Whiria te Tangata achievement challenge

ACHIEVEMENT CHALLENGE Whiria te Tangata

Mā te pā harakeke te rito ka tipu Everyone nurtures the growth of the child

Whiria te Tangata Dra Achievement Challenge Version 1 (15.05.17)

TABLE OF CONTENTS

Vision 3

Whakatauki 3

Our Shared Purpose 3

Data Analysis used to identify shared Achievement challenges 5 Years 1 to 8 National Standards Data Analysis Trends 5 Qualitative Data Analysis Trends 6

Home/School Partnership Survey Primary Schools 6 Whiria te Tangata Community of Learning Primary Teacher Survey 7 Whiria te Tangata Community of Learning Primary Schools Student Survey 8 Home/School Partnership Survey Massey High Secondary School 11 Teacher Survey Hobsonville Point Secondary 11

Year 18 National Standards Achievement Data 12 Aggregated Year 18 Data for Mathematics 12 Year 1 8 Achievement Challenge Targets for Mathematics 13 Year 1 8 Achievement Challenge Targets for Mathematics by School 14 Aggregated Year 18 Data for Reading 15 Year 1 8 Achievement Challenge Targets for Reading 16 Year 1 8 Achievement Challenge Targets for Reading by School 17 Aggregated Year 18 Data for Writing 18 Year 1 8 Achievement Challenge Targets for Writing 19 Year 1 8 Achievement Challenge Targets for Writing by School 20

Secondary Data Analysis Trends and Achievement Target 21 Massey High School 21 Hobsonville Point Secondary School (HPSS) 22

Plan of Approach 25 Our Collective Strengths to Build On 25 Drivers and Theories of Improvement 25

1. Building Collaborative Teacher Efficacy 25 2. Culturally Responsive Pedagogy 25 3. Developing Learner Agency 26 4. Powerful Learning Connections with parents, families, whānau, ākonga and teachers 26 5. Powerful Community Connections Developing a local curriculum utilising the context provided by the localcommunity, and economic opportunities. 27

Monitoring and Evaluation 28 Evaluation 28 Reporting 28 Student Voice 29 Parents Family and Whānau 29

30 Whiria te Tangata Organisation and Structure

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Vision

Together we will create a community in which all learners succeed and flourish.

Whakatauki

Mā te pā harakeke te rito ka ĕpu. Everyone nurtures the growth of the child

Our Shared Purpose

Raise student achievement Enhance capabiliĕes of all learners All learners to have a sense of pride of where they are and where they come from Build relaĕonships and communiĕes based on trust

We will achieve this by working together on the following important drivers:

1. Collaboraĕve Teacher Efficacy ‐ Building teacher efficacy in collaboraĕve ways of working2. Culturally Responsive Pedagogy ‐ Embedding culturally responsive pedagogy3. Learner Agency ‐ Developing learner agency4. Powerful Learning Connecĕons ‐ Strengthening learning connecĕons with parents, families, whānau, ākonga

and teachers5. Powerful Community Connecĕons ‐ Developing a local curriculum uĕlising the context provided by the local

community, and economic opportuniĕes.

Our Community

There are 10 schools in the Whiria te Tangata Community of Learning in West Auckland. The group includes eight full primary schools (Years 1 to 8), and two co‐educaĕonal secondary schools (Years 9 to 15). All the primary schools have medium to large rolls. Of these, the largest has close to 700 students. In total over 5,500 students aĥend the schools in the Community of Learning.

Hobsonville Point Primary and Secondary are newly established schools. These two schools share a board of trustees and have yet to reach full capacity. The other eight schools are long established serving semi‐rural or city fringe communiĕes. There has been housing development and emerging industry across the area which has contributed to significant roll growth in most of the schools. The impact of this roll growth on our achievement data needs further invesĕgaĕon.

Our students are generally highly engaged in their learning, make good progress and achieve posiĕve educaĕonal outcomes. Student achievement in Naĕonal Standards reading and mathemaĕcs is generally good across our community. However there is pockets in inequity in both ethnicity and gender. School's overall achievement levels in these subjects are either close to, or meet the Ministry of Educaĕon (MoE) BPS goal of having 85% of students achieving at or above the Naĕonal Standards.

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Improving achievement in wriĕng and maths is a priority that most schools have idenĕfied. The achievement of Māori, Pacific, Male ākonga is below the level of other ākonga. However, it is showing conĕnuing improvement. Some schools are successfully reducing the disparity between the achievement of their Māori learners, and that of others. Over the last three years, student achievement in wriĕng has not improved at the same rate as it has in the other learning areas. There is also persistent disparity between the achievement of boys and girls.

Public achievement data has only recently become available for the newest secondary school. This data shows high levels of achievement at merit and excellence. It also shows that while Māori have similar levels of achievement, those achieving at excellence are less than the full cohort. At the large established secondary school, close to 85% of students are leaving school having achieved at least a Level 2 Naĕonal Cerĕficate of Educaĕonal Achievement (NCEA). This is in line with the MoE BPS goal to have 85% of students achieving NCEA level 2. The percentage of Māori students achieving NCEA Level 2 has improved in three years. However, the percentage of Māori students achieving NCEA Level 2 is sĕll below that of students overall. Pacific student achievement is generally in line with whole school data. Senior secondary students have opportuniĕes to gain a Vocaĕonal Pathways Award.

Schools in our community are characterised by high quality leadership and professional pracĕce. Boards of trustees typically have members with the experĕse and capability for school governance. The schools all have well managed organisaĕonal systems and many have recently undertaken significant property development.

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Data Analysis used to identify shared Achievement challenges

The data that was analysed included Naĕonal Standards 2012‐2016, NCEA 2014‐2016, qualitaĕve data from ākonga, parents, community and teacher survey data and consultaĕon feedback which highlighted aħtudes and confidence levels regarding teaching and learning. Iniĕally we worked collaboraĕvely to conduct a longitudinal analysis of student achievement data across the community.

We unpacked the community of learning infographics for community profile and also the engagement profile. Designed and implemented a community survey to idenĕfy aħtudes and levels of engagement Designed and implemented teacher and ākonga survey Reviewed early childhood educaĕon pathway data Consulted Secondary/Terĕary Lead, reviewed and discussed regional economic data and post secondary pathways

This data analysis and discussion has informed the idenĕficaĕon of the Community of Learning Achievement Challenges and the corresponding individual school achievement targets. This process has also assisted us to clarify what further evidence will be needed to support the development of the Community of Learning Achievement Challenge Implementaĕon plan.

Years 1 to 8 National Standards Data Analysis Trends

Reading 82.8% of All ākonga across the community of learning are at or above Naĕonal Standards. 85.5% European ākonga are at or above Naĕonal Standards 78.0% Māori ākonga are at or above and 80.0% Pasifika ākonga are at or above Naĕonal Standards 79.4% Males ākonga are at or above and 86.3% Female ākonga are at or above Naĕonal Standards

In 2016 the percentage of ākonga At and Above NS across the community has decreased by 0.7% from the 2015 percentage of 83.5%. Aer one year at school approx one third of the cohort are below or well below NS 70.0% ākonga are At/Above NS and, aer 2 years this has increased to 78.8% At or Above. Percentage At and Above gradually increases Yrs 3 and 4 but decreases by 4.0% in Year 5. Māori levels of achievement are less than that of All ākonga and there has been a decrease of 1.1% since 2015. Male ākonga are not doing as well as Females with a 7% variance of Males 79.0% At or Above and Females, 86.0%.

