2018 School Charter

2018 School Charter
2018
          School Charter




                    Strategic goals 2018 to 2020
                     Annual targets/goals 2018


                            School Name: Stratford High School
                                      School ID Number: 0179
                                                   Period: 2018




2018-SHS Charter.docx         Printed Date: 05/04/18    Page 1
2018 School Charter
Stratford High
                  School
Table of Contents
Introduction - the school and its community                           3
Vision/Mission Statement /Aims for Maori students                     4
National Priorities                                                   6
Strategic Goals 2016– 2018 Summary Chart                              7
2015 Annual Plan                                                      8
2016 Annual Plan                                                      18
Targets                                                               29
Procedural Information                                                33




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2018 School Charter
Introduction
The School and its Community
Stratford High is a decile four co-educational state secondary school, which serves the communities
of Stratford, Eltham and their surrounding districts in Central Taranaki.

Students come predominantly from families associated with local agricultural industries such as dairy
farming and related service industries.

The school has a long history and established traditions, having celebrated its centennial in 1997. The
roll has been stable at about 530 students for several years. Approximately thirty percent of the
students identify as Māori.

The school seeks to provide a broad, general education, in order to meet the needs of a diverse
range of students.

We offer students:
           A safe and effective learning environment
           The opportunity to face challenges
           A bicultural perspective
           A wide range of courses
           A wide range of sporting and cultural activities
           Opportunities for self-growth
           A caring perspective – one that fosters concern for all people

Student results for NCEA have shown them performing around national averages and other decile
four schools.

Teaching facilities include four science laboratories, two computer rooms, a music suite, Maori studies
block, wood and metal technology workshops, home economics and fabric technology workrooms, art
room, drama studio and other specialist teaching rooms. We have a large community-shared
gymnasium, a comprehensive library and an assembly hall capable of accommodating the entire
school. Video Conferencing facilities are used by staff and students on a regular basis. We have a
special needs area that is well resourced and highly regarded within the Taranaki educational
community.

There is a large core of experienced teachers and a group of able young teachers presently at the
school. Management of the school is devolved through the Principal to the Deputy Principals and
Assistant Principal then to curriculum leaders. The House system is a vital part of the organisational
culture of the school with healthy competition a feature of this system. Each year level has two Deans
for teaching and learning, guidance and pastoral care. A Counsellor and Chaplain are available to the
school community, with a Specialist Classroom Teacher available to staff.

The grounds are extensive, some eight hectares which include gardens, a swimming pool, four
tennis/netball courts, three rugby fields, a soccer field and a permanent cricket pitch with two practice
pitches.

Stratford High School has an attached Teen Parent Unit called Whaimano Ako, to enable the
educational needs of young mothers to be met. There is an attached Alternative Education course run
by a private provider.




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2018 School Charter
Vision and Mission Statement.
Mission Statement:
Provide a safe, effective and inclusive learning environment that promotes personal growth and
values that foster concern and respect for the entire school community.

Vision:
                              Expect, Engage, Excel
Explanation of the key words:
   EXPECT (Tūmanako)
     To promote success for all
     To be the secondary school of choice for all students within the Central Taranaki community
     To be an innovative and inspirational school supporting students to be creative, energetic, and
       enterprising
     To be a school where students are able to seize the opportunities offered by new knowledge and
       technologies
     To be responsive to the needs of its students so that they will continue to develop the values, knowledge
       and competencies thus enabling them to live full and satisfying lives
     To place an emphasis on supporting students to be confident, connected, actively involved and lifelong
       learners
     To encourage and support members of the school community to develop healthy tolerance, integrity,
       honesty, a sense of responsibility and a positive, productive attitude
     To consider all cultures and the contributions they bring
     To encourage students to have goals
     To foster respect for others, self and property
     The school has a focus on excellence in teaching and learning

   ENGAGE (Whakapāhekoheko)
     By communicating effectively with the local community
     By using effective pedagogy
     By our teachers and students working and learning in a safe, supportive, respectful and well maintained
       environment.
     By being passionate about teaching and learning

   EXCEL (Hiranga)
     Show determination: hard work brings results
     Aim high: setting out to be the best one can be
     Desire to achieve – strive towards our goals
     To be nationally respected for the quality of our students’ national qualification results and
       endorsements (for merit and excellence)




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2018 School Charter
OUR VALUES
      HONEST (Pono) – Be truthful with yourself and others
      EXCEL (Hiranga) - Give everything your best
      AROHA (Aroha) – Show care, compassion and consideration
      RESPONSIBLE (Haepapa) – Do the right thing
      TOLERANT (Manawanui) – Be patient, be understanding




 Honest (Pono)                                      Excel (Hiranga)




 Aroha (Aroha)                                      Responsible (Haepapa)




 Tolerant (Manawanui)




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2018 School Charter
Nga Tangata Katoa - Aims for Māori Students
“Ko te Amorangi ki mua, Ko te Hapai o ki muri”
“Te Amorangi in front and Te Hapai o behind”
We aim to raise the quality of life for Māori students through education in partnership with iwi, hapu
and whanau.

The Stratford High School recognises cultural diversity and provides opportunities in tikanga Māori
and Te Reo in the following ways:
 By providing learning opportunities for all year 9 students within the tikanga Māori programme.
 By welcoming visitors, new staff and students to the school with powhiri.
 Offering Te Reo Māori classes up to NCEA level 3
 By the provision of Te Amorangi as a focal point for Māori students and their whanau. To provide a
   culturally appropriate environment for wānanga and hui
 By providing teacher learning through the provision of staff development in Te Reo and tikanga
   Māori and through participation in school activities related to tikanga Maori.
 Participation in cultural festivals and competitions such as Manu Korero and Pae Rangatahi.
 Through the promotion of Te Reo at assemblies, in classes, during school events and on school
   signage.
 By supporting the Kapa Haka group with finances, time to practise and perform and through
   provision of a tutor.

