Who we are /Ko wai matou. - Logan Park High School...1 Logan Park High School Te Kura Tuarua o Kapua o te Raki Charter 2016 Who we are /Ko wai matou. Tena koutou, Logan Park High School,

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Logan Park High School Te Kura Tuarua o Kapua o te Raki

Charter 2016

Who we are /Ko wai matou. Tena koutou, Logan Park High School, our Kura, is a decile 7, co-educational high school in the north end of Dunedin. We are increasingly bi-cultural, diverse and certainly multi-cultural, with 33 different cultural groups represented on our roll. We aim to be inclusive, respectful and motivated every school day. Logan Park High School aims to provide the best possible education and pastoral care for its students, offering opportunities for all to develop academic, cultural, sporting and leadership interests. Our Whānau, vertical “Group” system fosters positive interaction between junior and senior students, providing leadership opportunities for senior students and tuakana/teina support systems for junior students around our friendly and beautiful campus. Located alongside Logan Park, the Caledonian sporting facilities, the University of Otago and the Otago Polytechnic, students have the opportunity to study tertiary-level courses concurrently with their senior NCEA classes. The school has a friendly and caring culture and a reputation for excellence and personalised learning. Logan Park is one of the top two Scholarship schools in Dunedin and Otago with over a hundred scholarships awarded over the last five years.

Logan Park High School Prefects 2016

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Charter 2016

Mission Statement/Whakatakanga Korero.

Logan Park High School ensures our students acquire and develop the knowledge, skills and values expected of a well-educated person and fosters the highest possible standards of achievement. We provide innovative and individualised secondary co-education within the unique natural environment and tertiary education resources of Dunedin North.

E whai ana ngā Tauira o Te Kura Tuarua o Kapua o Raki i riro mai te mātauranga me ngā mea tikanga ka piki ake i te taumata teitei. E whakaratoa ana tātou i te hiranga kei te kura nei.

Vision/Moemoeā.

● Fostering a strong culture of learning and achieving at Logan Park High School, with all students reaching their potential, gaining the best possible junior qualification and NCEA Level 2 as a minimum qualification.

● Increasing the participation, engagement and success by Māori as Māori, by fostering Tikanga Māori within the school environment; tracking individual achievement and teaching Te Reo Māori at all levels.

● Increasing the participation, engagement and success for Pasifika students within the school environment, tracking individual achievement and supporting Pasifika cultures within the school.

● Promoting the advantages of co-education, and achieving a gender balance in our roll.

● Building Logan Park High School as the preferred community choice for secondary co-education.

● Nurturing confident, connected, engaged and actively involved life-long learners, who will seize the opportunities offered by new knowledge and technologies to secure personal qualifications and a sustainable future for NZ/Aotearoa.

• Kei te whangai i te akona i ngā tauira katoa i piki ake a rātou mahi, i te Junior tohu me N.C.E.A.

• E whangaitia ana te angitu o ngā mokopuna Māori i Te Reo me ngā Tikanga Māori. • E whangaitia ana te angitu o ngā mokopuna Pasifika. • Kei te hapai i nga huanga i ngā tamatāne me nga tamāhine. • Kei Te Kura Tuarua o Kapua o te Raki i te tinonuirawaatu ki te ako. • Hei manaaki me tiaki atu ngā tauira i piki ngā poutama te mātauranga o Aotearoa.

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Charter 2016

School Values/Nga Whai Tikanga o Te Kura. The Logan Park Whānau is respectful, motivated and inclusive. Te Whānau o te Kura i Whakamiha, Tae atu ra me toitoi Manawa. Being Respectful/Kia Whakamiha:

• Always relating positively and with consideration towards others at school and in the community.

• Honouring the unique Tikanga and valued position of Māori culture in our Kura. • Valuing and demonstrating courtesy. • Promoting a safe and positive physical and emotional culture and atmosphere at our school

and in the community. • Showing pride in ourselves and respect for our school in our dress and grooming. • Caring for the environment and keeping our school safe, tidy and attractive.

