SCHOOL CHARTER 2018 Preparing successful, proud, resilient, confident, respectful and inclusive lifelong learners for a rapidly changing world ...
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SCHOOL CHARTER 2018
Preparing successful, proud, resilient, confident, respectful and inclusive lifelong learners for a rapidly changing world, through
supportive, challenging and creative learning experiences.Table of Contents
1. TYPE OF SCHOOL ..........................................................................................................................................2
2. GENERAL DESCRIPTION OF THE SCHOOL .....................................................................................................2
3. DESCRIPTION OF THE SCHOOL’S COMMUNITY............................................................................................2
4. MISSION STATEMENT ...................................................................................................................................2
5. VISION…………………………………………………………………………………………………………………..……………………………….2
6. GUIDING PRINCIPLES ....................................................................................................................................3
7. SCHOOL COMMUNITY ..................................................................................................................................3
8. CULTURAL DIVERSITY AND THE MĀORI DIMENSION ...................................................................................4
9. OUR VALUES .................................................................................................................................................4
10. NATIONAL EDUCATION GUIDELINES ............................................................................................................5
11. ONEROA COMMUNITY OF LEARNING……………………………………………..……………………………………………………..5
12. STRATEGIC DIRECTION 2018-20 ...................................................................................................................6
13. GOALS FOR 2018 ........................................................................................................................................26
14. ONEROA COMMUNITY OF LEARNING GOALS 2018-2021…………………………………………..…………………………38
11. TYPE OF SCHOOL
Long Bay College is a co-educational secondary school with students from Year 9 to Year 13.
2. GENERAL DESCRIPTION OF THE SCHOOL
Long Bay College is a large, community focused, co-educational decile 10, state secondary school situated in a
safe and established suburb which overlooks the Long Bay Marine Reserve and is a short stroll to the beautiful
beaches. We take great pride in the culture of caring we provide for each student, and meeting the needs of
our students, ensuring they reach their own levels of individual excellence is of paramount importance to us.
The campus boasts excellent facilities including modern and innovative Technology, Science, English, Music,
Arts and Performing Arts blocks, an all-weather sports surface, an auditorium, purpose-built sports and fitness
centre and much more. Complete with our own Marae, extensive and growing grounds and a rapidly
developing community Long Bay College is certainly at the hub of this evolving and vibrant community.
Long Bay College is a unique school where we are confidently doing things differently in order to meet the
needs of our students and wider community. We are a diverse school with many of our students being first or
second-generation immigrants to New Zealand and our community is supported through a dedicated team of
experts in our pastoral and student support service areas. Our support includes health care, counselling and
guidance, an extensive pastoral team, careers guidance, mentoring and transitioning support. We are proud of
our students and all that they achieve whether it be in the fields of academia, sport, culture the arts or service
and our students report a sense of family, friendship and support which enables them to thrive in being
creative.
Specialised teaching facilities house the Learner Support Department and modern learning environments are
developed and utilised where appropriate. We are a BYOD, Microsoft Academy school with an outstanding IT
network, which supports both our staff and students. The school also has a large dedicated International
Student Department, responsible for the pastoral care of our students who arrive from many parts of the globe.
3. DESCRIPTION OF THE SCHOOL’S COMMUNITY
Our students come to us predominantly from Northcross Intermediate School with around approximately 20%
of our students attending us from out of our zone. We are the lead school for the Oneroa Kahuia Ako,
Community of Learning (CoL), which develops pathways from Primary, Intermediate, through to Long Bay
College and beyond.
4. MISSION STATEMENT
Preparing successful, proud, resilient, confident, respectful and inclusive lifelong learners for a rapidly changing
world, through supportive, challenging and creative learning experiences.
5. VISION
To be the secondary school of choice for our community, providing an evolving, whole-person education in a
high quality environment.
