(left) and 2017 Proxime Accessit (Runner Up to Dux) (right) · and 2017 Proxime Accessit (Runner Up to Dux) Alyssa Mae Pineda (right) Section 1 CHARTER P a g e | 2 2018 Charter “He

2017 Top Scholar and Dux - Sophie Jansonius (left) and 2017 Proxime Accessit (Runner Up to Dux)

Alyssa Mae Pineda (right)

Section 1 CHARTER P a g e | 2

2018 Charter “He tātā i nga ngārahu ahi kia muru mai anō ai”

Section 1: The Charter Agreement This charter is an undertaking between the Board of Trustees of Rotorua Girls’ High School and the Minister of Education. It has been reviewed to meet current legislative requirements for schools to focus planning on improved student outcomes and to set targets for intended student outcomes. The charter incorporates our strategic plans and annual plan which set out the school’s intended activities. This Charter will be reviewed annually by the Board of Trustees and a copy of the updated charter and annual report will be lodged with the Ministry of Education each year. The Rotorua Girls’ High School Board of Trustees agrees to administer the school so as to ensure the school’s operations take into account all the National Education Guidelines and National Administration Guidelines and reflect both the content and the spirit of this charter. The Board of Trustees accepts the obligation to adhere to all relevant Acts of Parliament, national guidelines for education, employment contracts and regulations as they relate to the school.

Signed………………………………………………………………….. Date: 8 March 2018 (Chairperson Board of Trustees) Signed………………………………………………………………….. Date: 8 March 2018 (Principal)


Introduction: Rotorua Girls High School is a single-sex, decile 3, state school with 565 students (March 1 ,2018 in Rotorua. In 2018 78% of our roll (570) 78% classified themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 7% as Asian and 1% ‘other. Rotorua Girls High School uses our Strategic Educational Intent as a framework for decision-making and planning, providing our community with a clear direction for continuous improvement in our school. Against the wider backdrop of rapid change in the educational environment in Aotearoa New Zealand, we believe that this framework will continue to enhance our outstanding traditions by adapting and innovating for the unique context of our school. With significant work undertaken by the staff of Rotorua Girls' High School and the Board of Trustees, our strategic plan (2016-2018) has continued to be a working document in progress. We are very proud of what has been achieved in the past and equally as excited of the renewal of our programs and facilities, as we continue to build on the success of our school. Our ongoing review of the Charter allows our Board and Staff to extend this same commitment through our planning, consolidating key initiatives and furthering our reputation as the school of choice for girls education in Rotorua. Ally Gibbons Principal


Section 1: The Board of Trustees The Board of Trustees is the constitutional authority which is charged to provide the Minister of Education with the effective governance of the school, the preparation of the School Charter, the preparation of the school’s annual objectives and goals and with monitoring the performance of the school against those objectives and goals. The Board will ensure that all elections and appointments to the Board conform to current legislation, the needs of the school and the wishes of the community. The Board will abide by the Local Government Official Information and Meetings Act 1987 which provides that:

Meetings of Board of Trustees will be open to the public, with copies of the agenda to be made available. Times and places of board and committee meetings will be published with reasonable notice, in terms of section 46 (5) of the Local Government Official Information and Meetings Act.

A resolution or motion may be made to exclude the public from the whole or part of the proceedings of any meeting, in terms of Section 48 of the Act.

Bona fide reporters for any newspaper or news service are deemed to be members of the public and are entitled to attend any meeting or any part of a meeting for the purpose of reporting the proceedings. They must withdraw with other members of the public when the board goes into committee.

Minutes of meetings are to be available from the school’s office.

Any member of the public may inspect the minutes of any meeting or part of any meeting of the board (not being a part of a meeting from which the public were excluded) and may take notes from these minutes.

Any member of the public so inspecting any such minutes who requests a copy of any part and tenders the prescribed amount (if any) shall be given such a copy.

The secretary of the Board of Trustees should take such precautions as may be necessary to ensure that no person inspecting any such minutes shall inspect or see the minutes of the part of the meeting from which the public was excluded.


Code of Conduct The Board of Trustees agrees to adhere to the following code of conduct:

Each Board of Trustee member is charged with the governance of the school. Effective governance is a successful blend of professional expertise and community involvement. This co-operation should lead to effective and positive relationships between the trustees and staff and ensure that the educational well-being of students is maintained. This code of conduct shall be standard for all Board of Trustees throughout New Zealand and apply to all members.

TRUSTEES SHALL:

1. Ensure that the needs of students and their learning are given full consideration when planning, developing and implementing learning and teaching programmes.

2. Ensure that all students are provided with an education which respects their dignity, rights and individuality, and which challenges them to achieve personal standards of excellence and to reach their full potential.

3. Serve their school and their community to the best of their ability and be honest, reliable and trustworthy in all matters relevant to their roles and responsibilities.

4. Respect the integrity of staff, the principal, parents and students.

5. Be loyal to the school and its charter.

6. Maintain the confidentiality and trust vested in them.

7. Ensure strict confidentiality of papers and information related to the Board's position as employer.

8. Act as good employers.

9. Ensure that individual trustees do not act independently of the board's decisions.

10. Ensure that any disagreements with the Board's stance on matters relating to the employer position are to be resolved within the Board.

11. Exercise their powers of governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand's dual cultural heritage.

12. Use Māori processes when consulting the Māori community.


Effective Governance and Administrations 2018

Objectives

Strategies to achieve Objectives

Responsibility

1. The Board of Trustees meets its responsibilities of School Governance consistent with current legislation and the school charter.

Every member of the board knows and understands the Charter. The Board of Trustees meets all legislative and compliance requirements The Board of Trustees reviews its legislative requirements under the National Educational Guidelines every year and amends the Charter in accordance with any changes to those. All decision-making is based on the Charter. The Charter is reviewed every year in conjunction with the Annual Plan The Board of Trustees reviews and approves all Management and Committee reports that require it to discharge its responsibilities.

Full Board

2. To plan for the school‘s development through effective strategic and annual planning

The Board has an annual review programme in place for the Charter and school policies. The Board reviews the Charter, Annual Plans and Policies in accordance with the School Review Schedule.

Policy

3. To identify, develop and maintain relationships and communication with the school‘s communities, particularly recognising the needs of Māori and Pacific Island students.

The Board will actively support the Whānau Support Group.

The Board will actively work to build the support

structures of its advisory groups.

Policy

4. To be responsible for the effective delivery of education to meet the National curriculum and contribute to the needs of the school‘s communities .

The Board will monitor through Management reports the School’s conformance with the National Curriculum to ensure it meets the needs of the school’s communities.

The Board will ensure that the school supports its

communities and that its facilities contribute to

community needs.

Policy and Board

5. To be responsible for the allocation of the school‘s budget through effective strategic and annual planning

The Board will prepare annual budgets in conjunction with annual planning cycle

Policy and Finance

6. To ensure the school is organised, resourced and supervised to meet strategic and operational objectives

The Board will plan resourcing of school to meet strategic and annual plans.

Resource Committee Board


ABOUT ROTORUA GIRLS HIGH SCHOOL

Rotorua Girls High School

Is a single-sex, state secondary school catering for Year 9 to 13. It was established in 1959 when Rotorua High School, established in 1927, split into two single-sex school.

Has a current role of approximately roll (570) 78% classified themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 7% as Asian and 1% ‘other.

Has a strong commitment to ensuring the Treaty of Waitangi informs all decisions made at Rotorua Girls’ High School.

Has a strong commitment to Tikanga Māori (Te Arawatanga) and Te Reo

Includes many traditions which have been established over 59 years that build pride and a strong sense of identity and belonging.

Focus on all round development of every student.

Is staffed by talented and committed teachers.

Has an excellent history of high academic achievement.


The school supplements some of its courses using a range of outside providers. The school works in partnership with other providers to meet diverse community education needs. The school also caters for international students, Alternative Education students, Special Education students, as well as students at Rotorua School for Young Parents. A café operates with outside providers. On our grounds, the Rotorua Girls High School Childcare Trust operates with the Principal as Licensee, Rotorua’s ARENA operates as an independent community resource for sporting, cultural leadership and social functions. Offsite, Rotorua Girls’ High School operates the Rotorua School for Young Parents, and the Principal supports the Rotorua School for Young Parents Childcare. The Ministry of Education has delegated Rotorua Girls High School to hold the Property Occupancy Document for a major part of 114 Sunset Road. Rotorua Girls High School oversees the administration and property needs of this POD. Since 2008 the school has held a 33 year lease with the Rotorua District Council for a parcel of land adjacent to the Rotorua Girls High School which is currently used as a student car park.

PRINCIPLES The Board of Trustees has a strong commitment to ensuring every student achieves her best, while at Rotorua Girls’ High School. This includes academic achievement, participation and contribution in co-curricular activities, development of social skills and service to others. The school stands on its proud history and traditions, but has anactive commitment to providing learning that will ensure students are successful now and in the future. The school has clear values including cultural diversity ensuring that Tikanga Māori (Te Arawatanga) and Te Reo Māori are an important part of school life. Every student has the opportunity to learn Te Reo Māori. The Rotorua Girls High School Board of Trustees is committed to fulfil the intent of the Te Tiriti o Waitangi by reflecting New Zealand’s dual Cultural Heritage

The Board will recognise and acknowledge Māori as Tangata Whenua (First Nations) of Aotearoa NZ.

The Board will recognise and acknowledge Te Tiriti o Waitangi as the founding document of Aotearoa NZ.

The Board will recognise and acknowledge Te Reo Māori as an official language of Aotearoa NZ.

The Board will be bi-culturally responsive and inclusive to all matter pertaining to Rotorua Girls High School.


The Board will meet its obligation with regard to Section 61 (3) of the Education Act 1989 in that the Charter will contain aims of developing policies and practices that will reflect Aotearoa NZ’s unique bicultural nature with support also to all other cultures globally, at Governance Level, Management Level which includes the Principal, the Senior Leadership Team, all staff and all students

The Board requires the Principal to promote and enhance the school values, and Māori Culture internally (school) and externally (community and Iwi), raise the level of self-esteem and awareness of all students, and to provide leadership opportunities for all students in order to raise their self-confidence and understanding

The Board requires the Principal to ensure that the curriculum is delivered effectively to all students, underpinned by the school’s educational vision with foundational values based on key Māori concepts, and to maintain ongoing and supportive liaison with the local community – Iwi Advisory within the school community.

To reflect the unique bicultural nature of the school, and in accordance with Te Tiriti o Waitangi, it is appropriate that tangata whenua have a representative who is a trustee on the Board.

Dr Ken Kennedy MĀORI STRATEGIC DIRECTION Rotorua Girls High School has identified the following strategic goals:

To ensure that Māori students excel at same level as other students (Kia Tu Rangatira Ai –model with support from expert partner Poutama Pounamu).

To improve attendance rates for Māori students through involvement and co-operation with whanau.

To improve retention rates and strengthen career pathways for school leavers

To further develop the home and school partnership in consultation with (Māori Consultative Group (Whānau Hui).

To continue to implement culturally responsive and relational pedagogical strategies

To ensure successes unique to Māori students. These goals will be achieved by:

Embedding Kia Tu Rangatira Ai model with support from expert partners Poutama Pounamu ).

Developing teacher-student relationship based on culturally responsive and relational pedagogy.

Enhancing whānau engagement with school.

Developing teaching practice which includes a holistic perspective and is strength based.

Using professional learning such as support from expert partners Poutama Pounamu to increase awareness of Māori pedagogy and educational processes.

Actively embedding tikanga Māori and its application to the curriculum and school culture.

Increasing daily attendance of Akonga.

Enhancing knowledge of tertiary training options and future pathways.


Supporting technological initiatives for collaborative learning. Full Immersion programmes/ Ngā Hōtaka Rumaki Reo Māori Rotorua Girls’ High School does not offer full Māori immersion programmes however guidance will be given to any parent/student wishing to pursue such a course on the most appropriate way to achieve this goal. Kāre Te kāreti o te kura tuarua mo nga kohine o Rotorua e whakahere atu I ngā hōtaka rumaki reo Māori otiāa kei konei tonu he arataki mō te hunga mātua/ākonga e hiahia nei ki tēnei āhuatanga.

School Inclusiveness Learners with Special Education needs are supported to come to school, engage in all school activities and achieve against the key competencies and learning areas of the New Zealand Curriculum and Te Maraungatanga o Aotearoa. Cultural Diversity Rotorua Girls’ High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise


the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2018 78% of our roll classifies themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 8% as Asian and 1% other. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls’ High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are:

Innovate through personalised learning

Engage through powerful partnership

Inspire through deep challenge and inquiry Over the next few years, more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school.

Rotorua Girls’ High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students.

The range of programmes available at each level will be developed with future opportunities for extension and challenge.

There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school.

2018 RGHS Innovation Plan will be implemented for Years 9 and 10 learners.(see attached plan).

Links with whānau / families will play a key role in the development of the all-round students.

Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socio economic – “our priority groups”.

Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by:

Continuously increasing high standards in NCEA Level 1 to 3 pass rates

Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships

Requiring participation by every student and increasing achievement in co-curricular endeavours.

Retain all students for who five years of secondary education is appropriate.

Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school.


Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students).

Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include:

STAR and Gateway Programmes.

Trades Academy – Toi Ohomai Polytechnic. Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include:

2017 Analysis of Variance

2016-2018 Strategic Plan

2018 Annual Plan

2018 Targets

2018 Innovation Plan


Glossary of Terms

CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme


Rotorua Girls' High School Analysis of Variance 2017

For the year ended 31 December 2017


Analysis of Variance

The Board of Trustees for the past 14 years has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data); secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA; and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our goals reflect this and targets are raised each year. __________________________________________________________________________________________

TARGET 1– Reading and Writing. The goal is for 90% of Year 9 and Year 10 students to move up at least two sub-levels of the New Zealand Curriculum

NZC during the year All junior students are tested using e-asTTle reading tests. The same test will be used for baseline gathering of data and the end of year data, with different tests at each year level. The areas that were assessed for both year 9 and year 10 are Process and Strategies; Purposes and Audiences; Ideas; Language Features; and Structure. These areas are all derived from the English Curriculum. At Year 9 the questions ranged from Level 2 to Level 4, with the majority of the questions aimed at Level 4. At Year 10 the questions are ranged from Level 3 to Level 5, with the majority of the questions aimed at Level 5.