Being Motivated/KiaTae Atu Ra :

• Valuing the highest standards of effort and achievement in academic, cultural, sporting and leadership activities.

• Making a positive contribution to our learning environment and community. • Students seeing themselves as capable learners; demonstrating innovation, creativity,

discipline, resourcefulness, critical thinking and independent inquiry. • Valuing constructive use of language, symbols, text and communication. • Behaving with integrity by being honest, responsible, ethical and honourable. • Participating in and contributing to wider school life. • Careful decision-making and self-management, making healthy and safe choices; rejecting

harmful behaviours and substances. • Being active and connected life-long learners.

Being Inclusive/Kia Toitoi Manawa:

• Celebrating the unique place of Māori in Aotearoa. • Celebrating diversity, and appreciating all cultures. • Recognising that everyone is unique with individual learning needs and strengths. • Supporting others in their drive for achievement. • Involving students and their Whānau in all aspects of school life. • Encouraging friendly, sharing and open relationships with all members of our

school community, irrespective of ethnicity, gender, sexuality, religion, political beliefs, and disability.

• Fostering Tikanga Māori and Te Reo as vital elements in school life.

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Charter 2016

Contribution to National Education Priorities The Logan Park High School Board of Trustees is committed to complying with the following National Education Goals;

● Continuous improvement in student progress, achievement and engagement: LPHS aspires to the highest standards of student achievement through individualised programmes and best practice, which enable all students to realise their full potential and to develop the values needed to become full members of New Zealand society. A wide range of courses is offered at each level, catering for different needs and abilities. There is a strong pastoral/Whānau emphasis, working through Group Teachers, Deans and the Guidance network to build a safe, healthy, physical and emotional learning environment.

● Increased participation, engagement and success by Māori as Māori through the advancement of Māori education initiatives, consistent with the principles of the Treaty of Waitangi: Whānau support meetings with Māori akonga and Whānau provide the interaction which assists the school to meet the needs and aspirations of Māori students, especially through our student-feedback group Te Tupuranga. We also seek advice from direct links with the A3 Kaitiaki committee from the Otakau Kai Tahu hapu on all Kai Tahu matters. So that instruction is available for all Māori students who request Māori language classes, these continue to be offered to all Year 9 to 13 students. Kapa Haka is also supported in the school within the provision of curriculum time; its important role in the ritual/tikanga of school life is celebrated. This commitment is set out in the school’s Curriculum plan, including NCEA Wraparound programmes and after-school tuition for personalised student support. Teachers are involved in a post He Kakano Māori Achievement programme, Kia-Eke Panuku or Building on Success, to develop further tikanga understandings and relevant pedagogic skills for enhanced curriculum delivery and improved Māori student achievement.

● Increased participation, engagement and success for Pasifika students: Within our Pasifika Achievement Plan, Pasifika students are encouraged to take part in the Pasifika Student Leadership group Tupuranga and the Pasifika Dance group. To support student achievement and leadership in the school, more links are being made with Pasifika Fanau to support students taking part successfully in our NCEA Wraparound programmes. Pasifika scholarships and awards have been introduced at entrance level and at junior and senior levels. Career Education personalised programmes are helping students set academic, cultural, sporting and leadership goals and VLN Samoan language is now available for students to study.

● Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement: Close liaison with contributing schools, pre-testing and Literacy/Numeracy tests provide clear indications of the learning needs of our students, so that our courses and support are tailored to meet them. Gifted and Talented programmes are designed to meet the particular needs of high-ability students. Students needing to complete qualifications or experiencing difficulty achieving will be supported. Extra support to foster achievement, is provided via catch-up programmes, learning support and literacy and numeracy programmes as well as ESOL tuition.

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Charter 2016

● A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology, and physical activity: All Year 9 and 10 students cover the eight essential learning areas of the New Zealand Curriculum, including a core Health and Physical Education course.