26. GUIDING PRINCIPLES
Our Guiding Principles are strongly related to our Vision, as outlined in section 5. We are moving to be a school
driven by its values, a school that is committed to ensuring that the needs of each and every member of its
community are met so that our students and staff realise their academic, vocational, sporting, cultural and
artistic potential so that they are best prepared to participate successfully in our ever-changing world.
By knowing our students, we believe we are able to help them both academically and socially and the Board of
Trustees and College staff will endeavor to ensure that the education we provide will address their holistic
learning needs and respect their dignity.
1 At Long Bay College our community members leave our school with the knowledge,
tools, skills and understanding to access their chosen pathway of further education,
training or employment in order to become well rounded, successful, global citizens
2 We receive a balanced and engaging education that meets our needs, encourages life-
long learning and challenges us to reach our own levels of personal excellence
3 Academic achievement is highly valued and encouraged through excellence in
teaching and learning within a culture of continuous improvement through
continuous learning
4 Innovation, critical thinking, and creativity are fostered along with a sense of pride,
respect and belonging to our school and wider community
5 We instil, nurture and develop our values and have expectations of high standards of
behaviour in our community members. These values and expectations are collectively
owned, clearly communicated and actively upheld
6 We engender a culture of support, care, safety and inclusiveness and one in which
diversity is embraced so all of our community feel valued
7 We are committed to the bicultural partnership with Māori whanau in actively
promoting success for Maori students and in respecting the Treaty of Waitangi and
improving learning outcomes for Maori, in addition to Pasifica students and those
students with special educational needs
8 We provide a wide variety and high level of participation in sporting, cultural, the arts
and community activities
7. SCHOOL COMMUNITY
To uphold the partnership between school, families, and community, Long Bay College promotes an open-door
policy to encourage full community involvement in the school. In addition to inviting the school community
to engage with all school activities, the Board will meet and consult with its community using these
methods:
3• Meetings: Board and sub-committees, Whānau Group meetings, Māori community meetings, Pasifika
community and parents’ meetings, Parent Teacher Mentor meetings, Curriculum and Careers
Information Evenings, Year 9 Parent Meetings, organisation and communication for cultural festivals.
• Events: Academic, sporting, cultural, service and social events.
• Surveys: Including student voice, staff and surveys of parents and caregivers.
• Communications and Publications: School yearbook, regularly circulated newsletters, email, website,
Facebook and the school App.
• Long Bay College Parental Portal: Parent, student and community portal.
• Reporting to parents: Academic, sporting, cultural, service and social
development.
• Informal qualitative feedback
8. CULTURAL DIVERSITY AND THE MĀORI DIMENSION
• New Zealand’s cultural diversity
∙ Students are encouraged to share elements of their cultural heritage to celebrate
New Zealand’s cultural diversity.
∙ All staff will treat students as individuals with unique differences, talents and cultural values and
perspectives that will be respected.
∙ Differing cultural backgrounds of students are viewed as adding to the tapestry and strength of
the school.
∙ The students’ identities, languages, abilities and talents are recognised and affirmed in inclusive
and contextualised ways.
• The unique position of the Māori culture
∙ The Long Bay College curriculum acknowledges the principles of the Treaty of Waitangi,
respecting tikanga, and the bicultural foundations of Aotearoa New Zealand. The curriculum will
be responsive to the national priorities for ākonga.
∙ The school will consult with our Māori communities freely and openly in the interests of
seeing our Māori students succeed at school. We seek to hold regular hui with the whānau and
to be welcoming at all times to approaches from our Māori parents and to be good listeners.
∙ Te Reo classes are offered as an option at all Year levels and a Kapa haka Group is fostered and
supported.
∙ Māori cultural experiences will be encouraged to foster engagement, pride and achievement.
Long Bay College will host a Pōwhiri for new students and staff to the school.
