Charter Dargaville High School - "Mahi tahi tātou, mo te oranga ā mātou rangatahi"
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Dargaville High School
Charter
“Mahi tahi tātou, mo te oranga ā mātou rangatahi”
Working together for the well-being of our youth.
Updated February
1 2020Contents
Introduction .................................................................................... 4
Location
Context
Strategic Plan .................................................................................. 6
Board Overview .............................................................................. 7
Stratgic Overview ........................................................................... 9
Annual Aims and Objectives ........................................................ 12
Analysis of Variance ..................................................................... 19
2Introduction
Location and Context:
Dargaville High School is a state Secondary School located in Dargaville, which is in the Kaipara
District. The roll is currently around 440 students (full time equivalents (FTE)), made up of Year 9
to 13 students.
There are several special characteristics of our school which include:
A Building Academy.
An Agriculture Academy.
Our Tutamoe class (for students of special needs).
The school has a focus on improving student achievement and student behaviour management.
The school continues to support PB4L Restorative Practices, with a number of staff having
received training. In 2019 our PB4L strategy was renamed Ara Tātou and signage of the school
expectations was installed around the school. The Ara Tātou Team meets regularly and the team
played a significant role in the introduction of a new uniform which is now in place for the whole
school.
The key foci for student achievement are based on NCEA achievement, particularly achievement
of NCEA Levels 1 and 3 as well as literacy in the junior school. These tie into our school mission
of students having the skills to contribute positively to our community and the wider society.
Dargaville High School has a broad curriculum that offers the opportunity to meet the learning
needs of all students. A student centred approach to course planning is being developed working
with the aspirations of each student. The intention is that senior programmes are contextual and
cohesive, often including Gateway, STAR and / or Secondary Tertiary Partnerships. Junior classes
are mixed ability.
The facilities of the school enable students to learn in comfortable and pleasant surroundings.
The school has invested in technology (both Computer Suites and Computers on Wheels) as the
promoting students being able to ‘bring their own device’. All classrooms have a fixed data
projector and access to the school wi-fi.
Our pastoral system has been reviewed and we have moved from vertical form classes to
horizontal form Classes which align with the Year Level Deans. Also as part of our pastoral
system, we have a guidance Counsellor, Youth Worker in Secondary Schools and a 24/7 Youth
Worker. Academic Coaching is also a function of the form teachers, which involves meeting with
parents / whānau regarding student progress as well as goals and assisting with plotting the
academic pathway through school. Developing a purposeful relationship between the college,
parents and whānau is a key component of the initiative.
Dargaville High School is part of the Northern Wairoa Community of Learning (Kāhui Ako), which
was announced in 2017. At the end of 2019, the Achievement Targets for the Kāhui Ako were
approved by the Ministry of Education.
3Introduction
Location and Context: continued…
Senior students are expected to be good role models and undertake leadership roles. This starts
with the Leadership Camp for Year 13 at the beginning of the year and opportunities available to
be Head Students or Prefects, a member of the Student Council, a Peer Support Leader as well
as leading sporting teams and cultural groups.
Dargaville High School has a proud tradition of sporting and cultural activities. A number of our
sports teams and players display excellent sportsmanship and experience success in their
respective sports. Most recently our students have attended the National Waka Ama competition
and National Rugby League competition. Physical activities are a cornerstone of inter-house
challenges. Our Kapa Haka roopu is building and our Pasifka group.
Strategic Plan:
The current Strategic Plan was reviewed at the end of 2018 by the Board of Trustees. The review
was led by the Board of Trustees, with input from the school and wider communities. The Strategic
Plan includes our Mission and Vision statements as well as the strategic goals, values of
Dargaville High School and the annual goals. The guiding principles are founded on our Ara Tātou
(PB4L) expectations of respect (whakaute), responsibility (kawenga), contributing (aroha hoatu)
and integrity (ngakau tapatahi).
The Strategic Plan is included on the next page. Underpinning the Strategic Plan is the Annual
Plan, and, at times, other development plans. In 2020 these include a Māori Strategic Education
Plan and a longitudinal picture of progress and achievement for identified individuals or groups.
4Dargaville High School Strategic Plan 2020
Mission Statement Values
Realising potential, recognising and fostering success for each The Ara Tātou expectations for Dargaville High School are:
student, developing well rounded, contributing members of society. Respect Whakaute
Responsibility Kawengā
Vision Contributing Aroha Hoatu
Our school will empower students to demonstrate: Integrity Ngākau Tapatahi
Achievement:
To raise and sustain student performance across all year levels 2020 Annual Goals
through a challenging and inspirational learning environment.
Confidence: 1. Raise and sustain NCEA academic achievement:
To provide students with the tools to be resilient, reflective and 70% of Year 13 students eligible for the University Entrance
adaptable, ready for an ever changing world. qualification will attain the qualification.
Connectedness: Improve NCEA Level 2 endorsements to at least 15% of the
Belonging to a community, where inclusiveness and diversity of all Year 12 cohort gaining a Merit endorsement and at least 10%
people embraces our partnership with tangata whenua. of the Year 12 cohort gaining an Excellence endorsement.
Excellence: Increase NCEA Level 1 attainment for Māori students by 15%
Excellence in learning, performance and behaviour, motivated by to improve parity with other students.
high expectations and respectful relationships. A climate of no 2. Improving Literacy through reading with 75% of junior students to
excuses, no exceptions and high expectations. meet their negotiated reading targets during the year.
3. Engage students in individual learning pathways, developing a
Strategic Goals learner profile for Year 10 and Year 13 students.
4. Further embed PB4L Restorative School wide to increase
Engage students, to experience success through personalised
Strategic
programmes Goals
and innovative learning, with ongoing support and
positive behaviour and strengthen school culture.
5. Review curriculum and learning programmes, developing an
coaching;
innovative, student centred, local curriculum to improve the
Teaching key competencies and specific skills to prepare akonga learning outcomes for all.
to be ready for life beyond school;
To encompass all members of the school community. Encouraging
a sense of belonging and well-being which is a reflection of the
wider community.