2017 Junior Reading Year 9 Results: Baseline Data

- < 2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A

Total 1

3 1 6 5 5 12 17 27 30

7 2

Māori 1

3 1 4 4 4 10 16 24 27

6 1

Pasifika

1

1 1


Analysis of Data. There are pleasing results in the baseline data for the Year 9 2017 cohort. The results show that 80% of all students are sitting at or above level 4 of the NZC for reading. This shows an increasing trend over the years with the percentage of students sitting at or above level 4. In the cohort in 2016 at the start of the year 50% of students were sitting at or above level 4 of the NZC. This is a significant improvement on previous cohorts.

Year 9 End Of Year Data

- < 2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A

Total 0 0 2 2 3 0 1 2 13 36 46 0 9 7

Māori

2 2 1

1 1 12 34 35

6 6

Pasifika

1

1


Year 10 Results: Baseline Data

- >

2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B

Total 7

1 6 17 26 32 16 3 1

Māori 6

5 15 25 23 11 2 1

Pasifika 1

1

1

2 2


Analysis of Data. There are pleasing results in the baseline data for the year 10 2017 cohort. The results show that 92% of all students are sitting at or above level 4 of the NZC for reading. This shows an increasing trend from the end of year testing for this cohort. At the end of year 9 this cohort tested with only 72% of students at or above level 4 of the NZC. At year 10 it desirable that the cohort would be sitting at level 5 of the NZC in preparation for level 1 NCEA. We currently have 19% of the cohort in this position. We are working on gathering portfolio evidence for the (Literacy) Unit Standards: writing, reading, and active participation in discussion. END OF YEAR YEAR 10 E-ASTTLE READING

- >

2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B

Total 3 0 0 0 0 0 3 6 7 10 40 17 4 6 1

Māori 3

2 4 6 9 32 11 1 4

Pasifika

1

1 2

2 1 1


Variance The target for 2017 was Year 9 students would shift at least 2 sub levels in e-asTTle reading scores. 27% of the Year 9 cohort had achieved this. 14% of the cohort had improved by at least 1 sub level. Unfortunately 26% of the cohort were absent for one of the tests so a comparison could not be made. The target for 2017 for the Year 10 cohort was that students would shift at least one sub level. 44% of the Year 10 cohort had achieved this. In addition, 21% had improved at least two sublevels in e-asTTle.


2017 Junior Writing All junior students are tested using e-asTTle writing tests. A prompt used is for a piece of persuasive writing. The same test was used in baseline gathering of data and the end of year data. Year 9 Results: Baseline Data

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A

Total 11 1 14 7 18 21 13 14 1 2

Māori 9 1 12 7 17 19 11 9 1 2

Pasifika

1 1


Year 9 Results: End of Year Data

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A

Total 4

3 3 10 19 19 15 11 4 3 2

Māori 3

3 2 8 14 16 12 6 2 2 2

Pasifika

1 1 1

Analysis of Data The cohort was tested at writing average of 3A. We currently have 78% of the year 9 2017 cohort sitting at 3A or above. This is a 49% increase from the start of the year, where only 28% were sitting at 3A or above. This increase can be attributed to the school wide focus on writing. We saw improvement in the writing in each junior unit within the English programme. For 2018 we will continue with the entry procedures into classes involving a “Do Now”, which is based around sustained silent writing for 5-10 minutes. In addition with the help of the in school COL writing coordinator to ensure that writing is a focus across the curriculum. We are partaking in Write that Essay.


Year 10 Results: Baseline Data

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B

Total 4

12 9 19 18 12 12 4 7

1

Māori 4

11 7 18 12 7 10 3 6

Pasifika

1

1

1 1

1

Year 10 Results: End of Year Data

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B

Total 19

7 8 19 15 11 10 6 7 1 1

Māori 15

6 6 17 11 6 8 5 6 1 1

Pasifika 3

1

1

1 1


Analysis of Data. The cohort was tested at writing average of 3P. This is below where we would expect year 10 cohorts to test, which is 4A. We currently have 47% of the year 10 2017 cohort sitting at 3P or above and 9% sitting at 4A or above. To address issues around writing every junior unit within the English programme has a written component. Part of the entry procedures into classes also involves a “Do Now”, which is based around sustained silent writing for 5-10 minutes. In addition, with the help of the in school COL writing coordinator to ensure that writing is a focus across the curriculum. At Year 10 we have a focus on Literacy Unit Standards to aid student achievement.

Variance In 2017 the year 9 cohort target was that students would improve by at least 2 sub levels in e-asTTle. 45% of the cohort reached this target. 7% of the cohort improved by 1 sub level. Unfortunately 34% of the cohort completed only one test so no comparisons could be made. In 2017 the year 10 cohort target was to improve by at least one sub level in the e-asTTle writing test. 45% of the cohort reached this target. 21% had improved by at least 2 sub levels.


TARGET 2: NUMERACY TARGET: The goal is for 90% of students in Year 9 and 10 to move up at least 2 sub levels of the NZC during the year

Year 9 – Numeracy (Average for Cohort 3A) Beginning of Year

<2B 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A TOTAL

Total 1 2 1 1 14 36 18 13 7 13 2 2 1

Maori 1 2 1 1 13 32 15 13 4 11 2 0 1 96

Pasifika 0 0 0 0 0 1 0 0 1 1 0 0 0 3


Year 9 – Numeracy (Average for Cohort 4B) End of Year


Total 5 2 2 5 6 30 19 15 14 20 7 7 3 135

Maori 5 1 2 4 5 28 15 13 11 16 5 5 1 111

Pasifika 0 0 0 0 1 0 0 0 0 1 0 0 0 2


YEAR 10 Year 10 – Numeracy (Average for Cohort 4B) Beginning of Year


Total 19 0 0 0 0 14 14 19 10 10 6 4 2 98

Maori 16 0 0 0 0 14 12 15 7 8 3 2 2 79

Pasifika 0 0 0 0 0 0 0 2 2 0 1 5


Year 10 – Numeracy (Average for Cohort 4P) End of Year


Total 13 0 0 0 0 13 9 19 12 14 13 6 0 99

Maori 12 0 0 0 0 12 6 15 9 11 6 5 0 76

Pasifika 1 0 0 0 0 1 0 1 2 0 3 0 0 8

Analysis: What does the baseline data tell us?

YEAR 9 The target for Year 9 is end of Level 4 (4A) by the end of 2017, an increase average of 3 sublevels. The current data average 3A. This equals the 2016 cohorts end of year result (3P → 3A). There are 5 tail end priority learners. These students will need to have a plan with CUN. (COL Numeracy and SWANS Teams). There are 68 students below the expected level. Classroom teachers will be responsible for tailoring the programme to suit the learners. Additional support will be given at faculty meetings. YEAR 10 The target is to be ready for Level 6 at Year 11. The current Average is 4B a 1 sub level increase (3A) for the same cohorts average score at the end of 2016. Compared to the 2016 cohorts’ results 3A → 4P, these are better entry results than previous year, 19 students scored


poorly. These students need to be identified and influencing factors need to be established to determine if it is learning related or behavioural related. There is a need to emphasise the importance of clean testing to eliminate variability and impacts on the credibility of the data. YEAR 9 shifts Baseline data average of 3A increased one sublevel in the end of year data where the average was 4B. There is still a large number of students at level 2, but shifts have been made as shown by the larger numbers reaching level 4. YEAR 10 shifts Baseline data average 4B increased in one sublevel in the end of year data average 4P. There has been a greater shift with this cohort. There are fewer students at the top level due to large absences during the end of year testing period, particularly with our top class. Community of Learning Actions that have been implemented: Collect and analyse e-asTTLe data all at same time across CoL schools using same strands is used to identify areas. This allows greater collaboration between staff and access to resources to assist with individual and group learning gaps. Resources for staff and students on e-asTTLe data and communication of results, has been added to the school wide tracking systems that is expected to be used by all staff members. PLD around CoL wide initiatives: Literacy progressions, Literacy across all learning areas, language of assessment/testing has helped student unpack the language used around e-asTTle, as it was established some students struggled with the language of the assessment tasks rather than the Maths question. Review of junior programmes will allow the Unit Standard Portfolio to be offered to ALL Year 10 students as the integrated approach to learning offers multiple opportunities to collect evidence from a range of curriculum tasks throughout the year (Context skills, FFL pedagogy, inquiry projects). Students are assessed based on the their e asTTle results provided from the contributing schools as a directive from the CoL as to not overtest. Any students without data will be tested within the first month of school and put into our tracking systems. Priority students had excellent tracking this year in the Maths faculty. Each teacher had a defined list of students, who did not pass, or were performing below their expected grades. Interventions were put in place such as holiday school, tutorials, individual programmes and minimised programmes to suit each learner. Several students not capable of coping with the demands of the expected NZC level, were placed on Correspondence Courses to work on at their own pace with guidance from staff. The FFL students were offered multiple opportunities to collect evidence for the Portfolio standards in Mathematics NCEA Level 1 which provides a strong foundation from which to grow their skills and competencies.


TARGET 3: NCEA: Increase the percentage of students achieving NCEA - Level 1 90% Level 2 98% Level 3 96%

UE – 100% (of students intending to go to University)

PARTICIPATION DATA NCEA - as at 29 January 2018

NCEA Year Level

2017 Provisional

Results 29/01/2018

2016 Provisional

Results 07/02/2017

2016 Final

Results 13/03/2017

1 83.7% (82/98) 87.2% (102/116) 91.5%

2 97.1% (100/103) 97% (110/114) 97%

3 91.2% (83/91) 93% (74/80) 93.8%

UE 54.1% (53/98) 45% (36/80) 46.9%

Below Graph 1 shows Rotorua Girls High School Participation results for 2017 – 2014. Reminder that the 2017 data is provisional only and will change again at March when further results are loaded: Graph 1:

84% 87%

90%82%

97% 97%

98%

94%91% 93%

86%

62%54%

45%54%

33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2017 2016 2015 2014

(% R

esu

lts)

(NCEA Year Level)

Rotorua Girls High SchoolNCEA Participation Provisional Results

(2017 - 2014)

Level 1

Level 2

Level 3

UE


Analysis: Level 1 Participation provisional results: 84% are equal to the National results of 84.2% (below by 7.5% in 2016) but are below the Decile 3 Girls’ results of 88.4% by 4.4%. Target: 90% Achievement, (83.7%) achieved. Target not yet met. We hope this will shift with internal assessment catch-ups before the end of February when final data is submitted. Level 2 Participation provisional results of 97.1% are above the National results of 88.7% by 8.4% (above by .6% in 2016) and are above the Decile 3 Girls’ results of 93.7% by 3.4%. Target: 98% Achievement, (94.3%) achieved. Target not yet met. We hope this will shift with internal assessment catch-ups before the end of February when final data is submitted.

Level 3 Participation provisional results of 91.2% are above the National results of 82.4% by 8.8% (below by 2.6 in 2016) and are above the Decile 3 Girls’ results of 84.5% by 6.7%. Target: 96% Achievement, (89.2%) achieved. Target not yet met. We hope this will shift with internal assessment catch-ups before the end of February when final data is submitted. University Entrance Participation provisional results of 54.1% are below the National results of 59.9% by 5.8% (above by 7.2% in 2016) but are above the Decile 3 Girls’ results of 49.6% by 4.5%. Target: 100% Achievement of those students intending to go to University, (40/43) 94%

2017 PROVISIONAL RESULTS ROLL BASED DATA NCEA - as at 29 January 2018

NCEA Year Level

2017 Provisional

Results 29/01/2018

2016 Provisional

Results 07/02/2017

2016 Final

Results 13/03/2017

1 78.1% (82/105) 80.3% (102/127) 84.3%

2 94.3% 100/106) 97% (110/114) 97.0%

3 89.2% (83/93) 93% (74/82) 93.0%

UE 57.0% (59/93) 44% (36/82) 46.3%

Level 1 Literacy 93.9% (102) 94% (120) 94.0%

Level 1 Numeracy 89.5% (101) 95% (121) 95.3%


NCEA PARTICIPATION BASED PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools - as at 29 January 2018

LEVEL RGHS NATIONAL DECILE 3 GIRLS

Level 1 84.0% 84.2% 88.4%

Level 2 97.1% 88.7% 93.7%

Level 3 91.2% 82.4% 84.5%

UE 54.1% 59.9% 49.6%

Analysis: Level 1 provisional participation results of 84.0% is below the National results of 84.2% by .2% (below by 7.5% in 2016) but are below the Decile 3 Girls’ results of 88.4% by 4.4%. Level 2 provisional participation results of 97.1% are above the National results of 88.7% by 8.4% (above by 6% in 2016) and are above the Decile 3 Girls’ results of 93.7% by 3.4%. A continuous positive area of growth. Level 3 provisional participation results of 91.2% is above the National results of 82.4% by 8.8% (below by 2.6% in 2016) and are above the Decile 3 Girls’ results of 84.5% by 6.7%. A continuous positive area of growth. University Entrance provisional participation results of 54.1% is below the National results of 59.9% by 5.8% (above by 7.2 % in 2016) but is above the Decile 3 Girls’ results of 49.6% by 4.5%. There is continuous positive growth in our University Entrance results.


Graph 2 below shows Rotorua Girls High School Roll Based results for 2014 – 2017. The 2017 data is provisional only and will change again at March when further results are loaded: Graph 2:

NCEA ROLL BASED PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools - as at 29 January 2018


Level 1 78.1% 79.2% 82.6%

Level 2 94.3% 77.2% 86.8%

Level 3 89.2% 64.2% 76.9%

UE 57.0% 47.1% 46.0%

Analysis: Level 1 provisional roll based results of 78.1% is below the National results of 79.2% by 1.1% (below by 6.2% in 2016) and are below the Decile 3 Girls’ results of 82.6% by 4.5%.

