Marlborough Boys' College Charter 2016 2018 2018

 
Marlborough Boys' College Charter 2016 2018 2018
Marlborough Boys’ College
                                      Charter 2016 - 2018

1.      Introduction

Marlborough High School opened in 1900 as a co-educational school. In 1919 the school changed its
name to Marlborough College. The school roll rose from 342 in 1946 to 1205 in 1962. When the
government decided to build a second secondary school in Blenheim the community voted for single
sex education. The school was renamed Marlborough Boys’ College in 1963 when Marlborough Girls’
College was opened on another site.

The school serves Blenheim and the surrounding Marlborough area and draws students from
contributing schools that range from decile 2 to 10.

Marlborough is a region of great geographical diversity, and rich history. Covering an area that
includes the internationally renowned beauty of the Marlborough Sounds, to the rugged Pacific
coastline in the east, and able to boast New Zealand's largest farm, Marlborough is full of variety.

Human exploitation of the regional resources began with Maori who hunted moa, and harvested
flax, and eels from the area that is now Blenheim. Further south, kumara gardens were planted
along the coast. European activities began with sealing and whaling, but later logging, gold mining,
and pastoral farming became important local industries as the region developed. Pastoral farming
remained a mainstay of the economy up until recently with viticulture now dominating land use.

Today Marlborough is one of the southern hemisphere's most important wine growing regions.
Pastoral farming still continues, albeit on a much reduced scale. With the wine industry, an
increasing focus on tourism has also developed, and the natural beauty of the Marlborough Sounds
along with other parts of the region provide an ideal environment for eco-tourism.

The regional population remains low and concentrated in a few towns. At the 2013 census the
permanent regional population stood at 43,416 up from 42,549 in 2006 and from 39,555 in 2001. By
far the largest proportion of the population lives in Blenheim, with a population of 29,292. Other
towns include Picton (serviced by Queen Charlotte College), Havelock, Seddon, Ward, Renwick and
Wairau Valley. The permanent population is expanded considerably by seasonal workers employed
in the region's vineyards.

Incomes in Marlborough are lower than the national average. Median income of people in
Marlborough is $27,900 compared to $28,500 nationally. Work tends to be focused around primary
production with viticulture and forestry providing a great deal of employment. Tourism and
aquaculture are growth sectors in employment.

Marlborough Boys’ College is a school that has undergone major change since 2009.
Since the start of 2010 the school has:
     Repaid a $1.3m loan to the MOE.
     Appointed a new principal, a new deputy principal, 2 new assistant principals, 4 new head of
        faculties and a new deaning team.
     Been supported greatly by the community in general and the PTA, Old Boys’ Association and
        the recently created Marlborough College Charitable Foundation in particular.

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Marlborough Boys' College Charter 2016 2018 2018
   Continued to have outstanding sporting and arts successes.
       Raised academic achievement considerably despite a changing demographic profile
        highlighted by the school dropping from decile 7 to decile 6 in 2014.

Marlborough Boys’ College acknowledges its obligation and is committed to:
1. Fulfilling all the requirements set out in the National Education Goals
2. Administering the School according to the National Administration Guidelines
3. Delivering the curriculum to all students in a balanced programme as outlined in the National
   Curriculum Statements.
4. Developing, for the school, policies and practices that reflect New Zealand's cultural diversity
   and the unique position of the Māori culture.

Marlborough Boys’ College and Cultural Diversity

When developing policies and practices for the school every endeavour is made to reflect cultural
diversity and the unique position of the Maori culture.

Recognising New Zealand’s cultural diversity
Marlborough Boys’ College has policies, programmes and procedures in place to reflect the cultural
diversity of New Zealand and the unique position of Maori.
All cultures within the school are valued, accepted and celebrated through active encouragement of
an inclusive school culture and values. Staff members ensure that students from all cultures are
treated with respect and dignity, and actively work towards maximising the potential of each
student irrespective of cultural backgrounds.

The Unique Position of the Maori Culture
 At Marlborough Boys’ College we endeavour to be proactive in fostering cultural understanding
    consistent with the Treaty of Waitangi – to honour the concepts of protection, participation and
    partnership.
 Students who choose to can study Te Reo Maori in full year programmes.
 In 2016 all year 9 students will study Te Reo/Tikanga as part of their compulsory curriculum.
 All staff and students will be exposed to opportunities to experience Tikanga Maori (Maori
    protocol and culture). Steps taken to incorporate Tikanga Maori into the culture of the school
    and the school’s curriculum include:
        o Tikanga Maori being part of MBC culture – “what we do around here.” For example,
            powhiri for new students and staff at the start of the year, blessing of new buildings,
            signage in Maori and displays of Maori art work.
        o Haka as part of school prize giving and beginning of sporting events.
        o Presence of school personnel at Maori events. For example, tangi, kapa haka festivals
            and manu korero competitions.
        o Staff are encouraged to implement culturally appropriate classroom programmes and
            incorporate dimensions of tikanga into daily programmes. For example, greetings,
            commands, language related to everyday objects, days, months and numbers.
        o Professional development for staff to develop greater understanding of Te Reo and
            Tikanga Maori.
        o Opportunity for staff to join a staff kapa haka group.

Steps taken to discover the views and concerns of the school’s Maori community
 In both 2012 and 2013 a Maori parent was co-opted as a Board of Trustees member.

   Communication with Maori occurs in various ways:
       o Report evenings
       o Whānau/student/teacher Conference Days

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Marlborough Boys' College Charter 2016 2018 2018
o   Whanau hui
        o   Newsletters
        o   Maori parents co-opted onto Maori Action Group (MAG)
        o   Iwi representatives co-opted onto MAG
        o   School events involving students
        o   Maintaining open door practice encouraging families to approach the school
        o   Fundraising meetings for Maori events.

    Consultation occurs through whanau hui and formal and informal meetings with representatives
     of local iwi – contact with local iwi increased in 2015.

2.      Mission Statement
Inspiring and educating the young men of Marlborough to fulfil their potential.

3.      Values Statement
Young Men of Marlborough strive to be:
   Respectful
   Responsible
   Involved
   Proud
   The best that they can be.

4.      Vision Statement
To create for the young men of Marlborough an inspirational learning environment in which high
expectations exist in all endeavours.

5.      Strategic/Charter Goals
a) To provide a safe and positive learning environment with a focus on the promotion of school
   values especially pride and respect.
b) To raise expectations and academic achievement for all with a focus on priority learners
   including Maori, Pasifika and students with special education needs.
c) To increase participation and raise achievement in the Arts, Sport and Leadership.
d) To consolidate a culture of continuous improvement through self-review across all aspects of
   activity.
e) To effectively manage the school’s assets.
f) To have positive relationships with our community for the mutual benefit of all.
g) To plan for a seamless transfer to a new site in 2021 with inspirational learning environments
   complementing state of art facilities that recognise both our long history and bicultural and
   multicultural facets of our school.

                              Review of Charter and Consultation
The Board of Trustees undertook extensive consultation in 2011 and 2012 that resulted in the
existing Mission Statement, Values, Vision Statement and Strategic/Charter Goals. Revisions have
been made to the Strategic/Charter goals since then. Consultation by the Board in 2014 and 2015
has resulted in a concentration on specific focus areas (academic, arts, sport, and
leadership/service). Goal b) has been modified to focus purely on academic achievement and goal c)
is new. Goal C has triggered higher strategic planning expectations and financial support to
identified planned projects in defined areas from both the board, groups established to support the
school and community groups. Significant consultation has taken place since 2013 on the nature and
siting of secondary education in Marlborough. Goal f) is new and reflects the outcomes of
deliberations on the school’s future siting and character.