National Priorities
In meeting the national and local priorities, the school undertakes to work within the National
Administration Guidelines framework. The school will determine its priorities by focusing on national
priorities and identifying local priorities.
    1.   Success for all:
         All students at SHS will be given opportunities to gain the knowledge, skills, attitudes and values
         identified in the New Zealand Curriculum.
    2.   A healthy and safe teaching and learning environment:
         SHS provide a safe physical and emotional environment for all staff and students.
    3.   Improving literacy and numeracy:
         SHS will place priority on improving student achievement in literacy and numeracy.
    4.   Better use of student achievement information:
         SHS will develop a range of assessment and evidence gathering practices to provide sufficiently
         comprehensive data for evaluation of the progress and achievement of students and to assist decisions
         regarding future teaching priorities.
    5.   Improving outcomes for students at risk:
         SHS will develop and implement teaching programmes aimed at improving outcomes for students who
         are not achieving or are at risk of not achieving or who have special education needs.
    6.   Improving outcomes for students of Māori ethnicity:
         SHS will work with its Māori community to plan, set targets and achieve better outcomes for Māori
         students.
    7.   Providing career guidance:
         Careers guidance will be provided by the careers department and provided within all departments, by all
         teachers.
    8.   Reporting:
         SHS will report to its students and parents on the achievement of each student.
         SHS will report regularly to its community on student success.
Local priorities will be identified through:
        Community, Parents, Students, Staff and Board consultation




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2018 School Charter
Strategic Goals – 2018 to 2020
The goals address the Board's responsibilities under the National Education Priorities, National Administration Guidelines and National Education Goals

                                                                                                                                                    .




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2017 Annual Plan
 Goal 1: To inspire all students to excel and to have high expectations for success
 EXPECTED OUTCOME             WHO           ACTIONS                                                                                     OUTCOME / ANALYSIS
 To further raise the         Senior            Extensive data analysis of the 2016 NCEA results. These shared with staff to           Our 2017 NCEA results show an increase on our
 achievement levels for all   Leadership         identify problem areas.                                                                2016 results at level one and two. Our target for
 students.                    Team (SLT),       Each curriculum area to undertake a thorough analysis of their results and             these was 80% and this was achieved at level 2
                              Staff              programmes, and adjust accordingly using EDGE or On Your Marks sheets                  but not quite at level 1. Level 3 and UE results
                                                Tracking of students undertaken. At risk students identified following school          were disappointing and we will analyse and look
                                                 examinations and an Individual Development Plan (IDP) put in place. During             closely at why/how this occurred beginning with
                                                 external examinations targeted students offered the chance of gaining credits to       our course confirmation procedures which may
                                                 maximize chance of gaining at least Level 1.                                           not have identified the actual paths that students
                                                Increase use of tracking students’ progress especially at Level 2 and work with the    intend following. We introduced a more rigorous
                                                 MOE in ART programme                                                                   tracking system through our Poutama groups
                                                Review results the following year with students via form class, Poutama                and also issued students on a regular basis
                                                Student survey going into Level 2 and Level 3                                          (from term 2 onwards) their credit information
                                                 •    All courses have at least one internal standard completed and entered into the    and how they were tracking. Prior to leaving for
                                                      markbook by the end of term 1.                                                    NCEA examinations we updated these sheets
                                                 •    Target group (boys, Mãori students) are supported by regularly, reviewed, well-   with as much data as possible. Data information
                                                      structured programmes that acknowledge students’ prior learning and context.      was posted on the workroom noticeboard for all
                                                 •    Mentors track the progress of the target group.                                   staff to see. Although we had SAF intervention
                                            •    Departments set clear milestones to support student learning in regards to formal      with Dianne Wilson (MoE) this was limited in
                                                 assessments.                                                                           2017 which was a pity as Dianne was a great
                                            •    Early contact with home if concerns about achievement surface and student not          source of advice/guidance for us. Summer
                                                 meeting expectations.                                                                  school was available for students and we issued
                                            •    School to sell the concept that higher education requires high standards in subject    a timetable (on Facebook for parents to see)
                                                 achievement.                                                                           with a number of teachers organising revision
                                            •    Greater use of exemplars, so that students know what merit plus standards look like.   classes and some resubmissions offered.
                                            •    Supported by study skills seminar and tutorial support. Built in tutorial time?        Technology students also had the opportunity to
                                            •    Foster the goal of certificate endorsement:                                            complete their work before it was sent away for
                                            a)   Pastoral level – set aside formal time to discuss certificate endorsement advantages   marking. We targeted students who were on the
                                            b)   HOD/Dept. level – have discussions about where endorsement opportunities are           cusp of achieving NCEA at their level.
                                                 and identify students who should aim for and achieve these.
                                            c)   Subject teachers to highlight assessment opportunities for certificate endorsement
                                                 to individuals.
 Increase NCEA endorsed       SLT, Staff    •    Each curriculum area to undertake a thorough analysis of their results and             We are in the process of analysing these results.
 results to match other                          programmes, and adjust accordingly                                                     School percentages and national percentages
 decile 4 schools.                          •    Tracking of students undertaken; Identify students with endorsement capabilities       are available. We will celebrate students’
                                                 and target for goal setting and encouragement                                          successes in an assembly by presenting badges
                                            •    Departments to develop and use exemplars of merit / excellence to raise                to those who achieved merit and excellence
                                                 expectations                                                                           awards. Students who received subject
                                            •    Goal setting through Poutama                                                           endorsements will also be acknowledged with a
                                                                                                                                        certificate at assembly once final results are
                                                                                                                                        available.