49. OUR VALUES (to be developed as part of the 2018 Strategic Plan)
∙ Respect – We will have respect for self, others and our environment
∙ Resilient – We will demonstrate perseverance and overcome difficulty
∙ Inclusive – We will include all and respect differences
∙ Confident – We have the belief in our own abilities to succeed
∙ Pride – We feel a sense of belonging and contribute towards our school
10. NATIONAL EDUCATION GUIDELINES
Long Bay College is committed to meeting all the requirements of:
• The National Educational Goals
• The New Zealand Curriculum
• The National Administrative Guidelines
• All relevant legislation that applies to all aspects of school operation
11. ONEROA - Kāhui Ako (COMMUNITY OF LEARNING)
Long Bay College is a committed member of the Oneroa CoL along with:
Glamorgan School
Long Bay School
Northcross Intermediate
Oteha Valley School
Sherwood School
Torbay School
The CoL vision is:
To work and learn collaboratively, developing a future focused approach to learning and teaching and providing
cohesive and effective transitions between our primary schools, intermediate school and college. The
community will establish processes to moderate and ensure robust and rigorous data analysis around our
student’s achievement is available and shared across our schools. We aim to: Raise student achievement in
reading, writing and mathematics with a particular emphasis on the achievement of - Māori and Pasifika
students - Boys - Learners at transition points to and from intermediate school - English Language Learners.
We will achieve this by working together in the following areas: • Authentic Learner Agency (Ako) •
Collaborative Practice (Ako) • Community Engagement (Whanaungatanga) • Culturally Responsive Practice •
Teacher Effectiveness (Whakamana) • Successful Transitions
512. STRATEGIC DIRECTION 2018-2020
Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
NAG1 Through the use of engagement data, drive responsiveness and improvements across the school for Continuous 1 SHR
all students. This will be achieved through further selection, gathering, analysis and interpretation of improvement across KIT
data to identify current achievement levels and success factors which is to be reported to key all areas.
CURRICULUM AND
stakeholders for action. This will inform the review of curriculum 2018.
STUDENT ACHIEVEMENT
Raise achievement at all 2
curriculum levels
3
Access student, class and teacher data and respond appropriately through: Continuous 1 SHR
∙ SLT, HODs and Teachers use an ‘inquiry based teaching’ approach, and to track and plan improvement across KIT
2
interventions for identified students. all areas.
∙ Investigate an individual student identification support system and mentoring throughout the year. 3
This is a focus for development.
∙ Use of Value Added and entry data to provide ‘early in the year’ identification of students who
require additional support.
∙ Subject Teacher/HOD/ Dean/DP continue tracking student progress. This is a focus for
development.
∙ Identification of priority learners at risk of underachieving to plan interventions and lift
achievement, including literacy and numeracy.
∙ Development of consistent departmental systems to identify students at risk of underachieving
and interventions implemented. This includes departments with portfolio style assessments.
∙ To refine the alignment of Departmental Self Review, Appraisal and Inquiry Teaching. This is a
focus for development.
Ongoing self-review and refinement of systems that monitor student attendance and responds to Continuous 1 SHR
those whose attendance is not on track for academic success. improvement across
3
6Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
all areas.
Raise achievement at all Continue to monitor developments in the NCEA and implement appropriate changes. 1 KIT
curriculum levels
2 MAR
(continued)
3
Achievement targets are set using the self-review processes. These to align with or exceed National 1 KIT
goals and MoE targets. These are reported to key stakeholders with progress meetings during the HEA
2
year. Action plans developed using the self-review process and acted upon to support these
objectives. 3
Further refine and promote reward systems that recognise student achievement. 3 MAR
8
Continue review of the targeted evidence-based programmes for 2 KIT
improving the educational outcomes for priority learners. JOY
7
Faculties to report against school and national data. Collaborate
with key stakeholders to obtain their response for consideration.
The school’s implementation of Ka Hikitia and the Pasifika
Education Plan will continue to be developed and implemented in
the teaching programmes.