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Marlborough Boys' College Charter 2016 2018 2018
Marlborough Boys’ College Strategic Plan 2016-18 – to be read in conjunction with the Boards 2016 Strategic Focus documentation p5
NAG1 Raise student achievement to meet MOE milestone goals by having high expectations in                                            National Educational Goals
all endeavours:                                                                                                                           Success for all through application of the National Curriculum
Raise Academic Achievement                                                                                                                Equality of educational opportunity by removing barriers to
         Use SWPB4L tier 1 and tier 2 concepts to focus on key values and to consolidate                                                    learning
          practices in the school promoting a safe and positive learning environment                                                      Balanced curriculum with a focus on literacy and numeracy
          incorporating restorative practice. (2016-18)                                                                                   Skill development
         Increase the range of teaching strategies and meaningful learning activities by:                 MBC is committed               Effective pedagogy
               o Focusing on what works for and with Maori through active involvement in                   to working                        Improved Maori outcomes
                     Kia Eke Panuku. (2016)                                                                collaboratively to                Improved outcomes for students with special needs
         Incorporate a focus on junior academic monitoring. (2016)                                        meet regional                  Respect for the diverse heritage of NZ people acknowledging
         Investigate curriculum options that will support engagement, achievement and                     challenges                        the unique place of Maori.
          progress. (2016-18)                                                                              identified by the         Identified Community and school challenges
         Through school and Blenheim 2BCOS initiatives support identified priority learner                Blenheim 2BCOS.
          groups (2016-18) to achieve, especially through transitions e.g. Year 8 to 9.                    In 2016 boys
         Develop, resource and monitor programs for students identified as:                               writing. (2016-18)         NAG 2 Strategic Planning and Self Review
               o Maori                                                                                                                        Strategic Plan reflects charter and 2BCOS goals. (2016-18)
               o Pasifika                                                                                                                     To consolidate our self-review processes. (2016-18)
               o Special Needs including gifted and talented                                                                                  Action plan developed and monitored to meet NZQA
               o Capable of NCEA endorsements and scholarship                                                                                  expectations. (2016)
               o Who with support and monitoring are more likely to achieve NCEA level 2 as                                                   To plan for a new site in 2021 with inspirational learning
                     part of the Youth Guarantee / A.R.T. (Achievement, Retention, Transition)                                                 environments complementing state of art facilities that
                     initiative                                                                                                                recognise both our long history and bicultural and
                               Students identified through their level 1 results as being “at risk” of   Positive relationships               multicultural facets of our school. (2016-18)
                                not achieving level 2                                                     developed with the
                               Students with specific learning issues                                    community for the                            NAG 4 Finance and Property
                               Students presenting at school in a non-teachable state                    mutual benefit of all.                               To encourage the Marlborough College
Increase participation and Raise Achievement in the Arts, Sport and Leadership                                                                                  Charitable Foundation, Old Boys’
         Action Plans created supported by school and community groups. (2016-18)                                                                              Association, PTA and community
                                                                                                                                                                organisations to fund initiatives to
                                                                                                                                                                enhance leaning programmes and
                                                                                                                                                                opportunities for individual students.
                                                                                                            NAG 5 Health and Safety
NAG 3 Personnel                                                                                                                                                 (2016 – 18)
                                                                                                            To identify and conform with the
       Professional development will be provided to up skill teachers in developing teaching                                                                  To plan for pragmatic use of 5YA funds
                                                                                                            requirements of the Health and
        and learning strategies including differentiation and e learning that will promote                                                                      given MOE planning decisions regarding
                                                                                                            Safety and Vulnerable Children’s
        increased student. (2016 – 18)                                                                                                                          school site. (2016-18)
                                                                                                            Acts. (2016-18)
       Manage staff anxiety associated with a site change. (2016-18)

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Marlborough Boys' College Charter 2016 2018 2018
Marlborough Boys’ College
                                 2016 Strategic Planning Focus Areas

                                            Identified Focus Areas

                                                                                 Increased opportunities in the Arts
                                                                                 through providing financial support to
                             Enhanced Leadership and Service
                                                                                 create a position of Arts Co-ordinator and
                             opportunities and participation starting at
                                                                                 support musicians, choirs, drama and
                             year 9 with a stepped program to year 13.
                                                                                 Maori and Pasifika performance groups.

  Ongoing initiatives to raise
                                                                                                         Enhanced support of
  Academic aspirations and
                                                                                                         Sport by subsidising
  achievement.                                    Strategic Planning Goals                               teacher relief and
                                                           2016 Focus Areas                              supporting individual
                                                                                                         Sports based on the
                                                                                                         level of competition
Pastoral                                       Human Resources                                           they are participating in.
The consolidation of programmes to             Provide ongoing staff
support students to live by the school         professional development in
                                                                                      Property/Community
values +/or be more consistently in a          areas beyond that supported
                                                                                      Plan for meeting the challenges and
teachable space resulting in a                 by the Blenheim Community of
                                                                                      maximising the opportunities a new site
continued reduction in stand-downs             Schools initiative especially e
                                                                                      will provide.
and suspensions.                               learning.

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Marlborough Boys' College Charter 2016 2018 2018
Plan for
                                                        meeting the
                                                        challenges and
                                                        maximising the
                                                        opportunities a
                                                        new site will
                                                        provide.

Maintain the momentum of increased Academic Achievement                   Develop our Leadership and Service activities

                                                 Critical Challenges

                            Increase participation and achievement in Sport and the Arts

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Marlborough Boys' College Charter 2016 2018 2018
2016 Identified Strategic Challenges
   A. The desire to consolidate the momentum of increased academic achievement
   NCEA pass rates have fluctuated but have improved in the last 5 years compared to the preceding 5-year
   period except at level 3.
                   Year 11 -                 Year 12 -                 Year 13 -
                     Level 1                  Level 2                   Level 3
                       ALL      NZ Maori        ALL      NZ Maori         ALL     NZ Maori
       Ave %
                       64          42           77           66           64          51
      2006-10
       Ave %
                       79          66           83           76           62          53
      2011-15

    The % of school leavers with level 2 or above has increased from 67% in 2009 to 76% in 2014.
         Group              2009              2011               2013            2014            2015 TBC
      All students           67                71                 78              76
          Maori              39                50                 70              71
       Pasifika*             50                20                 68              67

   *Small numbers – not too much should be read into these figures.

   Supporting higher ability students to achieve to their potential has been a focus of annual plans since 2011 and
   our more academic students have been achieving at a significantly higher level than they were in the past.

                                        % Excellence or Merit Endorsement
                                       Year
                                                    2009       2014       2015
                                       level

                                       11          11          49         53

                                       12          12          26         35

                                       13           9          32         32

2009 and 2013 the school averaged 2 or less Scholarships. The last 2 years has seen an increase to 11 in 2014 with
4 being Outstanding Scholarships and 8 in 2015 with 1 being an Outstanding Scholarship.

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Marlborough Boys' College Charter 2016 2018 2018
The critical factor to maintaining the momentum of increased academic achievement is the
supporting of “at risk” groups including:

        a) Students with specific learning needs – we have 127 students (up from 97 in 2014) with
           identified moderate to severe learning needs who need extra support to achieve to their
           potential.
           This concern is compounded for 2016 by a dramatic increase in the number of Year 9
           entrants who scored in the lower stanines in nationally moderated entrance testing. In
           reasoning the % of 2016 year 9 students scoring in the lowest 3 stanines was 46% up from
           36% for the 2015 cohort. Students can score from stanine 1 (bottom 10%) to Stanine 9 (top
           10%). The 2016 entrance results were:

These results are consistent with the pattern shown in the MidYIS results which are standardised tests
taken by students across the country. 2015 figures showed that 41% of our 2015 Year 9 intake scored in
the lowest D band for their overall MidYIS result. Nationally 25% of students are in this band. We have
16% higher in this band than the national average.