Maths 79.0% of All ākonga across the community of learning are at or above Naĕonal Standards. 78.3% European ākonga are at or above Naĕonal Standards 70.0% Māori ākonga are at or above and 84.3% Pasifika ākonga are at or above Naĕonal Standards 80.8% Males ākonga are at or above and 76.7% Female ākonga are at or above Naĕonal Standards

Māori ākonga achievement At or Above NS has conĕnuously decreased over the last 4 years eg. (2013 ‐78%), (2014 ‐77%), (2015 ‐74.5%), (2016 ‐ 70.0%). Females are not achieving to the same level as males with a variance of 4.1% achieving At and Above standard. Achievement of ākonga in Years 5, 7 and 8 ranges between 22%‐30% below standard across the community

Writing 76.6% of All ākonga across the community of learning are at or above Naĕonal Standards. 77.5% European ākonga are at or above Naĕonal Standards 69.3% Māori ākonga are at or above and 79.7%Pasifika ākonga are at or above Naĕonal Standards 69.3% Males ākonga are at or above and 84.1% Female ākonga are at or above Naĕonal Standards

30.7% of Māori ākonga and males are achieving below or well below the standard, 24 ‐ 27% ākonga are achieving Below or well below the standard across all years aer Year 1. 15.7% Pasifika ākonga are achieving Below or Well Below the standard.

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Qualitative Data Analysis Trends

Home/School Partnership Survey Primary Schools

Whiria te Tangata community of learning primary school parents, families and whānau were surveyed asking a series of quesĕons to gauge levels of confidence to help their children with reading, wriĕng and maths. They were also asked quesĕons regarding how confident they felt in approaching their child’s school and discussing learning goals for each of the three curriculum areas Reading, Maths and Wriĕng. Seven of the community’s eight primary schools parĕcipated and 563 parents in total responded to the survey .

Home/School Partnership Survey statements Always Mostly Sometimes Never

No. % No. % No. % No. %

I am confident with helping my child at home with their reading

379 67.9 118 24.0 40 7.1 3 0.5

I am confident with helping my child at home with their maths

253 45.3 200 35.8 87 15.6 19 3.4

I am confident with helping my child at home with their wriĕng

312 56.0 174 31.1 68 12.1 7 1.2

Are you confident to approach the school about your child’s learning needs?

349 62.5 168 30.1 75 13.4 7 1.3

Does your child discuss their learning in reading with you?

66 11.8 161 28.8 272 68.7 63 11.3

Does your child discuss their learning in maths with you?

62 11.1 148 26.5 273 48.9 81 14.5

Does your child discuss their learning in wriĕng with you?

55 9.8 135 24.1 342 61.3 98 17.6

Insights from data analysis

Parents feel more confident with helping their child at home in reading with only 7.6% idenĕfying someĕmes or never. In maths 19% of parents idenĕfied that they someĕmes or never helped their child . In wriĕng 13.3% of parents idenĕfied that they someĕmes or never helped their child 14.7% of parents felt that only someĕmes or never were they confident to approach the school about their child’s learning with the majority of parents feeling confident to approach the school about their child’s learning. A significant number of students someĕmes or never discussed their learning with their parents i.e., reading 80.0%, wriĕng 78.9% and maths 63.4%.

Areas to investigate further Are parents more confident in helping their child in reading because reading materials are sent home from

school in the early years, reading is seen and promoted as a pleasurable and obvious acĕvity. Children are quite oen read to from birth and this is encouraged and may become a habit.

Is wriĕng promoted as a pleasurable acĕvity at home for parents or do they see this as more of a task they do at work. Children may not be provided with the early opportuniĕes to engage in wriĕng.Do we provide enough knowledge to parents to enable them to write with their children at home over and above leĥer formaĕon and spelling. Do we promote wriĕng at home to same level as reading?Is this why students do not share their learning experiences with their parents?

Maths is the biggest area where parents lack the confidence to help their children .Is this because they do not feel skilled in the way schools teach maths as it is different from how they learnt .Do we promote maths at home to same level as reading? Do parents have enough understanding about how maths is taught in our schools? Do they actually understand the maths curriculum ?

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Whiria te Tangata Community of Learning Primary Teacher Survey

Whiria te Tangata Community of Learning primary school teachers were surveyed to gauge levels of confidence and enjoyment in teaching the three curriculum areas of Reading, Maths and Wriĕng. 148 primary teachers responded to the survey.

Teacher Survey statements Always Often Sometimes Not Yet

No. % No. % No. % No. %

I am confident teaching reading. 66 44.6 71 48 11 7.4 0 0.0

I enjoy teaching reading. 78 52.7 63 42.5 6 4.0 1 0.7

I am confident teaching maths. 54 36.5 66 44.6 28 18.9 0 0.0

I enjoy teaching maths. 73 49.7 56 38.1 18 12.2 0 0.0

I am confident teaching wriĕng. 44 29.9 85 57.8 17 11.6 1 0.7

I enjoy teaching wriĕng. 81 54.7 51 34.5 15 10.1 1 0.7

Insights from Data Analysis 92.6% of teachers feel confident teaching reading 95.2% of teachers enjoy teaching reading

81.1 feel confident teaching maths 87.8% of teachers enjoy teaching maths.

87.7% of teachers are confident teaching wriĕng 89.2% of teachers enjoy teaching wriĕng

As a whole, our teachers are confident teaching the core subjects. Teachers feel most confident teaching Reading and this is reflected in their enjoyment Our data supports the trend of assumpĕons that teachers are least confident with maths however there is a

slight increase in the number of teachers that enjoy teaching it. Wriĕng, as a low point of confidence correlates with wriĕng data also being low.

Areas to Investigate Further What impact is this having on student achievement? Has a focus on teacher capability made teachers quesĕon their abiliĕes when teaching Reading, Wriĕng and

Maths? What year groups are these lower‐confidence teachers and does this correlate with year groups that show

lower achievement? Are they in the bridging years, or years with lower achievement? The effect teachers changing year levels has on the teaching and learning programme in their new level. As a CoL, do members of our teaching community have the capabiliĕes to support those less‐confident

teachers and what would this look like? Have pedagogical changes linked to learner agency, collaboraĕon, innovaĕon and acceleraĕon impacted on

teacher confidence? Has working in ILEs impacted on teacher confidence (watching other teachers’ and inquiring into own

pracĕce)?

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Whiria te Tangata Community of Learning Primary Schools Student Survey

Students were surveyed regarding their aħtudes towards the three curriculum areas of Reading, Maths and Wriĕng. 1,164 students responded to the survey i.e., 588 Males and 576 Females responded.