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2017 Annual Plan
 Increase the number of      SLT, staff    •   Identify students early in year capable of sitting scholarship (year 13 or earlier)     We had about the same number of students
 students entering NCEA                    •   Scholarship students provided on-going extension, support and guidance                  sitting scholarship this year and had success in
 Scholarship examinations                  •   Junior schemes and units of work are written to reflect the NZC. These to include       biology with three students gaining a
                                               links to Key Competencies, with thinking skills incorporated into programmes            scholarship. We continue to encourage students
                                           •   Assessments at all levels written to reflect NCEA marking and phrasing                  to enter especially those who maybe enrolling in
                                           •   Explore students proceeding/transitioning from NCEA Level 1 to NCEA Level 3 then        restricted courses at university. Staff organise
                                               scholarship in Year 13                                                                  extra classes/revision for those students
                                                                                                                                       entering scholarship.
 Maori students to achieve   SLT, staff,   •   Collect baseline data and analyse results over past years at both school-wide and       This is ongoing and needs to become a major
 at same levels as all       Whanau            department levels                                                                       focus over the next two years. Our results at
 other students              group         •   Set goals relating to this data.                                                        level 1 have increased, slight drop in level 2 and
                                           •   Professional development provided for staff to raise awareness and to provide           level 3, but they are still below national statistics
                                               strategies for improved achievement for Māori students.                                 for co-educational decile 4 schools. This needs
                                           •   Work with the MOE and our SAF contract to raise the achievement of our Māori            to be a stable area in the school and with the Te
                                               students particularly at Level 2 and in conjunction with the ART work                   Reo teacher returning from study leave in 2018,
                                           •   Use a wide range of teaching methods and resources – differentiation of the             I am confident that we will continue to see
                                               curriculum                                                                              improvement as the senior Māori students will
                                           •   Mentoring of Māori students – use of community resources                                not have to take their lessons via video
                                           •   Instigation of a Maori Achievement awards night – to be held off site                   conferencing, which was certainly a challenge
                                           •   SENCO / Deans / SLT to identify early, the at risk Māori and students.                  for them in 2017.
                                           •   All departments increase understanding of effective teaching / learning practices for   There needs to be an increased awareness by
                                               Māori students.                                                                         mentors of how Māori student achievement is
                                           •   Hui with Māori parents to inform them of student progress and review the school         tracking.
                                               Māori students’ achievement
                                           •   Look for improvement in the way we relate to Māori students through our
                                               professional development programme.
                                           •   Homework / Library Centre to be available in the lead into school exams and NCEA
                                               exams.
                                           •   Tutorials to be available to students in Term 4 to help preparation for externals.
                                           •   Connect Māori students to the opportunities offered through GATE, ICT and Careers
                                               / Gateway to increase their engagement in learning.
                                           •   Mentors track the progress of the target group.
                                           •   All courses have at least one internal standard completed and entered into the
                                               markbook by the end of term 1.
 Develop a Māori             Pr, SLT,      •   Student attendance, retention, engagement, progress and achievement                     Not achieved.
 achievement plan            school        •   Governance
                             whanau        •   Safe and inclusive school culture
                             group,        •   Contact with whanau and iwi
                             marae, iwi
 Monitor and strengthen      SLT, staff,   •   Improvement in accurate recording of attendance data                                    This became a focus for us as we could see the
 student attendance          Deans         •   Timely and reliable data provided to identify students at risk due to lack of           connection between attendance and
                                               attendance                                                                              achievement. We continued using our processes
                                           •   Development of application of data for teachers                                         that we had in place and spent time in staff
                                           •   Identify patterns and trends of absenteeism                                             meetings brainstorming each person’s role (front
                                                                                                                                       office – teacher – form teacher – Dean – SLT),

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2017 Annual Plan
                                            •   Utilise school links to aid in the positive communication to parents regarding           and ensuring that everyone was on the same
                                                absenteeism (eg: text, email, notes, phone)                                              page. Our early notification process appears to
                                            •   Attendance patterns for all year levels available to help inform staff and parents,      be working but there are still parents who do not
                                                summarised on reports                                                                    reply (this will be the same for all schools) to
                                            •   Attendance and achievement statistics linked to target students requiring                texts or call us to inform us of absences. Our
                                                intervention                                                                             processes have become more robust and we will
                                            •   Improve staff skill and accuracy in recording and follow-up                              continue to inform parents of our expectations.
                                            •   School communicates with home in regards to unexplained absence.
                                            •   Use EDGE to build a consistent series of data for ongoing analysis and monitoring.
                                            •   Identify risk areas after 6 weeks. Particularly recognition of students with learning
                                                difficulties that may impact on attendance.
                                            •   Improve recording of attendance:
                                            •   Attendance recording system is clearly understood and implemented by all.
                                            •   Daily teacher returns are on target.
                                            •   Improve reporting of attendance:
                                            •   Daily reports are prepared by Attendance Officer and form teachers monitor
                                                attendance.
                                            •   Weekly reports to Deans and term reports to Board of Trustees and Ministry of
                                                Education.
                                            •   Deans refer to GL then to Integrated Attendance Service.
                                            •   Review and improve systems for dealing with non-justified absenteeism:
                                            •   Deputy Principal to follow through with the implementation of systems for improving
                                                dealing with general absenteeism. These are to be implemented by year Level
                                                Deans, form teachers and subject teachers.
                                            •   Review and improve system for dealing with chronic truants:
                                            •   Chronic truants are quickly and clearly identified.
                                            •   Systems for dealing with chronic truants is implemented and maintained.
                                            •   The number of chronic truants falls to 5% of the school roll.
                                            •   Attendance Officer liaises with other agencies to bring about change, particularly the
                                                students whose attendance drops below 70%.
                                            •   Curriculum alignment, appropriate Gateway, STAR courses, Trade Academies and
                                                links to Tertiary providers.
                                            •   Maintain the school’s emphasis on providing a range of engagement opportunities.
                                            •   Focus on lateness and appropriate remedial actions.
                                            •   Maintain high expectations of consistent classroom attendance.
 Ensure careers advice       Deans, SLT,    •   Career benchmarks used to self-review the delivery of careers education                  We have a number of initiatives in the school
 and guidance is available   Careers,       •   Continue teaching “The Game” in Y10 Social Studies                                       aimed at careers eg Year 10 have The Game as
 to all students             Curriculum     •   Careers days for Y11 / Y12 / Y13 students                                                part of their social studies course, Year 11 & 12
                             Coordinators   •   University / tertiary provider’s liaison visits                                          have careers and health days, many universities
                                            •   Coordinate links between curriculum areas and career pathways                            have their liaison staff visit and students are
                             (CC)           •   Report student destinations beyond school                                                encouraged to visit the careers area during the
                                            •   Open evening for Y12/Y13 students and parents – information regarding university         year.
                                                accommodation, scholarships, costs, etc.                                                 During the year 11 careers day we also have a
                                                                                                                                         careers expo in the school hall with approx. 17
                                                                                                                                         providers which is available for all students to
                                                                                                                                         visit. The army also visit and we encourage all