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b) Students out of school due to stand-down and suspension have reduced learning
   opportunities. Stand down and suspension figures dropped dramatically in 2015 due to new
   programmes in place that will be consolidated in 2016.
                              Stand-down         Suspension      Exclusion/Expelled
          2009 -2014
                                   38                23                   4
           average
             2015                  12                11                   2

c) While the number of Māori being stood-down or suspended dropped from 39 in 2014 to 14
   in 2015 Maori remain over represented in stand-down and suspension figures and the gap
   in academic results while closing remains – see table top page 7.

d) Pasifika and other groups for whom English is a second language.
   We have increasing Pasifika numbers.
            2014               2015              2016               2017
             28                 31                 41                50+

     Pasifika migrant families are arriving in Marlborough under new quota arrangements to
     work in the wine industry. They offer wonderful diversity to our school and community.
     However, many students arrive with English as a second language and need support to
     achieve.

e) Students due to poverty or other home circumstances who arrive at school in an
   unteachable state and who need extra support to achieve to their potential.

f)   Year 13 students studying level 3 who fail to achieve the necessary balance between
     academic school and work/social/sporting/cultural pursuits. We are pleased that students
     are staying at school longer. The average retention rates in the senior school has risen. Over
     the last 5 years the average % of students moving from year 11 to year 12 has been 88%.
     The average for the preceding 5-year period was 78%. Over the last 5 years the average % of
     students moving from year 12 to year 13 has been 83%. The average for the preceding 5-
     year period was 75%. Our challenge is to meet the needs of those staying to year 13 but
     studying a combined level 2 and 3 programme which makes achieving level 3 difficult.

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There are some obvious links between this data

                                                                                          Maori Stand-down
                                                                                          and suspension
                                                      Stand-down and suspension
Potential impact on                                                                       figures are higher
                                                      figures if high
 continued  rise in
     Unacceptable
                                                                                          than the general
                                                                                          population
   achievement
                                                  In 2014 97 students had
                                                  identified moderate to
                                                  severe learning needs.
                                                  This has risen to 127 in    In 2014 59% of stand-downs and
                                                  2015.                       48% of suspensions were
                                                                              students with moderate to high
Rising population for                                                         learning needs
whom English is a
second language e.g.       Rising increases in Year 9 entrance
Pasifika                   testing scores in stanines 1-3.
2016 Initiatives to cope with these challenges and help consolidate the momentum of
increased academic achievement.

Initiative 1 – Supporting students to live by the values of MBC and to be the best they can be – to be
in the maximum teachable state.
PB4L Tier 1
           • Programme to support school values and expectations to be consistently accepted by
                90%+ students.
PB4L Tier 2
           • Maintain an Inclusion Centre in the school for the 5%+ students who are at times in a non-
                teachable space.
Our PTA are supporting this initiative in 2016.

Initiative 2 – Support students identified as having specific learning issues.
Supporting students with:
          Specific learning needs.
          Identified learning gaps
          Low literacy levels including migrants for whom English is a second language.
Successful applications have been made to the Jack Checkley Trust, the Rata Foundation and the MBC
Board of Trustees in support of these initiatives.

Initiative 3 – Upskill the teachers
Focus on Classroom Practice (sharpening our tools) – we are getting MOE funded Professional
Development through the Blenheim Community of Schools to support best teaching practices with
writing as a major focus related to:
      Literacy
      Māori
      Pasifika
      GATE
      Well-being
Our school budget will pay for Professional Development to upskill staff in their subject areas and to
meet compliance expectations such as First Aid certificates.
Additional support is being provided by the Board of Trustees to enable staff and students to make best
use of e learning in the classrooms as more and more students arrive in Year 9 having had BYOD
experience.

Initiative 4 – Continue to focus on new learning opportunities for students, especially those with work
aspirations.
                                                                                             Page 10 of 43
In 2016 we will be planning with MGC for a NZ School of Wine and a Services Academy to start in 2017.
 We are seeking community funding to establish a Microsoft Academy in 2016.

 Initiative 5 – Continue to focus on the raised expectations that our more academic students will be
 supported to achieve to their potential.
 The Marlborough College Foundation is supporting programmes to consolidate our improved
 scholarship and excellence/merit pass rates.

 Initiative 6 – Have targeted plans to support Māori and Pasifika Achievement.
 We have funding from the Rata Foundation for 2016 that will support Māori and Pasifika achievement
 programmes. The MOE through Kia Eke Panuku funding is also supporting Maori achievement
 programmes.

 Initiative 7 – Focusing on changing the year 13 focus
 An action plan is to be created.

           See 2016 Academic Achievement Action Plans page 18 – 30.
2016 Strategic Challenges

 B. The desire to enhance Leadership and Service programmes at MBC

    Leadership and associated service are an integral part of our intent on developing all-round balanced
    young men that the Marlborough community can be proud of. Leaders need to be nurtured and
    supported starting at year 9. Our leadership action plan provides the opportunity for this to happen.
    2016 goals are to:
      Increase the number of boys applying for prefect roles and engaged in leadership and service
        opportunities.
      Provide leadership opportunities and development through organised programmes at all levels.
      Provide greater mentoring opportunities through Old Boys’ Association initiatives.

                          See 2016 Leadership Action Plan page 31.
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2016 Strategic Challenges

 C. The desire to enhance Arts programmes at MBC

Students at Marlborough Boys’ College are offered wonderful opportunities in musical and the
performing arts. Our musical tutors are very experienced and the standard of musical performance is
very strong. Senior and junior musical productions, the Big Sing and Southern Jam have continued to
showcase the talents of our students as have performances of our Maori and Pasifika performing arts
groups.

In 2015 thanks to a very generous grant from the Redwood Trust and a grant from Creative New Zealand
performance music, our choirs and our Maori kapa haka and Pacifica performance groups all benefitted
from greater funding than they have in recent years.

2016 will be a year of transition for the Arts with a new Arts Co-ordinator. The Board of Trustees are
providing support of the arts in 2016 as we transition through this period.

The 2016 goal is to have increased opportunities in the Arts through providing financial support to
create a position of Arts Co-ordinator and support musicians, choirs, drama and Maori and Pasifika
performance groups.

                            See 2016 Arts Action Plan page 32-33.

                                                                                              Page 13 of 43
2016 Strategic Challenges
D. The desire to enhance Sporting Programmes at MBC

Marlborough Boys’ College has a proud tradition of sporting excellence and involvement of students in a
large array of sporting activities. The school in 2015 supported sport and its participants for the first
time in many years by subsidising teacher relief and supporting individual Sports based on the level of
competition they were participating in. A successful application to the Redwood Trust will enable
ongoing support in this area in 2016. Other community trusts will support individual codes.

In 2016 the Old Boys’ Association and the Board of Trustees have agreed to continue subsidising the
maintenance of the swimming pool and front field and the Kiwisport programme that allows up to 150
students each lunch hour at College Park to undertake physical activity in a supervised environment.

The 2016 goal is to enhance the support of Sport by subsidising teacher relief and supporting individual
Sports based on the level of competition they are participating in.

                              See 2016 Arts Action Plan page 34.

                                                                                             Page 14 of 43
6.   Targets
Achievement in the senior school – overall.