Student Survey responses by Gender

READING I am good at reading I choose to read in my own time I like reading

Males Females Males Females Males Females

No. % No. % No. % No. % No. % No. %

Always 234 40.0 228 39.2 151 26.0 190 33.0 230 39.1 254 44.3

Oen 205 35.0 219 38.4 158 27.0 142 25.0 147 25.0 158 27.4

Someĕmes 116 20.0 112 19.4 199 34.0 188 32.0 177 30.1 140 24.3

Not Yet 33 5.0 17 3.0 80 13.0 56 10.0 33 6.0 23 4.0

MATHS

I am good at maths I choose to use my maths knowledge in my own time

I like maths


No. % No. % No. % No. % No. % No. %

Always 237 40.3 148 26.0 150 25.6 91 16.0 330 56.4 203 35.0

Oen 201 34.2 215 37.0 142 24.2 126 22.0 99 17.0 140 24.0

Someĕmes 127 21.5 159 28.0 188 32.0 228 40.0 111 19.0 160 28.0

Not Yet 23 4.0 52 9.0 107 18.2 130 22.0 45 7.6 73 13.0

WRITING I am good at writing I choose to write in my own time I like writing


No. % No. % No. % No. % No. % No. %

Always 161 27.0 174 30.1 207 35.0 104 18.0 221 38.0 277 48.1

Oen 207 35.0 245 42.4 213 36.0 130 23.0 133 23.0 158 27.4

Someĕmes 180 31.0 139 24.2 91 15.0 246 43.0 168 29.0 112 19.4

Not Yet 38 7.0 19 32.3 78 13.0 96 16.0 63 11.0 28 5.0

Insights from Data Analysis

The data shows that more girls than boys responded that they were good at reading and wriĕng. In maths, however, the opposite was the case with an 11.5% difference: more boys than girls responded that they were good at maths. Significantly fewer akonga chose to do maths, reading and/or wriĕng in their own ĕme as compared to those who reported enjoying maths, reading and/or wriĕng.

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Areas to Investigate Further The data presented in the above tables highlights some points for further invesĕgaĕon:

71% of boys choose to write in their own ĕme: does this translate into boys’ achievement in wriĕng? 40% of boys and 62% of girls responded that they someĕmes or never ‘choose’ to use their maths knowledge

in their own ĕme. However, there are many occasions in daily life when maths knowledge is used perhaps unwiħngly, e.g. when calculaĕng distance, telling ĕme and comparing prices. Did the students understand the intenĕon of the quesĕon or were they misled by the word ‘choose’? What does ‘doing maths’ look like to primary school students?

How much do we understand about students’ percepĕon of what learning is in each of the three areas? What do we know about students’ understanding of differences between learning the skills and using them

in their own ĕme in real‐life contexts? When looking at learners that have struggled and are now achieving, what has enabled them to shi and

how could this benefit other Priority Learners?

ākonga survey responses by Ethnicity ākonga were surveyed regarding their aħtudes towards the three curriculum areas of Reading, Maths and Wriĕng. 1,164 students responded and data was recorded for the four ethnic groups Māori N= 115, Pasifika N=31, Asian N= 93, and European N=753.

READING

I am good at reading I choose to read in my own time I like reading

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

% % % % % % % % % % % %

Always 38.0 42.0 29.0 40.0 22.0 35.4 19.3 30.0 33.0 50.0 38.0 42.0

Oen 35.0 32.0 40.0 37.0 30.0 19.3 26.0 24.0 30.0 24.0 29.0 25.0

Someĕmes 22.0 16.0 23.0 20.0 38.0 26.0 42.0 32.0 33.0 26.0 30.1 27.0

Not Yet 5.2 10.0 9.0 3.0 10.0 19.3 13.0 13.0 4.0 0.0 3.2 6.0

Insights from Data Analysis

Slightly more than a third of all students seldom like reading. 48% of Māori, 55% Asian, 45% Pasifika, 45% Euro choose to read at home someĕmes or not at all. These figures are a cause for concern. Generally students think they are good at reading, however Asian students have 32% who do not consider themselves good at reading.

Areas to Investigate Further

How do schools and students define reading? Do we need to broaden our definiĕon of reading? How do our digital and print based resources acknowledge different cultures, in parĕcular Asian students? Do we need to broaden the content of our recreaĕonal reading resources? What type of reading is happening at home; pleasure or specific purpose? Do Asian families see cultural value in reading for pleasure? Is this worth further invesĕgaĕon? How can we encourage students to read for pleasure?

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MATHS

I am good at maths I choose to use maths in my own time I like maths

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

% % % % % % % % % % % %

Always 30.4 26.0 48.3 31.1 22.0 19.3 30.1 19.0 49.0 61.2 60.2 42.4

Oen 37.3 45.1 31.1 36.2 28.0 35.0 15.0 23.0 22.0 23.0 19.3 19.3

Someĕmes 21.0 23.0 14.0 27.0 35.6 29.0 30.1 37.0 16.5 13.0 16.1 27.0

Not Yet 11.3 6.4 6.45 6.2 15.0 16.1 22.5 22.1 11.3 3.2 4.3 11.1

Insights from Data Analysis 79% of Asian students think they are good at maths, while 27% of Euro students think they are not good at maths Generally the Euro students seem to have the lowest self efficacy.

Areas to Further Investigate

Quesĕon whether we have lost the balance between knowledge and strategy AND purposeful learning opportuniĕes ie problem solving. More sense of success to build self confidence ‐ small bites? Interesĕng to explore family value placed on maths? (Parental expectaĕons). Explore the link between basic computaĕonal skills and confidence. Explore why our successful and confident students are successful and confident and look at the teaching strategies (from other countries) that can help promote success in mathemaĕcs

WRITING

I am good at writing I choose to write in my own time I like writing

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

Māori N=115

Pasifika N=31

Asian N=93

Euro N=753

% % % % % % % % % % % %

Always 31.3 32.0 19.3 29.0 12.1 39.0 8.6 16.0 43.4 61.0 35.0 42.0

Oen 31.3 42.0 37.0 39.0 19.1 19.3 16.1 18.4 23.4 29.0 29.0 25.0

Someĕmes 30.4 26.0 41.0 26.0 43.0 26.7 44.0 40.0 27.0 6.4 29.0 24.0

Not Yet 7.0 0.0 3.2 0.6 26.0 16.0 30.1 26.3 6.0 3.2 6.4 9.0

Insights from Data Analysis 41 % of Asian and 37% of Maori students do not consider themselves good at wriĕng. Generally, wriĕng confidence across all sectors is not high. Pasifika higher self efficacy overall with 90% liking wriĕng and 74% describing themselves as good at wriĕng.

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Areas to Further Investigate.

Interesĕng to explore why Pacifica have such a high self efficacy ‐ what is within the Pacifica culture that enables this? Wonder if publishing to authenĕc audience is a key for improved confidence Need to engage Asian students in placing higher value and confidence in wriĕng. Do we need to further define what we consider wriĕng? Is the way we are measuring wriĕng having an effect on confidence and what we are teaching. Further examine the effect of assessment on the content and way we deliver

Home/School Partnership Survey Massey High Secondary School

Whiria te Tangata community of learning secondary school parents, families and whānau were surveyed asking a series of quesĕons to gauge levels of confidence to help their child at home with their learning; Approaching the school and discussing their child’s learning needs and; Whether their child discussed their learning with them at home?. There were 35 respondents to the Massey High School survey.