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2017 Annual Plan
                                                                                                                                            students to visit and take advantage of the visit.
                                                                                                                                            For 2018 we are continuing the careers rotation
                                                                                                                                            in the Y10 programme.
 Programmes for the           SLT, Staff     •   Audit all learning areas to ensure programmes for all gifted and talented students         Ongoing – departments asked for information
 gifted and talented                             exist                                                                                      about extension work for students and a number
 students are developed                         All learning areas have strategies and activities to engage gifted and talented            offer this as well as encourage students to enter
                                                 students                                                                                   outside organised competitions such as ICAS,
                                                Students who should be categorised as Gifted and Talented identified                       science/maths fair, speech competitions. There
                                                Ensure G&T registers are maintained across all learning areas                              was not a designated GATE teacher but this has
                                                Provide professional development for those departments who require help to identify        been formalised for 2018.
                                                 /categorise students and plan programmes for these students
                                                Staff are further supported in differentiated learning and SOLO taxonomies
                                                Liaise with other schools to develop opportunities for collaboration between students
                                                 and teachers
                                                Report outcomes in the annual department report
 Special Needs students       Pr, SENCO      •   Special needs register is updated and all staff aware of students on it                    As for 2016 and working with EDGE to find a
 are catered for                             •   Professional development is undertaken to assist staff with the management of              suitable method to have this register. ORS
                                                 students with learning/behavioural difficulties                                            funded students are well catered for in Te
                                                                                                                                            Rangimarie and this is a very successful unit,
                                                                                                                                            maybe too successful as overcrowding is an
                                                                                                                                            issue which we are working on with the MoE.
 Year 9 and 10 student        Whole staff,   •   Levels of literacy of the Year 9/10 cohort assessed eg; e-asTTLe, PAT                      We test our year 9 / 10’s at the beginning of the
 achievement and              SLT            •   Levels of numeracy of the Year 9/10 cohort assessed eg; e-asTTLe / PAT                     year using PAT in literacy / numeracy. Re-tested
 motivation                                  •   Evaluate assessment data and identify needs                                                at end of year. Class profiles are being
                                             •   Attendance data is analysed for Year 9/10 students on a termly basis.                      developed and given to the staff.
                                             •   Lesson and unit planning to include literacy strategies, key competencies. Lesson          Departments are developing schemes to include
                                                 and unit plans written or rewritten to reflect the NZC. These to include links to the      KC’s, extension work and also indicating
                                                 key competencies, identification of learning intentions and success criteria.              strategies for any students who are struggling.
                                             •   Effective use of data from various sources, eg: primary school records, course             We need to develop a form that we give to our
                                                 evaluations.                                                                               contributing schools that indicates achievement
                                             •   Review graduation criteria.                                                                data eg PAT, national standards. This was used
                                             •   Continue to celebrate successes in all aspects of school life, eg: Junior House            but not all schools have undertaken this and this
                                                 Badges                                                                                     has meant that we do not have profiles of all
                                             •   Continued development of differentiation and thinking skills in classrooms eg;             students entering SHS and therefore rely on
                                                 Blooms and Solo taxonomies                                                                 PAT’s start of year results.
                                             •   Junior students who are at-risk of failing graduation are identified by Deans, after the   Our guidance counsellor visited all contributing
                                                 issue of each report. Families are then contacted and a plan to improve                    schools at the end of 2017 and collected data
                                                 performance is formulated                                                                  that is being used to assist teachers of year 9
                                             •   Establish school-wide processes for goal setting, tracking, intervention and reporting     classes. This will also help in identifying students
                                                                                                                                            who should be placed in the special needs
                                                                                                                                            register, and will assist us with seeing who our
                                                                                                                                            target students will be.
 Identification procedures    Deans,         •   Identification procedures for ‘at risk’ students clearly identified                        Deans worked very diligently with students at all
 for students ‘at-risk’ are   HoDs,          •   Systems established that ensure identified ‘at risk’ students are monitored and            levels to ensure they were working to their full
 reviewed                     Guidance           provided with appropriate programmes                                                       potential. Deans meetings are held for all levels

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2017 Annual Plan
                              Counsellor                                                                                            and at risk students are discussed and various
                              (GC), BOT,                                                                                            staff members allocated to keep an eye on
                              SLT                                                                                                   them.
                                                                                                                                    Junior deans (year 9 and 10) look after pastoral
                                                                                                                                    and graduation data and monitor these so that
                                                                                                                                    students experiencing difficulties are assisted
                                                                                                                                    and encouraged to improve.
                                                                                                                                    Senior deans monitor the pastoral and NCEA
                                                                                                                                    progress of students and this was especially well
                                                                                                                                    monitored with the assistance of the SAF
                                                                                                                                    committee and our Poutama programme.
 Establish school wide        Principal,   •   Poutama – parent, student, teacher conferences term 1 and term 3                     This has been a successful start to a mentoring
 processes for goal           SLT, staff   •   Mentoring groups meet every month                                                    programme which we will modify in 2018.
 setting, tracking,                        •   PD required for mentors
 intervention and reporting                •   Students reports: as per schedule for juniors and seniors
                                           •   All staff have access to students’ academic information on EDGE
                                           •   Implement and review individual student profiles that provide feedback to students
                                               on the next stages of their learning journey
                                           •   Nurture a culture amongst students where individual pathways are established and
                                               responsibility for student’s achievement is shared between students. Whanau and
                                               school.
 Provide regular reports to   Principal,   •   Student achievement data is provided to the BOT throughout the year                  Not as robust as could be. BoT and principal
 the BOT on student           HOD’s        •   Develop a consistent and relevant reporting method for student achievement           need to agree on what the BoT require and how
 achievement                                                                                                                        it is analysed for them to gain an understanding
                                                                                                                                    of the achievement in the school.




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2017 Annual Plan
Goal 2: To create an environment that enables effective teaching and learning and allows all students to access the curriculum
EXPECTED OUTCOME                 WHO              ACTIONS                                                                               OUTCOME / ANALYSIS
To use assessment data to inform SLT, CC          •   Teachers develop an awareness of the academic potential of their students         Teachers of NCEA classes have a self-reflection
teaching and learning                             •   Students are taught in a manner that enables them to meet or exceed their         sheet to complete after results are published and
                                                      academic potential                                                                then discuss with their HOD as they reflect on
                                                  •   Students’ progress is monitored and procedures are put in place, to develop an    previous results and also look at their next steps.
                                                      academic mentoring process at the school                                          Y9/10 assessment information sheet is given to
                                                  •   Teachers reflect on their own performance and set relevant goals annually         all teachers. This outlines PAT scores, national
                                                  •   Statistical analysis of students’ outcomes show an increasing trend in academic   standards data that teachers can use to develop
                                                      performance in all areas                                                          lessons within their classes.
Students with special needs are Staff             •   To continue the SPEC programme for the senior students in the learning            Ongoing. Use made of RTLB funding to allow
supported in their learning so that                   support environment and to work closely with the careers department, outside      teacher aides in our year 11 classes where
they can progress in relation to                      agencies to develop pathways for these students for the future                    necessary.
the NZC and fully participate in                  •   To review the support programme that is currently offered at Stratford High
                                                      School and to modify support programmes as necessary
and contribute to the school and                  •   Investigate and expand alternative pathways for senior students
their community                                   •   Senior option of Whanake for those students at year 11 / 12 / 13 for whom
                                                      NCEA qualification is not a one year course. These students are identified from
                                                      previous year’s study – year 10 students who have not graduated or have low
                                                      key competency skills.
Suitable professional            PD Coordinator •     Staff are able to access suitable professional development to enhance their      All staff are encouraged to attend professional
development opportunities are                         teaching skills.                                                                 development not only in their subject area but
offered to staff.                                                                                                                      also in other teaching interests they may have.
                                                                                                                                       This is an area that the BOT encourage and
                                                                                                                                       fund.
Establish a robust appraisal      Principal, SLT, •   Continue working with the RTCs to align with the appraisal system                2017 saw a focus on TAI/Appraisal with the use
system to support the             HOD’s,          •   Appraisal system is February to December.                                        of outside providers, who have worked with us to
development and capability of all teachers        •   Ensure appraisal process is effectively used to identify and facilitate on-going implement a robust appraisal system. Morning
staff                                                 improvement in the quality of teaching.                                          PLD (8.15-9am) was certainly helpful in having
                                                  •   Teaching as Inquiry would be a focus in our appraisal system and professional staff on board as this allowed them to work in
                                                      development would be made available to a teacher from each department who their inquiry groups and focus on the priority
                                                      would then train others from within their department.                            learnings they had identified. Most staff
                                                  •   To embed teaching as inquiry into the appraisal system                           undertook a year 9 or year 10 class. If they did
                                                                                                                                       not have the class for the whole year then some
                                                                                                                                       year 11 groups were set up. A few of these early
                                                                                                                                       meetings were used as feedback to the whole
                                                                                                                                       staff which was useful to hear what other groups
                                                                                                                                       were doing. Senior leaders looked after those
                                                                                                                                       students who came on buses and arrived before
                                                                                                                                       the later start of 9am.
Self-Review                      SLT, BoT.        •   A regular programme of review for all school policies and procedures             Ongoing. Both the school and BoT need to come
                                 HoD’s, PR        •   A regular programme of self-review for staff within departments                  up with how this will work. Our 2017 MNA
                                                                                                                                       showed a couple of aspects to tidy up which we
                                                                                                                                       have done and we now have a 3 year MNA visit.
                                                                                                                                       Our NZQA contact visits to see how we are