The 2016 NCEA goal is to have results above the 2011-2015 average and higher than the average for boys in
comparable decile rating schools.
                     Year 11 - Level 1                Year 12 - Level 2               Year 13 - Level 3
                                       Boys                             Boys                           Boys
                           Boys                            Boys                           Boys
             MBC                      Stanine    MBC                  Stanine MBC                    Stanine
                        Nationally                      Nationally                     Nationally
                                        4-7                              4-7                            4-7
   Ave %
              79            78          77        83        82           81      62        73           71
  2011-15

This will require improved grades than those achieved at 2015 which in line with fluctuations that have occurred
in recent years declined at all levels from 2014.
   Participation %                                         2016
                        2009           2014       2015
    pass rates by                                         Target
                          %              %         %
      Year level                                            %
  Yr. 11 NCEA L1          60             82        77       78
  Yr. 12 NCEA L2         72.5            87        79       82
  Yr. 13 NCEA L3          64             72        59       72

The % achieving excellence and merit endorsements has increased dramatically in recent years at all levels but
most dramatically at Level 1.

% Excellence or Merit Endorsement
                                                                 2015
                        2009        2014       2015
 Year level                                              % for all boys decile
                         %           %          %
                                                             4-7 schools
         11              11          49         53                 49
         12              12          26         35                 37
         13               6          32         32                 39

The 2016 target is to be higher than the average for boys in comparable decile rating schools. Based on 2015
results this would require improvements in level 2 and 3 endorsements.

% Excellence Endorsements

                        2009        2014       2015
     Year level
                         %           %          %
       11 L1               0        15         12
       12 L2              1.5        8         16
       13 L3              2.8        8          7
The 2016 target is to have 15% or more of students achieve excellence endorsements.

% Merit Endorsements

 Year level              2009      2014        2015
                           %         %          %
 11                       11        34          41
 12                      10.9       18          19
 13                       5.6       24          25
The 2016 target is to have 30% or more of students achieve merit endorsements.

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Scholarship success has slowly increased in recent years from 0 in 2011, to 2 in 2012 and 3 in 2013. In 2014
scholarship programmes funded by the Marlborough College Charitable Foundation were introduced with
dramatic success. In 2014, 11 scholarships were achieved with 4 being outstanding scholarships. In 2015, 8
scholarships were achieved with 1 being an outstanding scholarship. The 2016 target is to consolidate the recent
increases.

Targets for priority learner groups
 Priority learner group 1. Maori
Maori Achievement
Achievement rates for Maori since 2011 especially in level 1 and 2 have been significantly higher than the
2006 – 10 average. At level 1 the average % of Maori passing rose from a 42% average 2006-2010 to a 66%
average 2011-2015. The gap between the Maori and total population achievement has closed at all levels. The
Year 11 gap closed from 22% 2006-2010 to 13% 2011-2015. The Level gap closed from 11% to 7% in level 2 and
from 13% to 11% in level 3.

                 Year 11 -                     Year 12 -                Year 13 -
                  Level 1                       Level 2                  Level 3
                    ALL       NZ Maori            ALL        NZ Maori      ALL      NZ Maori
     Ave %
                    64            42              77            66         64         51
    2006-10
     Ave %
                    79            66              83            76         62         53
    2011-15

As with the total population Maori figures have fluctuated in recent years and like the total population Maori
scores were lower in 2015 than in 2014. The 2015 result for Maori were very disappointing at level 1 and 3 being
significantly lower than the 2011-15 averages.

                 Year 11 -                     Year 12 -                Year 13 -
                  Level 1                       Level 2                  Level 3
                    ALL       NZ Maori            ALL        NZ Maori      ALL      NZ Maori
     2014           82           74               87            75         72          64
     2015           77          56.5              79            73         59          40

The long-term aspirational goal is to have Māori students achieve at levels comparable with their year-level
peers. The 2016 goal is to Maori achieve at all levels above the 2011-15 averages.

The school has been involved in the Kia Eke Panuku programme in 2014 – 2015. The focus of this is on having
staff provide culturally responsive and relational pedagogy in their lessons. Rongohia e hau is a mechanism that
is used to show where on a continuum one off lessons display culturally responsive pedagogy. Between 2014
and 2015 the number of observations that scored at levels 4 or 5 (highly responsive) increased from 19% to
31%. The goal for 2016 is to increase this figure to 35%.

Maori truancy in 2015 declined but remained higher than the whole population.

 Type of absence                       Maori                 Whole          Maori            Whole
                                       2014*               population       2015*          population
                                                             2014*                           2015*
 Unjustified absence                     8.5                  4.0            7.9              4.7
 Intermittent unjustified                8.7             3.7              5.9                  3.9
 absence
 Total truancy                           17.2            7.7             13.8                  8.6
*Figures are for terms 1-3 only.
The target is for Maori truancy to drop to 10% and whole school population to 6%.

                                                                                                        Page 16 of 43
Diploma

The Diploma system is used in the junior school to encourage personal self-management and positive attitudes
to learning. It is also a measure of student engagement. Students are assessed by staff each term on defined
criteria and can achieve a Gold, Silver or Bronze Diploma. 2015 results were as follows:

 Year 9      Gold         Silver      Bronze      Not Graduate         Withhold
 Maori        29%           36%         25%            7%                 4%
   ALL        34%           44%         17%            5%                 1%

In 2015 the target of having Maori achieve to the same level as the total population was not met as 65% of year
9 Maori achieved a gold or silver compared to 78% for the whole population. In year 10, 52% of Maori got gold
or silver compared to the 66% of the total population.

 Year 10       Gold        Silver      Bronze     Not Graduate         Withhold
 Maori         27%          27%         24%           11%                11%
   ALL         36%          32%         22%            3%                 7%

The goal for 2016 is to have Maori results at the same level as the whole population.

Stand downs, suspensions and exclusions
In 2014 Maori were over represented in stand downs, suspensions and exclusions. In 2014 Maori made up 19%
of the school’s population but provided 43% of stand downs, 76% of suspensions and 100% of exclusions. The
school-wide 2015 goal was for stand downs and suspensions to decline by 50% (achieved) and for Maori to be
less than 30% of all stand downs and suspensions (not achieved). In 2015, while the number of Māori being
stood-down or suspended dropped from 39 in 2014 to 14, Maori remained over represented. In 2015 Maori
made up 20% of the school’s population but provided 44% of stand downs, 53% of suspensions and 67% of
exclusions.

The school-wide 2016 goal is for stand downs and suspensions to be reduced and for Maori to be less than 30%
of all stand downs and suspensions.

Priority learner group 2. Pasifika

Achievement
                      Year 11 -                 Year 12 -                Year 13 -
                       Level 1                   Level 2                  Level 3
                         ALL         Pasifika      ALL      Pasifika        ALL      Pasifika
                          %             %           %          %             %          %
      2013               78            57          81          88           60          80
      2014               82            50          87          60           72         100
      2015               77           61.5         79         100           59         NA

While the long term aspirational goal is to have Pasifika students achieve at levels comparable with their year-
level peers in NCEA the small number of Pasifika students in the senior school makes the validity of trends and
targets questionable. Against the school trend Pasifika achievement at level 1 and 2 improved in 2015.

                                                                                                      Page 17 of 43
Attendance
Tongan (the largest Pasifika group numerically) truancy rate was lower than the whole school average in 2014
but not in 2015. Tongan truancy increased from 5.4% to 13.9% in 2015.

                                                            Whole                           Whole
                                          Tongan                                 Tongan
            Absence type                                  population                      population
                                           2014                                   2015
                                                            2014                            2015
 Unjustified absence                         3.4              4.0                 7.8        4.7
 Intermittent unjustified absence            2.0              3.7                 6.1        3.9
 Total truancy                              5.4             7.7             13.9             8.6
The 2016 goal is for Pasifika truancy to be equal or lower than the whole school average.