Expect and support all students, through respectful relationships,
to strive for personal excellence and to do their best in all
endeavours. 5Board Overview
Governance Responsibilities of the Board of Trustees
Aim
Asset Management
To develop Dargaville High School as the secondary
To manage the school in a fiscally responsible way.
school of choice within the Kaipara through promoting
To monitor the cyclical maintenance plan so that the
innovative learning opportunities that promote excellence.
school is sound and in good repair.
To monitor policies that oversees the purchase of
chattels and resources for the school.
Ensure that teachers are adequately resourced to carry
Objectives out their role effectively.
To set priorities and goals for improvement.
To monitor the schools performance against student
achievement outcomes. Strategic Management
To support the school’s management with
appropriate resources to ensure that teaching Ensure that programmes that enhance student
programmes are delivered to students. achievement are maintained.
To support the school’s management with Consider new programmes presented, and make
appropriate resources to ensure that the teachers decisions based on the benefit to students and staff.
are able to complete relevant professional Where appropriate, strategic decisions are evidence
development. based and data driven.
To support the school’s management with
appropriate resources to ensure a conducive as well
as inclusive learning environment and have
appropriate teaching tools and resources available to
staff.
6Board Overview
Governance Responsibilities of the Board of Trustees
Te Tiriti O Waitangi
Kiwi Sport Statement
Acknowledge the responsibilities with regards to Te Goal:
Tiriti O Waitangi. To increase the number of students at participating in
Encouraging Māori students to experience success as organised sport.
Māori.
Increase availability and accessibility of sport
Ensure consultation takes place when making
opportunities.
decisions that may impact on Māori learner and
Support students in developing skills to enable them
achievement.
to effectively participate in sport.
Support initiatives that promote our cultural heritage
and tikanga that align with the values of the school.
The main goal of the Sports Coordinator was to increase
student participation in sport and active pursuits.
Sports offered in 2019 included Rugby, Rugby
League, Waka Ama, Soccer, Cricket, Volleyball,
Characteristics of the School Beach Volleyball, Touch, Netball and Basketball.
A Building Academy. Events. Commun
Organisation of school Athletics and Swimming
An Agriculture Academy.
Our Whanau class (for students of special needs). Successes included:
Our Hockey Team attended the North Island Mixed
Hockey Tournament.
Our junior Volleyball teams attended the North Island
Dargaville High School is part of the Northern Wairoa Junior Secondary School Volleyball Championships.
Community of Learning, which had its Achievement Our Waka Ama Team also attended the Waka Ama
Challenges approved in December 2019. championships.
A number of students being selected to represent their
code regionally and nationally.
7Strategic Overview
Strategic Goals Related Strategic Aim 2020 Core Strategies for Achieving Goals
2020 - 2023
Engage students, to experience 65% of Year 13 students will Moving to a horizontal form system to enabled
success through personalised attain the University Entrance more targeted academic mentoring.
programmes and innovative qualification. Continuing to enhance academic mentoring and
learning with ongoing support goal setting through professional development.
and coaching. Improve NCEA Level 2
Ongoing Academic guidance and support by Form
endorsements to at least 15% of
Teacher / Dean / Careers Advisor / Lead Team
the Year 12 cohort achieving a
through academic interviews / mentoring.
Merit endorsement and at least
10% of the Year 12 cohort Aspirational goals are encouraged and teachers
achieving an Excellence set high expectations for all students.
endorsement. Celebrating student academic success, such as
NCEA endorsements at assemblies and in the
Increase the NCEA Level 1 school newsletter.
attainment for Māori students by Regular promotion of expectations for NCEA
15% to improve parity with other success and endorsements as well as strategies
students. for success.
Regular tracking of student progress by Form
Teachers, CDF and Lead Team. RAGs.
Reports, Academic Interviews and Parent Teacher
interviews have a focus on progress to date as well
as next steps.
Learning conversations amongst staff and between
staff, students and their whanau.
Green weeks and other opportunities to enable
reassessment opportunities or concentrating on
learning and achievement.
Developing and enhancing relationships with
whanau, hapu and iwi.
Utilising strategies in the Pasifika Education Plan
and Ka Hikitia (Māori succeeding as Māori).
Improving Literacy through Using asTTle and other testing results to assist
reading, with 75% of junior with decision making and monitoring progress.
students to meet their negotiated Literacy Coordinator to work with staff and
reading targets during the year. students to develop reading plans and targets.
Teachers to encourage and support students to
read to work towards their reading targets.
Staff sharing examples of good practices as part of
staff / CDF and department professional
development.
Including literacy strategies in planning and PLG
discussions and observations.
Reassessing the Literacy Reading strategy if
necessary from formative assessment results.
Sharing the Reading Plan with parents at
Academic Coaching Interviews.
Working with Kahui Ako and contributing schools
to develop local curricula and working to improve
student outcomes, as well as the Literacy targets.
Utilising strategies in the Pasifika Education Plan
and Ka Hikitia (Māori succeeding as Māori).
Teaching key competencies and Engage students in individual Continuing to offer Gateway, Academy, STP and
specific skills to prepare akonga learning pathways, developing a STAR placements that are cohesive and
to be ready for life beyond learner profile for Year 10 and contextual to student pathways.
school. Year 13 students. Ongoing opportunities for career education.
High expectations and encouraging aspirational
goals when developing individualised education
plans for students.
Encouraging teachers to developed individualised
student centred learning programmes.
Enhance exit interviews to ensure all students
complete what they should before leaving school.
8Strategic Overview
Strategic Goals Related Strategic Aim 2020 Core Strategies for Achieving Goals
2020 - 2023
Teaching key competencies and Engage students in individual Investigate the best way to ensure effective
specific skills to prepare akonga learning pathways, developing a coverage of the key competencies / soft skills
to be ready for life beyond learner profile for Year 10 and across all year levels, with fidelity.
school. Year 13 students. From investigation into how to incorporate key
competencies into the teaching programme
prepare an implementation plan.
Implement teaching of key competencies / soft
skills.
Monitor ‘at risk’ students and implement plans and
strategies to reach their goals.
Developing draft student profiles for Year 10 and
Year 13 by the end of the year.
To encompass all members of Further embedding PB4L PB4L renamed Ara Tātou at end of 2019.
the school community, Restorative school wide to Signage erected around the school.
encouraging a sense of increase positive behaviour and Continuing to embed Ara Tātou with the staff and
belonging and well-being which strengthen school culture. then extending to students.
is a reflection of the wider School wide matrices and processes to be
community. completed and refined.