78.1% 80.3% 79.0% 78.5%

94.3% 97.0%95.0% 91.6%89.2% 93.0%

82.0%

60.3%57.0%

44.0%52.0%

29.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2017 2016 2015 2014

(% R

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(Year)

Rotorua Girls High SchoolNCEA Provisional Roll Based Data

(January 2017 - 2014)

Level 1

Level 2

Level 3

UE


Level 2 provisional roll based results of 94.3% are above the National results of 77.2% by 17.1% (below by 2.2% in 2016) and are above the Decile 3 Girls’ results of 86.8% by 7.5%. A continuous positive area of growth. Level 3 provisional roll based results of 89.2% is above the National results of 64.2% by 25% (below by 3.5% in 2016) and are above the Decile 3 Girls’ results of 76.9% by 12.3%. Even though our percentage pass rate is down at this stage. The Level 3 results continue to outshine the National and Decile 3 Girls’ results. University Entrance provisional roll based results of 57.0% is above the National results of 47.1% by 9.9% (above by 10.7% in 2016) and is above the Decile 3 Girls’ results of 46.0% by 11%. There is continuous positive growth in our University Entrance results.

NCEA ROLL BASED MAORI PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools - as at 29 January 2018


Level 1 74.7% 61.7% 76.4%

Level 2 91.4% 77.6% 84.7%

Level 3 89.1% 62.9% 70.8%

UE 51.6% 29.9% 33.2%

Below Graph 3, shows Rotorua Girls’ High School Roll Based Maori provisional 2017 results compared nationally and with Decile 3 Girls’ Schools as at 29 January 2018:


Graph 3:

Analysis: Level 1 Maori provisional results of 74.7% are above the National results of 61.7% by 13% (below by 7% in 2016) but are below the Decile 3 Girl’s results by 76.4% by 1.7%. We have improved in our level Maori results this year by 7%. Level 2 Maori provisional results of 91.4% are above the National results of 72.4% by 13.8% (below by 3.8% in 2016) and are above the Decile 3 Girls’ results of 84.7% by 6.7%. A level of continuous positive results. Level 3 Maori provisional results of 89.1% are above the National results of 55.0% by 26.2% (below by 5.4% in 2016) and are above the Decile 3 Girls’ results of 70.8% by 18.3%. A level of continuous positive results. University Entrance Maori provisional results of 51.6% are above the National results of 29.8% by 21.8% (above by 9.8% in 2016) and are above the Decile 3 Girls’ results of 33.2% by 18.4%. A positive area of growth.

74.7%

91.4% 89.1%

51.6%61.8%

72.4%

55.0%

29.8%

76.4%84.7%

70.8%

33.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Level 1 Level 2 Level 3 UE

(% R

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(NCEA year Levels)

ROTORUA GIRLS HIGH SCHOOLNCEA ROLL BASED MAORI PROVISIONAL 2017 DATACompared Nationally and with Decile 3 Girls Schools

as at 29 January 2018

RGHS

NATIONAL

DECILE 3 GIRLS


NCEA ROLL BASED PASIFIKA PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools - as at 29 January 2017


Level 1 75.0% 69.3% 85.6%

Level 2 100% 77.6% 89.7%

Level 3 100% 62.9% 76.3%

UE 57.1% 29.9% 39.5%

Graph 4 below shows Rotorua Girls’ High School Roll Based Pasifika provisional results for 2017 compared nationally and with Decile 3 Girls Schools as at 29 January 2018: Graph 4:

75.0%

100.0% 100.0%

57.1%69.3%

77.6%

62.9%

29.9%

85.6% 89.7%

76.3%

39.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


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(NCEA Year Levels)

ROTORUA GIRLS HIGH SCHOOLNCEA ROLL BASED PASIFIKA PROVISIONAL 2017 DATACompared Nationally and with Decile 3 Girls Schools


RGHS

NATIONAL

DECILE 3 GIRLS


Analysis: Level 1 Pasifika provisional results of 75.0% are above the National results of 69.3% by 5.7% (below by 12.3% in 2016) but are below the Decile 3 Girls’ results of 85.6% by 10.6%. An area for improvement. Level 2 Pasifika provisional results of 100% are above the National results of 77.6% by 22.4% (same results in 2016) and above the Decile 3 Girls’ results of 89.7% by 10.3%. Continuous positive results at this level. Level 3 Pasifika provisional results of 100% are above the National results of 62.9% by 37.1% (same results in 2016). Tremendous growth here and are above the Decile 3 Girls’ results of 76.3% by 23.7%. Continuous positive results at this level. University Entrance Pasifika provisional results of 57.1% are above the National results of 29.9% by 27.2% (above by 12% in 2015) and are above the Decile 3 Girls’ results of 39.5% by 17.6%. Continuous positive results at this level.

NCEA ROLL BASED ASIAN PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools



Level 1 83.3% 91.3% 97.4%

Level 2 100% 96.8% 100%

Level 3 100% 80.8% 98.7%

UE 90% 66.7% 81.3%


Graph 5 below shows Rotorua Girls’ High School Roll Based Asian provisional results for 2017 compared nationally and with Decile 3 Girls’ Schools as at 29 January 2018: Graph 5:

Analysis: Level 1 Asian roll based provisional results of 83.3% are below the National results of 91.3% by 8% 16.7% in 2016) but below the Decile 3 Girls’ results of 97.4% by 14.1%. This is an area for improvement. Level 2 Asian roll based provisional results of 100% are above the National results of 96.8% by 3.2% (100%, equal results in 2016) and are equal to the Decile 3 Girls’ results of 100%. A level showing continuous positive results. Level 3 Asian roll based provisional results of 100% are above the National results of 80.8% by 19.2% (100%, equal results in 2016) and are above the Decile 3 Girls’ results of 98.7% by 1.3%. A level showing continuous positive results. University Entrance Asian roll based provisional results of 90% are above the National results of 66.7% by 23.3% (15% above 2016) but are below the Decile 3 Girls’ results of 81.3% by 8.7%. A level showing continuous positive growth.

83.3%

100.0% 100.0%90.0%91.3% 96.8%

80.8%

66.7%

97.4% 100.0% 98.7%

81.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

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(NCEA Year Levels)

ROTORUA GIRLS HIGH SCHOOLNCEA ROLL BASED ASIAN PROVISIONAL 2017 DATA

Compared Nationally and with Decile 3 Girls Schools as at 29 January 2018

RGHS

NATIONAL

DECILE 3 GIRLS


NCEA ROLL BASED EUROPEAN PROVISIONAL 2017 DATA Compared Nationally and with Decile 3 Girls Schools - as at 29 January 2018


Level 1 100% 80.7% 91.6%

Level 2 100% 83.6% 89.1%

Level 3 70.0% 68.9% 83.3%

UE 60.0% 55.2% 56.7%

Graph 6 below shows Rotorua Girls’ High School Roll Based European provisional results for 2017 compared nationally and with Decile 3 Girls’ Schools as at 29 January 2018: Graph 6:

Analysis: Level 1 European roll based provisional results of 100% is above the National results of 80.7% by 19.3% (above by 17.6% in 2016) and is above the Decile 3 Girls’ results of 91.6% by 8.4%. A level of positive growth.

100.0% 100.0%

70.0%60.0%

80.7% 83.6%

68.9%

55.2%

91.6% 89.1%83.3%

56.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


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(NCEA Year Level)

ROTORUA GIRLS HIGH SCHOOLNCEA ROLL BASED EUROPEAN PROVISIONAL 2017 DATA

Compared Nationally and with Decile 3 Girls Schools as at 29 January 2018

RGHS

NATIONAL

DECILE 3 GIRLS


Level 2 European roll based provisional results of 100% are above the National results of 83.6% by 16.4% (100%, equal in 2016) and are above the Decile 3 Girl’s results of 89.7% by 10.9%. A level of positive growth. Level 3 European roll based results of 70% are above the National results of 68.9% by 1.1% (below by 12.4% in 2016) but are below the Decile 3 Girls’ results of 76.3% by 13.3%. A level for improvement. University Entrance European roll based provisional results of 60% are above the National results of 55.2% by 4.8% (above by 12.9% in 2016) and are above the Decile 3 Girls’ results of 56.7% by 3.3%. A level of positive growth.

TARGET 4: To increase the percentage of Merits and Excellences at Course Endorsement

ROTORUA GIRLS HIGH SCHOOL ENDORSEMENTS (2017 – 2015) COMPARISON

Year Level 2017 Participation Based

2016 Participation Based

2015 Participation Based

Merit Excellence Merit Excellence Merit Excellence

Level 1 24 (29.3%) 17 (20.7%) 23 (23%) 13 (13%) 29 (27%) 21 (21%)

Level 2 13 (13%) 8 (8%) 19 (17%) 21 (19%) 21 (21%) 17 (18%)

Level 3 16 (19.3%) 16 (19.3%) 20 (27%) 11 (15%) 19 (27%) 8 (11%)

Total 53* 41* 62* 45* 69* *46

Overall Total 94 (107 in 2016) 107 (115 in 2015) 115

In 2017 participation data shows a total of 94 (107 in 2016) Course Endorsements made up of 53 Merits (62 in 2016) and 41 Excellences (45 in 2016). Although our number of endorsements was down in 2017, these could still shift with further credits being added at the end of February. Analysis: Target met in Level. The number of Merit endorsements increased from 23 to 24 and the number of Excellence endorsements increased from 13 to 17. Target not met for Level 2. The number of Merit endorsements decreased from19 to 13 and the number of Excellence endorsements decreased from 21 to 8. However, the target was met for Level 3. The number of Excellences increased from 11 to 16. This is an area we shall continue to work on to raise this target at all levels for 2018.


Year 12 ART (Priority Learners): On 29/01/2018, we have a pass rate of 26/26 (100%), (81% Pass Rate in 2016) in NCEA Level 2 ART. This is a very positive result in the last year of the Ministry of Education looking at Year 12 ART students. The regular tracking and monitoring, holiday school and end of year and start of year catch-up assessment programmes in the senior school has definitely contributed to this achievement. This has been a very interesting and enjoyable journey working with the Ministry of Education on the Year 12 ART students since 2014. I am pleased to say that we have continued to have very positive results each year. Ethnicity Breakdown of Results: 23/26 (88%) Maori students achieved NCEA Level 2. 2/26 (7%) European students achieved NCEA Level 2 1/26 (4%) Pacifika students achieved NCEA Level 2 2 students have now gained their Literacy credits. 5 students have now gained their Numeracy credits. Scholarship: We are still waiting to hear the results for our 5 Scholarship. 2 students sat scholarship Design, 2 students sat scholarship Photography and 1 student sat scholarship Samoan. Scholars Uniform: In 2017 we introduced a new Scholars Blazer and tie to be worn to celebrate students’ academic achievement in NCEA. In order for students to qualify to wear the Scholars Blazer, they must have achieved an Excellence Endorsement in either Level 1, Year 11 or Level 2, Year 12. We have 11 (27 in 2017) Year 12 students wearing the Scholars’ Blazers based on their Excellence Endorsements in Level 1 and there are 3 (12 in 2017) Year 13 students wearing the Scholars’ Blazer based on their Excellence Endorsements in Level 2 in 2017. Bringing our total of 14 (39 in 2017) students wearing new blazers this year. Top Scholars: In March, we will be recognising and celebrating our Top Scholars at a full school Academic Assembly. These are the students who have achieved Excellence Endorsements at Level 1 and 2. We have a total of 17 Level 1 students in 2017 and 8 Level 2 students in 2017 who will be recognised. In addition, we had 15 Level 3 students who were endorsed with Excellence in 2017. These Year 13 students will be acknowledged by letter. In March, we will also be holding our annual Young Scholars evening to celebrate and acknowledge our Young Scholars. These are students who have achieved 80% GPA (Grade Point Average) or higher. We will also be celebrating those students who are our Top Scholars, who will receive their Top Scholars tie as well as their Young Scholar Badge. They receive the Top Scholars Tie, if they have been a Young Scholar for two years. In our 2017 Year 11 cohort, we have 27 Young Scholars, who will be receiving Blue Badges, plus one Year 12 student. We are recognising 16 students in our Year 12 2017 cohort, 8 students will receive Blue badges and 8 students will receive their second badge which is Gold. Out of this Year 12 cohort, we will be recognising 8 students as Top Scholars having achieved their Blue and Gold Badges and they will receive a Top Scholar Tie. We will also be awarding


one student from the 2017 Year 12 cohort who achieved Level 3 NCEA Endorsed with Excellence. This shows a total of 44 Young Scholars at these two levels. In the 2017 Year 13 cohort we have 15 students who were Young Scholars for their third consecutive year. 3 students achieving at the Blue badge level and 3 students at Gold badge level. This brings our total Young Scholars for 2017 to 65 (66 in 2016). These results continue to be very positive.

TARGET 5: TO IMPROVE THE SCHOOL AVERAGE ATTENDANCE RATE

The average student attendance in 2017 will be 87%. It was not achieved-81.0%:

Decrease in attendance by Year 9 and 10 once exams were completed.

The focus on the achievement of credits at both junior and senior level drove everything in Term 4.

Whanau teachers need a stronger structure that ensures deadlines and expectations are clearly articulated with consequences if not followed.

A strategic approach to working with year levels is pivotal. The approach must be both collaborative and co-ordinated – our ultimate success relies on our ability to grow the whānau teachers

Recommendations for 2018

Establish systems on Google Drive that Kāhui Ako and whānau teachers will feed into regularly.

Provide weekly House Statistics to staff to encourage attendance growth.

Celebrate attendance growth in House meetings and House Assemblies.


