Analysis of Variance for the year ended 31 December 2010
School Goals
Goal 1
Improving the quality of teaching and learning
Comment: The School recognises the need for a greater focus on teaching and learning, and a number of changes and new initiatives introduced during 2010 reflect this.
| • | A Learning Vision was created and are displayed along with the School’s Core Values in every classroom; |
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| • | Two out of five members of the senior leadership team were freed up from pastoral care responsibilities to lead the newly formed teaching and learning portfolio; |
| • | An NCEA ‘credit card’ was created for senior students to allow for regular feedback on the number of credits they had obtained; |
| • | A new report was introduced during Term 1 to provide feedback to parents and caregivers on how well students were doing with respect to developing the newly stated key competencies, a requirement of the new curriculum; |
| • | Our Academic Review Day, the first time we have tried this format at the School, was highly successful based on the feedback received from parents, as well as the turn out - a most pleasing result with 83% of our parents / caregivers attending on the day. This compares most favourably with previous Parents’ Evenings when we would struggle to draw more than 45% of our parents; |
| • | The first of our Celebration of Excellence events was held in November, with another scheduled for March. Students who had achieved academically, culturally or in sport were honoured at a held at Encounter Kaikoura. The aim of this initiative (a sponsored brunch) is to ingrain the celebration of success, and in particular excellence, into our school culture; |
| • | Our Year 10’s had to prove their worth by participating in the Preparing for NCEA programme, in order to gain entry to NCEA Level 1 in 2011. Next year the REACH programme will be introduced for Year 9 and 10 students, in essence a junior certificate, in order to build on the success achieved. |
Following attendance of relevant professional development, teachers of Year 7/8 students are implementing the National Standards. The School’s literacy and numeracy plans are well advanced and improvements to these will be made on an ongoing basis. Heads of Departments have reviewed schemes and assessment statements and submitted these for checking at the start of the academic year. Our academic achievement at NCEA Level for 2010 was pleasing, and also served to indicate the School’s new focus on quality as opposed to simply the number of standards achieved.
| • | Level One students of the School achieved a 71% pass rate with one student gaining an achieved with excellence and four with merit; |
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| • | The pass rate at Level Two was even higher with an 82% pass rate, with one student achieving the Level Two certificate with excellence and five other students their Level Two certificates with merit. If the new system of subject endorsements (which will be introduced in 2011) had been in place, the School would have had 17 Year 11 and 24 Year 12 students gaining a subject endorsement at either merit or excellence level. It is interesting to note that no fewer than 25 out of 37 students had already achieved their Level 2 NCEA (three of those with Merit), before they had even commenced with their external assessments; |
| • | The Level Three students were a particularly challenging year group in 2010, with very few students academically inclined: of those sitting for Level 3 NCEA the pass rate was 50%. Although this is not high, it is a much better outcome than originally expected for this year group. There were a large number of these students who never intended to sit their Level 3 from the outset, who were either being facilitated to follow a pathway to employment/apprenticeships or aiming to complete and gain their Level Two certificate. Three of the students achieved their Level Two certificates and five moved on during the year to take up apprenticeships or full time employment; |
The Careers Committee continued working toward the establishment and introduction of an integrated Careers Education Programme. The addition of the Careers Kiosk should contribute in this regard – it has proven hugely popular with students so far. Some classes have already had the opportunity to use of this facility, allowing individuals to draw up their career plans.
The introduction of KAMAR’s Parent Portal facility in 2012 should further enhance the School’s efforts to improve communication about student achievement between itself, teachers, students and also parents/caregivers. This is a critical success factor for student achievement, and will be addressed on an ongoing basis with a greater emphasis on self review of long entrenched events such as Academic Reviews, assessment practices and reporting to and communication with parents and caregivers.
Goal 2
Maintain and improve the progress made in pastoral care across the School to ensure that students have the opportunity to develop the philosophy of hauora
Comment: The School’s Core Values continue to be integrated into everyday school life, including the setting of behavioural expectations inside and outside the classroom, a learning vision for students, the student leadership criteria, having school assemblies based on a particular core value and the creation of rewards and recognition system.
The Koia Koia system has been reviewed and the new Rewards and Recognition programme has been rolled out. The Koia Koia are issued to reward students and to recognise behaviours displayed which demonstrate the core values of the school. The students have responded well to the programme, because they are able to qualify for a lucky draw held at the final assembly for terms 1, 2 and 3 for junior, middle and senior students. A grand prize is awarded to the student who is awarded most Koia Koia during that year for each of these age groups. The School has been able to source community funding to continue with this programme in 2011.