Home/School Partnership Survey statements

Always Mostly Sometimes Never

No. % No. % No. % No. %

I am confident with helping my child at home with their learning.

12 34.0 14 40.0 7 20.0 2 6.0

Are you confident to approach the school about your child’s learning needs?

21 60.0 13 37.0 0 0 1 3.0

Does your child discuss their learning with you at home?

7 20.0 11 31.0 14 40.0 3 9.0

Teacher Survey Hobsonville Point Secondary

Hobsonville Point Secondary Teachers were asked to rate their response to the statement ‐ I feel confident at

differentiating learning for my priority students. Teachers were also asked to comment on Aspects of this that they

find challenging and any further comments regarding differentiating learning for priority students . 23 teachers responded to the survey.

Teacher Survey statement and responses Always Often Sometimes Not Yet

No. % No. % No. % No. %

I feel confident at differenĕaĕng learning for my priority students

4 17.4 11 47.8 8 34.8 0 0.0

Insights from data analysis:

34.8% of teachers stated that they were only “someĕmes” confident about differenĕaĕng learning for their students. Considering that achievement data and related achievement challenges suggests that will need to focus on the needs of specific student groups, this may need to a focus of staff professional development and/or teaching as inquiry projects.

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Year 18 National Standards Achievement Data

Aggregated Year 18 Data for Mathematics

COHORT Well below Below At Above Total

No % No % No % No % No All Students 113 3.4% 593 17.7% 1,975 58.8% 678 20.2% 3,359 Māori 25 5.8% 104 24.2% 231 53.7% 70 16.3% 430 Pasifika 4 2.5% 21 13.2% 119 74.8% 15 9.4% 159 Asian 6 1.2% 54 10.6% 291 57.3% 157 30.9% 508 European 73 3.4% 393 18.3% 1,263 58.9% 416 19.4% 2,144 Male 59 3.5% 289 17.3% 902 53.9% 425 25.4% 1,675 Female 53 3.2% 329 20.0% 991 60.4% 269 16.4% 1,642

YEAR LEVEL Well below Below At Above Total

No % No % No % No % No Aer 1 year at school 4 0.8% 53 10.8% 384 77.9% 52 10.5% 493 Aer 2 years at school 6 1.3% 81 17.3% 321 68.6% 60 12.8% 468 Aer 3 years at school 9 2.3% 69 17.9% 252 65.5% 55 14.3% 385 End of Year 4 14 2.9% 79 16.5% 295 61.7% 90 18.8% 478 End of Year 5 15 3.1% 105 21.4% 250 50.9% 121 24.6% 491 End of Year 6 17 4.0% 74 17.3% 199 46.5% 138 32.2% 428 End of Year 7 18 5.7% 76 24.2% 142 45.2% 78 24.8% 314 End of Year 8 29 9.7% 56 18.7% 131 43.7% 84 28.0% 300

2016 Baseline Data for Analysis for Mathematics by Cohort are achieving At or Above National Standards

2653 of our 3359 (79.0%) of All learners.

301 of our 430 (70.0%) Māori learners.

134 of our 159 (84.3%) Pasifika learners.

448 of our 508 (88.2%) Asian learners.

1679 of our 2144 (78.3%) European learners.

1327 of our 1675 (79.2%) Male learners.

1260 of our 1642 (76.7%) Female learners.

2016 Baseline Data for Analysis for Mathematics by Year Level are achieving At or Above National Standards

436 of our 493 (88.4%) of aer 1 Year learners.

381 of our 468 (81.4%) of aer 2 Years learners.


385 of our 478 (80.5%) at the end of Year 4 learners.





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Year 1 8 Achievement Challenge Targets for Mathematics

Target : A minimum of 85% or a minimum 5% shift over three years

COHORT Cohort Number

At and Above Baseline Data

Projected Progress 2018



Total Cohort Shift

No % No % No % No % No % All Students 3317 2587 78% 2690 81% 2793 84% 2892 87% 305 9% Males 1675 1327 79% 1376 82% 1425 85% 1472 88% 145 9% Females 1642 1260 77% 1313 80% 1366 83% 1420 86% 160 10%

SUB COHORT TARGETS Māori 430 301 70% 323 75% 345 80% 366 85% 65 15% Year 7 314 220 70% 238 76% 256 82% 274 87% 54 17% Year 8 301 215 71% 231 77% 247 82% 261 87% 46 15%

All Student Achievement All learners will make accelerated progress in Mathemaĕcs by the end of 2020 in ways that build on their confidence and skill level.

In Years 1‐8 there will be a sustained increase from 2587 of our 3317 (78%) learners At or Above the standard to 2892 of our 3317 (87%), across all schools increase of 305 learners (9%).

Māori Achievement: Māori learners will make accelerated progress in Mathemaĕcs by the end of 2020 in ways that build on and support their language, culture, idenĕty and community engagement and connecĕons:


End of Year 7 Achievement: Learners will increase their achievement in Mathemaĕcs across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the deficit that currently exists:

In Years 1‐8 there will be a sustained increase from 220 of our 314 (70%) learners At or Above the standard to 274 of our 314 (87%), and across all schools increase 54 of learners (17%).

End of Year 8 Achievement: Learners will increase their achievement in Mathemaĕcs across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the deficit that currently exists:

In Years 1‐8 there will be a sustained increase from 215 of our 301 (71%) learners At or Above the standard to 274 of our 314 (87%), and across all schools increase of 46 learners (15%).

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Year 1 8 Achievement Challenge Targets for Mathematics by School

Target: A minimum of 85% or a minimum 5% shift over three years

MĀORI Cohort Number





Total Cohort Shift

No % No % No % No % No % Waitakere Primary 71 51 72% 54 76% 57 80% 60 85% 9 13% Huapai District 53 43 81% 44 83% 45 85% 46 86% 3 5% Hobsonville Point 25 16 64% 18 72% 20 80% 21 85% 5 21% Taupaki School 31 24 77% 25 81% 26 84% 26 85% 2 8% Hobsonville School 86 62 72% 66 77% 70 81% 73 85% 11 13% Riverhead School 29 21 72% 22 76% 23 79% 25 85% 4 13% Whenuapai School 56 32 57% 37 66% 42 75% 48 85% 16 28% Marina View 79 52 66% 57 72% 62 78% 67 85% 15 19% Total 430 301 70% 323 75% 345 80% 366 85% 65 15%

YEAR 7 Cohort Number





Total Cohort Shift







Total Cohort Shift

No % No % No % No % No % Waitakere Primary 42 33 79% 34 81% 35 83% 36 85% 3 6% Huapai District 34 28 82% 29 85% 30 88% 30 87% 2 5% Hobsonville Point 24 16 67% 17 71% 18 75% 20 85% 4 18% Taupaki School 26 20 77% 21 81% 22 85% 22 85% 2 8% Hobsonville School 52 36 69% 39 75% 42 81% 44 85% 8 16% Riverhead School 21 13 62% 15 71% 17 81% 18 85% 5 23% Whenuapai School 40 15 38% 21 53% 27 68% 34 85% 19 48%