2017 LEAVERS DATA

ROTORUA GIRLS HIGH SCHOOL

Provisional Level Leavers Data 2017 Who Did Not Achieve Level 1, 2 or 3 as at 16 February 2018

Number Who Did Not Achieve Level 1 NCEA (Year 11)

Where Did They Go Level 1 NCEA (Year 11)

24 Students

(4) No Formal Attainment (8) 1-13 credits at any level (6) 14-39 credits without Level 1 Literacy and Numeracy at any Level (2) 14-39 credits including Level 1 Literacy and Numeracy at any Level (3) 40+ credits at any level including Level 1 Literacy and Numeracy (1) 40+ credits at any level without Level 1 Literacy and Numeracy

(12) Another School (7) Tertiary (3) Employment (1) Overseas (1) Unknown



22 Students

(0) No Formal Attainment (0) 1-13 credits at any level (3) 14-39 credits without Level 1 Literacy and Numeracy at any Level (1) 14-39 credits including Level 1 Literacy and Numeracy at any Level (3) 30+ credits at Level 2 or above (4) 40+ credits at any level including Level 1 Literacy and Numeracy (3) 40+ credits at any level without Level 1 Literacy and Numeracy

(2) Another School (7) Tertiary (3) Employment (2) Overseas

(8) Level 2 left with Level 1 (4) Another School (2) Tertiary (2) Employment



17 Students

(0) No formal Attainment (1) 30+ credits at Level 2 or above (7) 30 + credits at Level 3 or above (0) 30+ Credits at Level 3 or above (0) 1-13 Credits at Level 1

(0) Another School (3) Tertiary (4) Employment (0) Overseas

(9) Level 3 students left with Level 2 only (5) Employment (1) Tertiary (3) Another School (1) Overseas

Total of 63 Leavers


THE STRATEGIC PLAN The Strategic Plan is a high level expression of the priorities for Rotorua Girls’ High School for the period 2016 – 2018. The Strategic Plan guides the Board’s aims and purposes so that the Board can allocate resources to the school and monitor the school’s overall performance. The Strategic Plan is supported by an Annual Plan and on the annual budget approved by the Board each year. The Strategic Plan is owned by the Board of Trustees and is adopted by the Board following consultation with stakeholders. Responsibility for implementation of the Strategic Plan rests with the Principal and staff. It is the Board’s task to hold the school’s management accountable for achievement of the goals described in this plan but the overall responsibility for achieving these goals rests ultimately with the Board. We will achieve our aims by working on our stated objectives and through identified directions. The Board will measure performance and success by examining the agreed targets and performance indicators. Our plan describes how we will achieve five strategic priorities:

(1) All students are engaged in meaningful learning opportunities that develop connected critical thinkers.

(2) Inclusive and inspirational opportunities have meaning and approved pathways are maximised for all learners.

(3) All students and staff are supported emotionally, spiritually and physically. (4) Community and Stakeholders are involved with the life of the school. (5) The Strategic Plan is effectively resourced and implemented.

2018- includes a RGHS Innovation Plan,


Rotorua Girls' High School Strategic Plan 2016 - 2018

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Teacher Profile

We have high expectations for all learners and differentiate and adapt our practice to meet learners’ needs.

We create a safe and supportive environment inside and outside the class room to enable learners to take risks and find out who they are.

We are constantly focussed on student engagement and achievement and work with Whānau as active participants in their student’s learning.

We create contexts for learning that excite and engage learners and affirm their languages, cultures and identities.

We model respectful relationships and the values we want our girls to leave our school with Respect, Resilience, Integrity and Empathy.

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20

16

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STRATEGIC PRIORITIES 2016-2018

STRATEGIC PRIORITY 1. All Students are engaged in meaningful learning opportunities that develop critical thinkers. Objectives Actions Who 1.1 Strengthening culture of personal excellence and engagement

Excellence is actively promoted by SLT and BOT.

Personal Excellence is promoted and aspired to.

Excellence is acknowledged and rewarded in Champions Assemblies, House Assemblies, on the Website and in Te Mātārere

Innovative pedagogy engages students and enables them to aim for personal excellence.

Role models from wide ranging disciplines annually address students demonstrating resilience and the benefits of focusing on personal excellence in their field.

BOT, Senior Leadership Team, Deans and all staff. SLT, Sports Coordinator SLT, DP-Curriculum, LLs

1.2 The principles of Kia Tu Rangatira Ai and Kia eke Panuku are implemented and consistently practised

Positive Teacher/student relationships are encouraged and our preferred pedagogy is Culturally Responsive and Relational:

Where power is SHARED. - Learners have the right to self –determination Where CULTURE COUNTS. -Learners bring who they are to their learning Where learning is interactive and dialogic. -Learners speak and listen.

Where CONNECTEDNESS and RELATIONSHIPS are fundamental.

-Learners are valued. Where there is a COMMON VISION.

- Learners experience excellence in Education.

SLT, DP-Māori Achievement LLs

1.3 Pasifika achievement and engagement, academically, culturally and in leadership

Positive Teacher/student relationships are encouraged and Pasifika Education plan strategies are used to raise Pasifika Achievement and engagement.

Principal/DP Pasifika/Pasifika Year 13 Leader

1.4 Identification and response to individual learning needs

Links with contributing schools and RGHS are strong. Information about content and structure of learning programmes is shared (COL’s).

Learning profiles from contributing schools are reviewed to inform appropriate IEPs and class placement in Years 9/10.

Maori and Pasifika students are encouraged, mentored and actively supported to achieve their goals.

Contributing schools, COL within school appointments, Eng and Maths / Deans / LLs / TICs KEP Plan/DP-Māori achievement and

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Students with special education needs are identified early and supported to achieve.

Students for whom English is a second language receive support with mainstream classes.

Whānau teachers, subject teachers DP Pastoral/SENCO/ RTLB Careers Team

TIC /ESOL

1.5 Innovative teaching and engaging programmes with cross curricular strands

High expectations are held for all students and their engagement and achievement is a priority.

Teachers engage in innovative and cross curricular programme design and planning.

Appraisal focuses on teacher improvement and is underpinned by Teaching as Inquiry (teacher as self-reflective practitioner).

Professional development links to appraisal, staff needs.

Leadership Team LLs MH, All staff

PLC Committee

1.6 Increase the percentage of Merit and Excellences and Merit and Excellence endorsements.

Robust tracking system set up for all levels. All staff are responsible for tracking and mentoring students. Teaching focused on motivating students to achieve Merit and Excellence where appropriate. Encourage students to aim for Merit and Excellence endorsements. Early identification of scholarship students- Year 9 Accelerate Class – mentored and tracked to Year 13.

AL, Principal, Deputy-Principal KR, Deans All Teachers AL, LLs, Deans

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STRATEGIC PRIORITY 2. Inclusive and inspirational opportunities have meaning and approved pathways are maximised for all learners. Objectives Actions Who

2.1 Leadership opportunities are created for all staff

RGHS Leadership Programme offers encouragement, support, guidance and development for staff seeking advancement or leadership responsibility.

RGHS Staff Rewards and Recognition Scheme enables identification and acknowledgement of high performing, positive staff role models.

Principal SLT LLs, staff

2.2 Leadership opportunities are created for all akonga-students

Student leadership /scholarship opportunities are promoted in wide ranging disciplines from Year 9-13.

School based Year 13 Training is held annually.

SLT Year level Deans

2.3 Students have opportunities to share skills and expertise with staff

The SQUAD students support staff with e-learning.

Te Reo classes for staff, haka Pohiri and school waiata.

Year 13 Squad Exec Kohine Whakarae Exec

2.4 Innovative and

pedagogical leadership

Leaders in pedagogy and innovation are identified and actively engage at Staff,LL and Faculty meetings.

The specialist classroom teacher actively supports teachers to improve their personal pedagogy and innovative practice.

Future Focussed Learning Teachers and Mind Lab graduates promote e-learning goals and upskill staff to use technology to engage our 21st Century Learners. (Future Focussed Learning Plan).

Modelling of successful practice is acknowledged at BOT dinner, online communications, TEAO-Affirmation Postcards, Kahui AKO sessions.

SLT Leadership Team

SCT

DP- Curriculum, FFL Teachers, Mindlab Graduates, ICT Committee Principal, SLT.

2.5 School-wide practice of Professional Learning communities

PLC’s established to implement action plans resulting from teachers’ inquiries: Māori succeeding as Māori, TE AO, Future Focussed Learning.

Teachers analyse data-5,3,1- and carry out their own inquiry into improving their personal teaching and learning. Up to date professional reading material will be made available to staff. Staff will be familiar with current educational theory and practice. Formative assessment is integral.

SLT, DP PLCs

Principal SLT, PLCs All teachers

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2.6 Staff are supported with targeted PD

Targeted PD is supported e.g. Write that Essay, Visible Learning, Classroom management. Culturally Responsive and Relational Pedagogy, Future Focused learning.

Best Practice teaching strategies shared during briefing and staff meetings.

Effective teacher profile implemented with teachers through PD groups and Faculty PD.

SLT, LLs, SLT, All

Teachers, Principal DP-PL SLTHOF’s and ,KEP Observations

2.7 Effectiveness of leaders

360 degree appraisal methods employed for the Principal, Deputies, AP and LLs.

BOT, Principal

STRATEGIC PRIORITY 3. All students and staff are supported emotionally, spiritually and physically. Objectives Action Who

3.1 Staff input into school initiatives is vital

A range of voices are heard throughout the school.

All staff can articulate the school’s direction and how they contribute to this.

Staff are consulted and feel part of decision making and leadership of the school.

Online surveys will be used for Kahui Akos and for new initiatives explored.

Principal/Leadership Team, All Staff All staff

Principal/SLT

PL Community

3.2 Self-responsibility, professionalism and increasing our leadership capacity are actively promoted in Assemblies and Staff meetings

Potential leaders are identified and encouraged to develop necessary skills through PD.

Leadership Team/LLs

3.3 Students are encouraged and supported to achieve personal excellence

Students are expected to complete Year 13- all students receive individual guidance on Academic Planning- All students set SMART Goals.

New student leadership process implemented - leaders are encouraged to Ka Hikitia and to leave a legacy.

Students have access to information and personnel to discuss and plan career and learning pathways.

SLT Year level Dean

Principal Deans Careers Subject Teachers Whānau Teachers

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Provision of social support (peer support, Student Council, Pastoral and guidance network, Attendance Advisor).

Vertical house system support.

Whānau tutors, Peer mentors, SLT, Year Level Deans

3.4 Health and safety of students and staff is paramount

The school wide Behaviour Management Plan is reviewed discussed consistently used and understood by all staff and students.

Teacher support structures are known and in place.

Classroom rules and procedures are established at the start of the year.

Core values of the school are promoted - Respect, Resilience, Integrity and Empathy.

PB4L Action plan implemented including the promotion of TEAO Learning Values and rewards for both staff and students.

The willingness to learn.

Engaging to Achieve.

Always shows Respect. Offers to Serve.

Health and Wellbeing surveys and initiatives mitigate concerns regarding student and staff workload.

SLT KR- Year Level Deans SLT Year level Deans MH/KR-Year Level Deans SLT KR-PB4L Team SLT KR-PB4L Team

Principal/DP-Staff Welfare

3.6 Attendance is monitored and linked to achievement

Target for 2018 90% (86%). Action plan with strategies such as acknowledgement in

Te Mātārere affirmation TEAO cards (PB4L), Mayor’s Awards, Inter-house competition - used to motivate attendance.

KR-Deans

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STRATEGIC PRIORITY 4 (i) Community and Stakeholders are involved (ii) Parents and caregivers are engaged in the life within the school and their daughter’s learning.

Objectives Action Who 4.1 Communication and partnering with the wider school community

Parent Portal, global emails, Te Mātārere, website informs school community in a timely manner.

Where appropriate, parents with expertise are invited to work with students.

Staff contribute to the wider life of the school and share

stories via Te Mātārere, YEARBOOK, Facebook pages and groups.

SLT and FFL Teachers work with NPeW Director of Learning and her staff to embed Future Focused Learning Plan.

RGHS one of six Rotorua COL schools- achievement target focus - Writing Years 9 and 10.

Leadership Team, Staff, BOT, Principal LLs

4.2 Māori focus on Presence, Engagement, achievement and community involvement.

Ngā Poumana embedded.

Māori mentors monitor progress of Māori students at risk of underachieving.

Māori parents are invited in, to engage with staff, through special events and festivities.

Whānau Group strengthens connections with Māori parents to support their daughters’ learning.

SLT, LLs, Whānau Teachers DP-Māori Achievement DP-Pasifika Achievement DP-Māori Achievement DP-Pasifika Achievement ,Whānau Teachers

4.3 Pasifika focus on Presence, Engagement, achievement and community involvement.

Implement Pasifika Action Plan. Pasifika mentors monitor progress of Pasifika students at

risk of underachieving.

Pasifika parents are invited in, to engage with staff, through special events and festivities.

Fono Group strengthens connections with Pasifika parents to support their daughters’ learning.

DP- Pasifika- KR

4.5 RGHS-Alumni

Alumni co-ordinator to manage a data base of former students and keep Alumni informed via Facebook and the school website.

Alumni invited to speak to interested students about their learning journey and career pathway.

Set up 60 th Reunion Committee- (Easter 2019).

Heidi

Principal, Heidi, Careers

4.6 Principal as Leading Educator

The Principal actively engages in both local, national and international school communities as the RGHS Ambassador speaking, visiting and /or supporting key events.

Principal

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4.7 Principal as International Ambassador

The Principal actively engages with international agents and communities in China, and Japan.

The Principal represents the school at relevant events internationally.

Principal BOT

STRATEGIC PRIORITY 5. The Strategic Plan is effectively resourced and implemented. Objective Actions Who 5.1 Quality policies procedures and resources

Policies and procedures provide transparency and clarity in human and general resource management.

Policies and procedures are BOT and Leadership Team BOT and Leadership Team kept updated, follow best practice, support and promote learning.

The Board, through the Principal, is a fair and reasonable employer.

BOT, Principal

BOT, Principal

Principal

5.2 Quality student services and support

Services for students are high quality and fully support their learning and their needs.