Explicit teaching and re-teaching of school
expectations.
Acknowledge students meeting or exceeding the
school wide expectations.
Regular Ara Tātou meetings to include analysis of
big 5 to define a precise problem statement as well
as develop possible solutions.
Regular reporting to staff from Ara Tātou team.
Professional development for staff reporting
discipline incidents on KAMAR.
Ongoing monitoring of attendance and following up
any concerns.
Monitoring student discipline data (such as stand-
downs and suspensions, restorative meetings or
‘majors’ in the Ara Tātou data).
Develop and enhance existing school well-being
programmes and ongoing inter-agency liaison.
Acknowledging student successes and students
meeting / exceeding expectations.
Promoting pride and the school expectations.
Encourage leadership opportunities for students.
Provide as many sporting and co-curricular
activities as possible.
Utilise newsletters, social media and other media
to inform the community of Ara Tātou expectations
and Restorative practices generally.
Expect and support students Review curriculum and learning Undertake a full curriculum review of the school for
though respectful relationships, programmes, developing an all year levels and develop a plan to have our
to strive for personal excellence innovative, student centred, local curriculum to be innovative and student centred as
and to their in all endeavours. curriculum, to improve learning well as reflecting our local community.
outcomes for all. Take proposals from Ministry reviews into account
(when released) as part of the review of our
curriculum moving forward.
Review the school wide pathway framework to
ensure that it is cohesive and contextual.
Review and refine Year 9 Transition Programme at
in 2020 to prepare for 2021.
Teaching as Inquiry and improvement focus
through the appraisal process.
Professional Development / support in
differentiation to be supported in PLGs.
Encourage teachers to implement innovative
learning opportunities.
9Strategic Overview
Strategic Goals Related Strategic Aim 2020 Core Strategies for Achieving Goals
2020 - 2023
To encompass all members of Review curriculum and learning Staff sharing of best practice for innovative
the school community, programmes, developing an practices.
encouraging a sense of innovative, student centred, local Encourage teachers to implement innovative
belonging and well-being which curriculum, to improve learning learning opportunities.
is a reflection of the wider outcomes for all. Staff sharing of best practice for innovative
community. practices.
Developing opportunities to work more
collaboratively with our contributing schools.
Ongoing Peer support to assist Year 9 students
transitioning into school.
Acknowledging student successes and students
meeting / exceeding expectations.
Encourage leadership opportunities for students.
Provide as many sporting and co-curricular
activities as possible.
Develop and enhance existing school well-being
programmes and ongoing inter-agency liaison.
Membership of the Northern Wairoa Kahui Ako
and other Principal Associations.
Promoting pride and the school expectations.
10Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic Annual Targets: 70% of Year 13 students eligible for the
achievement. University Entrance qualification will attain
the qualification.
Baseline Data: NCEA University Entrance data for last 3 years (enrolment based results)
2016 37.3%
2017 28.1%
2018 37.1%
2019 24% However, when only including students eligible to gain University Entrance are
taken into consideration, this percentage increases to 56.25%
The Target group will be a representative group from Year 13.
Boys 30 Girls 44 Māori 23 Pasifika 4
When What Who Indicators of Progress
Term 1 Define the focus group. Finalise Principal, Lead Team, Focus group identified and
which Year 13 students will Careers Advisor, Form finalised.
form the focus group to track Teachers and Year 13
progress towards University Dean.
Entrance.
Term 1 Develop a personalised Form Teachers, Principal, Personalised learning plans
learning plan for each of the Lead Team, Careers are developed, implemented
target students that sets goals Advisor and Year 13 Dean. and reviewed regularly. Plan is
and timelines for achieving available to all relevant staff
University Entrance and to student family / whanau.
Term 1 Initial contact made with Form Teachers. Attendance of parents to the
families / whanau of students to Meet the Teacher afternoon.
develop communication
channels. Invitations to Meet
the Teacher event.
Term 1 and Ongoing He Maara Hou programme of He Maara Hou mentor, Lead Mentoring and ongoing support
mentoring to involve several Team and underway.
Year 13 students.
Term 1 and ongoing Encourage teachers to input Lead Team (particularly Marks regularly entered onto
marks onto Kamar in a timely Principals Nominee), Heads KAMAR.
manner for Academic Coaching of Department and NCEA
Discussion and tracking. subject teachers.
Term 1 and ongoing Regular Academic Coaching Form Teachers, Principal, Updates made to Personalised
discussions. Careers Advisor and Year learning plans. Student voice.
13 Dean.
At least once each term Regularly meet with each Form Teachers, Principal, Form teacher communication
student (and their parents / Careers Advisor and Year with students and parents.
whānau) to discuss progress on 13 Dean. Attendance of Parents to
their achievement targets and Academic Coaching Interviews
learning plan. of Parent. Teacher meetings.
Term 2 onwards Regularly monitor progress of Principal, Lead Team, Minutes of Lead Team meeting
identified students. Careers Advisor and Year as well as Principal Reports to
13 Dean. the Board.
Term 2 onwards Ensure that student Lead Team, CDF Meeting agendas and minutes.
achievement is a constant Coordinator, Deans and
agenda item for all lead Team, HODs.
CDF, Dean and Department
Meetings.
At least once a term from Green weeks are calendared Lead Team. Green Weeks calendared.
Term 2. and opportunities for extra time
and assistance.
From Mid Term 2 and at Using credit progress against Lead Team, Senior Dean, Collated assessment data and
least the learning plan, devise HODs and subject teachers. other relevant information.
responses and strategies for . Evidence of action taken for
students that are ‘falling students of concern.
behind’.
Terms 3 and 4 Revision / catch-up classes Lead Team, HODs and Revision / catch up classes
available during school and subject teachers. timetabled during these ‘exam’
NCEA examinations. times/.
Term 3 Ngati Whatua Tertiary Kairuruku Māori, Deans and Students attending the tertiary
Symposium. Careers Advisor Symposium to raise aspiration
of Māori students to attend
university.
Term 1 2021 Analysis of results presented to Principal and Principals Report and analysis presented.