Marina View 62 54 87% 55 89% 56 90% 57 92% 3 5%

Total 301 215 71% 231 77% 247 82% 261 87% 46 15%

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Aggregated Year 18 Data for Reading


No % No % No % No % No All Students 98 2.9% 460 13.7% 1,859 55.2% 928 27.6% 3,365 Māori 19 4.4% 76 17.6% 238 55.2% 98 22.7% 431 Pasifika 6 3.8% 26 16.3% 89 55.6% 39 24.4% 160 Asian 18 3.5% 99 19.4% 256 50.3% 136 26.7% 509 European 49 2.3% 258 12.2% 1,194 56.4% 615 29.1% 2,116 Male 59 3.5% 287 17.1% 923 55.0% 410 24.4% 1,679 Female 38 2.3% 189 11.5% 914 55.5% 508 30.8% 1,648



2016 Baseline Data for Analysis for Reading by Cohort are achieving At or Above National Standards


336 of our 431 (78%) Māori learners.

128 of our 160 (80%) Pasifika learners.

392 of our 509 (77%) Asian learners.




2016 Baseline Data for Analysis for Reading by Year Level are achieving At or Above National Standards









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Year 1 8 Achievement Challenge Targets for Reading Target : A minimum of 85% or a minimum 5% shift over three years






Total Cohort Shift

No % No % No % No % No % All Students 3327 2755 83% 2755 83% 2755 83% 2961 89% 209 6% Males 1679 1333 79% 1374 82% 1415 82% 1456 87% 123 8% Females 1648 1422 86% 1450 88% 1478 88% 1508 92% 86 6%

SUB COHORT TARGETS Māori 431 336 78% 349 81% 362 84% 373 87% 37 9% Year 1 489 343 70% 367 75% 391 80% 418 85% 75 15% Year 2 474 363 77% 382 81% 401 85% 418 88% 55 12%

All Student Achievement All learners will make accelerated progress in Reading by the end of 2020 in ways that build on their confidence and skill level.


Māori Achievement : Māori learners will make accelerated progress in Reading by the end of 2020 in ways that build on and support their language, culture, idenĕty and community engagement and connecĕons:

In Years 1‐8 there will be a sustained increase from 336 of our 431 (78%) learners At or Above the standard to 373 of our 431 (%), across all schools increase of 37 learners ( 9%).

End of Year 1 Achievement: Learners will increase their achievement in Reading across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the deficit that currently exists:


End of Year 2 Achievement: Learners will increase their achievement in Reading across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the deficit that currently exists:


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Year 1 8 Achievement Challenge Targets for Reading by School







Total Cohort Shift







Total Cohort Shift







Total Cohort Shift


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Aggregated Year 18 Data for Writing


No % No % No % No % No All Students 103 3.1% 677 20.3% 2,063 61.8% 496 14.9% 3,339 Māori 20 4.7% 112 26.0% 242 56.3% 56 13.0% 430 Pasifika 3 1.9% 29 18.4% 105 66.5% 21 13.3% 158 Asian 16 3.2% 94 18.8% 318 63.6% 75 15.0% 500 European 60 2.9% 414 19.7% 1,309 62.2% 320 15.2% 2,103 Male 79 4.8% 431 25.9% 977 58.7% 176 10.6% 1,663 Female 24 1.5% 237 14.5% 1,063 64.9% 314 19.2% 1,638



2016 Baseline Data for Analysis for Writing by Cohort are achieving At or Above National Standards


298 of our 430 (69.3%) Māori learners.

126 of our 158 (79.7%) Pasifika learners.

393 of our 500 (78.6%) Asian learners.




2016 Baseline Data for Analysis for Writing by Year Level are achieving At or Above National Standards









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Year 1 8 Achievement Challenge Targets for Writing

Target : A minimum of 85% or a minimum 5% shift over three years






Total Cohort Shift

No % No % No % No % No % All Students 3301 2530 77% 2530 77% 2641 80% 2826 86% 296 9% Females 1638 1377 84% 1240 75% 1392 85% 1414 86% 37 2%

SUB COHORT TARGETS Males 1663 1153 69% 1240 75% 1327 79% 1412 85% 259 16% Māori 430 298 69% 321 75% 344 80% 365 85% 67 16% Year 5 492 357 73% 381 77% 405 82% 427 87% 70 14%

All Student Achievement All learners will make accelerated progress in Wriĕng by the end of 2020 in ways that build on their confidence and skill level.

In Years 1‐8 there will be a sustained increase from 2530 of our 3301 (77%) learners At or Above the standard to 2826 of our 3301 ( 86%), across all schools increase of 296 learners (9%).

Male Achievement: Learners will increase their achievement in Wriĕng across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the gender deficit that currently exists:


Māori Achievement: Māori learners will make accelerated progress in Wriĕng by the end of 2020 in ways that build on and support their language, culture, idenĕty and community engagement and connecĕons:

In Years 1‐8 there will be a sustained increase from 298 of our 430 (69%) learners At or Above the standard to 365 of our 430 ( 85%), across all schools increase of 67 learners (16%).

End of Year 5 Achievement: Learners will increase their achievement in Wriĕng across all areas of the curriculum by the end of 2020 in ways that will engage them in a range of authenĕc contexts to bridge the deficit that currently exists:


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Year 1 8 Achievement Challenge Targets for Writing by School







Total Cohort Shift


MALES Cohort Number





Total Cohort Shift







Total Cohort Shift


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Secondary Data Analysis Trends and Achievement Target

Massey High School

2016 NCEA level 1

296 /407 (72.7%) of year 11 students aĥained NCEA level 1 as compared to 74.2% naĕonallyMāori Year 11

54 /93 (58.1% ) of Māori students got level 1 NCEA as compared to 63.8% naĕonally‐ There has been a steady increase in Māori achievement – 35% in 2005 to 58.1% in 2016

Pacifica Year 11 58/99 (58.1%) of Pacifica students got level 1 NCEA as compared to 70.4% naĕonally‐ There has been a decrease in Pacifica achievement – 75.3% in 2014 to 58.1% in 2016

Male Year 11 136 / 211 (64.5%) of male students achieved level 1 NCEA as compared to 70.4% naĕonally

Achievement Challenge: A refocus on year 11 is required aer the last couple of years the school's performance at NCEA Level 1 has dropped. We are looking at a minimum 90% target for the next three years. Our aim for Year 11 is that there will be a sustained increase from 296 of our 407 (72.7%) students aĥained NCEA level 1 to 366 of our 407 (90%), and across all schools increase of 70 students (17.3%) by 2020.

2016 NCEA Level 2

83.8% of Year 12 students aĥained NCEA level 2 as compared to 77.4% naĕonally‐ There has been a steady increase in achievement – 46.3% in 2004 to 83.8% in 2016

Māori Year 12 71.4% of Year 12 Māori students got Level 2 NCEA as compared to 73.5% naĕonally‐ There has been a steady increase in Māori achievement – 49.5% in 2012 to 71.4% in 2016

Pacifica Year 12 80.5% of Pacifica students got Level 2 NCEA as compared to 77.6% naĕonally‐ There was a dip in Pacifica achievement – 63.8% in 2015 but an increase in 2016 80.5%

Males Year 12 77.2% of male students achieved level 2 NCEA as compared to 74% naĕonally

The school goal is to keep progressing towards the 85% target for all students and is not a focus at this stage for the Kāhui Ako.