Leadership team, Deans, Careers

5.3 Quality facilities Ongoing upgrade of ICT and e-learning capability in 2018.

Maintenance of existing facilities as per the 5YP and 10YP.

BOT, Principal Property Mgt

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Annual Plan 2018

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STRATEGIC PRIORITY 1. All Students are engaged in meaningful learning opportunities that develop critical thinkers.

1.1 Strengthening culture of personal excellence and engagement

WHEN EXPECTED OUTCOMES WHO

Term 1 Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Term One Term One ‘round table reviews’ with Principal

Staff and students set goals to achieve their best work, work smart and stay healthy . Academic / personal excellence encouraged in House and year level assemblies and at form time. Te Mātārere, the Website and Facebook celebrate academic endeavour and commitment to personal excellence. Personal excellence is a key message. Meeting agendas focus on priority learners, CR and RP and incremental improvements each year. Rotorua Girls is known for promoting and supporting academic and personal excellence. I.E.P.s for students with special education needs or who are underachieving. Targeted international student orientation, induction and support promote excellence. Academic progress for previous year is analysed and presented by LLs to Principal. All staff present 5,3,1 and Teaching as Inquiry and Goals 2017.

All Staff and Students Whānau teachers, House Leaders, Junior Prefects Principal /DPs/Deans/ LE staff All staff Principal, DP Curriculum Principal/ SLT / LLs /TICs Principal, RTLB, COL-Additional Learning Needs –CN, Principal Principal/LLs

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1.2 The principles of Kia Tu Rangatira Ai and Kia eke Panuku are implemented and consistently practised WHEN EXPECTED OUTCOMES WHO

Term 1-ongoing

Exercising responsibilities and obligations under the Treaty of Waitangi. Principal/SLT/LL Marautanga/LLs

Term 1-ongoing

Curriculum planning - schemes fulfil obligations under Treaty cross curricular links adhere to N.Z.C.

MH/LLS

Term 1-ongoing

Careful tracking of students- Achievement Plans- Putana Poumana Panuku/Ka Hikitia.

DP Curriculum/ Māori Achievement – MH Deans,AL

Term 1 One of the expectations to be established with students is that they will be adopting a personal goal to achieve 80% of all of their assessments. Evidence collated and presented to staff. Lists of pupils given to staff.

DP / LLs / Subject Teachers / Whanau Teachers

Term 1- ongoing Term 1 –week 6 ongoing Term 1 –week 9

Teachers receive professional support to enable them to interpret and use the data analysis effectively. A consistent and wide spread monitoring system to raise student achievement at levels Years 11-13 is developed. SLT has an overview of predicted and actual results, tracking and mentoring implemented by Deans, LLs, the classroom teacher and whānau teacher. Māori Participation and Roll Data

Year L 1 L2 L3 UE

2014 Māo Eur Māo Eur Māo Eur Māo Eur

Part 92.3 95.7 95.5 100 58.8 85.0 20.3 70.0

Roll 75.8 95.7 90.0 100 55.6 70.8 19.4 58.3

2015

Part 92.2 92.3 100 100 87.2 100 50.0 86.7

Roll 78.8 85.7 100 94.4 87.2 93.8 51.1 81.3

2016

Part 86.0 85.7 96.3 100 91.1 100 41.1` 42.9

Roll 79.6 70.6 95.2 100 92.7 82.4 41.8 35.3

2017

Part 80.0 100.0 96.1 100.0 90.5 77.8 48.5 54.5

Roll 74.7 100.0 91.4 100.0 89.1 70.0 51.6 60.0

Students at risk of not achieving early in the year are identified and lists given to subject teachers and whānau teachers, undertake appropriate interventions/ Academic Counselling Personalised programmes developed in consultation with student and parent/caregiver.

LL Eng/LL Maths/RTLB AL- RL, HL-Years 11-13 Principal/ SLT/RTLB/ LLs/All Years 9-10 Teachers LLs/Deans Years 9-10 subject teachers Students All Year 9 and Year 10 Deans

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Years 9 and 10 tracking system implemented with the goal of 90% pass rate of students in FCEA and JCEA. Co-construction Year 9 and 10 meetings include the implementation of deliberate interventions at every level to support students to ensure responsibility and accountability for their learning and success. All students will monitor their progress in the junior school in relation to acquiring the FCEA/JCEA. Teachers will report regularly on attainment of assessment of FCEA/JCEA credits and opportunities will be offered for students to CATCH UP- Where they have not achieved.

AL - LLs

Ongoing Teachers use data as the basis of their Teaching as inquiry Evidence observed in classrooms of Teachers using strategies from Kia Tu Rangatira Ai, Putana Poumana Panuku and Pasifika Plan.

Kia eke Panuku Change leadership team All staff DP - Māori Achievement DP – Pasifika Achievement

Ongoing All faculties focus on Presence, Engagement and Achievement. Faculties set specific achievement targets for cohorts of Māori students identified as needing support- focus on goal setting and data tracking. Improved embedding of TeAo Māori /Te Reo me ona Tikanga in curriculum area planning and units of work through inclusion of concepts and cultural identity. Faculties self-review targets and report on Māori achievement.

Kia eke Panuku facilitator SLT LLs Teachers All Teachers

Ongoing The use of Te Reo in staff meetings every Monday (Kupu Hou) All staff participate in Te Rangihakahaka. All new staff taught school waiata , karakia and haka pohiri.

SLT/ Te Marautanga Faculty

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1.3 Pasifika Presence, Engagement, Achievement. WHEN EXPECTED OUTCOMES WHO

Term One-ongoing

Pasifika Participation and Roll Data

Year L 1 L2 L3 UE

2014 Pas Eur Pas Eur Pas Eur Pas Eur

Part 100 95.7 100 100 75.0 85.0 50.0 70.0

Roll 100 95.7 100 100 75.0 70.8 50.0 58.3

2015

Part 88.9 92.3 100 100 75.0 100 50.0 86.7

Roll 100. 85.7 100 94.4 60.0 93.8 40.0 81.3

2016

Part 100 85.7 100 100 100 100 50.0 42.9

Roll 87.5 70.6 100 100 100 82.4 50.0 35.3

2017

Part 85.7% 100% 100% 100% 100% 77.8% 57.1% 54.5.%

Roll 75.0% 100% 116.7% 100% 100% 70.0% 57.1% 60.0%

Students at risk of not achieving early in the year are identified and lists given to subject teachers and whānau teachers who undertake appropriate interventions/ Academic Counselling. Personalised programmes are developed in consultation with student and parent/caregiver.

Principal, DP-Pasifika-KR, AL, LLs, All Teachers

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Ongoing Ongoing Term One-ongoing Term One

To provide alternative learning opportunities and pathways that support Pasifika learners to succeed. Positive role models share cultural knowledge and engage students in activities and regional events. Pasifika Education Plan strategies are used to raise Pasifika Achievement Homework Centre with technology and library books in Pasifika Languages. The Fono Group meets three times each year, providing opportunities for parents to meet key staff and have input into initiatives.

DP Pasifika Careers, Gateway, Deans Year 13 Leaders, Year 13 Dean, Principal DP Pasifika/LLs Principal, Year 13 Dean Leaders, DP-Pasifika-KR

1.4 Identification and response to individual learning needs


Term one

Entry data and school recommendations are used to develop programmes, supporting the needs of every student. Monitor students at risk to ensure support given. Specific support is provided as soon as practicable to students identified with special /behavioural needs, or risk failing to engage in learning. Effective links with families are encouraged /sought.

LLs /COL Additional Learning Needs/ AL, RL SENCO/Teachers RTLB (IEPs) /SENCO Teachers/ Deans RTLB/COL/Teachers/ Deans

1.5 Innovative and engaging pedagogy

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Term One - ongoing Term One-ongoing Ongoing

Teaching as Inquiry model embedded with staff, share examples of what evidence they have collected. PLCs provide valuable focus on key initiatives: Raising Maori achievement, Future Focused Learning, PB4L, and Writing across the curriculum. CR and RP Pedagogical processes are adapted to focus on learners’ needs

Principal/SLT LLs DP-Māori Achievement

1.6 Increase the endorsements percentage of Merit and Excellences and Merit and Excellence


Term One - ongoing Ongoing Term One - ongoing

Robust tracking system set up for all levels. Years 9 - 13 All staff are responsible for tracking and mentoring students. Teaching focused on motivating students to achieve Merit and Excellence where appropriate. Encourage students to aim for Merit and Excellence endorsements. Early identification of scholarship students- Year 9 Accelerate Class – mentored and tracked to Year 13.

KR, AL, HL, RL, All Staff SLT, Year Level Deans, LLs, teachers Year 9 and 10, LLs, Deans, AL

STRATEGIC PRIORITY 2 Inclusive and inspirational opportunities have meaning and approved pathways are maximised for all learners

pa

2.1. Crafting Future Leaders staff and students WHEN EXPECTED OUTCOMES WHO

Term 1-ongoing Ongoing

Extended leadership team lens. Focus on Strategy. General matters supporting school progress. Professional reading and leadership articles are regularly circulated to any interested staff. Curriculum Leadership Lens- Charter Target Checklist.

Principal / SLT Principal /DP Curriculum SLT/ LLs

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Ongoing

Ongoing

First agenda item in Curriculum Executive (LLs)= Strategic Leadership Lens to ensure a strategic focus before housekeeping issues. Leadership Programme opportunities are frequently promoted Potential leaders are identified and encouraged to develop necessary skills through PD each year. Mind Lab. Potential student leaders will be identified in junior years and encouraged to develop necessary skills through leadership opportunities each year. SQUAD students support staff with e-learning Student Leadership Lens , Leaders voice ,Year 13 Leaders establish Executive Committees- Years 9-13.

Principal/DP-PD Year 13 Leaders Deans/LLs/Sport’s Coordinator

2.2 Career development and progression is encouraged for staff WHEN EXPECTED OUTCOMES WHO

On going Opportunities for advancement are advertised and promoted in a transparent and timely manner. Leadership opportunities for staff and students are promoted with accessible and transparent information about these. New staff are allocated ‘buddies.’ Maintain a database of extra involvement of staff – compiled by Sports Co-ordinator. Induction Programme provided for new staff. A 2-year programme for Year one and two, PRT and STC teachers leading to Registration and practicing certificates. Employ support for professional guidance. Ensure Performance Management Appraisals are carried out (Buddies, LLs). Review fixed-term Management Unit and MMA allocations Acknowledge individual achievements of staff. Ensure staff have registration.

Principal SLT Deans, Whānau Teachers Sport’s Coordinator MA MA PLC SCT- MA Principal/DP’s Principal/MA

2.3 Staff input into whole school initiatives is vital WHEN EXPECTED OUTCOMES WHO

Each Term Annually in October Annually in October

A range of voices are heard throughout the school Staff are consulted and feel part of decision making and leadership of school. Online surveys will be used for PLGs and for new initiatives explored.

Focus groups and committees Principal /SLT

Al

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STRATEGIC PRIORITY 3. All students and staff are supported emotionally, spiritually and physically. WHEN EXPECTED OUTCOMES WHO

Ongoing

A range of voices are heard throughout the school -student voice after each faculty assessment - staff recommendations (2018).

All staff can articulate the school’s direction and how they contribute to this.

Online surveys will be used for PLc’s and for new initiatives explored.

Principal/Leadership Team, All Staff

Principal/SLT

PL Community

Ongoing Potential leaders are identified and encouraged to develop necessary skills through PD-Mind Lab and Leadership Training (LLs and COL within School appointments).

Leadership Team/LLS

Term One-ongoing Term One- ongoing

Students are expected to complete Year 13- all students receive individual guidance on Academic Planning- All students set SMART Goals.

Student leadership process embedded - leaders are encouraged to Ka Hikitia and to leave a legacy.

Students have access to information and personnel to discuss and plan career and learning pathways.

Provision of social support (peer support, Student Council, Pastoral and guidance network, Attendance Advisor.

Heads of House appointed to support Vertical house system support and raise attendance.

SLT Year level Dean

Principal Deans Careers Subject Teachers Whānau Teachers (Whānau Teachers, Peer mentors, SLT, Year Level Deans Principal

Term One- ongoing Term One-ongoing

The school wide Behaviour Management Plan is used and understood by all staff and students

Teacher support structures are known and in place.

Classroom rules and procedures are established at the start of the year.

SLT KR- Year Level Deans SLT Year level Deans MH/KR-Year Level Deans

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Term Three

Core values of the school are promoted - Respect, Resilience, Integrity and Empathy.

TE AO handbook implemented including the promotion of TEAO Learning Values and rewards for both staff and students.

The willingness to learn.

Engaging to Achieve.

Always shows Respect. Offers to Serve.

Health and Wellbeing surveys and initiatives mitigate concerns regarding student and staff workload.

SLT KR-PB4L Team

Principal/DP-Staff Welfare

Al

STRATEGIC PRIORITY 4. Community engagement I. Community and Stakeholders are involved with the life of the school II Parents and caregivers are engaged in their students’ learning


Ongoing

Term One- week 2 Term One-ongoing Ongoing Ongoing Ongoing

Strengthen home school partnership. Increase opportunities or access to school. communications or formal contact points. Whānau Teachers make contact with all students, parents / caregivers. Faculties have the needs of Māori students in their planning. Faculties have the needs of Pasifika students in their planning. All parents feel welcome at school events and understand the importance of their daughters’ learning journey. Regular communication with Whānau/families Calendar of events.

On line and accessible through App, Whānau Blog, Whānau Hui and Pasifika Fono. Study support through tutorials advertised in the Bulletin and on Website.

Mentors SLT /Principal LLs Principal SLT/Deans/LLs Whānau Teachers LLs, All staff

Principal SLT/Deans/LLs Whānau Teachers

SLT

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Ongoing Monitor and evaluate roll patterns. and trends with view to increasing roll. Benchmarking Audit. Contributing school’s data, current partnerships, home-school partnership, marketing etc. Through COL- Dialogue with contributing schools and other partners. Create strategies to build links and increase our roll Evaluation of Open Day/Night.