SMT, CDF, Staff and Board. Nominee.
11Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic Annual Target: Improve NCEA Level 2 endorsements to at
achievement. least 15% of the Year 12 cohort achieving a
Merit endorsement and at least 10% of the
Year 12 cohort achieving an Excellence
endorsement.
Baseline Data: NCEA Year 12 Endorsement Rates for last 3 years (enrolment based results)
Merit Endorsements Excellence Endorsements
2017 6.9% 12.5%
2018 11.3% 16.1%
2019 20% 0%
The Target group will be a representative group chosen from the Year 12 cohort.
Boys 42 Girls 42 Māori 29 Pasifika 5
When What Who Indicators of Progress
Term 1 Define the focus group. Finalise Principal, Lead Team, Focus group identified and
which Year 12 students will Careers Advisor and Year finalised.
form the focus group to track 12 Dean.
progress towards
endorsements
Term 1 Work to develop personalised Form Teachers, Principal, Personalised learning plans
learning plans for each of the Lead Team, Careers are developed, implemented
target students that sets goals Advisor and Year 12 Dean. and reviewed regularly. Plan is
and timelines for achieving available to all relevant staff
University Entrance. and to student family / whanau.
Term 1 Initial contact made with Form Teachers. Attendance of parents to the
families / whanau. Meet the Teacher afternoon.
Term 1 and ongoing Regular promotion of ‘all about Lead Team, Form Teachers, Promotion at school and level
M.E’ emphasising the Heads of Departments, assemblies as well as in form
importance of endorsements Careers Advisor and Senior classes and subject classes.
and what is the criteria are to Deans. Promoted in newsletter and
gain endorsements. around school
Term 1 and ongoing Māori Strategic Education Plan Lead Team Strategies from the Māori
and associated strategies Strategic Education Plan are
shared. devised and delivered.
Term 1 and ongoing Working with students about Lead Team, Form Teachers, Time management skills
time management and other Careers Advisor and Senior shared.
skills useful for academic Deans.
success.
Term 1 onwards Encourage teachers to input Lead Team (particularly Marks regularly entered onto
marks onto Kamar in a timely Principals Nominee), Heads KAMAR.
manner for Academic Coaching of Department and NCEA
Discussion and tracking. subject teachers.
Term 1 onwards Regular Academic Coaching Form Teachers, Subject Updates made to personalised
discussions. Teachers and Senior Deans. learning plans. Student voice.
At least once each term Academic interview / Parent Form Teachers, Subject Form teacher communication
Teacher Meetings. Regularly Teachers, Principal, Careers with students and parents.
meet with each student and Advisor and Senior Deans. Attendance of Parents to
their parents / whānau to Academic Coaching Interviews
discuss progress on their or Parent Teacher meetings.
achievement targets and
learning plan.
Term 2 onwards Regularly monitor progress of Principal, Lead Team, and Lead Team meeting minutes.
identified students. Year 12 Dean. Principal Reports to the Board.
Term 2 onwards Ensure that student Lead Team, CDF Meeting agendas and minutes.
achievement is a constant Coordinator, Deans and
agenda item for all lead Team, HODs.
CDF, Dean and Department
Meetings.
Terms 3 and 4 Revision / catch-up classes Lead Team, HODs and Revision / catch up classes
available during school and subject teachers. timetabled during these ‘exam’
NCEA examinations. times/.
Term 1 2021 Analysis of results presented to Principal and Principals Report and analysis presented.
SMT, CDF, Staff and Board. Nominee.
Term 1 2021 Achievers Morning tea for Principal and Principals Morning Tea for students
students gaining Nominee. gaining endorsements
endorsements. completed.
12Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic Annual Target: Increase NCEA Level 1 attainment for Māori
achievement. students by 15% to improve parity with other
students.
Baseline Data: Using NCEA Level 1 achievement data, for the previous 3 years, there is at least a 10% discrepancy
between NCEA Level 1 achievement between Māori and NZ European students. For 2017 the difference is
20%. A similar situation exists when comparing Māori and NZ European students for similar decile schools.
NCEA Level 1 Achievement (Māori) NCEA Level 1 Achievement (NZ European)
2017 55.3% 80%
2018 56.1% 72.5%
2019 43.9% 66.7%
Target group will consist of Māori students in Year 11.
Boys 29 Girls 19 Māori 48 Pasifika N/A
When What Who Indicators of Progress
Term 1 Utilising 2019 asTTle results Senior Management and A group of students is
and other measures to identify Senior Dean. identified from the 2020 Year
a focus group of Māori at risk of 11 cohort to form the focus
not achieving NCEA Level 1. group.
Term 1 Develop and Finalise a Māori Principal, Lead Team, A Māori Strategic Education
Strategic Education Plan. HODs. Plan is developed.
Term 1 Establish a method to regularly Lead Team, Deans and A tracking method is in place
track the progress of the focus HODs and utilised.
students towards their
academic progress.
Term 1 and ongoing He Maara Hou programme of He Maara Hou mentor, Lead Mentoring and ongoing support
mentoring to involve several Team and Deans underway.
Year 13 students.
Term 1 and ongoing Fostering high expectations for Lead Team and AMR, with Professional development on
students and cultural other support. culturally responsive pedagogy
competence among staff. is delivered.
Terms 1 and ongoing Staff will foster high All staff. Improving academic results
expectations that all Māori and increased successes for
students will achieve success Māori students.
as Māori.
Term 1 onwards Student achievement is a Lead Team, CDF Meeting agendas and minutes.
constant agenda item for all Coordinator and HODs.
Lead Team, CDF and
Department Meetings.
At least once each term Academic interviews / Parent Form Teachers, Subject Form teacher communication
Teacher Meetings with each Teachers, Principal, Careers with students and parents.
student and their whānau to Advisor and Māori Strategic Attendance of Parents to
discuss progress on their Education Plan coordinator. Academic Coaching Interviews
achievement targets and of Parent. Teacher meetings.
learning plan.
Term 2 onwards and at Regularly monitor progress of Lead Team, Form Teachers, Minutes of Lead Team
least once each term. students once method is Year 11 Dean and HODs. meetings as well as Principal
finalised. Devise responses and Reports to the Board.
strategies for students that are
‘falling behind’.