2016 NCEA Level 3

234/321 (72.9%) of Year 13 students aĥained NCEA level 3 as compared to 63.4% naĕonally‐ The achieving is trending upwards from 2014 55.2%

Māori Year 13 31/50 (62%) of Year 13 Māori students got Level 3 NCEA as compared to 52.9% naĕonally

Pacifica Year 13 36/68 (52.9%) of Pacifica students got Level 3 NCEA as compared to 58.9% naĕonally‐ There has been a steady increase in the last 3 years

Males Year 13 109/149 (65.1%) of male students achieved level 3 NCEA as compared to 58% naĕonally

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Achievement Challenge: Keep developing this area of achievement towards 80% of year 13 achieving NCEA Level 3 Our aim for Year 13 is that there will be a sustained increase from 234 of our 321 (72.9%) students aĥained NCEA level 3 to 257 of our 321 (80%), and across all schools increase of 23 students (7.1%) by 2020.

University Entrance and Year 13

153/321 (47.7%) achieved university entrance as compared to 47.9% naĕonally 15/50 (30%) of Māori students achieved university entrance as compared to 30.2% naĕonally 15/68 (22.1%) of Pacifica students achieved university entrance as compared to 29.4% naĕonally 57/149 (38.3%) of Male students achieved university entrance as compared to 41.1% naĕonally

Achievement Challenge: An area of substanĕal focus, because even though only 47.9% of students naĕonally conĕnue to a degree level study, it is about providing our students choice and post secondary success that is relevant to them. An important part of this will be developing literacy strategies right back to the year 9 students. Our aim for Year 13 is that there will be a sustained increase from 153 of our 321 (47.7%) students aĥained University Entrance to 193 of our 321 (60%), and across all schools increase of 40 students (12.3% )by 2020.

Hobsonville Point Secondary School (HPSS)

Expected level of progression is measured against New Zealand Curriculum levels. D P A represents sub level progression through the macro New Zealand Curriculum level. Progression is measured across all learning areas. Students need to be working at or above Curriculum Level 6 in order to access NCEA Level 1 or higher. Mapping quality outcomes is connected with a student's ability to meet the demands across a range of curriculum areas. Progression against curriculum levels is measured and is one indicator of progression towards achievement in NCEA.

HPSS Foundation Q1 (Yr11) Q2 (Yr12) Q3 (Yr13)

NCEA NCEA L1 NCEA L2 NCEA L3

NZC CURRICULUM L4 CURRICULUM L5 CURRICULUM L6 CURRICULUM L7 CURRICULUM L8

NZC @ HPSS

4D 4P 4A 5D 5P 5A 6D 6P 6A 7D 7P 7A 8D 8P 8A

Year 9 NZ Curriculum Level Progression (4P) 89/107 (83%) of our 2016 Year 9 ākonga achieved an average curriculum level at or above expected level of progression.

Gender 48/52 (92%) Female ākonga 41/55 (74%) Male ākonga

Ethnicity 10/12 (82%) Māori ākonga 5/6 (78%) Pasifika ākonga 13/16 (83%) Asian ākonga 60/72 (83%) European / Pākehā ākonga

Achievement Challenge: An area of focus will be maintaining high levels of aĥainment across the board, whilst also working to raise achievement of Male and Pasifika students to equal that of the rest of the cohort. Our aim for Year 9 Male ākonga is that there will be a sustained increase from 41 of our 55 (74%) ākonga achieving an average curriculum level at or above expected level of progression to 51 of our 55 (92%), and across all schools an increase of 10 ākonga (18%) and therefore equal with Females by 2020.

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Year 10 NZ Curriculum Level Progression (5P) 63/113 (56%) of our 2016 Year 10 ākonga achieved an average curriculum level at or above expected level of progression.

Gender 32/47 (69%) Female ākonga 30/66 (45%) Male ākonga

Ethnicity 10/22 (46%) Māori ākonga 2/5 (47%) Pasifika ākonga 8/12 (68%) Asian ākonga 41/72 (57%) European / Pākehā ākonga

Achievement Challenge: An area of substanĕal focus will be raising aĥainment across the cohort. We will need to explore the impact of combined Year 9 and 10 cohorts and how this may be slowing cohort progress in the laĥer part of the foundaĕon years. We will also focus on raising male, Māori and Pasifika aĥainment to equal that of the rest of the cohort. Our aim for All Year 10 ākonga is that there will be a sustained increase from 63 of our 113 (56%) ākonga achieving an average curriculum level at or above expected level of progression to 79 of our 113 (70%), and across all schools an increase of 16 ākonga (14%) by 2020. Our aim for Year 10 Male ākonga is that there will be a sustained increase from 30 of our 66 (45%) ākonga achieving an average curriculum level at or above expected level of progression to 46 of our 66 (70%), and across all schools an increase of 16 ākonga (25%) and therefore equal with Females by 2020. Our aim for Year 10 Māori ākonga is that there will be a sustained increase from 10 of our 22 (47%) ākonga achieved an average curriculum level at or above expected level of progression to 13 of our 22 (60%), and across all schools an increase of 3 ākonga (13%) and therefore equal with other ethniciĕes by 2020.

NCEA in HPSS Context Year 11 is the beginning of a two year journey (which we refer to as the Qualificaĕon Years, Q1 ‐ Q3) where ākonga will work towards aĥaining a quality Level Two NCEA Cerĕficate. To ensure the ākonga gain the best results we will focus on doing less beĥer ‐ we believe that by doing fewer Achievement Standards we will support learners to go deeper with their learning. During their Year 11 year, ākonga will have the opportunity to gain 20‐40 credits at Level One and/or Two to lay the foundaĕons for quality Level Two and Three qualificaĕons.

This means HPSS ākonga do not aĥain a Level One NCEA Cerĕficate in Year 11.

HPSS Q1 Baseline Data Target (at least 20 and no more than 40 Credits at Level 1 or Higher)

97% Year 11 ākonga achieved Q1 target.

97% (59/61) Females ākonga achieved Q1 target. 97% (56/58) Males ākonga achieved Q1 target.

100% (15/15) Māori ākonga achieved Q1 target. 100% (9/9) Pasifika ākonga achieved Q1 target. 100% (12/12) Asian ākonga achieved Q1 target. 97% (72/74) European ākonga achieved Q1 target.

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HPSS Q2 Target (Quality NCEA L2 Certificate) As a new school with minimal data available, the measurement of progression towards our Q2 target is limited. Based on 2016 data, the average number of NCEA Level 2 (or higher) credits per ākonga was 10 standards.

Quality of Outcomes Our expectaĕon and focus as a learning insĕtute is about not only achieving qualificaĕons but also the the quality of NCEA Cerĕficates, measured by Merit & Excellence cerĕficate endorsements. We are striving for that our ākonga will exceed the naĕonal average and also the average for decile 8‐10 schools.