● The highest academic standards, are achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual needs. The junior school is focused on the main core options and options covering Arts, Technology and Languages. The LPHS Junior Report and Weekly Attitude to Learning assessments provide regular communication for Whānau. ORRS-funded students and some mainstream students are on Individual Educational Programmes. NCEA tracking programmes run throughout the school for all students.

● Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world: All students have access to modern information sources.

● The early core skills built on prior knowledge and the contribution of the home are extended further: Parents are encouraged to build a close relationship with the school via regular teacher contact so that a genuine partnership is built between home and school Whānau.

● Successful learning for students with special needs by ensuring that they are identified and receive appropriate support: There is a Learning Support Unit for students with ORRS funding and for whom mainstreaming is not a practicable option. Students in the mainstream, who are identified with learning needs, are supported by teacher aides.

● Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand: Students access NCEA at levels 1-3 and Scholarship. Some students are able, through STAR funding, to follow tertiary courses along with school subjects. Gifted and Talented students can study papers at Otago University concurrent with NCEA Level 3.

● A formal self-review process and cycle is in place in order to continually seek improvement. This self-review process involves senior management, teachers, support staff, Board members, students and Whānau. Relevant data is gathered at year 9-13 levels, continually evaluated and reported to the Board, parents and caregivers on an annual basis. This report then informs future planning and strategic direction.

● A vibrant versatile learning environment is provided with resources available to enable the objectives set out and the strategic aims to be achieved. Resources are allocated to fund the school’s curriculum, personnel, property and administrative activities. The Property resources are set out in the 5 Year Property Agreement and financial and human resources are detailed in the school’s yearly Operational, staffing and capital Budget(s).

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Charter 2016 Strategic Plan 2016 - 2018

Strategic Aim 1 2016 2017 2018

1.To provide all students with a full and balanced curriculum, meeting individual needs and abilities and reflecting our mission and values underpinned by the NZC.

Review the updated LPHS Curriculum Plan from 2015. Continue to analyse data from both staff and KEP/BoS professional development programmes and NCEA results, especially for targeted students. Communicate achievement to Board, Whānau, students and staff from the 2015 Analysis of Variance.

Implementation of updated sections and delivery strategies of the LPHS Curriculum, including targeted interventions and culturally responsive pedagogical practices and developments.

Continue the cycle of The LPHS Curriculum Plan review.

2. The LPHS Māori student achievement planning cycle is reviewed and further developed through staff and student intervention programmes, as well as improving feedback from Runaka, Whānau, Rangatahi, Te Tupuranga Leadership groups and Board members to ensure retention and NCEA success. Pasifika groups/Fanau, Te Tupuranga and students are involved in developing Pasifika student achievement, retention and NCEA success.

That the LPHS Māori and Pasifika Achievement Plans are further developed and reviewed. Students and Whānau/Fanau are consulted about all interventions for student achievement and success.

Review the Māori and Pasifika Achievement Plans and intervention programmes for updating and development.

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Strategic Aim 1 (continued)

2016 2017 2018

3. Reinforce and embed the LPHS values throughout the school systems (pastoral care, attendance and discipline) and new programmes, as for the Restorative PB4L staff group. Ensure expectations have been communicated to new and existing staff, students and Whānau.

Embed values within school systems, especially within new programmes or evidence gathered from existing systems.

Reinforce and review the LPHS values throughout the school systems and programmes. Ensure expectations have been communicated to new and existing staff, students and Whānau.

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Gather Year 9-13 data on student extra-curricular activities in sports, cultural and leadership areas.

Analyse student extra-curricular data and set targets for engagement, based on data.

Review participation data.

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1.All students are able to progress their learning as evidenced by assessment and evaluations in relation to the NZC, NCEA, the LPHS Junior Diploma and other identified school and community priorities.

2015 Analysis of Variance informs BoT, senior management and teaching staff to review/redefine strategies for 2016 student achievement targets for the Annual Plan.

2016 Analysis of Variance informs BoT, senior management and teaching staff to review/redefine strategies for 2017 student achievement targets for the Annual Plan.