Principal Principal/SLT/COL appointments

STRATEGIC PRIORITY 5. The Strategic Plan is effectively resourced and implemented 5.1.Quality Resource Management: Human Resources


Ongoing

Term One

Regularly review and update procedural policies Strategic direction of the school is documented and in a timely manner. Review and update all procedural policies according to self-review schedule. Ensure BOT Policy implementation. Continue cycle of self-review. Principal’s/BOT Annual Report. QAD file. SLT and staff involved in Policy writing/review; staff awareness of Policies; all Policies available on website. Report to BOT, SLT, LLs. Report tabled. Community consultation- Survey parent / community annually. Quality Assurance Document.

BOT, Principal, SLT, Staff

BOT, Principal, SLT, Staff

5.2 Operational Quality

WHEN EXPECTED OUTCOME WHO

Ongoing

Term One

Transparent and quality HR processes are employed in every aspect of recruitment appraisal and PD. Professional Development is closely linked to the Strategic Plan, school values, aims and appraisal.

The Employee Assistance Programme is promoted

Principal

SLT/Principal

Principal Assistant Executive Officer

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Ongoing

Exit Interviews or discussion will be conducted by Assistant Executive Officer.

5.3 Quality Resource Management: Financial ,Property


Ongoing

Ongoing

Ensure and maintain sound financial management. Ensure all financial activities are according to budget.

Faculty Heads and Principal receive monthly reports on state of finances. Seek financial support for programmes from the MOE and other providers. LLs present subject budgets to Principal. Special/Co-Curricular programme budgets. Budgets will be met. Monthly Reports. Milestone Reports; applications made. Database. Governance manual. Quality Assurance Document. Asset Register is kept by Executive Officer.

Maintain and monitor a Hazards Register. Identify, isolate and minimize known hazards. Health and safety committee audit. The use of all teaching spaces will be reviewed. The above review will inform a plan of any future refits required to maximise spaces.

Principal Executive Officer LLs

Executive Officer

Health and Safety Committee

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Education Is Not The Learning Of Facts It’s Rather The Training Of The Mind To Think

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Outcomes –end of 2018 Outcomes end of 2019 Outcomes 2020

School wide use of

specific and purposeful

data to inform learning

and teaching

Using collaborative

‘Spirals of Inquiry ‘to

explore future focused

learning and teaching

school wide

Writing achievement at

or above 85% for

identified priority

groups

Working

collaboratively within

the Kahui Ako to

All year 9 and 10 learners developing key

competencies and inquiry

through new cross curricular approaches and

blended learning/building

learning power

Embedding a shared

understanding of how

data based decision

making informs learning

and teaching

School-wide collaborative

‘Spirals of Inquiry’

informing future focused


practice

Working

collaboratively

within the Kahui

Ako to implement

next steps

All Year 9 -11 learners developing key competencies

and inquiry through reviewed

cross curricular approaches and blended learning /building

learning power

Outcomes for 2021

Embedding a shared

understanding of how

data based decision

making informs

practice to accelerate

progress

School- wide

collaborative ‘Spirals

of Inquiry’ informing

future focused


practice

Working

collaboratively

within the Kahui

Ako to implement

next steps

School wide data

decision making used to

inform improvement

and innovation

School-wide future

focussed collaborative

‘Spirals of Inquiry ‘

integral to learning

Working

collaboratively

within the Kahui

Ako to implement

next steps

All Year 9 -13 learners

developing key

competencies and inquiry

through reviewed cross

curricular approaches and blended learning/ building

learning power

All Year 9 -12 learners

developing key

competencies and

inquiry through reviewed

cross curricular approaches and blended

learning/ building learning

power

Thinking

Learners

who are

curious,

engaged and

successful

Managing

Self

Confident

Connected

self-

managing

lifelong

learners

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Outcomes end of 2018 Outcomes end of 2019 Outcomes end of 2020 Outcomes end of 2021

Embedding culturally

responsive and

relational pedagogies

and Ngā Pou Mana

Design and

implementation of

‘local curriculum’ responsive to our

learners and local

community

Working in

partnership with

whānau, families and

aiga to accelerate

progress of learners at

risk of achievement

Embedding

transformational

leadership and

practice for Equity

and Excellence through

AKO.

Achievement and

learner pathways

equitable

Implementation of


learners and local

community

Exploring community

partnerships that

enrich and enhance

learning pathways,

engagement and

achievement.

Effective inclusive and

collaborative

stewardship practices

2021 An inclusive

community of cultural

and relationally

responsive lifelong e-

learners

Community

collaboration and

reciprocal, respectful

partnerships that

enrich and enhance

learning

pathways,engagement

Future focussed

effective stewardship

Embedding culturally

responsive and

relational pedagogies

and Ngā Pou Mana

Exploration of our


learners and local

community

Building respectful and

collaborative

relationships with

whānau, families and

aiga

Building shared

understanding of

transformational

leadership and

practice for Equity

and Excellence through

AKO.

Particip

atin

g co

ntrib

utin

g a

nd

relatin

g to

oth

ers.

Activ

e con

fiden

t learn

ers w

ho p

rom

ote h

ealth

y rela

tion

ship

s an

d citizen

ship

.

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Key Competencies Embedded within our curriculum are the key competencies. These are the capabilities people need to live, learn, work and contribute as active members of their communities. Opportunities to develop competencies occur in social contexts. Our learning skills that are reported on are:

‘Thinking’

• Being creative, critical and reflective • Intellectual curiosity is at the heart of this competency.

‘Using Language, Symbols and texts’

• Working with and making meaning of the codes in which knowledge is expressed.

‘Managing Self’

• Self-motivation • Setting Goals and making plans • Knowing who you are, where you come from, and how you fit in.

‘Relating to others’

• Interacting with a diverse range of people in a variety of contexts.

‘Participating and contributing’

• Participating actively in local, national, and global communities.

https://docs.google.com/document/d/1VfLasaM1bIabm-O0VmcaduwkE9TjoL0Z6lKquFASzms/edit

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KAHUI AKO PROGRAMME

Compulsory cross -curricular Learning Programme

Library Introduction /Research Navigator skills including:

● Library research skills.

● Collaborative skills.

● ICT skills.

Vision for Ako Programme

To empower students to become connected lifelong learners through:

Critical thinking. Confident self-management. Their ability to relate to others and contribute effectively.

At workplaces

At school In the Community

Online Learning

Spaces At home

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● Report writing.

Five inquiry projects with broad themes Length of course is Full Year- 10 periods per 6 day timetable cycle

Strategic Priorities

Thinking. Managing self. Participating and contributing to others.

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Thinking (Academic Success) Whakaaro Our Akonga/ Learners are supported and challenged to become curious, engaged and successful learners.

Managing Self Rangatiratanga Our Akonga/Learners are provided with pathways and opportunities to become confident, connected, self-managing lifelong learners.

Participating, contributing and relating to others. Kia whai wāhi, kia tuku koha, me te whakawhānaungatanga o tētahi ki tētahi Our Akonga/Learners are supported to be active, confident contributors who promote healthy relationships and citizenship.

ROTORUA GIRLS’ HIGH SCHOOL- ANNUAL PLAN 2018 Thinking (Academic Success): Our Akonga/Learners are supported and challenged to become curious, engaged and successful learners.

Aim: By the end of 2018 at least 90% of leavers will leave school having achieved a minimum of NCEA Level 2 or equivalent qualification.

Objectives Targets

1.1. Year 12 and 13 students ‘at risk’ of not achieving NCEA Level 2 are identified and supported to achieve this or an equivalent qualification. 1.2. Further develop the tracking systems that monitor and support student progress and the TE AO value of achievement. 1.3. Review our reporting system implemented in 2016 to

1. At least 90% of Māori will leave school having achieved a minimum of NCEA Level 2 or equivalent qualification. 2. At least 100% of Pasifika will leave school having achieved a minimum of NCEA Level 2 or equivalent qualification. 3. At least 90% of year 12 students identified as ‘at risk’ of not achieving NCEA Level 2 achieve NCEA Level 2. 4. At least 90% of leavers achieve minimum of NCEA Level 2 or

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provide students and their whānau/aiga/family with up to date information on achievement and effective feedforward to support learning progress.

equivalent 5. At least 90% of year 11 students identified as ‘at risk’ of not achieving NCEA Level 1 achieve NCEA Level 1.

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Using NCEA Level 1 and attendance data we have identified a group of year 12 and 13 students who are at risk of not achieving NCEA Level 2

Ethnicity

Māori 13

Pasifika 1

NZ European 1

Other 4

TOTAL 19

Using Junior Certificate and attendance data we have identified a group of Year 11 students who are at risk of not achieving NCEA Level 1

Ethnicity

Māori 12

Pasifika 2

NZ European 1

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Other 0

TOTAL 15

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Review Cycle

Term 1: 9th March 2018

Term 2: 22nd June 2018 Term 3: 7th September 2018

Term 4: 9th November 2018

Implementation/Action

Action Resources By when? By whom? Outcomes Monitoring

Developing an understanding of data literacy to inform learning Next steps - Kahui Ako teachers will collaborate to identify common data to be used to inform progress - PLD to understand how to analyse data

KAMAR Kahui Ako Hui meetings PLD Budget Facilitators

First round of ‘Scanning’ completed by the end of February ‘Hunches’ formulated end of Term 1

(WSL) within school Data Leader Kahui Ako Teachers and Learning Leaders and Assistants SLT ic PLD MH

Appropriate ob tools identified Data tools shared through PLD

Use faculty Kahui Ako scheduled meeting times to gain progress reports Initial assessment through “scanning” And “hunches” completed by end of the term.

Refine tracking systems that monitor and support student progress and achievement - Identification of all senior students ‘at risk of not achieving’ within each curriculum area - Ongoing intervention and monitoring of ‘at risk students

KAMAR Data Administrator WSL Data Leader DP ic Assessment and Pastoral/ Guidance-Meetings- Year Level Deans, RTLB

During each track period Ongoing End of Term 1

Year 9 and 10 Kahui Teachers Learning Leaders, Asst LLs LLs,DP ic Guidance, Year Level Deans.RTLB, SLT AP ic Calendar

‘ Learning to Learn’ kete designed collaboratively by LLs and AssLLs Students know how to use kete. Kete consistently used to support their learning inquiries.

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- Time achievement tracking cycles to support effective reporting to students, whānau / aiga / families, LLs, SLT and the BoT - Developing systems to monitor learning ‘progress’ and effectively inform next steps Review the reporting system implemented in 2016 to provide students and their whānau/ aiga/ family with up to date information on achievement and effective feedforward to support learning progress -Develop systems collaboratively within Faculties and Kahui Ako Teachers to develop and monitor effective feedforward for students and parents - Review against Faculty ‘reporting’ focus and goal(s) - Review and redevelopment of Academic Planning days

DP ic Guidance meetings/ Year Level Deans,RTLB, LLs / Faculty / Kahui Ako time DP ic Reporting WSL Data,LLs,leading sharing the’ best practice’, Kahui Ako teachers SLT ic Faculties,LLs Parent Meetings, Social Media,

End of Term 2 (further evaluation end of Term 3.) End of each Term Term 1 week 3, Term 2 and 3, week 6 Term 1-week 3

SLT ic Reporting and LLs LLs and Teachers SLT ic Reporting and LLs

Teachers LLs/AssLLs Year Level Deans SLT-Asst P ic of Calendar

Thinking (Academic Success): Our students are supported and challenged to become curious, engaged and successful learners.

Aim: By the end of 2018, 90% of Year 10s will be working at Level 5 of the New Zealand Curriculum

Objectives Targets

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1. All targeted students working towards Level 4 upon enrolment will make accelerated progress towards Level 5 by the end of Year 10

2. Teachers develop an understanding of Learning Languages Progression across the Curriculum

1. 90% of targeted students working towards Level 3 and 4 upon enrolment will be working at Level 5 by the end of Year 10 2. 90% of targeted Māori students working towards Level 3 and 4 upon enrolment will be working at Level 5 by the end of Year 10 3. 90% of targeted Pasifika students working towards Level 3 and 4 upon enrolment will be working at Level 5 by the end of Year 10

Data

Year 9 students were working towards Level 4 upon enrolment in 2018: - Māori 32 - Pasifika 2 - European 0 Year 9 students who did not receive FCEA in 2017. - Māori 13 - Pasifika 0 - European 3

Year 10 students who did not achieve Junior Certificate in 2017: - Maori 7 - Pasifika 0 - European 0

Review Cycle

Term 1: 9th March 2018 Term 2: 22nd June 2018 Term 3: 7th September 2018 Term 4: 9th November 2018

Implementation Plan/Action

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Developing a shared understanding of collaborative ‘Spirals of Inquiry’ informing learning and teaching - Within School Teachers sharing their 2017 inquiries to model the process for teachers - Every teacher sharing progress on their individual inquiry at Kahui Ako Huis.

WSLs Col Kahui Ako Teachers, time and Faculty meeting time

End of Term 1 Ongoing

Year 9 and 10 Kahui Ako Teachers

Working collaboratively with the Kahui Ako CoL to improve progress in writing - Implementation of ‘Write That Essay’ programme at year 9 and 10 - Baseline data on writing collected, analysed - New pedagogies (FFL)implementation into learning programmes - To develop an in-depth understanding of Learning Progressions across the Curriculum to inform progress in writing

WSL(within school Leader)LLs,SLT DP ic PLD Budgets Kahui Ako Hui Time ‘Write that Essay’ baseline data collection Facilitators, online learning resources, PLD Inquiry time Faculty and Kahui Ako meeting time

Ongoing End of Term 1 Ongoing

SLT ic Curriculum Kahui Ako CoL WSTeaches DP ic PLD , LLs, Kahui Ako Teachers and LLs

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Working collaboratively with the Kahui ako Col to implement Visible Learning for Teachers to maximize impact on learning.