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                                                                                                                                             going and also answer questions/queries we
                                                                                                                                             have.
Development of a school-wide       PR, SLT,             •   Schemes of work and lesson plans have specific relation to relevant key          During 2017 we looked at our timetable structure
curriculum that integrates the key HOD’s                    competencies                                                                     and how we could put in a utilities period in
competencies throughout the                             •   Actively embed the values and key competencies of the revised New Zealand 2018. We considered 5day/10day/6day
programmes of learning                                      Curriculum (NZC) into all aspects of school life:                                timetables. We will look in 2018 at a curriculum
                                                            - adjust schemes of work to reflect the NZC, especially in the junior            review by visiting schools (HOD’s and SLT) to
                                                            programmes                                                                       look at what they are doing in terms of
                                                        •   Staff begin looking at implementing Vocational Pathways into curriculum areas junior/senior curriculum and also vocational
                                                            at Level 2 in 2016 and extending into Level 3 in 2017.                           pathways / timetable structure. This visit will also
                                                        •   Encourage and support teachers to try initiatives that will embed the values and incorporate a look at how schools are identifying
                                                            key competencies of NZC, celebrate successes                                     ‘at-risk’ students and Māori achievement. This
                                                        •   Focus on strengthening the links between the unit plan objectives and the        review will also look at our y9/10 reporting
                                                            actual learning                                                                  system so that we can indicate to parents what
                                                                                                                                             curriculum level their child is working at.
Review and reinforce school-wide      HEART team,       •   Review behavioural management within school                                      PB4L / RP is being developed within the school
practices that contribute to an       Staff, students   •   Identify areas of school tone for focus                                          and the school values (HEART) are being
improved school tone                                                                                                                         discussed in class and at assemblies.
Continue developing ‘restorative      HEART team,       •   Provide staff with professional learning that enables effective pastoral care of  PB4L/ RP committee which was set up has now
practises’ within the school with a   SLT, staff            students and to use restorative practices                                         been amalgamated into the HEART committee
concentration on classroom                              •   Develop the capability of staff to use a restorative approach when managing       which aligns with our school values. Ideas were
conferencing                                                student behaviour by providing them with appropriate time, training and           also discussed in staff meetings and with student
                                                            professional development to reduce the level of punitive response to              input. Our mission statement and values
                                                            inappropriate student behaviour.                                                  (HEART) came from the consultation this group
                                                                                                                                              had with staff and students. HEART student
                                                                                                                                              ambassadors have been acknowledged.
Increase student engagement in        HEART team        •   Collate, collect and analyse data to build on the baseline data collected in 2016 Ongoing.
class by reducing off task            class teachers        about behaviour incidents.
behaviour and referral out of                           •   Integrate students into the HEART group.
class                                                   •   Review expectations around in class actions.
                                                        •   Introduce a reward positive behaviour system and celebrate in assembly and
                                                            the school newsletter.
                                                        •   Develop teaching plans to reinforce expectations.
                                                        •   Make available posters showing our school values that can be put in
                                                            classrooms etc.
                                                        •   BOT and community involvement in HEART initiatives.
To improve the expression of the All staff              •   Introduce a school-wide reward system that involves all staff and rewards         HEART tickers introduced with postcards sent
school values in student                                    students who display the core values of our school -- HEART                       home to caregivers and prize draws at the end of
behaviour                                                                                                                                     each term.
Continue to review and develop PR, SLT, Staff           •   Senior school programmes reviewed after NCEA results are analysed                  The review began in 2016 as we started to
the SHS curriculum to provide                           •   Curriculum review begins in senior school to consider vocational pathways.         consider where vocational pathways fits into the
balanced and effective delivery                         •   A review of the SHS curriculum is undertaken and all stakeholders have a           curriculum. It may also involve a consideration of
which challenges all students, is                           chance to be part of the review.                                                   our 6day timetable. Vocational Pathways have
                                                        •   As part of this The SHS leaver profile is developed.                               been discussed with curriculum coordinators and
relevant and engaging                                   •   Focus on improving Mãori and Paskifka achievement                                  our option booklet indicates which standards
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2017 Annual Plan
                                                                                                                                        align with which Vocational Pathway. A number
                                                                                                                                        of students are involved in Gateway, STAR,
                                                                                                                                        Trades Academies and Build a Bach
                                                                                                                                        programmes which are relevant to their future
                                                                                                                                        vocation pathways.
                                                                                                                                        The change to our junior curriculum rotations
                                                                                                                                        went well and a review is being undertaken.
                                                                                                                                        The introduction of new courses at senior levels
                                                                                                                                        in 2017 was well received.
Staff continue to develop          HoD Māori     •   Usage of Te Reo where appropriate                                                  School waiata used in staff briefings / meetings
understandings and skills in the                 •   Develop understanding of protocols                                                 and also in school assemblies.
matters relating to Te Reo Māori                 •   Te Reo Mãori will be incorporated into classroom programmes                        A small group of staff are involved in Kahui
and Māori protocols                                                                                                                     Whetu.
                                                                                                                                        School Kapa Haka group has grown this year
                                                                                                                                        with the enthusiasm of staff and students and
                                                                                                                                        they participated in various local competitions
                                                                                                                                        and also were involved in community projects.
Develop a sense of belonging,     Enviro group   •   Education for Sustainability (EFS); the curriculum is developed to integrate all   Leadership of this by a staff member is fantastic
community and ownership among BoT, staff             aspects of being an Enviroschool                                                   and involves a number of students. This will be
students and staff through action                •   Review schemes of work re; current links and areas of required future focus        part of our curriculum review especially in the
and future focused curriculum                    •   Develop understandings of the guiding principles (Enviroschools)                   junior area to begin with and then as we embed
                                                                                                                                        this in that area extending it to our senior school.
(sustainability, citizenship,                                                                                                           In the review it may even be seen as an NCEA
enterprise and globalisation)                                                                                                           subject that we need to incorporate into the
                                                                                                                                        school.
To carry out planned               BoT           •   Government priorities of infrastructure and health/safety are completed so that    Various infrastructure projects have been
maintenance as identified by the                     some of the MLE parts of the 10YPP can be started.                                 completed around the school. The retrofit of the
BoT property committee using                                                                                                            computer labs has been booked in. The
5YPP monies                                                                                                                             walkways project took considerable time to
                                                                                                                                        complete due to asbestos concerns.
Enviro Schools:                  SJ, Staff       •   Students and staff are consulted and create plans for action                       This is an ongoing aspect of school life and is
To reduce physical waste our                     •   Audit and manage our practices and management of resources                         being supported by the enviro team and the
kura produces and reduce our                     •   Conserve energy (water, power and gas) and other resources (paper, etc)            teacher who has a passion for it. She has
negative impact                                  •   Choose and use environmentally friendly products                                   assistance from the grounds man and caretaker
                                                 •   Create ways to reduce, reuse and recycle within our school community               who sort the recycling at the start of each day.
To be visibly recognisable as an                 •   Establish visible places for recycling and composting                              Staff are encouraged to turn lights, computers off
environmentally sustainable kura                 •   Design, make and maintain areas where natural habitats are nurtured                when they are not in their rooms.
by the school community.                                                                                                                An audit of recycling material was undertaken by
To attain the Enviroschools                                                                                                             a year 10 class with the results shown to staff
Bronze Award.                                                                                                                           and students and an article in the local papers.
A landscape plan is prepared for BoT, Staff,     •   BOT approves a professional landscape plan which reflects the needs of staff,      Not as much has been done on this as hoped.
the frontage of the school and   community           students and visitors.
continuing beautification of the
school