2017 Analysis of Variance informs BoT, senior management and teaching staff to review/define strategies for 2018 student achievement targets for the Annual Plan.

2. The Board is fully informed about yearly student achievement through whole-school Reporting and Self-Review processes.

The Board is fully informed about yearly student achievement through whole-school Reporting and Self-Review processes.

The Board is fully informed about yearly student achievement through whole-school Reporting and Self-Review processes.

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1.To position and market LPHS deliberately and effectively in our community, focussing on our identified niche as a diverse, creative and inspirational school.

To continue to implement effective recruitment and retention via diverse educational initiatives and innovations.

Review initiatives and innovations embarked on in 2016 and consider continuance of previously selected or new initiatives.

Continue innovation and initiative cycle of review to sustain recruitment and retention of students.

2.

Implement re-branding of school – logo, crest stationery, letterhead, business cards, prospectus, uniform & website/social media.

Finalise the rebranding of the school logo/image via stationery, business cards, prospectus, uniform, website & social media

Review the positioning of the school. Survey the community to refresh the branding information.

3.

To position LPHS as a Centre for the delivery of the Asian Languages ALLiS Contract nationally.

Generate new enrolments and review participation and feedback from staff and students for ALLis contract. Extend ALLis into Intermediate schools.

Continue to expand and review the ALLiS contract delivery and work to increase enrolments.

4. To position LPHS as Otago/Southland’s Summer School for Level 3 NCEA catch-up provider.

Renew the marketing plan for Summer School 2017 after the review and analysis of results from the 2016 programme.

Continue the marketing plan for Summer School 2018 subject to review and analysis of 2017 results.

5. Modernise buildings at LPHS to cater for Best Practice teaching spaces.

Review modernised buildings usage.

Continue the development of the 5 Year Property Plan

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Strategic Aim 3 (continued)

2016 2017 2018

6. To expand our Migrant and Refugee education through effective ESOL teaching with ACCELL online.

Explore access to the new migrants (adults and children) entering Dunedin. Develop relevant programmes.

Review and extend Migrant and refugee ESOL programmes at LPHS.

7. Continue to improve communications with our community via Face book, Website, Park Press, Weekly Feedback and Social Media.

Review effectiveness of all forms of communication to the community.

Continue to improve and refine communications with the community.

8. Publish an International Park Press on-line each term with an emphasis on photos for multi-lingual audience.

Review effectiveness of the International Park Press on-line re recruitment of international students.

Continue to respond to feedback from viewers of the on-line Park Press re recruitment of international students.

All Logan Park High School policies and strategic and yearly goals aim to address and meet Government requirements set out in the National Educational Guidelines.

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Charter 2016 Annual Plan 2016

Strategic Aim 1: To provide all students with a full and balanced Curriculum, meeting individual needs and abilities, reflecting our missions and values underpinned by the NZC.

Targets 2016 -17 Responsibility Resources Outcomes Monitor Outcomes

1.1 The updated LPHS Curriculum is reviewed and monitored to improve subject delivery in departments as a result of pedagogical updates/changes involved in differentiated and personalised learning in 2015. Data will be gathered from NCEA Intervention programmes and results for sharing with the Board, parents, Whānau, staff and students. LPHS staff will also be involved in Kia Eke Panuku/Building on Success PD Curriculum Delivery Data-Gathering projects in 2016.

KEP/BoS Management Team, Senior Management, HODs and teachers.

Curriculum and Staffing budgets supplemented by KEP/BoS budget.

The updated LPHS Curriculum and teacher delivery PD strategies provide better opportunities for students’ differentiated and engaged learning.

Analysis of student, Whānau, Board and teacher feedback as well as the Analysis of Variance improvements for Targeted, priority learning groups.