- Visible Learning Team will write

a plan for implementation in

Term 3

COL PLD January 25 Visible Learning Team-PLD in March

MH,GB,KR,DD,GR MH,KR,DD,GR, RL, AL

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Managing Self: Learners are provided with pathways and opportunities to become confident, connected, self- managing lifelong learners.

Objectives Targets

1. All years 9 and 10 learners will be explicitly taught targeted key competencies through the Future Kahui Ako programme and all curriculum areas. 2. All years 9 and 10 learners will be explicitly taught the same model of inquiry through the the Kahui Ako programme and across all curriculum areas. 3. All years 9 and 10 learners will be explicitly taught through the Kahui Ako programme how to reflect about their progress and next steps as learners

1. Thinking; Managing Self; Participating and Contributing; and Relating to Others to be explicitly taught 2. Students complete 5 inquiry cycles in their Kahui Ako programme and across other curriculum areas. 3. Students maintain a learning log that is available to their teacher and whānau/aiga/family to show their progress as learners and development of the targeted key competencies.

Data

1.During ERO visit there was identification of lack of teaching of key competencies across all learning areas. 2. In 2017 Inquiry was an integral part of some learning areas, different models of inquiry were used.

Review Cycle

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KahuiAko Teachers will develop rubrics-Achieved,Merit,Excellence for Years 9 and 10 unpacked from Key Competencies

Designated meeting times

By end of Week 4 –Term 1 Year 9 and 10 Kahui Teachers

Students will be taught how to use a kete of ‘learning to learn’ competencies( developed by LLs and AssLLs) to support their inquiries and their learning including - ‘Growth Mindset’ habits - ‘Building Learning Power’ skills - Digital competencies and citizenship - Study skills

Budget 10 periods per 6 days Kahui Teacher programme and resource kits

Ongoing - Reported by Learning Leaders as part of Faculty reporting

Year 9 and 10 Kahui Teachers Learning Leaders, Asst LLs

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Students will be taught to use the ‘Cycle of Inquiry’ within and across the curriculum

NZ Curriculum online Kahui Ako Learning programme and resources

Inquiry cycle taught by end of Term 1 Ongoing - Reported by LLs as part of Faculty reporting - Final presentations of the Kahui Ako Inquiries Term 4

Year 9 and 10 Teachers LLs, Asst LLs

Students will be taught how to develop and use learning logs within the Kahui Ako and across the curriculum

NZ Curriculum online Kahui Ako Learning programme and resources

Taught by end of Term 1 Ongoing - Reported by LLs as part of Faculty reporting

Year 9 and 10 Teachers LLs, Asst LLs

Participating, contributing and relating to others: Learners are supported to be active, confident contributors who promote healthy relationships and citizenship.

Aim: Learners are supported to be active, confident contributors who promote healthy relationships and citizenship.

Objectives Targets

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1. To embed the digital citizenship programme of learning to support the development of the BYOD programme and our TEAO values of: The Willingness to Learn - Building resilience – “Kia aumangea te noho”. Students are encouraged through the development of resilience , to strive towards achieving personal excellence. Engaging to Achieve /Integrity. Students are encouraged to act on reflection- Kia whai whakaaro. We encourage reflective practice and communication within our school community. Always shows Respect / Students are encouraged to respect themselves and others human rights, the environment and the values, on which New Zealand’s heritage is based. Self-management and self-responsibility are key to this development. Offers to Serve / Our curriculum aims to develop student citizenship. Students are encouraged to value equity through fairness and social justice, to contribute and support others. 2. To provide opportunities for students, parents, whānau and aiga to participate and contribute to the development of our ‘ Vision for Learning’.

1. Digital Citizenship is further embedded in the curriculum – within the Ako programme for all junior students, across learning areas and in the Pastoral Curriculum. 2. In developing the ‘Vision for Learning’ brief, opportunities are provided for students, teachers and aiga / parents / whānau to contribute.

Data

1. To date Digital citizenship has been addressed inconsistently through individual approaches (Teachers and Faculties). 2. Consultation in the development of a Vision for learning to be developed in 2018.

Review Cycle



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Outcomes Resources By when? By whom? Monitoring

Building respectful working partnerships with students and parents / whānau / aiga to support responsible digital citizenship and healthy relationships - Through role modelling through the School’s use of social media - Parent education communications and meetings - Through student leadership and assemblies

Student Leaders Peer supporters Tuākana – Tēina

Programme Pastoral Curriculum Restorative systems and practices Ako Programme -Website -School App -School Facebook Page - School Twitter feed - KAMAR portals

Ongoing Teachers LLs Guidance/SLT ic Year Levels,Year Level Deans and RTLB

Building respectful and collaborative working partnerships with students and whanau - Using Māori student and whānau voice to inform review of school practice - To work with whānau and Iwi to inform the development of a local curriculum

Student Hui Whānau Hui Kia eke panuku facilitators

Ongoing SLT DP ic Maori Achievement, Guidance- Year Level Deans,RTLB, Kahui Ako Teachers ,LLs,DP ic Curriculum

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Building respectful and collaborative working partnerships with students and aiga - Using Pasifika student and aiga voice to inform review of school practice - - To work with aiga and the Pasifika MOE support (Nisha)to inform the development of a local curriculum

Pasifika Fono Pasifika Homework Class Staff

Ongoing SLT- DP ic Pasifika achievement -Guidance,Dp,Year Level Deans, ,RTLB, Kahui Ako Teachers LLs DP ic Curriculum MOE Pasifika Support personnel

In collaboration with students, teachers, whānau / families/ aiga and BoT develop the RGHS ‘Vision for Learning’ .

Consultation meetings - Visits to view ILE spaces - Provision of updates through newsletters and website

Parent, whānau, aiga, staff and student meetings School newsletters School website Budget

End of 2018 BoT Sub Committee SLT LLs

To improve student attendance at every level and for the rate of attendance of Māori students to be the same or better than the rest of the school.

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ROTORUA GIRLS’ HIGH SCHOOL ATTENDANCE TARGET 2018. 2018 Target: Minimum of 85% attendance at every level and for the rate of attendance of Māori to be the same or better than the rest of the school.

2017 Baseline Data: School Māori Variance

Year 9 85% 84% 1%

Year 10 79% 77% 2%

Year 11 82% 80% 2%

Year 12 82% 79% 3%

Year 13 77% 75% 2%

Actions to achieve targets: Led by : Monitoring and review: Conduct regular checks to ascertain the Deans supported Deans/DP meeting accuracy of the data and follow up. By level DP. cycle. Follow up on staff that do not enter data Monitoring by DP accurately. responsible for student Follow up on students with unjustified absences attendance system.

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and suspected truants. Contact home ( Whanau Teacher- 3 absences)- early identification process. Reward students 100% attendance and Excellent attendance every term.

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Charter Targets 2018

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Charter Targets for 2018

Target 1 – Reading and Writing The goal is 90% of Year 9 and Year 10 students to move up at least two sub-levels of the New Zealand Curriculum Focus Year 9 and 10 Māori and Pacific Reading: Year 9 = shift 2 sub levels Year 10 = shift 2 sub levels Writing: Year 9 = shift 2 sub levels Year 10 = shift 2 sub levels

Target 2 - Numeracy The goal is 90% of Year 9 and Year 10 students to move up at least two sub-levels of the New Zealand Curriculum Focus Year 9 and 10 Māori and Pacific

Target 3 – Curriculum By the end of 2018, 90% of Year 10 students will be working at Level 5 of the New Zealand Curriculum

1. All targeted students working

towards Level 4 on enrolment will make accelerated progress towards Level 5 by the end of Year 10.

1. 90% of targeted students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

2. 90% of targeted Māori students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

3. 90% of targeted Pasifika students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

Target 4 - NCEA and University Entrance

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All Students 2017 % 2018 Target %

Level 3 NCEA 91.2% 95%

University Entrance 100%(Māori and Pasifika students who intend to go to University gain entry)

100%(Māori and Pasifika students who intend to go to University gain entry)

2017 Target % 2018 Target %

Level 2 NCEA 98% 90%

Level 1 NCEA (Yr 11) 83.7% 90%

Level 1 Literacy (Yr 11) 94% 95%

Level 1 Numeracy (Yr 11) 90% 91%

Level 1 Literacy (Yr 12) 98.3% 99%

Level 1 Numeracy (Yr 12) 97.5% 98%

Level 1 Literacy (Yr 13) 94.1% 95%

Level 1 Numeracy (Yr 13) 96.3% 97%

Target 5 – Endorsements

Certificate Endorsements 2017 2018 Target

Level 3 Merit 19.3 20.0

Level 3 Excellence 19.3 14.0





Increase the percentage of Merit and Excellences at both subject level and certificate endorsement level in NCEA Levels 1-3 to meet National and Decile 3 comparable schools.

Target 6 - Targets for Māori students

Māori 2017 (Roll) 2018 Target

Level 3 NCEA 89.1 90

University Entrance 51.6 100 (Of those Intending)

Level 2 NCEA 91.4 92.0


Target 7 - Targets for Pasifika Students. Pasifika 2017 (Roll) 2018 Target

Level 3 NCEA 100 100

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University Entrance 57.1 100 (Of those Intending)

Level 2 NCEA 116.7 100


Target 8 - MERIT and EXCELLENCES

Increase the percentage of Merit and Excellences at both subject level and certificate endorsement level in NCEA Levels 1-3 to meet National and Decile 3 comparable schools.

Excellence Certificate Endorsements

YEAR Level 1 Level 2 Level 3

2015 21.0 18.1 10.4

2016 12.7

19.1 14.9

2017 20.7

8.0 19.3

Merit Certificate Endorsements

YEAR Level 1 Level 2 Level 3

2015 27.0 21.3 26.9

2016 22.5

17.3 27.0

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2017

29.3

13.0

19.3

Target 9 Attendance To improve student attendance at every level and for the rate of attendance of Māori students to be the same or better than the rest of the school.

2018 Target: Minimum of 85% attendance at every level and for the rate of attendance of Māori to be the same or better than the rest of the school. 90% for students who are representing the school or attending special functions e.g. the school ball.

2017 Baseline Data: School Māori Variance

Year 9 85% 84% 1%

Year 10 79% 77% 2%

Year 11 82% 80% 2%

Year 12 82% 79% 3%

Year 13 77% 75% 2%

Average for the Year 81% 79% -2%`

Actions to achieve targets: Led by Monitoring and review:

Conduct regular checks to ascertain the accuracy of the data and follow up

Deans supported by level Deputy Principal

Deans / DP meeting cycle

Follow up on staff that do not enter data accurately

DP – Student Support Deans

Monitoring by DP responsible for student attendance system

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Follow up on students with unjustified absences and suspected truants

DP – Student Support Deans

Year Level Deans

Contact home ( Kāhui / Whānau Teacher – 3 absences) – early identification process

Year Level Deans Kāhui Ako and whānau teachers

Reward students 100% attendance and Excellent attendance every term

DP – Student Support DP – Students Support (KR)

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Target 1 – Reading and Writing

The goal is for 90% of Year 9 and Year 10 students to move up at least two sub-levels of the

New Zealand Curriculum Focus Year 9 and 10 Māori and Pacific

Reading: Year 9 = shift 2 sub levels Year 10 = shift 2 sub levels Writing: Year 9 = shift 2 sub levels Year 10 = shift 2 sub levels

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ACHIEVEMENT TARGET 1 FOR ROTORUA GIRLS HIGH SCHOOL - Year 2018

Teaching and learning

programme development and/or

focus

This will be based on effective

teaching practice and strategies to

engage students in learning (and

improving attendance):

*Co construction meetings

*Pre and post diagnostic testing

*Faculty networking of

pedagogical practices

*Cross curricular literacy practice

*Encouraging students

Baseline Information

Reading E-asTTle findings Term 1 2016 and from

Term 4 2016

Findings (All)

Yr 9 Level T1

# of

stds

T4

# of

stds

Diff of

# of

stds

eg <2B 6/ 6 -

2B 6 5 -1

Reporting Community meetings, report evenings, student

achievement reports, The Bulletin, MOE data

Review Daily-Whanau teachers, subject teachers,

Staff and personal professional development

The emphasis in PD will support teachers in their role as effective classroom practitioners and pastoral caregivers:

School wide PB4L

Continue cross curriculum literacy will be a priority

Year 1,2, support (NG)

eAsttle training

“RGHS Graduate Profile”

Appraisal round – personal

PL goals

For improving student achievement


New Zealand Curriculum

(Basic->Proficient->Advanced)

Focus group 1 = Year 9 shift > 2 sub levels ( Māori and Pacific)


Ongoing Assessment Contact with home: Classroom

teachers, Whanau Teachers,Year

Level Deans, Truancy, Community

Liaison, Guidance, individual

interviews, S Riley literacy facilitator


Reading-E-asTTle findings Term 1 2016 and from

Term 4 2015

Findings

Yr 10 Level T1

# of

stds

T4

# of

stds

Diff of

# of

stds

eg <2 23 1 -22

Link to Strategic Planning Strategic Goal: All Students are engaged in meaningful learning

opportunities that develop connected critical thinkers

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Target 2 - Numeracy

The goal is: 90% of Year 9 and Year 10 students to move up at least

two sub-levels of the New Zealand Curriculum

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Focus Year 9 and 10 Māori and Pacific

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programme development and/or

focus

This will be based around

effective teaching practice and

strategies to engage students in

learning (and improving

attendance):

*Co construction meetings

*Pre and post diagnostic testing

*Faculty networking of


*Cross curricular numeracy

practice / Authentic learning

context / PBL

*Encouraging students


E-asTTle findings Term 1 2016 and from Term 4 2016

Yr

10

Level T1

#of

stds

T4

# of

stds

Diff in

Sub

levels

<2B 9 1 -8

2B 1 0 -1

2P 2 0 -2

2A 9 3 -6

3B 8 5 -3

3P 20 13 -7

3A 21 15 -6

Reporting Community meetings, report evenings, student

achievement reports, The Bulletin, MOE data

Review Daily-Whanau teachers, subject teachers,

guidance teachers Weekly- faculty heads of when appropriate

SLT/BOT monthly

Agency Support

MOE, School Support Services, Auckland

University, CoL, Youth Aid,

Resourcing

CoL Numeracy Lead Teacher (HL) – release time for

resource development, professional learning

opportunities, shared best practice amongst CoL schools

Community Involvement

Consultation- Bulletins, Home contact-letters,

visits, phone calls Year Level Deans /Principal’s

and House Assemblies

Staff and personal professional development

The emphasis in PD will support teachers in their role as effective classroom practitioners and pastoral caregivers:

Schoolwide PB4L

Literacy links to numeracy, Inquiry & CR-RP (CoL)

Year1 & 2 mentoring

Year 1 & 2 support (NG)

e-Asttle training & support CoL


Appraisal round – personal PL

goals

Target for improving student achievement


New Zealand Curriculum

(Basic->Proficient->Advanced)



Ongoing Assessment Contact with home: Classroom

teachers, Whanau Teachers, Year

level Deans, Truancy, Community

Liaison, Guidance, individual

interviews, K Hill CoL Numeracy

facilitator and focus group report to

staff, SLT, BOT


E-asTTle findings Term 1 2016 and from Term 4 2016

Yr 9 Level T1

# of

stds

T4

# of

stds

Diff in

Sub

levels

e.g <2B 5 1 -4

2B 5 0 -5

2P 1 1 -

2A 21 7 -14

3B 15 6 -9

3P 21 20 -1

3A 20 16 -4

Link to Strategic Planning Strategic Goal: All Students are engaged in meaningful learning


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Target 3 - Curriculum

The goal is by the end of 2018, 90% of Year 10 students will be working at Level 5 of the New Zealand Curriculum

Targets:

1. 90% of targeted students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

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2. 90% of targeted Māori students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

3. 90% of targeted Pasifika students working towards Level 3 and 4 on enrolment will be working at Level 5 by the end of Year 10.