Diploma
2015 results were as follows:
 Year 9       Gold        Silver     Bronze        Not Graduate           Withhold
 Pasifika      20%         40%        40%
 ALL           34%         44%        17%               5%                  1%

At year 9 the target of having Pasifika achieve to the same level as the total population was not met as 60% of
year 9 Pasifika achieved a gold or silver compared to 78% for the whole population.

 Year 10       Gold        Silver    Bronze        Not Graduate        Withhold
 Pasifika      40%          60%
 ALL           36%          32%        22%              3%                  7%

At year 10 the target was met as 100% of year 10 Pasifika achieved a gold or silver compared to 68% for the
whole population.
The goal for 2016 is to have Pasifika results at the same level as the whole population.

Stand-downs and Suspensions
The goal for 2016 is to repeat the 2015 trend and have no Pasifika students stood-down, suspended or
excluded.

Priority learner group 3. Special Needs
The goal is to have all students meet individualised goals in I.E.P.’s.

Priority learner group 4. Students capable of NCEA endorsements and scholarship
The 2016 targets are to:
     Be higher than the average for boys in comparable decile rating schools in endorsements.
     Have 15% or more of students achieve excellence endorsements.
     Have 30% or more of students achieve merit endorsements.
     Consolidate the recent increases in scholarship passes.

Priority learner group 5. Students who with support and monitoring are more likely to achieve NCEA level 2
The goal is to have 70% of students identified “at risk” by their level 1 results achieve NCEA level 2.

                                                                                                       Page 18 of 43
Priority learner group 6. Students for whom learning or literacy problems can potentially cause
disengagement
At year 9 students perceived as having difficulty transitioning to high school because of learning or literacy
issues, will be identified. Seventy percent of the identified group will have average attendance and diploma
scores equivalent to the general school population.

Priority learner group 7. Students who present at school in a non-teachable state
Sixty percent of the Year 9 students perceived as having difficulty transitioning to high school because of
behaviour or health/anxiety issues will have average attendance and diploma scores equivalent to the general
school population.

                                                                                                       Page 19 of 43
ANNUAL PLAN 2016
Strategic Goal
A) TO PROVIDE A SAFE AND POSITIVE LEARNING ENVIRONMENT WITH A FOCUS ON SCHOOL VALUES ESPECIALLY PRIDE AND RESPECT
Key dimensions: Having a safe and inclusive school culture
Identified Focus Area: Student learning: academic engagement, progress and achievement
                             IMPLEMENTATION/ACTION                                                                            EVALUATION
 What action is to happen to achieve the Source / By       By When     With what            Expected outcomes – targets                 Data          Variance –
                   goal                    Whom                        resources                                                     gathering -   actual outcomes
                                                                                                                                      how and
                                                                                                                                      by whom
Further develop School Wide Positive                                               Consolidate PB4L-SW Tier 1 and Tier 2             SWPB4L
Behaviour for Learning (SWPB4L)                                                    programmes.                                       Minutes
programme.                                                                         Tier 3 interventions trialled for Mana Rangatahi
                                                                                   students.                                         Principal
                                                                                   Reduced stand-down, suspension and                Reports to
                                                                                   exclusions in 2016.                               BOT
                                                                                   A staffed Inclusion Centre supports Tier 2 and 3 He
                                                                                   PB4L initiatives.                                 Portfolio
Consolidation of SWPB4L focus on values     SWPB4L        Ongoing     SWPB4L       More formal teaching of school expectations.      reports
– respect, responsibility, involvement,     Action Plan               programme    Students will be exposed in Form Time and
pride and “being the best you can be”                                 resources    assemblies to the key values, what living by      SWPB4L
through:                                                                           them means and our expectations as a school       conducted
                                                                                   that students will strive to engage with them.    survey
a)   Consolidation of Year 9 Pastoral                                              Pastoral programme consolidated at all levels.
     Programme.
                                                                                   Students will have greater awareness of school
                                                                                   values.
b) Development of year level specific                                              Positive response by year 9 students to pastoral
   Pastoral instruction delivered through                                          programme especially the peer support
   form teachers.                                                                  component.

c)   Student Leadership / service                         End of T2
     opportunities aligned with PB4L
     programme.                                                                    Students with 10 pastoral entry points will be
                                                                                   seen by House student leaders and offered
d) Tracking and early intervention                                                 support. Individual and group programmes will
   support of potential tier two                                                   support students who display Tier 2 and 3
   students.                                                                       behaviours in the Inclusion Centre.
                                                                                                                                                    Page 20 of 43
IMPLEMENTATION/ACTION                                                                        EVALUATION
 What action is to happen to achieve the Source / By    By When   With what            Expected outcomes – targets                    Data          Variance –
                   goal                    Whom                   resources                                                        gathering -   actual outcomes
                                                                                                                                  how and by
                                                                                                                                     whom
e) Improved profile and use of the peer                                       Greater use will be made of peer supporters in
   supporters.                                                                the supporting their younger “at risk” peers.
f) Consolidation of restorative practices.                                    Staff will be positive about restorative practices HE analysis
                                                                              being effective at MBC.                            of
                                                                              All teaching and support staff are conversant      behavioura
                                                                              and consistent with restorative approaches in      l data
                                                                              the classroom and in the school grounds
                                                                              setting.
g) Focus on active staff supervision in                                       Staff have greater visibility on duty.             SWPB4L
   the school environment.                                                    Staff are prompt to duty and actively supervise. Survey
h) Ara Tika Dollar scheme consolidated.                                       Students are recognised for their continued        BT analysis
   A systematic approach to formal                                            accumulation of Ara Tika.
   recognition of students “doing the
   right thing” exists.
i) Wellbeing BCOS “In-school”                          Day 1      BCOS        Action plan developed that could involve           BCOS
   appointment made.                                              personnel   supporting Deans with induction of identified      Reporting
                                                                  and         “at risk” new students, with student transitions   expectatio
                                                                  processes   e.g. NCEA and opportunities beyond school and      ns.
                                                                              attendance initiatives.

                                                                                                                                                  Page 21 of 43
B) To raise expectations and ACADEMIC ACHIEVEMENT for all with a focus on PRIORITY LEARNERS INCLUDING MAORI, PASIFIKA AND STUDENTS WITH SPECIAL
EDUCATION NEEDS.
Identified Focus Area: Student learning: academic engagement, progress and achievement
                            IMPLEMENTATION/ACTION                                                                                EVALUATION
 What action is to happen to achieve the Source / By          By When    With what          Expected outcomes – targets                  Data            Variance –
                   goal                    Whom                          resources                                                    gathering -     actual outcomes
                                                                                                                                      how and by
                                                                                                                                        whom
SUPPORT FACTORS INFLUENCING
ACHIEVEMENT                                                                                                                          He analysis of
1. FOCUS ON Attendance                        He              Week 6     KAMAR       Truancy rate will decline to 6% for the         KAMAR
   An Attendance, Truancy, Lateness Plan                      Term 1     Parent      whole school. KAMAR investigations to           results
   created with consequences for truancy                                 Portal      make results more meaningful.                   He Portfolio
   and lateness.                                                                                                                     reports
2. PROFESSIONAL DEVELOPMENT                                                                                                          PD
   FOR STAFF                                  MR & PD         Term 1-4   Board       Full staff PD programme runs in timetabled      Programme in
   Full staff sessions and faculty sessions   support                    funding     sessions throughout the year.                   Q: 2016
   will be offered.                           group                                                                                  Whole Staff
                                                                                                                                     PD
   Professional Learning Groups (PLG’s)       All staff                              Staff perceive PLG as effective use of PD       Programme
   using the Teacher as Inquiry model will                                           time.                                           (MR)
   exist to look in depth at one aspect of                                                                                           Faculty
   teaching best practice. KEP, Gate and E-                                                                                          Reports to
   learning as the focuses.                                                                                                          BOT
                                              BCOS “In                   MOE         Staff perceive they are better placed to        Rongohia te
   Staff will be supported as part of MBC’s   School”                    funding     support Maori students and have a greater       hau (GG)
   involvement in                             facilitators.                          appreciation and use of culturally
                                              University of                          responsive and relational pedagogy.
   1. The Blenheim Community of Schools       Waikato                                Te Wananga O Aotearoa a Te Reo course
     (BCOS).                                  personnel.                             advertised to staff.
                                                                                     Second intake of staff into Kia Eke Panuku
   2. Kia Eke Panuku                                                                 process