1.2. The Māori Achievement Plan is further developed. Students continue to be supported by teacher/student*/ Whānau and Board targets & goals with culturally responsive curriculum programmes & appropriate pastoral care. Further professional development for staff is through the continued facilitated KEP/BoS programme (3rd year). * Tupuranga Student Group

KEP/BoS Management Team, Whānau, HODs, subject teachers, Te Tupuranga and BOT members.

Curriculum, Staffing and KEP/BoS Budgets.

Improved Māori student achievement and retention through a differentiated curriculum and Best Practice/ Culturally responsive strategies.

KEP/BoS Milestone Reports for each semester are provided for teacher, Whānau and Board discussion and analysis.

1.3. The Pasifika Achievement Plan is further developed. Pasifika Students continue to be supported through teacher/student*/Fanau and Board targets, goals and culturally responsive programmes. *Tupuranga Student Leadership Group

KEP/BoS Team, teachers, parents/Fanau, Tupuranga and BOT members.

Curriculum, Staffing and KEP/BoS budgets.

Improved Pasifika achievement and retention through a differentiated, personalised curriculum and Culturally Responsive teacher delivery.

KEP/BoS Milestone reports for each semester are provided for teacher, Fanau and board analysis.

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Targets 2016 -17 Responsibility Resources Outcomes Monitor Outcomes

1.4. The LPHS School Values programme is monitored and extended, introducing the programme to new students and embedding values into wider aspects of the school’s activities and systems.

BoT, Senior Management, Guidance and House Dean network, teachers and support staff.

School administration& pastoral care Budget.

Values are introduced to new students and embedded in wider aspects of behaviour systems based on school data analyses for focus areas of change.

A range of relevant data analyses and surveys are reported biennially to staff, Whānau and Board.

1.5. Gather year 9-13 data on students’ extra-curricular activities in sports, cultural and leadership areas to analyse student percentages involved at school, cohort level, class, gender and ethnic participation rates.

Sports and Arts Co-ordinators. Sports coaches and Managers/ directors of cultural and leadership groups.

SPORTNZ funding, Arts funding, Student Council, Hardship, Principals’ and PTSA budgets.

Excel sheet Data on extra-curricular student participation for senior management analysis and reporting to Board, staff, Whānau and students.

Analysis of student involvement re cohort level, gender and ethnic participation rates for yearly targets & comparisons.

LPHS Race Unity Assembly 2016

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Strategic Aim 2: All students are able to progress in their learning as evidenced by assessment and evaluations in relation to the LPHS Curriculum Plan, NCEA and other identified school and community goals.

Targets 2016 -17 Responsibility Resources Teacher/Student Outcomes

Monitor Outcomes

2.1.Evaluate the effectiveness of the 2015 strategies implemented to improve student achievement in 2016.

Senior Management, HODs & teaching staff. BoT review.

Curriculum, PD and Staffing budgets and Analysis of Variance 2015.

Analysis, review and alignment of 2015 implemented strategies for improved student achievement, especially for targeted groups.

Analysis of Variance 2014 & 2015 comparisons. BoT review.

2.2. Teachers work within defined and communicated 2016 Student Assessment calendar checkpoints, monitoring and tracking student progress with targeted focus on “getting students across the line”.

Senior Management, KEP/BoS Team, House Deans, HODs and subject teachers.

Curriculum, PD and Staffing budgets. Analysis of Variance 2015.

Improved student achievement and outcomes, especially for priority learners on intervention, catch-up and support programmes.

Analysis of Variance 2015, reporting to Board, Whānau, teachers and students, to evaluate success of 2015 NCEA targets.

2.3.The Board is fully informed about student achievement through Department and whole-school reporting, including 2015 NCEA and Scholarship results and the analysis of junior student achievement.

Board members, Senior Management and HODs.

Senior Management

Year 9-13 students benefit from targeted intervention strategies for priority learners to bring about improved learning and results for students on the margins.

2015 Analysis of Variance of both junior and senior results in order to set following year’s academic targets.

2.4. 95% of Year 11 Students gain Literacy and Numeracy requirements, especially noting achievement for priority learners.

Senior Management, HODs, International Department and Subject teachers.