Target 4 - NCEA

Increase the percentage of students achieving NCEA

Level 1 90%

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Level 2 90% Level 3 95%

UE – 100% (of students intending to go to University)

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Review

Subject teachers-

faculty meetings

Whanau Teachers –

pastoral/ Academic

planning

Year level Deans –

weekly

SMT/BOT - monthly

Ongoing Assessment Contact with the home:

Subject teachers, Whanau

Teachers, Year level

Deans, Career adviser,

Guidance. Individual

interviews, monitor target

(12 ART) group

Link to Strategic Planning Strategic Goal- All Students are engaged in meaningful

learning opportunities that develop connected critical

thinkers

ACHIEVEMENT TARGET 4

FOR ROTORUA GIRLS HIGH SCHOOL - Year 2018


programme development

and/or focus This will be based around effective

teaching practice and strategies to

engage students in learning:

Robust data analysis,tracking and

monitoring

Co construction meetings

Department networking of


Cross curricular practice

Regular individual interviews of

students /monitor progress

RGHS Achievement comparable to Māori and

European Roll Based Data

2016 2015 2014

Roll Based

Comparison Roll Based

Comparison Roll Based

Comparison

Level 1 84.3% = 81.3% = 81.5% -20

Level 2 96.5% = 96.9% = 93.5% -10

Level 3 92.7% +12 87.0% -6 62.1% -15

UE 46.3% = 58.5% -30 32.8% -38

Reporting

Community meetings, report

evenings, student

achievement reports, The

Bulletin, MOE data, website

Agency Support NZQA, MOE. School Support Services,

Waikato University, Massey University,

UNITEC, AUT

Resourcing Mentor training for Honours Students, Careers and

guidance time, Develop curriculum resources-

review texts, workbooks.

Community Involvement Consultation- Newsletters, Home contact-letters, visits,

phone. Include parents in interviews about results, status

of results etc.

Emphasise and grow the use of website and home portal

Staff and personal

professional development

The emphasis in PLD will support

teachers in their role as effective

classroom practitioners and pastoral

caregivers:

Schoolwide PB4L


Appraisal Connector/ Appraisal

round – personal PDL goals

L3 “Best practice” workshops

“Best practice” observations

TOD presentations by staff

Target for improving student achievement.

Increase the percentage of students

achieving NCEA:

Level 1 -90%

Level 2 -90%

Level 3 -92%

FOCUS: UE -100% of students intending to go to University

will gain entry.

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Target 5 - Merits and Excellences

Increase the percentage of Merits and Excellences at both subject level

and certificate endorsement level in NCEA Levels 1 – 3 to meet National

and Decile 3 comparable schools

Focus Level 1 Māori and Pacific ) For

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Review

Subject teachers- faculty

meetings

Whanau Teachers –Academic

Planning/ pastoral

Year Level Deans – weekly

SLT/BOT - monthly

Ongoing Assessment Contact with the home: Subject

teachers, House tutors, Heads of

House, Career adviser, Guidance.

Individual interviews, monitor

target group

Link to Strategic Planning Strategic Goal All Students are engaged in meaningful learning


Level 2 Māori and Pacific ) Merits and Level 3 Māori and Pacific ) Excellences

ACHIEVEMENT TARGET 5 FOR ROTORUA GIRLS HIGH SCHOOL-Year 2018

Teaching and learning programme

development and/or focus This will be based around effective teaching practice

and strategies to engage students in learning:

Robust data analysis tracking

and monitoring

Year 13 tracking sheets

Co construction meetings

Faculty networking of pedagogical practices

Cross curricular practice

Regular individual interviews of students /

monitor progress

NCEA Merit & Excellence Endorsement

Data National/Decile 3 Girls Schools Comparison

Merit and Excellence

NCEA RGHS% National% Dec 3 Girls

2016 2015 2016 2015 2016

L 1 Merit 23% 42% 35% 35% 32%

L2 Merit 17% 29% 27% 27% 24%

L3 Merit 27% 29% 29% 29% 23%

L1 EXC 13% 47% 20% 19% 17%

L2 EXC 19% 35% 16% 15% 10%

L3 EXC 15% 18% 15% 14% 12%

Reporting

Community meetings, report

evenings, student achievement

reports, The Bulletin, MOE

data, website

Agency Support NZQA, MOE. School Support

Services, Waikato University,

Resourcing Year 13 Dean-

Senior leadership Responsibility Year 13-Principal

Community Involvement Consultation- Newsletters, Home contact-

letters, visits, phone. Include parents in

Staff and personal

professional development

The emphasis in PLD will support

teachers in their role as effective

classroom practitioners and pastoral

caregivers:

Schoolwide PB4L


Appraisal Connector/ Appraisal

round – personal PDL goals

L3 “Best practice” workshops

“Best practice” observations

TOD presentations by staff

Target for improving student achievement

Increase the percentage of Merit and Excellences at

both subject level and certificate endorsement level

in NCEA Levels 1-3 to meet National and Decile 3

comparable schools. Focus Māori and Pacific

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Target 6 - Attendance

The average student attendance in 2018 will be 85%

Focus: Year 9 Māori and Pacific Year 10 Māori and Pacific

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90% for all students representing the school or wanting to attend special functions e.g. school ball

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RAISING ATTENDANCE SCHOOL WIDE – 2018 (LINKS to Strategic Direction for: Academic Achievement, Academic Planning, PB4L (TE AO), Leadership)

ATTENDANCE TARGETS:

Strategic Priority 3: All students and staff are supported emotionally, spiritually and

physically.

3.6 Attendance is monitored and linked to achievement

Target for 2018 is 85% (87% in 2017)

Target for 2018 is 90% for students representing the school in sporting, cultural,

academic, performing arts arenas or attending the school ball

Ongoing Monitoring.

Term Analysis.

Monitored throughout the year for

Students representing the school and for

attendance at the school Ball in Years 12

and 13.

TARGET

ACTIONS WE WILL TAKE:

Phase 1: Set up Attendance Tracking and Monitoring Process to provide

transparency for all.

Identify a member of SLT with responsibilities for overseeing the Attendance across all

four houses: Witarina, Makereti and Taini.

Appoint 4 Heads of House to help raise House Spirit and Attendance.

TIMEFRAME

Start 2018

KR Deputy Principal – Student Support

Start 2018

Witarina House (Trish Pike),

Makareti House (Puarito Jennings),

Taini House (Felicity Kaiwai)

Year 9 (Jaylene Tamati )

Year 10 (Janyae Biddle)

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Deans use data to identify priority students and ensure that all staff are aware of

deliberate actions implemented( Google Doc) during Thursday pastoral meetings.

Link to Leadership appoint House Captains and Deputy House Captains

Senior Leaders will work with Heads of House to raise Attendance.

Link to Academic Achievement (Attendance = Achievement)

Regular tracking and monitoring by staff and Deans on student achievement for FCEA,

JCEA and NCEA as this is linked to their attendance.

Regular tracking and monitoring by staff and Deans on Priority Learners achievement for

FCEA JCEA and NCEA as this is linked to their attendance.

Link to TE AO (PB4L) T = The willingness to learn: RESILIENCE

o and E = Engaging to Achieve: INTEGRITY

Reward TE AO rewards for T = the willingness to learn: Term 1 focus and throughout

the year.

Reward TE AO rewards for E = engaging to achieve: Term 2 focus and throughout the

year.

Reward TE AO Certificates and Badges at School Assemblies to celebrate success.

Staff to refer regularly to their Staff PB4L Handbook to TE AO criteria.

Link to Academic Planning sessions #1 and #2, attendance to be included in student

academic goals.

Year 11 (Ngaire Tepania)

Year 12 (Sarah Riley)

Year 13 (Karen Aldridge)

Start Term 1

Ongoing Term 2, 3, 4

Start Term 1



Start Term 1

Ongoing Term 1, 2, 3, 4

Start Term 1

Ongoing Term 1, 2, 3, 4

Start Term 1


Start Term 2

Ongoing Term 3, 4

Start Term 1

Ongoing

Start of Term 1, 3,

Ongoing

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Meet with the Deans and Heads of House to define roles re raising attendance school

wide. (Deans overview, HoHs encourage and celebrate success)

Meet with Staff to provide PLD on the roles of the Deans and HoHs regarding

Attendance.

Set up a weekly tracking sheet of House Attendance.

Graph the weekly tracking sheet of House Attendance

Share the weekly tracking sheet and Graphs of House Attendance with Staff.

Share Attendance Graphs with students during Whanau period to encourage and

celebrate improved attendance.

Share Attendance Graphs regularly with the BOT.

Meet with Heads of House and Deans

Run Deans Meeting on Thursday morning to celebrate attendance.

Celebrate 100%, 95%, 90% Certificates at House Assemblies once a Term.

Celebrate 100% attendance in the school Bulletin.

Celebrate attendance success on Whanau Blogs and Whanau Walls.

Phase 2: Link Attendance to House Points

Celebrate the Winning House for Attendance and issue a prize.

Meet with Sports Co-ordinator to set up Attendance in House Points:

Winning House each week receives 100 points (1st)

Second House each week receives 70 points (2nd)

Start of Term 1


Start Term 1

Meetings occur Start Term 1

Start Term 1

Start Term 1

Share Weekly on Mondays via email

S Share Weekly on Mondays via email

Share Weekly

Monthly

Start of Term 1, Weekly

Start of Term 1, Weekly

End of Term 1, 2, 3, 4

End of Term 1, 2, 3, 4

Term 1, 2, 3, 4

Start Term 2


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Third House each week receives 30 points (3rd)

(Possible 2,000 points per Term based on a 10-week Term)

Overall Winning House for the Term will receive House Points towards the House

Trophy at Prizegiving at the end of the Year.

WHAT WE WILL NEED

Staff PLD time.

Regular weekly attendance print outs from KAMAR.

Regular weekly meetings with the Deans and HoHs

Regular school wide attendance sheets for Deans, HoHs and Whanau Teachers in

readiness for Tuesday, (HoHs) and Thursday (Deans) meetings with staff.

Regular meetings with all staff on Thursday morning.

To meet twice a Term with the Sports Co-ordinator to go over House Points.

Certificates, Prizes to celebrate success.

Term 1, 2, 3, 4

Monday each Week

Term 1, 2, 3, 4

Thursday each Week

Term 2, 3, 4

Term 2, 3,

Term 1, 2, 3, 4

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Supporting Documents on Operations, Governance and Management

Curriculum:

Key school documents that inform the 2017 Charter relating to curriculum include;

School Curriculum Framework

Curriculum Implementation Plans; (school schemes for each of the 'learning areas' covering planning and teaching requirements for teachers.)

Student Assessment Plan

Student Individual Portfolios; (displays school review information and formative assessment information.)

Associated Policies Rotorua Girls’ High School Strategic Plan

Rotorua Girls’ High School Annual Plan

Finances:

Key school documents that inform the 2017 Charter relating to finances include;

Annual Budget 10 Year Property Plan

SUE Reports Assets Register Auditors Reports Associated Policies & Procedures Rotorua Girls’ High School Strategic Plan


Health and Safety:

Key school documents that inform the 2017 Charter relating to health and safety include;

Hazards Register Maintenance Schedule

Evacuations Procedures Student Support Programmes and Procedures; (Student Support Register) Modern School Health & Safety Guidelines Handbook

Associated Policies

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Rotorua Girls’ High School Strategic Plan


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Human Resources

Key school documents that inform the 2017 Charter relating to human resources include;

Job Descriptions Performance Agreements Staff Appraisals Staff Handbook

School Parent Information Booklet Staff Professional Development Programme

Roles & Responsibilities Schedule

Accidents & Medical Register Personnel & Curriculum Policies Rotorua Girls’ High School Strategic Plan


Property:

Key school documents that inform the 2017 Charter relating to property include;

10 Year Property Plan

5 Year Property Schedule

Maintenance Schedule

Hazards Register Evacuation Procedures Insurance

Associated Policies Rotorua Girls’ High School Strategic Plan


P a g e | 120l

P a g e | 121l