Term 2 followed by once a Re-establish Whānau Hui with Principal and Kairuruku Whānau Hui taking place.
term. an achievement focus. Māori.
Terms 2 and 3 Consult Māori whānau and Board, Principal and Māori Consultation completed.
community of aspirations for Strategic Education Plan
students as part as the strategic coordinator.
plan review.
At least once a term. Block weeks are calendared Lead Team, HODs and Block weeks calendared,
and opportunities for extra time subject teachers. planned for and reviewed.
/ assistance are available.
Term 3 Ngati Whatua Tertiary H.O.D Māori, Deans and Students attending the tertiary
Symposium. Careers Advisor Symposium.
Term 4 BEAMs trip to Auckland Careers Advisor Students considering university
University as a pathway beyond school.
Term 4 Students needing extra support Senior Deans and Senior Alternate programme in place.
are offered the support. Some Management.
students may not go on study Relevant classroom
leave to completed work. teachers.
Term 1 2019 Analysis of results presented to Principals Nominee. Report and analysis presented.
SMT, CDF, Staff and Board.
13Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain academic Annual Target: Improving Literacy and Numeracy levels in
achievement. Year 9 and Year 10, achieving an effect size
of 0.5 or greater over the course of the year.
Baseline Data: E-asTTle effect size results for 2017
Year 9 Mathematics Effect Size = 0.56 Year 10 Mathematics Effect Size = 0.35
Year 9 Literacy (Reading) Effect Size = 0.61 Year 10 Literacy (Reading) Effect Size = 0.55
Year 9 Literacy (Writing) Effect Size = 0.67 Year 10 Literacy (Writing) Effect Size = 0.61
The target group will be Year 9 students.
Boys 55 Girls 41 Māori 53 Pasifika 2
When What Who Indicators of Progress
Term 1 E-asTTle testing completed for BTR and EYK. Testing is completed, and the
all Year 9 and Year 10 results are collated.
students.
Term 1 E-asTTle results are shared BTR and Principal. Presentation of analysis to staff
with the staff and Board. and Board.
Term 1 Use asTTle data to identify Literacy Team and Lead PD / Resourcing included in
priority areas for PD and / or Team. the Accelerated Learning Plan.
resourcing.
Term 1 A reading plan is put into place Literacy Team and Lead A Reading Learning Plan is
for Year 9 and Year 10 Team. developed for each Year 9 and
Students, with individual targets Year 10 student.
being set.
Term 1 The reading plan is shared and Literacy Team and Lead Tracking / monitoring timeline
explained to staff and parents. Team. developed and published.
Term 1 on ongoing Staff professional development Literacy Team and PD Good practice shared as part
and sharing good practice Team. of staff meeting / PLGs.
continues.
Term 1 and ongoing Providing opportunities for Form Teachers. Settled tone at the start of form
Sustained Silent Reading in time with all reading.
form classes.
Term 1 and ongoing Shared expectations of tracking Literacy Team, Numeracy All staff are aware of the
as well as reporting are staff and Lead Team. tracking and reporting
developed across the school. schedules.
Term 1 and ongoing Working with Kahui Ako Principals of Kahui Ako Achievement Challenges set
schools to work on Literacy schools and governance and accepted by MoE.
Achievement Challenges. group.
Term 2 Progress of the reading plans BTR and Literacy Team. Monitoring is completed, and
will be monitored using agreed results reported.
method.
Term 2 Reading plan is reviewed and BTR, Literacy Team and Updated Accelerated Learning
any changes identified are Lead Team. Plan.
implemented.
Term 2 or 3 and ongoing Once Kahui Ako achievement Kahui Ako Principals, Achievement Challenges are
challenges are approved and governance team and staff. approved, and implementation
plan to meet achievement of plan begins.
targets is implemented.
Term 4 e-asTTle testing of Year 9 and Change and Literacy teams Tests administered, and results
Year 10 students during Term 4 supported by Senior analysed.
to gauge progress. Management Team
Term 4 and Term 1 2021 Accelerated Learning Plan BTR, Literacy Team and Updated Accelerated Learning
reviewed against results and Lead Team. Plan.
updated.
Term 4 and Term 1 2021 Reporting e- asTTle results BTR, Literacy Team and E-asTTle results are reported
Lead Team. to staff and Board of Trustees.
14Annual Aims and Objectives - Annual Plan
Strategic Aim: Teaching key competencies and specific skills to prepare akonga to be ready for life beyond school.
Annual Objective: Engage students in individual learning Annual Targets: That 80% of Leavers at the end of Year 13
pathways, developing a learner profile for or during their Year 13 year move on to
Year 10 and Year 13 students. employment, further education or further
training.
Baseline Data: Analysing leaver data collected at school regarding the destination of leavers;
2017 - 41% of students moved to further education/training and 28% moved to employment (school data).
2018 - 50% of students moved to further education/training and 27% moved to employment (school data).
7% of students identified that they would take a gap year in 2019.
The Target group will be a representative group from Year 13.
Boys 30 Girls 44 Māori 33 Pasifika 4
When What Who Indicators of Progress
Term 1 Professional development Professional Development Feedback from teachers,
includes work on academic team. students and parents.
coaching and academic
interviews.
Term 1 and ongoing Ongoing opportunities for Careers Advisor. Wide range of Career
career education. opportunities for students.
Term 1 and ongoing Continuing to offer Gateway Lead Team, Careers Successful Gateway
placements, Academy Advisor Gateway placements and outcomes
placements, STP and STAR Coordinator, Academy tutors from academies, STP and
courses that are cohesive and and STAR / STP providers. STAR courses. Academies are
contextual to student pathways. well subscribed.
Term 1 and ongoing Working with HODs to promote Lead Term (particularly the Evidence of Key
teaching key competencies and Curriculum Coordinator). competencies.
other soft skills as part of their
unit planning.
Term 1 and ongoing Exit interviews for students Year 12 and Year 13 Deans. Enhanced tracking of students
indicating that they are Careers Advisor. and improved pathways for
considering leaving to ensure students into further education/
they have completed all training or employment.
assessments and are moving to
work or further education.