Senior Management KEP/BoS and professional development budgets.

Literacy and Numeracy requirements are met for NCEA level 1 for 95% of students. Special focus will be targeted and priority learners.

Analysis of 2015 NCEA results in March as baseline for comparison with any 2015 changes for priority learners.

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Monitor Outcomes

2.5. 80% of all students gain level 1 and 2 NCEA qualifications with a special focus on priority learners in priority subjects including their intervention programmes.

Senior Management, KEP/BoS Team, HODs & Subject teachers.

Curriculum, KEP/BoS and PD budgets.

80% of all students achieve NCEA levels 1 and 2, with a special focus on priority learners in their priority subjects and intervention programmes.

Analysis of 2015 NCEA results as basis of further self-review cycle in 2016 to analyse results for priority learners in priority subjects.

2.6. 60% of all students gain their level 3 NCEA and UE qualification in 2016 and remaining year 13 students complete their NCEA level 2.



60% gain their level 3 and UE qualification from 2016 and remaining year 13 students complete their NCEA level 2.

Analysis of 2015 NCEA results in March to analyse results for priority learners.

2.7. 40% of students gaining NCEA qualifications at all levels obtain endorsements as part of our Gifted and Talented programmes.

Senior Management, KEP/BoS Team, HODs & teachers.


40% of students gaining NCEA qualifications at all levels obtain endorsements

Analysis of 2015 NCEA results as basis of further self-review cycle for targets in 2016.

2.8. Year 12 and 13 students gain 20 NZ Scholarships



Year 12 and 13 students in the Gifted and Talented programme gain 20 NZ Scholarships.

Analysis of 2015 Scholarship tally across subjects as basis for targets in 2016.

2.9. 95% of junior students achieve the LPHS Junior qualification in 2016, especially priority learners.



95% of junior students achieve the LPHS Junior qualification, including priority learners.

Analysis of 2015 Junior Diploma results are basis of further self-review cycle in 2016.

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Monitor Outcomes

3.1.To continue to implement effective recruitment and retention via diverse educational initiatives and innovations.

Senior Management and Marketing team

Staff students and community

Retain current total roll. Enrolment data

3.2.Implement re-branding of school – logo, crest stationery, letterhead, business cards, prospectus, uniform & website/social media.

Senior Management and Marketing team

Marketing budget All material that leaves LPHS is renewed by the end of 2016

Survey of community

3.3.To position LPHS as a Centre for the delivery of the Asian Languages ALLiS Contract nationally.

Senior Management, HoD Languages

AlliS Contract. LPHS as centre for Asian Languages along with student numbers taking languages

Contractual milestones

3.4.To position LPHS as Otago/Southland’s Summer School for Level 3 NCEA catch-up provider.

Senior Management and HoD’s.

Staff and budget. An increase of 15 students on the roll.

Increase in statistics – UE rate, Level 3 and roll.

3.5.Modernise buildings at LPHS to cater for Best Practice teaching spaces.

Senior Management and site manager

Property Plan. All contracts met in budget. Learning spaces positively used and reviewed.

Student and staff survey.

3.6.Continue to improve communications with our community via Face book, Website, Park Press, Weekly Feedback and Social Media.

Senior Management and Marketing team.

Website firm, outsourced suppliers, marketing team and community.

Increased traffic and positive feedback.

Online survey and google analytics data.

Strategic Aim 3: To position and market LPHS deliberately and effectively in our community, focussing on our identified niche as a diverse, creative and inspirational school.

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Monitor Outcomes

3.7.Publish an International Park Press on-line each term with an emphasis on photos for multi-lingual audience.

Senior Management, International Dean and Homestay coordinator.

On line. Engagement and communication.

Agents, homestay host families, parent families and students survey.

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Documents

Who we are /Ko wai matou. - Logan Park High School...1 Logan Park High School Te Kura Tuarua o Kapua o te Raki Charter 2016 Who we are /Ko wai matou. Tena koutou, Logan Park High School,