Student leadership is promoted within the School through:
| • | the School’s core values; |
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| • | setting clear expectations of students to display leadership behaviours; |
| • | the communication of student leadership criteria to students, encouragement to apply for leadership roles and the use of formal selection processes to appoint students to leadership positions; |
| • | optimisation of leadership opportunities offered to our students. Examples include groups of students attending leadership development opportunities in Christchurch as well as locally, at all year levels. The senior and the junior Student Councils worked very well in 2010 in terms of functioning as the student voice, and served as an effective consultation and communication channel; |
| • | the elevation of the importance of the Student Representative on the Board position as a member of the head student team; |
| • | the introduction of new leadership roles/positions within the School, firstly the role of Prefect/Peer Supporter, to provide awhi/support to our students and teachers, as well as the role of Student Librarian. A number of seats on the newly established Parent Teacher Student Association have been allocated for students from Year 10 – 13, and they have made a significant contribution in this regard. This is a far more vibrant and active body than the Parent Teacher Association it has replaced, and the difference the students have made to the dynamics of this committee is evident. |
All these leadership roles are sought after by students, and more will be established in 2011. The number of red cards and the number of detentions issued during 2010 showed a downward trend compared to previous years. This is indicative of a more positive culture in the school, with students enjoying being at school more than previously and also a greater engagement in learning. The School intends to introduce Restorative Practices during 2011, and sent two senior managers for professional development and learning in this regard. A trial Restorative Justice conference was also held, and this initiative was highly successful. The roles of Deans were advertised for the first time with the aim of appointing the best members of staff to these positions, but also to build the pastoral care capacity of the School. Assistant Deans will be appointed in 2011 to provide support to the Deans.
Goal 3
To strengthen school and wider community relationships
Comment: A number of initiatives were introduced to build and strengthen the School’s relationships with the wider community. A Parent Teacher Student Association was established, and a number of fundraising projects were identified.
| • | Some of these projects are well underway, such as sausage sizzles and the Seafest, with funds raised going toward the planned community hospitality suite; |
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| • | A long term project with the capacity to raise in excess of $50,000 per annum as a regular and sustainable source of income has been embarked on. This is a significant achievement, and the support of staff and the wider community has been obtained. |
The relationship with the Runanga is valued more than ever and relationships with representatives were developed further during the course of 2010. There is now a high level of cooperation between the School and the Runanga, compared to previous years. Enhancing communication between the School and parents/caregivers has been an area of focus during 2010. The following gains were made:
| • | There was a major increase in the number of parents and caregivers attending or becoming involved in school events. At the annual Swimming Sports and Athletics Sports Days we had more parents and caregivers in attendance than previous years, indicating growing support for the School. One of the highlights of both events was the parent/caregiver team participating in the final relay – something which has not happened for a few years; |
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| • | There was also a major improvement in the number of parents participating in the event to provide feedback on the academic progress of students, the newly introduced Academic Review Day. Normally the turnout at a Parents Evening would range between 39% and perhaps 43%. No fewer than 83% of our parents and caregivers attended the Academic Review Day, which was a great success. We will build on the success of this formula in future years; |
| • | A Whanau Learning Support Group was established in late 2010, and will gain momentum through the implementation of the He Kakano programme at the School. We look forward to working more closely with whanau and parents/caregivers in terms of the academic achievement of tamariki; |
| • | The School has also included a new event in the school calendar, the Soiree for Friends of the School. The aim of this afternoon tea is to thank members of the community for supporting the School over the past year. The feedback received was very positive and this event will become a fixture on our calendar; |
| • | The School now uses School Links to communicate with parents regarding attendance. It is quick and effective, and it allows the School to work more closely with parents / caregivers regarding this critically important aspect. Over time, as the School becomes better at addressing matters such as truancy, this should also impact positively on academic achievement. The introduction of the Parent Portal in 2011 should also contribute to achieving more regular and effective communication with parents and caregivers, especially with respect to the academic progress of students; |
| • | The school newsletter has been renamed to become the Te Panui Rikiriki, and is now issued to parents weekly. It provides valuable information regarding upcoming school events, education outside the classroom, and school news in general, but also about strategic matters such as the School’s values, vision, mission and strategic priorities, are now also included. Parents are invited to provide feedback on these matters. |
Enhancing the relationship and communication between the School and our community has also been an area of focus during 2010. The following gains were made:
| • | Quarterly newsletters are placed in the local newspaper, the Kaikoura Star, to update the community on how the School is moving forward. Although feedback regarding the entire spectrum of activities of school is provided, particular emphasis is placed on teaching and learning, and the progress we are making in this regard; |
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| • | Our School magazine increasingly displays a greater balance in terms of coverage by reporting more extensively about academic matters, compared to three years ago. It is starting to do justice to the entire range of school life experiences offered to our tamariki at the School; |