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To create and maintain attractive BoT, Pr,           •   Identify the different roles and expectations of staff                             Our grounds man is working with the enviro team
grounds around the school         Groundsman         •   Students and staff are consulted and create plans for action                       to maintain our grounds and also find ways to
(gardens, native trees, picnic                       •   Education for Sustainability (EFS); the curriculum is developed to integrate all   recycle within in our school. This is a very
tables, murals, front entrance)                          aspects of being an Enviroschool                                                   positive aspect and is due to the work of the
                                                     •   Create ways to reduce, reuse and recycle within our school community               grounds man, caretaker and enviro group.
A signage plan for the school is     BoT, Staff,     •   BOT approves a signage plan which reflects the needs of staff, students and        Not achieved.
prepared                             community           visitors
Ensure that aspects of the H&S       BOT, Principal, •   Review and complete writing of policies and procedures required under NAG 5 This was started in 2017 and will need to be a
Act 2015 are evident in the school   committee       •   Continue to develop and practice the emergency procedures especially as the focus in the early part of 2018.
                                                         school grows.
                                                     •   A hazard register will be developed by relevant staff who have responsibility for
                                                         certain areas of the school. These include science labs, technology area,
                                                         gymnasium, school grounds. This will be developed in conjunction with the
                                                         health and safety committee.
                                                     •   Continue to develop hazard register. Increase staff awareness of risks and
                                                         hazards at school.
                                                     •   Regular first aid training for administrative and other staff that require specialist
                                                         first aid skills eg: EOTC committee




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2017 Annual Plan
 Goal 3: To ensure effective communication exists between the school, whānau and its community
 EXPECTED OUTCOME                  WHO          ACTIONS                                                                              OUTCOME / ANALYSIS
 Communication is improved         BoT,         •   Parent/teacher evenings positively promote the school                            Newsletters are being taken to various
                                   Principal,   •   Year 8 evenings                                                                  businesses around the district and also sent to
                                   Staff        •   Events board                                                                     all contributing schools. Newsletters are also on
                                                •   On-going update of the school website                                            our website and we are using our Facebook
                                                •   Newsletter and calendar available electronically                                 page to alert parents to activities that occur in
                                                •   Development of email communication with parent procedures                        the school. Facebook is also used to show
                                                •   Develop and enhance High School Corner                                           photos of events such as swimming, athletics or
                                                •   Place newsletters in prominent areas of the community eg: Mainland,
                                                                                                                                     TSSSA which students participate in.
                                                    Riverlands, Fonterra, New World, Information Centre, Doctors’ surgeries
                                                                                                                                     The school has the electronic noticeboard which
                                                •   Ask parents for preferred contact mode
                                                •   Hire local area for events board                                                 is operating well.
                                                •   Advertise the opportunity for the sharing of people’s expertise, make contact    The school Facebook page has been very useful
                                                    with the different organisations within the community                            getting information to parents and students.
                                                •   Parent survey at end of year (online)
                                                •   Ensure that digital forms of communication are used as much as possible
                                                    where appropriate
 Develop relationship with         Principal,   •   Contributing school visits: curriculum leaders visit schools and discuss their   Principal meets with local primary principals on a
 contributing schools.             staff            subject areas                                                                    termly basis.
                                                •   Roadshow
                                                •   Analyse ‘origin school’ data and report back to staff
                                                •   Year 8 visits and transition programme
                                                •   Meetings of class teachers of Y9 to review with Guidance Counsellor the
                                                    information on new students
 Enhancing environment             Board of     •   Signage                                                                          This is a work in progress. The front and library
                                   Trustees,    •   Front of school                                                                  offices were carpeted. A plan is being prepared
                                   Staff        •   School gardens – herb garden, vegetable gardens for home economics               for the school frontage. The grounds man is
                                                    students, horticulture block                                                     enhancing the school gardens and general look
                                                                                                                                     of the school with plantings and removal of
                                                                                                                                     various overgrown foliage – this is being
                                                                                                                                     coordinated with the Enviroschools team.
 Community consultation            Board of     •   Survey the community to assist with decision making in the school, eg; in        The BOT sought assistance from STA on
                                   Trustees         conjunction with health curriculum                                               community consultation around the charter but
                                                •   Encourage and draw on expertise from staff, parents, Tangata Whenua and          were not given what they had asked for so they
                                                    the wider community regarding SHS Enviroschool principles and actions for        will need to look at ways that this can be
                                                    future focus.                                                                    undertaken. This is an area the BoT is working
                                                                                                                                     on and looking at best practice.
 Establish a programme of policy   BOT PR       •   Follow a regular review of BOT policies and procedures                           Ongoing.
 review at BOT level
 To participate in the central     PR, staff    •   Teachers will be data literate; posing focused questions, using data,            This is going well but still needs plenty of
 Taranaki Community of Learning                     engaging in thoughtful interpretation and evidence informed conversations        parent/staff consultation.