Term 1 and ongoing Continue to share message to Principal, Careers Advisor Encouraging students to stay
students and family / whānau and Form Teachers. at school and improved
that staying at school improves retention rates.
life outcomes.
Term 1 and termly Academic interviews / Parent Form Teachers, Subject Form teacher communication
Teacher Meetings. Meetings Teachers, Principal, Careers with students and parents.
with each student and their Advisor and Senior Deans. Attendance of Parents to
parents / whānau to discuss Academic Coaching Interviews
progress on their achievement of Parent. Teacher meetings.
targets and learning plan.
Term 1 and termly Meetings with senior leadership Lead Team and Careers Notes made from these
staff to discuss progress Advisor. meetings communicated to
towards the goals established. other staff,
Term 2 onwards and at Regularly monitor progress of Lead Team, Form Teachers, Minutes of Lead Team
least once each term. students once method is Year 11 Dean and HODs. meetings as well as Principal
finalised. Devise responses and Reports to the Board.
strategies for students that are
‘falling behind’.
Terms 3 and 4 Working with Year 13 students Form Teachers, Year 12 Enhanced tracking of students
(and Year 12 students that are and Year 13 Deans. Careers and improved pathways for
leaving) on their Pathways Advisor. students into further education/
beyond school. training or employment.
Term 1 2020 Reporting against the set Principal, Lead Team, Reporting against target
targets. Careers Advisor / STAR and completed and presented to
Gateway Coordinator. the Board of Trustees.
15Annual Aims and Objectives - Annual Plan
Strategic Aim: To encompass all members of the school community, encouraging a sense of belonging and well-
being which is a reflection of our wider community.
Annual Objective: Further embedding PB4L Restorative Annual Targets: (1) The attendance rate for each term
school wide to increase positive is greater than 90% across all year
behaviour and strengthen school culture. levels.
. (2) That rate of suspensions is lower
than 15/1000 schoolwide and lower
than 30/1000 for Māori and Pasifika
students.
Baseline Data: 2019 Year 9 Attendance Data
Term 1: 86% Term 2: 83.4% Term 3: 78.8% Term 4: 74.1%
Overall Year 9 attendance for 2018 was 79%
2019 Suspension Data
Overall Suspension Rate 4.35 per 1000 NZ European Suspension Rate 0 per 1000
Māori Suspension Rate 10.2 per 1000 Pasifika Suspension rate 0 per 1000
For the attendance goal, the Target group will be a representative group from Year 9.
Boys 55 Girls 41 Māori 53 Pasifika 2
When What Who Indicators of Progress
Ongoing Ara Tātou / PB4L Team PB4L Team. PB4L Meeting Minutes in
continue to meet. Regular correct format.
feedback is provided to staff. Data supplied to staff.
Ongoing Promoting Pride and the Ara All staff. Increase awareness of school
Tātou School expectations. expectations. Also an increase
of student pride of their school.
Term 1 Year 9 powhiri and Transition Year 9 and Year 13 Deans Successful transition into our
programme to introduce and Transition Team. school.
students to our school.
Term 1 and ongoing Embed us of the Behaviour Principal and Ara Tātou Behaviour Response System
Response System. Team. being used.
Term 1 and ongoing Incident categories and Ara Tātou Team and all Data for the behavioural issues
reported on Kamar is in place staff. can be generated.
and staff to enter incidents.
Term 1 and ongoing Ongoing Peer Support Peer Support Facilitator, Peer support in place and Peer
programme delivered by Year Peer Support Camp Team, Support Camp is completed.
13 students to Year 9 students. Year 13.
Term 1 and ongoing Finalise and embed staff Principal, Ara Tātou Team Expectation matrix shared with
expectation matrix focussing on and staff. staff and enhanced staff
staff working on expectations. relationships.
Term 1 and ongoing Finalise school expectations Principal and Ara Tātou Matrix completed and signs are
matrix and promote around the Team. erected around the promotion
school. of the expectations at school.
Term 1 and ongoing Share final school expectations Ara Tātou Team. Staff meeting minutes,
and Behaviour Response newsletter, website and other
System with school community. forums.
Term 1 and ongoing Encourage student participation Sports Coordinator and Student participation in extra -
extra - curricular activities. Form Teachers. curricular activities.
Term 1 and ongoing Regular tracking of attendance Deputy Principal and Form More student absences are
with any concerns followed up. Teachers. explained / justified.
Attendance Data.
Term 1 and ongoing Develop and enhance existing Deputy Pastoral, Guidance YSWIS, 24/7, Peer Support,
school well-being programmes Counsellor and Pastoral Nurse, Rubicon, RTLB and
and ongoing inter-agency Team. other agencies engaged with
liaison. the school.
Terms 1 and ongoing Ongoing opportunities for Ara Tātou Team, Guidance All staff have an understanding
professional development for Counsellor and staff trained of the restorative script and are
the staff. in circles. making use of it.
Term 1 and ongoing Embed positive reinforcement Ara Tātou Team, Lead Reinforcement systems are in
systems that support the school Team and Deans. place. GKs and ABC
expectations. Postcards.
Term 2 and ongoing Teacher classroom / All staff Teacher classroom
department expectations are expectations are clearly visible
developed and displayed. in the classroom.
Term 3 or Term 4 Wellbeing survey and action Ara Tātou Team and Lead Wellbeing survey results and
stemming from the survey. Team. action stemming from results.
Term 4 and Term 1 2021 Reporting against the set Principal and Lead Team. Reporting against target
targets. completed and presented to
the Board of Trustees.
16Annual Aims and Objectives - Annual Plan
Strategic Aim: Expect and support students, through respectful relationships to strive for personal excellence and
do their best in all endeavours.
Annual Objective: Review curriculum, and learning Annual Targets: (1) 95% of Year 9 students will gain the
programmes, developing an innovative, end of Year Junior Diploma with an
student centred, local curriculum to achieve or higher.
improve the learning outcomes for all. (2) All of the academic targets for
raising and sustaining academic
achievement across all levels.
Baseline Data: 2018 Junior Diploma Data:
Percentage of Year 9 students with achieved or higher for was 71.4%.
Other academic targets appear in the earlier annual targets.
The Target group will be a representative group from Year 9.