2016 National Endorsement Average for Decile 810 Schools

Level 2 Naĕonal Average for Merit Cerĕficate Endorsement is 33.8%, Excellence Cerĕficate Endorsement is 23.3% . A combined total of 57.1% Merit or beĥer endorsement. Level 3 Naĕonal Average for Merit Cerĕficate Endorsement 34.3%, Excellence Cerĕficate Endorsement is 19% . A combined total of 53.3% Merit or beĥer endorsement.

HPSS Q2 Achievement Challenge: We will strive to have 90% of our Year 12 (Q2) ākonga gain a NCEA Level Two Cerĕficate and at least 70% of Year 12 (Q2) ākonga will gain a NCEA Level Two Cerĕficate endorsed with Merit or beĥer by 2020

HPPS Q3 Achievement Challenge: We will strive to have 100% of our ākonga to successfully transiĕon into their pathway of choice (terĕary, vocaĕonal or employment) by 2020. We will strive to have 70% of our Year 13 (Q3) ākonga gaining NCEA Level Three Cerĕficate endorsed with Merit or beĥer by 2020.

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Plan of Approach

Our Collective Strengths to Build On

Common strengths include: Capable and experienced school leaders, who provide opportuniĕes for teachers to develop their leadership

potenĕal and grow their professional capabiliĕes Students who are achieving well overall in relaĕon to expected standards, and are generally very well

engaged in relevant and responsive learning programmes Strategic planning and resourcing that is aligned to targeĕng the idenĕfied needs of learners who are

achieving below expected standard Well engaged parents and whānau, who are developing learning partnerships with their school, to support

improved outcomes for ākonga Inclusive environments and good opportuniĕes for all ākonga to experience success, with an increasing focus

on recognising disparity and promoĕng equity Posiĕve implementaĕon of digital learning tools and approaches.

Drivers and Theories of Improvement

The following five drivers and theories of improvement underpin this plan and our thinking and acĕons, and are the interconnecĕng constructs of our model of pracĕce. Each of our schools comes with a set of beliefs about pedagogy that they have developed collaboraĕvely, encompassing their charter and understanding of their student achievement data. The shi in teacher pracĕce will be enhanced and inspired by these 5 drivers and informed by the OECD Nature of Learning and the Educaĕon Review Office’s Effecĕve School Evaluaĕon Indicators.

1. Building Collaborative Teacher Efficacy

Recent findings from John Haħe’s Visible Learning Research 2017, indicate that building collaboraĕve teacher efficacy has the biggest/newest effect size in improving student outcomes. The work of John Edwards and Bill Marĕn, emphasises the importance of building a shared vision of collaboraĕve pracĕce.

According to Katz, Dack and Earl 2009 “collaboraĕve inquiry” involves two components ‐ collaboraĕon (working together) and inquiry (a search for deep understanding).” Using an inquiry approach, such as the spiral of inquiry in its various forms, teachers can explore the impact they are having on student learning. Through collaboraĕve inquiry, teachers integrate new knowledge and understanding of student learning and classroom instrucĕon into their exisĕng knowledge of professional pracĕce. This process expands and refines their personal knowledge base about what it means to be a teacher (Earl 2010). In BES School Leadership and Student Outcomes on page 125 it talks about those who work together to solve teaching problems have more resources available to them than those who work alone. On page 123 they report that school based professional communiĕes lead to greater collecĕve responsibility for students.

Michael Fullan talks at length about “using the group to grow the group” (2010) using the shared knowledge of our teachers to improve our teacher pedagogy and student outcomes. Professional learning communiĕes are grounded in a social construcĕvist approach to learning, recognizing that individuals build knowledge through their interacĕons with others (Wenger, 1998).

2. Culturally Responsive Pedagogy

The work of Russell Bishop and Mere Berryman in the Te Kotahitanga Research Project highlighted that classroom relaĕonships are paramount. The findings show that teachers who incorporate culturally responsive pedagogies within their pracĕce impact posiĕvely on achievement for all students, and Māori students in parĕcular. Their work on culturally responsive pedagogies has informed Ka Hikitia. The principles included in Ka Hikiĕa idenĕfy the importance of the Māori potenĕal approach, teaching and learning as a two‐way process, the importance of idenĕty, language and culture and the need to develop producĕve partnerships with whanau. Tataiako incorporates these concepts within the Professional Teacher Criteria and guide teachers to have a focus on developing these pedagogies.

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3. Developing Learner Agency

Our learners have a sense of agency when they feel they are in control of their learning. It is criĕcal they are scaffolded to develop the capacity to engage strategically in their learning without waiĕng to be directed. Learner ownership of and responsibility for their learning are cornerstones of a 21 st century learner. Agency is underpinned by self‐regulaĕon, the understanding that it is interdependent and is mediated by the sociocultural context of the classroom (Wenmoth, D., 2014). For this to happen the learner needs support to build the capacity to shape their learning without the over‐reliance on direcĕon and control from others.

Research demonstrates that when the learners drive the learning it leads to: greater engagement and intrinsic moĕvaĕon. We owe it to our learners no maĥer where they are in their educaĕonal journey to have the capacity to posiĕvely respond to the ever increasing pace of change and thrive in the complexity and unpredictability of the world they live in. As educators we must nurture, coach and build in our learners more capacity to iniĕate, manage, and maintain their own learning. Learning must be viewed as a high priority throughout their lives.

Six global trends in learning that are fundamental to fostering learner agency have been idenĕfied as: a move from the known to the unknown, schools to ecologies; individuals to connected, passive to interacĕve, needy to appreciaĕve. Wenmoth, asserts that “as we think about how our schools are going to be places that will prepare kids for life and work in the 21 st century with the 21 st century skills and knowledge and innovaĕve approaches we need to be encouraging them to be agenĕc in their learning” (2014).

4. Powerful Learning Connections with parents, families, whānau, ākonga and teachers

“Effective schools use their internal collaborative strength to seek out relationships with the community. They see parents more as part of the solution than as part of the problem. They pursue programmes and activities that are based on a twocapacity building in order to mobilize the resources of both the community and the school in the service of learning.” (Fullan 2000)

Educaĕonally powerful connecĕons are relaĕonships between schools, parents, whanau and communiĕes that improve educaĕon outcome for students. ERO found that such connecĕons involved two‐way collaboraĕve working relaĕonships that reflected the concept of mahi tahi ‐ working together towards the specific goal of supporĕng a young person’s success. This is when the relaĕonships are learning focused and support the two‐way sharing of experĕse in ways that acknowledge, understand and celebrate similariĕes and differences. Each child and young person’s parents and whanau are their first and most important teachers. building educaĕonally powerful connecĕons and relaĕonships between parents, whanau and schools is vital for each child and young person’s ongoing learning and success. (ERO November 2015)

BES states that incorporaĕng school‐like acĕviĕes into family acĕviĕes, through providing parents with access to both addiĕonal pedagogical knowledge and informaĕon about finding and using local educaĕonal resources, can have dramaĕc and posiĕve impacts on children’s achievement. Genuine home/school collaboraĕon can also li children’s achievement significantly.