   Staff will be supported in e learning.     PC Media                   Board       Staff perceive they are better placed to        Staff survey
                                              and Core                   funding     support students in BYOD projects               (MR)
                                              Education
                                              personnel

                                                                                                                                                       Page 22 of 43
IMPLEMENTATION/ACTION                                                                            EVALUATION
 What action is to happen to achieve the Source / By       By When   With what          Expected outcomes – targets                  Data             Variance –
                   goal                    Whom                      resources                                                    gathering -      actual outcomes
                                                                                                                                  how and by
                                                                                                                                    whom
3. PEDAGOGY
   Staff encouraged to increase the range       Within     Term 1                Faculty Planning documents will include         SLT facilitated
   of teaching strategies and meaningful       faculties   focus                 Faculty kete of thinking+/or literacy +/or      faculty
   learning activities by focusing on                                            numeracy +/or culturally responsive and         reviews.
   differentiation utilising, for example:                                       relational pedagogy tools to focus on. Tool
    Thinking tools                                                              use will be highlighted in unit/lesson plans    Appraisal
    ICT tools - including Moodle and e                                          and displayed on classroom walls.               Self-
        portfolios                                                               Students will be able to use Moodle or          assessment.
    Assessment tools                                                            Google classroom to access schoolwork.
    Numeracy tools                                                              A faculty member is assigned as ICT lead        Faculty
    Literacy tools                                                              teacher.                                        Reports to
    Culturally responsive and relational                                                                                        BOT.
        pedagogy

4. PROVIDING APPROPRIATE
   CURRICULUM
   Investigate creating curriculum options   RN &          Week 1    School      Structured academic and careers                 Faulty Reports
   for students whether they have tertiary   Transition    Term 2    Resources   counselling for all senior students.            to BOT
   or vocational aspirations.                Group.                              Plan and prepare for the introduction of        Rn Portfolio
                                             HoF’s                               Youth Guarantee / Pathways programmes.          Report
                                                                                 Ongoing student participation in Gateway,
                                                                                 industry qualification courses and Trades
                                                                                 Academies.

                                                                                 Opportunities provided for students with
                                                                                 merit/excellence/scholarship aspirations.

                                                                                 Planning for Service Academy and New
                                                                                 Zealand Wine School to commence in 2017.

                                                                                                                                                    Page 23 of 43
5.SUPPORT TARGETED GROUPS
 Priority Learner Group 1 - Maori
                                IMPLEMENTATION/ACTION                                                                            EVALUATION
     What action is to happen to achieve the Source / By      By When      With what           Expected outcomes – targets                 Data            Variance –
                       goal                    Whom                        resources                                                    gathering -     actual outcomes
                                                                                                                                       how and by
                                                                                                                                          whom
Maori BCOS “In-school” appointment made.                      Day 1        BCOS         Action plan developed that could involve      BCOS
                                                                           personnel    supporting Deans with induction of new        Reporting
                                                                           and          students and with student transitions e.g.    expectations.
                                                                           processes    NCEA and opportunities beyond school,
                                                                                        staff mentoring on ways to engage Maori
                                                                                        students with attendance plan and
                                                                                        supporting boys writing initiatives.
Make Maori students more comfortable at
MBC by:

a)     Mentoring of junior students by            CN          End of T1                 Powhiri and other year 9 induction             Deans’
       seniors.                                                                         activities.                                    minutes

b) Pastoral support by HJO for students           HJO         Term 1+                   JH role redefined – 2016 support induction
   who have not had the opportunity to or                                               of new Maori students and identified “at
   don’t wish to “achieve as Maori.”                                                    risk” students.

c)     Staff focus on getting to know students.   All staff                             Teina/tuakana relationships established.       Faculty review
                                                                                        All staff expected to have names of students
                                                                                        who identify as Maori in plan books.

d) Profile of success indicators for Maori        WK/HG       Diploma/     School       Diploma/SWR, attendance, core assessment       Portfolio and
   students collated and responded to.                        SWR week     statistics   data for Maori students collated and used      HOF reports
                                                              7 Term 1-3                to provide opportunities for discussion and    to BOT
                                                                                        support.
                                                                                        Reduced Maori statistics for stand-down,
                                                                                        suspension and exclusions in 2016.

e) Staff and student opportunities to             CN          PD Bytes     Building     All staff know waiata and all boys know the    CN mid and
   develop experience in and                                  ongoing      on Success   school haka and waiata. Staff able to greet    end of year
   understanding of Te reo and tikanga.                                    support      and acknowledge boys in Te Reo.                reports
                                                                           material     Compulsory Year 9 course starting 2016.

                                                                                                                                                         Page 24 of 43
IMPLEMENTATION/ACTION                                                                      EVALUATION
     What action is to happen to achieve the Source / By     By When   With what             Expected outcomes – targets            Data           Variance –
                       goal                    Whom                    resources                                                 gathering -    actual outcomes
                                                                                                                                 how and by
                                                                                                                                   whom
f)  Make the physical environment more         SCLT (HG,     End of                  Classrooms and hallways show evidence of
    appealing to Maori students i.e. visibly   RN, CN, GG,   term 4                  being culturally responsive.
    bi-cultural.                               RB)
Developing the knowledge base of teachers      BOS SCLT      Ongoing   Building on   Consolidate the Strategic Change             Kia Eke
through:                                                               Success       Leadership Team to oversee                   Panuku
g) School participation in the Kia Eke                                 templates     implementation of Kia Eke Panuku (Building   milestone
    Panuku / Building on Success (BOS)                                 provided      on Success) throughout the school.           reports
    programme.                                                         by            SPREAD understanding and involvement in
                                                                       University    culturally responsive and relational
          2 staff to observe /feedback                                of Waikato    pedagogy to senior and middle leaders and
           /shadow coach staff on culturally   GG/CH                   staff.        teachers
           responsive and relational
           pedagogy.                                                                 Staff in place.

          Second cohort of teachers into
           observation/feedback/shadow                                               Second cohort intake of teachers into
           coaching cycle.                                   Term 1                  observation/feedback/shadow coaching
                                                                                     cycle.
          Attendance by Strategic Change                                            Third cohort begins term 3.
           Leadership Team at Kia Eke Panuku                 Term 1                                                               Rongohia Te
           wananga.                                                                  Staff attend wananga.                        Hau data

h) School-wide professional development
   – sessions run to support                                                         Faculties evaluate units for curriculum
   implementation of culturally                                                      appropriateness.                             Faculty
   appropriate classroom programmes,                                                 Focus by teachers on Manaakitanga - caring   Reports to
   staff understanding of tikanga and                                                for Maori students as culturally located     BOT
   consolidation of the best evidence                                                individuals and Mana motuhake - having
   teaching and learning practices for                                               high expectations.
   Maori students based on the Effective
   Teacher Profile (ETP).