Review of the consequences and effects of not sustaining PB4L. Investigate potential MoE support to 4 SHR
further engage students with learning using data to develop improved systems and protocols
that positively support learning and achievement. 6
Review of the benefits of Restorative Practices with MoE support to further engage students with 4 SHR
learning using data to develop improved systems and protocols that positively support learning and
achievement. 6
Self-review and refine Investigate, as part of the 1 KIT
7Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Scholarship Programme with Curriculum review, the validity of 2
Raise achievement at all regard to improving the extension classes and a strategic,
selection and recruitment of targeted scholarship programme 3
curriculum levels
(continued) students. Provide scholarship from Year 9 through to Year 13.
tutorials and mentoring of
students into the scholarship
programme.
As part of the curriculum 1 KIT
review, determine the success
2
of our Level 1A and 1B structure
and investigate the potential to 3
develop a Year 10 programme
with NCEA Level 1 offerings in
each course.
Explore potential growth in 2 BES
area of IT delivery, both from a KIT
4
structural and curriculum
MAR
perspective.
Ongoing review and report on the Long Bay College Gateway (work skills and qualifications) programme, including profiling 1 SHR
student Gateway cohort. Analyse outcomes to drive the ‘Gateway’ strategy to ensure it is meeting the targeted needs of
2
students. Report to BoT on the review. Evaluate impact of absences from regular classes on student outcomes.
3
All Standards in each faculty 1 KIT
that contribute to Literacy and SHR
2
Numeracy to be managed
across the curriculum at all 3
levels.
8Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Continue to review and report NCEA Levels 1-3 structure in response to changing student need/ 1 KIT
demand and vocational pathways.
2
These reviews to ensure sustainable course structure providing relevant pathway programme with
reporting due by end of Term 1 annually from 2019. 3
Raise achievement at all Provide further professional Ensuring our staff 1 JOY
curriculum levels development as part of are supported and
2
(continued) planning, teaching and and developed to
learning. Provide Professional reach our vision 3
Learning and Development
(‘PLD’) as appropriate for new
staff.
Continue to invest capital and time in infrastructure, hardware, software and virtual classrooms and to Equipping families 1 MAR
Whole school learning
integrate into staff practice and student experience. and communities for
paradigm/ Thinking Skills 2
and e-learning Review progress and prioritise outstanding goals for implementation. Review, develop and report the a digital future.
use of e-learning. 3
Ongoing review of pedagogy for digital future.
Investigate the opportunity to become a compulsory BYOD school at Year 9 in 2019.
To ensure the provision Implement, review and develop Refine and improve All students leave 1 KIT
of specifically targeted a register of special needs, programmes. school with
programmes to cater for including the Gifted and nationally 2
the individual needs of Talented Education (‘GaTE’) recognised
3
students, including GaTE Programme. qualifications.
Investigate and develop the Refine and improve programmes.
provision of an additional
programme of extracurricular
involvement around water
9Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
based and outdoor activities in
memory of Rachael De Jong
Student support services Ongoing self-review of full 5 SHR
range of student support
services and implement 6
recommendations.
Review and monitor the new Review and refine. 5 SHR
for 2018 pastoral systems of
DoL’s and Year Level Deans. 6
Investigate the validity of 4 SHR
tutor/home/form classes in our
5
setting in relation to pastoral
care, a sense of belonging, 6
support, mentoring and
guidance.
Investigate the potential that a 4 JOY
house system would have in SHR
5
relation to school spirit and
engagement. 6
Review, report and respond to 4 SHR
evidence-based student, class JOY
and teacher trends and needs. 5
Use comparative analysis on
6
systemic accumulation of data
on attendance, meritorious
awards, detention, withdrawal,
stand-down and suspension
10Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
data to inform decision making.
Student support services
(continued) Ensure Induction Programmes 4 JOY
for all students convey and JON
promote school expectations, 5
opportunities and values
(including those arriving during 6
the year).