It is also recognised that an essenĕal understanding must be the recogniĕon that meaningful partnerships among parents, educators and communiĕes are the core to parent engagement. Therefore uĕlising the collaboraĕve strength of Whiria te Tangata schools to build, and develop educaĕonally powerful home school connecĕons will li student achievement and improve student outcomes for all.

Educationally Powerful Connections with Parents and Whanau; ERO November 2015 Best Evidence Synthesis: The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Iteration (BES) Parent Engagement; Strengthening Partnerships with School Communities; Ontario Principal’s Council 2011

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5. Powerful Community Connections Developing a local curriculum uĕlising the context provided by the local community, and economic opportuniĕes.

A local curriculum is the curriculum delivered by a school/kura/Kahui Ako within the broad framework of the NZ Curriculum, but reflecĕng the principles, values, competencies, and learning contexts idenĕfied by schools and their local community to provide authenĕc learning pathways for their ākonga.

Big ideas:

Relevant, contextualised learning supports engagement and retenĕon of learners

Economic drivers and industry contexts can provide learning contexts that relate to future jobs

A highly skilled workforce needs to achieve terĕary qualificaĕons to Level 4 or higher on the NZQF. AppliedDiplomas and Applied Degrees are gateways to specialist technical careers.

Industry and employers have a part to play in building educaĕon pathways

According to the Career Development Benchmarks 2016 , a highly effecĕve school‐wide approach to career development is ‘evidenced by integrated learning that acknowledges personal interests and supports competency development by making overt links between subject maĥer, the world of work and opportuniĕes in the wider community’. hĥps://www.careers.govt.nz/assets/Benchmarks/Career‐Development‐Benchmarks‐Secondary.pdf

There is also a growing body of evidence to suggest that industry and employers have a vital part to play in educaĕon: ‘ Through effecĕve collaboraĕon between businesses and schools, we believe there is a wealth of opportunity to support student learning and the development of knowledge, competencies and capabiliĕes useful both in work and life and to support business and local economic growth.’ Peter Townsend, Canterbury Employers’ Chamber of Commerce: hĥp://www.thinkbeyond.co.nz/blog/collaboraĕon‐educaĕon‐and‐work/

Student transiĕons to successful pathways beyond school are enabled by secondary schools that have a greater focus on: …developing career management competencies through the curriculum, beĥer partnerships with businesses, and with other educaĕon providers to provide a range of learning contexts,……... hĥp://www.ero.govt.nz/publicaĕons/secondary‐schools‐pathways‐for‐future‐educaĕon‐training‐and‐employment‐july‐2013/

The Vocaĕonal Pathways provide a curriculum framework for learner engagement and progression to higher learning: hĥp://youthguarantee.net.nz/start‐your‐journey/about/

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https://www.careers.govt.nz/assets/Benchmarks/Career-Development-Benchmarks-Secondary.pdf

http://www.thinkbeyond.co.nz/blog/collaboration-education-and-work/

http://www.ero.govt.nz/publications/secondary-schools-pathways-for-future-education-training-and-employment-july-2013/

http://www.ero.govt.nz/publications/secondary-schools-pathways-for-future-education-training-and-employment-july-2013/

http://youthguarantee.net.nz/start-your-journey/about/


Monitoring and Evaluation

To support our work in shi and acceleraĕng ākonga achievement we will uĕlise the Educaĕon Review Office’s model as described in Effective Internal Evaluation for Improvement (2016), to collect evidence of the impact of our planned acĕons to improve teacher pracĕce and ākonga learning.

Monitoring will focus on these aspects:

Implementaĕon of the plan and the targeted plan Implementaĕon of change process across the community Systems and processes to gather evidence of shis in pedagogy, school pracĕces, student voice, wh`anau

engagement and data Reflecĕng Kāhui Ako planned acĕons within each school’s charter – strategic plan, annual plan and targets to

raise achievement

Evaluation

The Lead Principal will work closely with the Across School Leaders to develop an effecĕve model for evaluaĕon.

This will focus on: beginning and end of year data about student achievement, with commentary on its significance in relaĕon

to targets evidence of changes in pedagogy and school pracĕces student parent, whanau and teacher voice analysis of the outcomes in relaĕon to the targets next steps for each school and the community idenĕfy areas that need a stronger focus.

Reporting

The Lead Principal will coordinate the preparaĕon of reports for Boards of Trustees to be supplied throughout the year.

These will cover: targets and prioriĕes key aspects of implementaĕon interim (June) and end of year(November) data about student achievement, with commentary on its

significance in relaĕon to targets emerging evidence of changes in pedagogy and school pracĕces issues arising resources required.

The Community Leadership group will facilitate a combined BOT meeĕng at least once a year to celebrate progress and inform on next steps All schools in the community will have referenced the targets in their own school charters and strategic goals. We will conĕnue to collect a range of robust quanĕtaĕve and qualitaĕve data twice yearly.

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Student Voice

We will conĕnue to gather a range of data including qualitaĕve aħtudinal data in relaĕon to ākonga learning, well being and teacher pracĕce.

We will share great examples of student voice collecĕon within individual schools to develop a culture of ākonga agency.

We will invesĕgate the development of a student forum group that is across our community and is reflecĕve of all ages, gender and ethniciĕes based on internaĕonal research for example OPC Ontario.

Parents Family and Whānau

We will invesĕgate the establishment of an across community communicaĕon system that will act as a medium for informaĕon sharing and celebraĕon

Schedule community workshops, seminars and or conferences to celebrate our learning, our progress, our achievements, our work and our development and to engage in dialogue to help determine next steps.

Conĕnue to engage the community in qualitaĕve surveys around their experience of their child’s learning.

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Whiria te Tangata Organisation and Structure

The Community Leadership Team will provide oversight by developing processes and policies that support the operaĕonal team to li the pracĕce of classroom teachers so that students will flourish and learn across our community. We will engage in current and relevant research to inform our acĕons and pracĕces in order to build a community culture of conĕnuous improvement. Uĕlising this research and evidence, the operaĕonal team will work with teacher pracĕĕoners to hone their pracĕce in the best interest of all student engagement and achievement.

Community Connectors. We will commit to to communicate, collaborate and consult meaningfully with all the key stakeholders in the wider community including the Board of Trustees, Iwi, whānau, terĕary and employment providers.

The Operational Team. Will include the Kāhui Ako Lead, The Across School and In‐School Teachers whom will report regularly to the community leadership team and key stakeholders on how effecĕve changed teacher pracĕce has impacted on student achievement.

Teacher Practitioners. Will include all teachers and staff who have an impact on the achievement of ākonga. They will work collaboraĕvely having an equitable part to contribute under the guidance of the Operaĕonal Team, with a shared pedagogy for the common purpose of improving teacher pracĕce to accelerate student achievement .

Students ākonga. Will be fully supported and engaged through the collaboraĕon of the Whiria te Tangata schools, to enhance and improve teaching pracĕce, in the endeavour that they become confident, connected, acĕvely involved lifelong learners.

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Documents

Whiria te Tangata achievement challenge