                                                                                                                                                 Page 25 of 43
IMPLEMENTATION/ACTION                                                                             EVALUATION
     What action is to happen to achieve the Source / By         By When    With what          Expected outcomes – targets                 Data           Variance –
                       goal                    Whom                         resources                                                   gathering -    actual outcomes
                                                                                                                                       how and by
                                                                                                                                          whom
i)     Pastoral opportunities to support           CN HJO                               Helen Joseph role to support induction of     He Portfolio
       “Maori to achieve as Maori.”                                                     Maori students to MBC.                        reports

j)     Curriculum opportunities to support         CN            Start of   Kia Eke     Te Waharoa course consolidated. Tutors        Faculty
       “Maori to achieve as Maori.”                              year       Panuku      sourced for Mau Rakau and Carving. 80%        reports to BOT
                                                                            support     students pass 20 or more credits.
                                                                            material    Putaiao Year 11 Science course
                                                                            Kaiawhina   consolidated. 80% of students achieve 16+
                                                                            Local iwi   credits.
                                                                            involveme
                                                                            nt.
k)     Involve local iwi in teaching of local      GG + Social                          Iwi representatives support programme.
       history, tikanga etc.                       Science                               “Maori through Social Studies and Social
                                                   Faculty                              Studies through Maori” programme
                                                                                        consolidated.
                                                                                        Programme in Science trialled.

l)     Extra curricula opportunities for “Maori    HJO           On-going   Kaiawhina   Involvement in regional Te Reo and kapa
       to achieve as Maori”.                                                Local iwi   haka competitions. Use of Whenua-Iti
                                                                                        Manaaki Tapoi programme. External tutors
                                                                                        organised to run Kapa haka programme.
m) Curriculum opportunities to support             CN/HJO        On-going               Decide upon a school whakatauki and begin     Faculty
   school wide understanding of tikanga.                                                introducing Maori values in preparation for   reports to
                                                                                        them to be integral to the school in 2018.    BOT.
                                                                                         Mauri Tu Wairau - stand with pride in
                                                                                             Marlborough.
                                                                                        Introduction of compulsory Y9 Maori option
                                                                                        and marae visit.
n) MAG group promote tikanga and                   HJO + team    On-going               Powhiri, prizegivings, poroporoaki
   consultation with the community.                Kaumatua                             organised following accepted protocols.
                                                  Iwi reps
o) Identify and support leadership                  RA           On-going               Maori students included in leadership
   opportunities for Maori students.                                                    groups at all levels.
                                                                                        A Maori student chosen by peers to attend
                                                                                        external leadership course.
p) Support students to raise aspirations –         HJO/CN                               Visits by Year 12 and 13 students to
   encourage a greater number of tertiary                                               Canterbury and Victoria Universities
   enrolments by Maori students.                                                        investigated.
                                                                                                                                                        Page 26 of 43
IMPLEMENTATION/ACTION                                                                                EVALUATION
     What action is to happen to achieve the Source / By   By When      With what             Expected outcomes – targets                    Data            Variance –
                       goal                    Whom                     resources                                                         gathering -     actual outcomes
                                                                                                                                          how and by
                                                                                                                                            whom
q) Community Consultation
   i. Consult local iwi re the development    HJO/CN/      2 per year   BCOS           The development of shared expectations            Principal’s
      of shared expectations and means of      HG/RN                    personnel      and means of achieving them investigated.         report to BOT.
      achieving them.                      Kaumatua/iwi    On-going     and
                                            reps                        initiatives.
  ii. Have min 3 whanau hui during the
      year.

     iii.   Establish a working relationship with                                      New staff welcomed onto marae. BOS
            Omaka Marae.                                                               orientation at Omaka Marae.
                                                                                       Peer Support training at marae.
                                                                        Kylie Nepia
r)      Physical environment.
        Include new wharenui in all discussions     HG     On-going                    Inadequacies of existing facilities kept in       Principal’s
        re school site discussions with                                                forefront of property discussions.                report to BOT.
        community and MOE.

                                                                                                                                                           Page 27 of 43
      Priority Learner Group 2 - Pasifika
                                IMPLEMENTATION/ACTION                                                                               EVALUATION
     What action is to happen to achieve the  Source /       By When        With what           Expected outcomes – targets                   Data          Variance –
                       goal                  By Whom                        resources                                                     gathering -    actual outcomes
                                                                                                                                          how and by
                                                                                                                                             whom
a)     Pasifika BCOS “In-school” appointment                Day 1           BCOS        Action Plan developed that could include        BCOS
       made.                                                                personnel   supporting Deans with induction of new          Reporting
                                                                            and         students and with student traditions e.g.       expectations.
                                                                            processes   NCEA and opportunities beyond school,
                                                                                        unpacking the Pasifika Education Plan,
                                                                                        mentoring staff on ways to engage Pasifika
                                                                                        students and support with boys writing
                                                                                        initiative.
b) Homework Club for Pasifika students         CL/RN        Term 1 start    $ from MBC, Club operates throughout the year.              Fortnightly
   supported by MBC and REAP, the              REAP                         REAP and                                                    reports by
   Pasifika community and staff employed       employed                     community.                                                  employed
   in the Homework Club.                       staff.                                                                                   staff.
c) Tracking student attendance and             CL + Home    On-going        Kamar       Families of truants visited by Homework
   achievement.                                club staff                   data        Club staff outlining truancy issues and
                                                                                        expectations.
                                                                                        Homework Club staff visit teachers of
                                                                                        students, monitor progress and provide
                                                                                        feedback on student success or issues.
d) Cultural credits offered on top of          CL           On-going        Support     Pasifika students have opportunity to pass      CL mid and
   curriculum with support of REAP and                                      from MGC speech, dance and Tongan, Samoan                   end of year
   Pasifika community members.                                              + Papanui   language credits. 70% of students pass the      review.
                                                                            staff       dance, speech and language credits.
e) Work with the Pasifika community to         CL           T1, T2                      Attend Pasifika Festival and Pasifika Speech    CL mid and
   run Polyfest, Pasifika speech                                                        competitions run in Christchurch.               end of year
   competitions and Tongan, Samoan                                                      Tongan and Samoan families support              review.
   language credits, Fiafia night.                                                      students to achieve language credits in
                                                                                        Tongan and Samoan. Fiafia night to
                                                                                        celebrate Pasifika success in the year across
                                                                                        all aspects of school life
f)     Consult the Pasifika community.         CL + HG                     Community Fono meeting each Term 2.                          Principal’s
                                                                                                                                        reports to BOT
g)     Faculties implement strategies to       HOF’s        Week 3 T1                   Aspirational goal for Pasifika to achieve at    HOFs report
       support Pasifika learners.                                                       the same level as the general population in     to BOT.
                                                                                        NCEA and summative junior exams/tests           Evaluating
                                                                                        run within the faculties, attendance,           Charter
                                                                                        retention rates, stand-downs, suspensions       targets.
                                                                                        and exclusions.
                                                                                                                                                          Page 28 of 43
IMPLEMENTATION/ACTION                                                                          EVALUATION
 What action is to happen to achieve the  Source /      By When    With what           Expected outcomes – targets                  Data          Variance –
                   goal                  By Whom                   resources                                                     gathering -   actual outcomes
                                                                                                                                how and by
                                                                                                                                   whom
h) Staff working with Pasifika students      CL       Term 1       PD funding   PD provided through BCOS involvement.          CL mid and
   offered professional development                                                                                            end of year
   opportunities.                                                                                                              review.
i) Identify and support leadership           CL                                 Pasifika students offered opportunities in     CL mid and
   opportunities for Pasifika students.                                         leadership groups at all levels.               end of year
                                                                                                                               review.
    Priority Learner Group 3 Students with Special Needs
a) Further Inclusion into mainstream         MR       On-going.                 All students meet individualised goals in      MR portfolio
   based on need and IEP.                                                       I.E.P.’s.                                      report.
b) Inclusive practice assessment tool from
   MOE to be used.                           MR       Term 1 and                Identify what areas the school is doing well   MR and
                                                      2                         with respect to inclusive practice and where   faculties
                                                                                we need to focus the next stage of
                                                                                development.