Investigate the possibility of 6 SHR
provision for a physiotherapist
at the school.
International Students Complete full external review Ensure the ongoing compliance Ensure the ongoing compliance 1 JON
of our International with and reporting of the Code with and reporting of the Code HEA
2
Department and act on of Practice and maintain ongoing of Practice and maintain ongoing
recommendations where self-review self-review 6
appropriate.
Self-review international 1 JON
student engagement, progress
2
and achievement, ongoing
review as part of annual report. 6
Continue to sustain and build 6 JON
on international markets.
Investigate new product
segments and new markets in
Europe, Asia, and South
America. To provide further
points of difference. Continue
11Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
to provide nimble and
International Students responsive options in an ever
(continued) changing market to diversify
and manage risk.
Enhance strategic partnerships with agents and educational organisations. 4 JON
Ensure a high level of induction support. 5
Maintain a high quality ‘home-stay’ service.
Develop further strategic partnerships. 6
Sports Promote family and community engagement in school sporting events. High quality 1 JOY
outcomes for sports
2
students in school
and beyond. 8
Uphold the school’s values and expectations through sport. 4 JOY
5
6
Increase student and staff participation in school sport. 2 JOY
8
Target quality resourcing and equipping of activities and teams to achieve the priorities of the sports 2 JOY
programme.
8
Identify and pursue funding opportunities. 2 JOY
8
Continue to grow students’ involvement through the ‘Advisory Group’ to provide further leadership 1 JOY
12Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
opportunities. 8
Sports (continued)
Continue to identify and promote PLD opportunities that build the capacity of coaches within our 1 JOY
sports programmes.
8
Increase access to representative teams for top performers in wide range of activities to promote 1 JOY
their development.
2
8
Investigate opportunities for sports teams to tour internationally 1 JOY
2
8
Self-review of quality and outcomes. 1 JOY
8
Performing Arts Build profile as a leading provider. 1 JON
2
8
Promote family and community engagement in school performing arts events. High quality 1 JON
outcomes for
2
performing arts
students in school 8
and beyond.
Uphold the school’s values and expectations through performing arts. 4 JON
5
13Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
6
Performing Arts Increase student and staff participation in school performing arts. 2 JON
(continued)
8
Target quality resourcing and equipping of activities to achieve the priorities of the performing arts 2 JON
programme.
8
Investigate opportunities for performing arts groups to tour internationally 1 JON
2
8
Identify and pursue funding opportunities. 2 JON
8
Continue to grow students’ involvement through leadership opportunities. 1 JON
8
Increase access to opportunities for high-level performance and wider recognition. 1 JON
2
8
To continue to develop Review to further foster and develop relationships with stakeholders to support student engagement. 1 SHR
and promote the values JOY
needed to become 4
members of NZ society 5
Consult our community (students, staff, caregivers, BoT) as to what values they wish the school to Use these values to 5 SHR
14Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
To continue to develop represent. underpin the 6 JOY
and promote the values strategic direction
needed to become of our school and
members of NZ society establish a strong,
(continued) values-based
culture.
The Curriculum Sub- 1 KIT
Committee will further review
alignment of the NAGS with the 2
current curriculum practice of
the school with reference to 3
NZC NAG1B2 (that the breadth
and depth of learning relates to
the needs, abilities and
interests of the students and
that the nature of the school
curriculum provides
appropriate learning
experiences and aligns with the
New Zealand curriculum).
Continue to enhance Further promote 4 HEA
relationships with communication of school
5
stakeholders events.
6
8
Widen range of academic, 6 HEA
sports and cultural events
8
15Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
reported on.
Continue to enhance Term and regularly circulated 6 HEA
relationships with newsletters, emails, Facebook,
stakeholders (continued) LBC App, Twitter and other
media to be reviewed.