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 Goal 4: To promote and develop ICT as a means of supporting, developing and enhancing student learning.
 EXPECTED OUTCOME                  WHO                                   ACTIONS                                                          OUTCOME / ANALYSIS
 Meeting the ICT needs of          Board of Trustees, SLT, Staff         •   Annual surveys of students, staff and school community,      Not as robust as it could have been.
 students, staff and the                                                     to ensure appropriate programs, equipment and
 community                                                                   resources are available.
 Effectively integrate the use     Board of Trustees, SLT, ICT Group     •                                                                There needs to be PD in this area. All
 of ICT throughout the                                                                                                                    rooms have data projectors installed for
 teaching and learning                                                                                                                    classroom use. There are three COWs in
                                                                                                                                          use for classes to use but these probably
                                                                                                                                          need upgrading.
 Further develop staff             Staff                                 •   Identify and resource staff PD                               Staff PD required in this area.
 knowledge of ICT as a
 teaching tool
 Build an understanding of the     Board of Trustees, SLT, Staff         •   Provide PD in the use of school UltraNet                     Ongoing
 role of ICT in supporting the                                           •   Celebrate successes in area of e-learning and teaching
 school as a community                                                       and learning with ICT
 learners                                                                •   School website/ Facebook updated regularly
 Parent portal is open             ICT committee, PR                     •   Parents able to access parent portal on EDGE                 Parent portal is open and a number are
                                                                                                                                          using the EDGE app.
 Audit ICT responsibilities and    SLT, ICT group                        •   Allocate additional staffing to support ICT as identified.   Ongoing
 review job descriptions
 Maintain latest versions of all   BoT, Technician, ICT Committee        •   Latest versions installed / distributed within school        All students have access to Office365 and we
 software within school                                                  •   Professional development for staff to use software           are continually updating licenses of software
                                                                         •   Allow all students access to Office365                       to ensure staff have access to the latest
                                                                                                                                          software versions plus any new software
                                                                                                                                          required for their curriculum area.
 Introduce BYOD                    ICT committee                         •   BYOD is available to all students                            BYOD is available for all students at all
                                                                         •   Survey these students at end of 2017 to address any          levels.
                                                                             issues




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 Goal 1: To encourage and inspire all students to excel and to have high expectations for success
 EXPECTED OUTCOME             WHO           ACTIONS                                                                                            OUTCOME / ANALYSIS
 To further raise the         Senior        •   Extensive data analysis of the 2017 NCEA results. These shared with staff to identify
 achievement levels for all   Leadership        problem areas.
 students.                    Team (SLT),   •   Each curriculum area to undertake a thorough analysis of their results and programmes,
                              Staff             and adjust accordingly using EDGE or On Your Marks sheets
                                            •   Tracking of students undertaken. At risk students identified following school examinations
                                                and an Individual Development Plan (IDP) put in place. During external examinations
                                                targeted students offered the chance of gaining credits to maximize chance of gaining at
                                                least Level 1.
                                            •   Increase use of tracking students’ progress especially at Level 2 and work with the MOE in
                                                ART programme
                                            •   Review results the following year with students via form class, Poutama
                                            •   Student survey going into Level 2 and Level 3
                                            •   All courses have at least one internal standard completed and entered into the markbook by
                                                the end of term 1.
                                            •   Target group (boys, Mãori students) are supported by regularly, reviewed, well-structured
                                                programmes that acknowledge students’ prior learning and context.
                                            •   Mentors track the progress of the target group.
                                            •   Departments set clear milestones to support student learning in regards to formal
                                                assessments.
                                            •   Early contact with home if concerns about achievement surface and student not meeting
                                                expectations.
                                            •   School to sell the concept that higher education requires high standards in subject
                                                achievement.
                                            •   Supported by study skills seminar and tutorial support. Built in tutorial time?
                                            •   Foster the goal of certificate endorsement:
                                            •   Pastoral level – set aside formal time to discuss certificate endorsement advantages
                                            •   HOD/Dept. level – have discussions about where endorsement opportunities are and
                                                identify students who should aim for and achieve these.
                                            •   Subject teachers to highlight assessment opportunities for certificate endorsement to
                                                individuals.
 Increase NCEA endorsed        SLT, Staff   •   Each curriculum area to undertake a thorough analysis of their results and programmes,
 results to match other decile                  and adjust accordingly
 4 schools.                                 •   Tracking of students undertaken; Identify students with endorsement capabilities and target
                                                for goal setting and encouragement
                                            •   Greater use of exemplars, so that students know what merit plus standards look like.
                                            •   Departments to develop and use exemplars of merit / excellence to raise expectations
                                            •   Goal setting through Poutama
 Maori students to achieve at SLT, staff,   •   Collect baseline data and analyse results over past years at both school-wide and
 same levels as all other     Whanau group,     department levels
 students                     marae, iwi    •   Set goals relating to this data.
                                            •   Professional development provided for staff to raise awareness and to provide strategies for
                                                improved achievement for Māori students.