| • | The School website has undergone a transformation after having been largely stagnant since 2006. Not only does it provide more information about the School and its operations, it also provides parents the ability to access and even download the weekly Te Panui Riririki, a range of useful forms, the most recent ERO report, etc. More resources will be dedicated to making the website even more user friendly, for use by our parents/caregivers as well as our students once the computer network has been upgraded. |
| • | Community service was introduced at school level during 2010, and has already become ingrained in our culture to some extent. Interfaces with the community in 2010 included:
• Preparation/tidying of the Garden of Memories for the ANZAC Day celebrations; • Cleaning of the beach between Whale Watch and the New World; • Participation of the Head Students and the principal in the ANZAC Day ceremony, which was very well received; • Students assisting with the set up for the annual Garden Club Day in the Memorial Hall; • Individual and small groups of students volunteering their help for the Meals on Wheels programme. |
Goal 4
To elevate Maori students’ sense of self worth and belonging at Kaikoura High School
Comment: School wide initiatives and successes in 2010 included:
| • | The School participated in the Ka Hikitia programme and the surveys conducted showed that there is already significant support in place from teachers for the teaching of Maori students, basing the pedagogy on the particular learning needs of Maori students. The teaching practices to underpin the achievement of the Ka Hikitia programme is already largely in place and in 2010 even more was done to consolidate the gains made in this regard; |
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| • | The School registered an expression of interest in participating in the He Kakano programme commencing in 2011, and were successful in this regard. Two members of the senior leadership team attended the first wananga in late 2010, and will be attending all future wananga. It is envisaged that all members of the senior leadership team will be involved in the formulation of the School’s He Kakano goal as part of their curriculum / teaching and learning responsibilities; |
| • | Overall, our Maori students perform above the national norm in literacy and numeracy. The synthesis of the data collated by our Heads of Departments and Teachers in Charge, carried out in Term 2, served to confirmed this; |
| • | We now have a Kaikoura High School Haka and also a staff Waiata. The 1st XV spent some time learning the Haka and staff practiced the Waiata at the morning briefings. The Staff Waiata will be sung at future powhiri; |
| • | Two powhiri were held in 2010 to welcome newcomers to the School. A practice waiata was held in the lead up to the powhiri held in July, resulting in the best powhiri ever conducted at the School. A sense of pride in our cultural events is becoming evident and will be a focus for next year; |
| • | The external environment of the School is starting to reflect the Maori culture more and more. Examples of these include students painting Kowhaiwhai panels for the School which are then put up within the School. The 2010 panels are proudly displayed in the school library and in the Admin Block. In 2011 there are more property projects planned, which will more fairly reflect our bi-cultural roots. |
Teaching of Te Reo Maori: In Years 7 and 8 Te Reo Maori classes are now compulsory and students are involved in co-constructing the teaching programmes based on their learning needs and interests. Some of these programmes involved learning the appropriate Maori vocabulary for a range of sports and mural design by utilising traditional designs and motifs. The Year 10 students studied language and Whakapapa as part of the Tikanga teaching programme, and again speeches were held at Takahanga Marae to some lively audiences consisting of whanau and friends. Te Auhia Solomon won the Top of the South regional Nga Manu Korero Speech competition. He subsequently attended the National 2010 Nga Manu Korero Speech Competition as the Top of the South (Te Tau Ihu o te Waka a Maui) representative. In his section Te Auhia competed against 13 other students from a range of Kura Kaupapa (Immersion schools), Wharekura (Secondary immersion schools) and state schools. The standard was of an exceptional level and he represented the School and his whanau with pride.
General comment on achievement of goals
A self review of the Kaikoura High School’s goals was conducted by the senior leadership team in early 2011. The discussion focused on what had been achieved by the School over the period against each annual goal individually. The Board of Trustees’ newly established Vision and Mission statements for the School were again discussed, as well as the five strategic priorities as articulated in the School’s Strategic Plan 2011 - 2013. These were all shared with staff who were given an insight into the annual goals for 2011.
Goals and Focus Areas for 2012
Goal 1: Students will experience academic success |
Goal 2: Create diverse pathways |
Goal 3: Building effective relationships |
Goal 4: Nurturing a leadership culture |
Goal 5: Managing our resources and meeting government requirements |
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| Consolidate gains: • Greater academic focus • Ingrain our teaching vision through the PLD programme • Introduce He Kakano • Enhance and ingrain the REACH programme Curriculum Review Formulate a plan for using IT in learning Gather and use student data effectively Provide for gifted and talented students |
Tutuki introduced for Year 11 Core skills standards available, and industry based standards offered in: • HSI Levels 1 & 2 • Ag/Hort Levels 1-3 • Computing & Business Administration Levels 1-3 Build commercial kitchen, Phase 2 of the Community Hospitality Suite Review and refine Trades learning pathways |
Survey parents and students, and use data Introduce Parent Portal to the KAMAR system Involve local businesses: Adopt a Student Extend use of Student Voice, and use data Build relationships with Whanau/Maori community/Runanga Develop the PTSA |
SLT and HOLA’s: develop accountability and leadership Management of performance Conduct departmental reviews Introduce new/refined Performance Appraisal (PA) system Job descriptions for all positions PLD for HOLA’s Consolidate and further develop student leadership capacity, and offer relevant decision making opportunities |
School Review Cycle implemented Review Strategic Plan Prepare for SNUP upgrade Review and manage Health & Safety systems Review of documentation for assessment and reporting Property: update current and future 5YP |