                                                                                                                                                Page 29 of 43
   Priority Learner Group 4 – GATE Students Capable of NCEA Endorsements and Scholarship
                              IMPLEMENTATION/ACTION                                                                                 EVALUATION
 What action is to happen to achieve the Source / By         By When        With what           Expected outcomes – targets                 Data           Variance –
                   goal                    Whom                             resources                                                    gathering -    actual outcomes
                                                                                                                                        how and by
                                                                                                                                           whom
a) GATE BCOS “In-school” appointment                       Day 1           BCOS           Action Plan developed that could include     BCOS
   made.                                                                   personnel      supporting Deans with induction of new       Reporting
                                                                           and            students and with student traditions e.g.    expectations.
                                                                           processes      NCEA and opportunities beyond school.
b) Faculties consolidate structural and        HOF’s +     On-going        Funding        School NCEA endorsement and                  HOF reports
   classroom strategies to support             teaching                    support from   scholarship goals met.                       to BOT.
   students capable of NCEA                    staff                       MCCF                                                        Achievement
   endorsements and scholarship, that                                                                                                  Report to BOY
   take into account the students’ overall                                                                                             (WK)
   wellbeing and learning needs.
c) Develop a shared understanding of           HJO/CN/CL   End of Term     Support        Confirm Marlborough Boys’ College            MR portfolio
   what cultural giftedness looks like in      /WA/MR      2.              from           definition of Giftedness, within the         reports.
   the context of our community.               Faculties                   UCEdPlus       cultural domain.
                                                                           facilitator
                                                                           Barbara
                                                                           Bowen
d) Develop a shared understanding of the       MR/WA       End of Term 1   Koha           Teachers will access resources such as the   MR portfolio
   Gifted & Talented ID processes within                                                  G&T library and the BCOS personnel in        reports.
   the school and how to access help to                                                   order to plan provisions for G&T students.
   plan appropriate programmes and
   other provisions in order to meet our
   Gifted & Talented students’ individual
   needs.
e) Maintain a Gifted Student Register          MR/WA       Ongoing                        Register maintained.                         MR portfolio
   which provides information in order to      Faculties                                                                               reports.
   support MBC staff to meet G&T
   students’ individual needs.
f) Develop and monitor an Individual           MR/WA       As needed                      IEP’s created for some students on           Plan attached
   Education Plan for some gifted students                                                register.                                    to profiles on
   that provides for their individual needs.                                                                                           KAMAR
g) Encourage programmes and activities (in     MR/WA       Ongoing                        Programmes exist to support GATE             MR portfolio
   and outside school hours) that motivate     and other                                  students to achieve to potential.            reports.
   and inspire gifted students - liaise with   staff
   outside organisations e.g. Philosophy
   conference and Model UN, Aquabots,
   University outreach programmes and
   competitions.
                                                                                                                                                         Page 30 of 43
IMPLEMENTATION/ACTION                                                                               EVALUATION
 What action is to happen to achieve the Source / By       By When      With what              Expected outcomes – targets                Data           Variance –
                   goal                    Whom                         resources                                                      gathering -    actual outcomes
                                                                                                                                      how and by
                                                                                                                                         whom
h) Create an information portal for            MR/WA     Term 2.                         Moodle page exists.                         MR portfolio
   Gifted and Talented students.               and ICT                                                                               reports.
                                               support
                                               staff
i)   Support professional development          MR/WA     On-going      Library,          Staff participate in IEP formation for G&T   IEP formation
     opportunities to enable staff to up-                              readings,         students                                     MR portfolio
     skill with regards to gifted education.                           time, IEP         Staff begin to take a leading role in        reports.
                                                                       meetings.         identifying students who need an IEP.
                                                                       Funding for       Two staff attend Cognition Education
                                                                       staff to attend   Workshops (four workshops in 2016)
                                                                       online and        Readings disseminated through Friday
                                                                       face to face      Flash and Toha.
                                                                       PLD
                                                                       opportunities.

j)   Junior Gate option runs                   MR        Term 3 or 4                     Junior GATE programme runs                   Junior GATE
                                                                                                                                      programme
                                                                                                                                      runs.

                                                                                                                                                       Page 31 of 43
    Priority Learner Group 5 - Students who with support and monitoring are more likely to achieve NCEA level 2
                              IMPLEMENTATION/ACTION                                                                                 EVALUATION
 What action is to happen to achieve the Source / By         By When       With what           Expected outcomes – targets                  Data          Variance –
                   goal                    Whom                            resources                                                     gathering -   actual outcomes
                                                                                                                                         how and by
                                                                                                                                           whom
a)   Students who with support and           WK             Identified    KAMAR          60% of students identified as at risk based Reports to
     monitoring in Year 12 are more likely                  Term1         Diploma        on their level 1 results will gain NCEA level Dean’s
     to achieve level 2 will be identified                                scores         2.                                            meetings
     and supported.                                         Support       SWR scores
                                                            ongoing                                                                   MR/ RN
                                                                                                                                      Portfolio
                                                            Monitored –                                                               Reports
                                                            Week 8
                                                            Term 1-3
    Priority Learner Group 6 – Students for whom Learning issues and Literacy Problems can Potentially Cause Disengagement
a)   2 Literacy BCOS “In-school”             CB/WS/MR       Day 1         MOE            Action plan developed in coordination        BCOS
     appointments made.                                                                  with BCOS with a specific focus on writing   Reporting
                                                                                         in the first year.                           expectations.
b) Students with literacy problems in        Academic       Identified    CEM data       70% of the identified group will have        Reports to
   year 9 will be identified, support        Prefects       Term1         PAT scores     average attendance and diploma scores        Dean’s
   provided and progress monitored.          MR                           KAMAR          equivalent to the general school             meetings
                                             Learning       Support       Diploma        population.
                                             Support,       ongoing       scores                                                      MR Portfolio
                                             Literacy                     SWR scores     A 3 level literacy/ESOL programme will be    Reports
                                             teacher, Toe   Monitored –                  run.
                                             by Toe         week 8 Term   Support                                                     Reports form
                                             programme,     1-3           from           Toe by Toe and Availl programmes             CB and
                                             Availl                       Checkley       consolidated.                                Gwenda Muir
                                             programme,                   Trust and
                                             Deans                        BOT
    Priority Group 7 - Students Who Are Not Always Presenting in a Teachable State
a)   At risk behavioural group identified,   HE             Identified    Contributing   60% of the Year 9 students perceived as      Reports to
     support provided and progress           Guidance       Term1         school data    having difficulty transitioning to high      Dean’s
     monitored.                              Deans                        CEM data       school because of behaviour or health        meetings
                                                            Support       PAT scores     issues will have average attendance and
                                                            ongoing       KAMAR          diploma scores equivalent to the general
                                                                          Diploma        school population.                           HE portfolio
                                                                          scores                                                      reports
                                                                          SWR scores

                                                                                                                                                        Page 32 of 43
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