Boys 46 Girls 49 Māori 24 Pasifika 3
When What Who Indicators of Progress
Ongoing Continuing to work with Kahui Principal, Literacy / Greater collaboration with
Ako contributing schools Numeracy Staff and Year 9 contributing schools involving
working on developing a local Dean. our teachers / students visiting
curriculum. contributing schools.
Term 1 and ongoing Government NCEA review Leader Team and Implications of the review
taken into account when Curriculum Coordinator. recommendations shared with
moving forward. school community.
Term 1 and ongoing Regular time for PLGs to meet Lead Team and PLGs meeting regularly with
and share best practice. Professional Development prepared agendas.
Team.
Term 1 and ongoing Professional development to Lead Team and Professional Development is
include work on differentiation, Professional Development delivered.
student centred learning and Team.
cultural competencies.
Term 1 and ongoing Expectation of teachers Lead Team and Professional Development is
undertaking external Professional Development delivered.
professional development that Team.
is subject or pedagogy based.
Term 1 and ongoing Acknowledging student All staff Assembly presentations and
successes and students achiever morning teas.
meeting / exceeding
expectations.
Term 1 and ongoing Encourage leadership All staff Student participation in
opportunities for students. leadership opportunities.
Term 1 and ongoing Teachers having high All staff. Growth mindset is evidenced.
expectations and encouraging
aspirational student goals.
Terms 1 and 2 Start of Curriculum review after Lead Team and Curriculum Curriculum review underway.
deciding scope, including time Review Team.
allocation for subjects.
Terms 1 and 2 School community input sought Curriculum Review Team Feedback from school
for future curriculum direction. and school community. community shared.
Term 2 and ongoing Teacher Inquiries continue and Lead Team, Deans and Students’ progress consistently
feedback through PLGs. HODs. towards their academic goal.
Terms 2 Recommendations made to Lead Team and Curriculum A plan for curriculum change is
school community and decision Review Team. in place and preparations for
on curriculum made. Includes change up to date.
how key competencies / soft
skills will be delivered.
Term 2 and ongoing Working to included key All staff. Junior Diploma for Year 9 and
competencies included in Year 10 students.
teacher planning.
Term 2 and ongoing Teacher Inquiries continue and Lead Team, Deans and Students’ progress consistently
feedback through PLG HODs. towards their academic goal.
meetings.
Terms 3 and 4. Planning for first phases of Lead Team and Continuation of planning to
curriculum change is Professional Development incorporate differentiation and
undertaken. Team. student centred learning.
Terms 3 and 4 Teacher Inquiries and appraisal All Staff. Inquiries show evidence
completed and shared. Principal and HODs. towards improvement.
Term 1 2021 First curriculum changes in Lead Team and all Staff. Curriculum changes in place.
place. Shared with school
community.
17Analysis of Variance Reporting 2019
School Name: Dargaville High School School Number: 019
Strategic Aim: To raise and sustain academic achievement across all year levels.
Annual Aim: To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
students in Level 1.
Target: 70% of year 13 students eligible for the University entrance qualification will attain the qualification.
Baseline Data: NCEA Level 3 University Entrance Achievement Rates based on enrolments (the total number of Year 13 students).
Year Year 13 University Entrance Achievement Rates
(% and roll based)
2015 46.9%
2016 37.3%
2017 28.1%
2018 37.1%
2019 24.0%
18
Analysis reportingActions Outcomes Reasons for the variance Evaluation
What did we do? What happened? Why did it happen? Where to next?
Continued analysis of data and 2019 Provisional Results The percentage of Year 13 students Identifying the Year 13 students that
regular tracking of student achieving NCEA Level 3 and percentage are eligible to sit University Entrance
achievement. Student progress Percentage of Year 13 students of students gaining University Entrance and monitor their progress more
and achievement as a key agenda achieving NCEA University decreased. regularly throughout the year.
item in Lead Team meetings and entrance (Roll Based) is 20%. The percentage of students gaining the Moving to horizontal form classes
CDF meetings. University Entrance qualification is will enable Year 13 form teacher to
Academic Mentoring and Using the provisional results, the measured across the whole cohort and a be more focussed on the academic
Academic Interviews. goal has not been achieved in number of students were not aiming for information and academic mentoring
Encouraging learning 2019, and in reality the UE or were ineligible to sit UE. aimed specifically at the Year 13
conversations between staff to be percentage of the Year 13 cohort These results are provisional and a cohort.
based on academic progress. of students gaining UE declined number of students were able to finish Academic Mentoring / academic
Reports and Academic Interviews considerably. assessment off to gain the NCEA level interviews to focus on learning
with a focus on academic that they were working on. The final conversations.
progress and next steps. From analysing the students that school statistics will show an Actively teaching study skills and
Study Days in Examination weeks were eligible for University improvement. offering tuition / study classes.
enabled timetable flexibility for Entrance in 2018. 32 students Study classes during school
specific teachers to work with were capable of achieving UE and examination weeks.
identified students. of this group, 18 achieved it, Communicate consistently and
Students at risk of not achieving which worked out to be 56.25% accurately with parents regarding
were identified and tracked achieved UE. progress of students towards their
regularly, with support being goal.
planned and implemented. Although the proportion of Continue to inform parents and
Individual cohesive and contextual students gaining University students regarding what is needed
programmes being developed by Entrance increased when taking to achieve University Entrance
Careers / Gateway staff. into account who is eligible, the through various methods, including
goal was still not achieved. the school newsletter and website.
Curriculum review to ensure
contextual and cohesive pathways
for students to have the ability to
complete University Entrance.
Planning for next year:
For specific goals are in place for NCEA achievement, including targets for University Entrance, Endorsements at Level 2 and Level 1 NCEA achievement for Māori
students.
19Analysis of Variance Reporting 2019
School Name: Dargaville High School School Number: 019
Strategic Aim: Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.
Annual Aim: To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
students in Level 1.
Target: Improve NCEA Level 2 endorsements to at least 15% of the Year 12 cohort achieving a Merit endorsement and at least 10% of the cohort
achieving an Excellence endorsement.
Baseline Data: NCEA Level 3 endorsement rates based on enrolments (the total number of Year 12 students).