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2018 Annual Plan
                                            •   Work with the MOE and our SAF contract to raise the achievement of our Māori students
                                                particularly at Level 2 and in conjunction with the ART work
                                            •   Use a wide range of teaching methods and resources – differentiation of the curriculum
                                            •   Mentoring of Māori students – use of community resources
                                            •   Instigation of a Maori Achievement awards night – to be held off site
                                            •   SENCO / Deans / SLT to identify early, the at risk Māori and students.
                                            •   All departments increase understanding of effective teaching / learning practices for Māori
                                                students.
                                            •   Hui with Māori parents to inform them of student progress and review the school Māori
                                                students’ achievement
                                            •   Look for improvement in the way we relate to Māori students through our professional
                                                development programme.
                                            •   Homework / Library Centre to be available in the lead into school exams and NCEA exams.
                                            •   Tutorials to be available to students in Term 4 to help preparation for externals.
                                            •   Connect Māori students to the opportunities offered through GATE, ICT and Careers /
                                                Gateway to increase their engagement in learning.
                                            •   Mentors track the progress of the target group.
                                            •   All courses have at least one internal standard completed and entered into the markbook by
                                                the end of term 1.
                                            •   Develop a Māori achievement plan
 Programmes for the gifted   SLT, Staff     •   Audit all learning areas to ensure programmes for all gifted and talented students exist
 and talented students are                     All learning areas have strategies and activities to engage gifted and talented students
 developed                                     Students who should be categorised as Gifted and Talented identified
                                               Ensure G&T registers are maintained across all learning areas
                                               Provide professional development for those departments who require help to identify
                                                /categorise students and plan programmes for these students
                                               Staff are further supported in differentiated learning and SOLO taxonomies
                                               Liaise with other schools to develop opportunities for collaboration between students and
                                                teachers
                                               Report outcomes in the annual department report
 Year 9 and 10 student       Whole staff,   •   Levels of literacy of the Year 9/10 cohort assessed eg; e-asTTLe, PAT
 achievement                 SLT            •   Levels of numeracy of the Year 9/10 cohort assessed eg; e-asTTLe / PAT
                                            •   Evaluate assessment data and identify needs
                                            •   Attendance data is analysed for Year 9/10 students on a termly basis.
                                            •   Lesson and unit planning to include literacy strategies, key competencies. Lesson and unit
                                                plans written or rewritten to reflect the NZC. These to include links to the key competencies,
                                                identification of learning intentions and success criteria.
                                            •   Effective use of data from various sources, eg: primary school records, course evaluations.
                                            •   Review graduation criteria.
                                            •   Continue to celebrate successes in all aspects of school life, eg: Junior House Badges
                                            •   Continued development of differentiation and thinking skills in classrooms eg; Blooms and
                                                Solo taxonomies
                                            •   Junior students who are at-risk of failing graduation are identified by Deans, after the issue
                                                of each report. Families are then contacted and a plan to improve performance is formulated
                                            •   Establish school-wide processes for goal setting, tracking, intervention and reporting

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2018 Annual Plan
 Students at risk are          Deans, HoDs,      •   Identification procedures for ‘at risk’ students clearly identified
 identified                    Guidance          •   Systems established that ensure identified ‘at risk’ students are monitored and provided with
                               Counsellor            appropriate programmes
                               (GC), BOT, SLT
 Establish school wide         Principal, SLT,   •   Poutama – parent, student, teacher conferences term 1 and term 3
 processes for goal setting,   staff             •   Mentoring groups meet every month
 tracking, intervention and                      •   PD required for mentors
 reporting                                       •   Students reports: as per schedule for juniors and seniors
                                                 •   All staff have access to students’ academic information on EDGE
                                                 •   Implement and review individual student profiles that provide feedback to students on the
                                                     next stages of their learning journey
                                                 •   Nurture a culture amongst students where individual pathways are established and
                                                     responsibility for student’s achievement is shared between students. Whanau and school.
 Address boys’ achievement Principal, SLT,       •   Gather information to identify strategies to raise boys’ achievement
                           staff




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2018 Annual Plan
GOAL 2: To create and maintain an environment which is well resourced that enables effective
teaching and learning and allows all students to access the curriculum
EXPECTED OUTCOME                 WHO                 ACTIONS                                                                                          OUTCOME / ANALYSIS
To use assessment data to inform SLT, CC             •   Teachers develop an awareness of the academic potential of their students
teaching and learning                                •   Students are taught in a manner that enables them to meet or exceed their academic
                                                         potential
                                                     •   Students’ progress is monitored and procedures are put in place, to develop an academic
                                                         mentoring process at the school
                                                     •   Teachers reflect on their own performance and set relevant goals annually
                                                     •   Statistical analysis of students’ outcomes show an increasing trend in academic
                                                         performance in all areas
Students with special needs are Staff                •   To continue the SPEC programme for the senior students in the learning support
supported in their learning so that                      environment and to work closely with the careers department, outside agencies to develop
they can progress in relation to                         pathways for these students for the future
the NZC and fully participate in                     •   To review the support programme that is currently offered at Stratford High School and to
                                                         modify support programmes as necessary
and contribute to the school and                     •   Investigate and expand alternative pathways for senior students
their community                                      •   Senior option of Whanake for those students at year 11 / 12 / 13 for whom NCEA
                                                         qualification is not a one year course. These students are identified from previous year’s
                                                         study – year 10 students who have not graduated or have low key competency skills.
Development of a school-wide       PR, SLT,          •   Schemes of work and lesson plans have specific relation to relevant key competencies
curriculum that integrates the key HOD’s             •   Actively embed the values and key competencies of the revised New Zealand Curriculum
competencies throughout the                              (NZC) into all aspects of school life:
programmes of learning                                   - adjust schemes of work to reflect the NZC, especially in the junior programmes
                                                     •   Staff look at implementing Vocational Pathways into curriculum areas at all levels.
                                                     •   Encourage and support teachers to try initiatives that will embed the values and key
                                                         competencies of NZC, celebrate successes
                                                     •   Focus on strengthening the links between the unit plan objectives and the actual learning
Review and reinforce school-wide   HEART team,       •   Review behavioural management within school
practices that contribute to an    Staff, students   •   Identify areas of school tone for focus
improved school tone
Continue developing ‘restorative   HEART team,       •   Provide staff with professional learning that enables effective pastoral care of students
practises’ within the school       SLT, staff            and to use restorative practices
                                                     •   Develop the capability of staff to use a restorative approach when managing student
                                                         behaviour by providing them with appropriate time, training and professional development
                                                         to reduce the level of punitive response to inappropriate student behaviour.
Review and develop the SHS         PR, SLT, Staff    •   Senior school programmes reviewed after NCEA results are analysed
curriculum to provide balanced                       •   Curriculum review begins in senior school to consider vocational pathways.
and effective programmes that                        •   A review of the SHS curriculum is undertaken and all stakeholders have a chance to be
meet students’ needs                                     part of the review.
                                                     •   As part of this The SHS leaver profile is developed.
                                                     •   Focus on improving Mãori and Paskifka achievement


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