaboration and to keep everyone connected to raising student achievement and

success. These plans are fully documented and shared through Tuesday PLD meetings. These electronic

documents will also be available for the Education Review Office in the external review scheduled for

2020.


Appendix

Glossary including Acronyms

Ako Learning

ASL Across School Lead Teachers

ARTE Achievement, Retention, Transition, Engagement

BoT Board of Trustees

Building Learning Power Developing the habits and attitudes of curious, confident and

independent learners

BYOD Bring your Own Devices (laptops, Chromebook)

CLs Curriculum Leaders

Data Literacy The ability to create and derive meaningful information and

communicate data

ERO Education Review Office

Growth Mindset When students believe they can get smarter; they understand that

effort makes them stronger

HOF Head of Faculty

HOH Head of House

IC In charge of

ILE Innovative Learning Environments

ITO Industry Trade Organisation

Kāhui Ako Community of School

Kete Basket of knowledge

Kia Eke Panuku A journey towards success that is both dynamic and continuous,

building from one's current location to where one aspires to be in the

future

MoE Ministry of Education

ORS Ongoing resourcing

PLD Professional Development and Learning

Rongohia Te Hau Cultural Relationally Responsive Audit

RS40 Roll Return The MoE collects March, June, July September roll returns from state

with students in funding year levels nine to 15.

SAF Student Achievement Facilitator

SLT Strategic Leadership Team

WSL Within School Lead Teachers

http://ile.education.govt.nz/

Documents

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