Year Percentage of Year 12 students Percentage of Year 12 students
achieving a Merit endorsement achieving an Excellence
(roll based) endorsement (roll based)
2015 17.5% 7.9%
2016 11.7% 3.9%
2017 6.9% 12.5%
2018 9.5% 12.5%
2019 20% 0
20Actions Outcomes Reasons for the variance Evaluation
What did we do? What happened? Why did it happen? Where to next?
Continued analysis of data and 2019 Provisional Results This cohort is the group that in Level 1, Continuing having achieving
regular tracking of student had a very high percentage of students endorsements for NCEA (Level 2)
achievement. Student progress 20% of Year 12 students achieved gaining a Merit Endorsement for Level 1, as a goal.
and achievement as a key agenda Level 2 with a Merit Endorsement. and a smaller percentage of students Monitor student progress throughout
item in Lead Team meetings and None of the Year 12 students gaining an Excellence endorsement. the year, with teachers monitoring
CDF meetings. achieved Level 2 with an These are provisional results and at the progress in their subject and Dean
Academic Mentoring and Excellence Endorsement. start of the year, 2 students were able to monitoring progress towards NCEA
Academic Interviews. move to an excellence endorsement, so Level endorsements.
Deans, Form teachers and other Using the provisional results, the the results will be improved. Academic mentoring and academic
staff have increased noticing goal has been partially achieved. Recognising student success. Students interviews to continue to have
students falling through the gaps The percentage of students achieving endorsements are recognised learning conversations at the heart.
earlier and working together to achieving a Merit endorsement at the start of each year. Teachers having high expectations
find solutions. increased and was higher than the Promotion of aiming for endorsements at of student achievement and
Learning conversations between set goal. However, there were no school level and at subject level. covering the content knowledge /
staff based on academic progress. student gaining a Level 2 Ongoing conversations about the skills to enable students to gain
Reports and Academic Interviews Excellence Endorsement, so this importance of endorsements and endorsements.
focussing on academic progress part of the goal was not achieved. explaining the students and parents how Teachers making use of NCEA
and next steps. to achieve these. exemplars and sharing these with
Study Days in Examination weeks There were a number of students Academic mentoring and interviews with students to see what is needed to
enabled timetable flexibility for that were able to achieve a the parents as well as reports. gain an endorsement for an
specific teachers to work with subject endorsement for Level 2 Parent Teacher meetings have been achievement standard.
identified students. subjects. useful to enable subject teachers to share Preparing students for external
Students at risk of not achieving with parents about student progress and examinations by offering study
were identified and tracked next steps. sessions and teaching study skills.
regularly, with support being Teachers working to provide learning and
planned and implemented. revision opportunities to prepare students
Individual cohesive and contextual for endorsements.
programmes being developed by Ongoing tracking of student progress
Careers / Gateway staff. towards NCEA Level 2 and sharing with
the students striving for endorsements.
Planning for next year:
For specific goals are in place for NCEA achievement, including targets for University Entrance, Endorsements at Level 2 and Level 1 NCEA achievement for Māori
students.
21Analysis of Variance Reporting 2019
School Name: Dargaville High School School Number: 019
Strategic Aim: Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.
Annual Aim: To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
students in Level 1.
Target: 75% of Year 11 students sit at least 1 externally assessed standard.
Baseline Data: NCEA Level 1 students sitting externally assessed standard.
In 2018, 82.4% of students were entered for an externally assessed standard.
Analysis reporting
22Actions Outcomes Reasons for the variance Evaluation
What did we do? What happened? Why did it happen? Where to next?
Ongoing communication with the From the 2019 NCEA entries, 94.44% Ongoing promotion of the goal at CDF This goal was achieved and with the
HODs and senior Deans of students were entered for at least 1 meetings and encouraging all subjects to NCEA changes including more
(particularly Year 11 Dean) externally assessed standard. offer external assessment tasks. externally marked assessments, the
regarding entries for the external Regular reminding of the goal Māori achievement goal of previous
examinations. The goal was achieved for 2019. School wide tracking including tracking for years has been reinstated.
Analysis and regular tracking of students entered for external The goal has become increasing
student progress and assessments to Lead Team, CDF and NCEA Level 1 attainment for Māori
achievement in a number of Board. students by 15% to improve parity
forums. Monitoring of external assessment entries with other students.
Monitoring of external assessment as the cut-off date for the entries This will involve regular tracking for
entries as the cut-off date for the approached. Māori students, which is included in
entries approached. The Year 11 Dean carried out regular tracking reports to the Lead Team,
Progress reports for student tracking and monitoring and coordinated CDF and in the reporting to the
achievement were provided to the support for students Board.
Board at all Board Meetings. Introduction of Year 11 students applying Continuing to work establishing
Year 11 Dean utilised ongoing for study leave at the end of the year was whānau hui and / or Māori forum as
tracking and meeting with trialled. One of the criteria for study leave a voice for our Māori community and
individual students about was being entered for at least 1 external building the 3-way partnership for
progress. examination. This resulted in some improving achievement.
Academic Mentoring and students remaining at school longer to He Maara Hou - a mentoring
Academic Interviews. complete assessment work. programme is in place for 2020 and
Money was available to enable will have a focus on Māori students
student mentoring, which involved in Year 11.
a targeted group of students.
Continuing the process for
applying for study leave at the end
of the year.
Planning for next year:
Goal moving to Increase NCEA Level 1 attainment for Māori students by 15% to improve parity with other students.
Continuing to seek strategies to improve academic achievement of Māori students as part of the Māori Strategic Education Plan.
23Analysis of Variance Reporting 2019
continued
School Name: Dargaville High School School Number: 019
Strategic Aim: Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.
Annual Aim: Using Literacy initiatives to ensure NCEA readiness through improving levels with all students in Years 9 and 10.
Target: Improving Literacy levels in Year 9 and Year 10, achieving an effect size of 0.5 or greater over the course of the year.
Baseline Data: Previous Effect Size Results (e-AsTTle)
2017 2018
Year 9 effect Size Year 10 effect size Year 9 effect Size Year 10 effect size
Literacy (Reading) 0.61 0.55 0.88 0.44
Literacy (Writing) 0.67 0.61 0.41 0.63
Percentage of Year 11 Cohort Gaining Literacy Component
2015 2016 2017 2018
74.6 73.6 84.5 83.3
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