Continue to develop and A. The school will continue to work to increase participation and success by Māori through the 7 JOY
strengthen relationships advancement of Māori education initiatives, including education in Te Reo Māori, consistent with
with our Māori the principles of the Treaty of Waitangi. Further initiatives for staff and students to be discussed
communities for implementation (ref. NEG9).
B. Further enhance respect for the diverse ethnic and cultural heritage of New Zealand people, with
acknowledgement of the unique place of Māori, and New Zealand’s role in the Pacific and as a
Respond to, engage with
member of the international community of nations (ref. NEG10).
and retain Māori as
priority learners
C. This will include consultation with the school’s Māori community, develop and make known to the
school’s community policies, plans and targets for improving the achievement of Māori students
(ref. NAG1[5]).
Elements A, B and C above will
be further considered by the
Board
Investigate the potential to co-opt a Māori and Pasifika representative on the BOT. 7 HEA
If co-opted, work with the Board M/P representative, or alternatively/alongside in consultation with 1 JOY
the Whānau Group, meet the needs of Māori students at Long Bay College. 6
∙ Refine a sustainable partnership model.
7
∙ Continue initiatives to respond to, engage with and retain Māori learners.
∙ Hui to be held to further participation and achievement for Māori and students.
∙ Continue to drive the upward trend of academic successes already gained.
16Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
∙ Further engage families to support quality outcomes for Māori students.
Continue to develop new methods of communications, including digital, with whānau. 6 JOY
7 HEA
Continue to engage with identified Kaumātua and Māori leaders. 6 HEA
7
Respond to issues raised. 5 HEA
6
7
Explore student leadership 6 JOY
opportunities; mentoring of KIT
7 SHR
Māori by Māori students.
Begin community consultation regarding values and programme delivery and commitment to support 4 JOY
cultural activity and engagement.
Investigate and possibly introduce a Māori Success Group (staff) and Student Leaders Group. 5
Promote staff PLD to engender effectiveness in responding to, and engaging with, Māori learners. 7
Develop and strengthen Refine a sustainable partnership model. 7 JOY
relationships with To investigate and possibly introduce a Pasifika Success Group (staff) and Student Leaders Group.
Pasifika communities If appropriate, work with MoE PLD teams to raise Pasifika achievement.
Continue to drive the upward trend of academic successes already gained.
Respond to, engage with Promote staff PLD to engender effectiveness in responding to, and engaging with, Pasifika learners.
and retain Pasifika as Further engage families to support quality outcomes for Pasifika students.
priority learners If co-opted, the Board and Māori 1 JOY
and Pasifika representative
6
consider the development of
strategic partnerships with the 7
Pasifika communities to
17Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
strengthen the participation and
achievement for Pasifika
students.
To develop new methods of communications, including digital, with Pasifika communities. Investigate 6 JOY
the possibility to engage with religious leaders within the community. HEA
7
Respond to issues raised. 5 JOY
6 HEA
7
Explore student leadership 6 JOY
opportunities; mentoring with KIT
7
Pasifika students.
Community consultation regarding values and programme delivery and commitment to support 5 SHR
cultural activity and engagement. JOY
6
7
Support morale of senior Self-review student engagement and achievement to support a collaborative response and support 6 KIT
students cultural activity and engagement.
7
Explore options such as:
∙ Senior leadership opportunities.
∙ Enhanced privileges for Year 13.
Consideration of senior facilities and restricted areas.
Ongoing implementation Review of NZC delivery in the 1 SHR
of ‘the New Zealand Junior School: curriculum, KIT
2
18Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
curriculum’ assessment and reporting. 3
Community consultation Review and report on the Review and report on the Junior Scope and conduct 2 JOY
on Health programme Junior health programme. health programme. community
5
Scope and conduct community Scope and conduct community consultation every
consultation. consultation. two years. 6
“How well prepared are Collect and analyse leaver destination data to assess how well students are prepared for pathways. 1 SHR
our school leavers?”
2
Further develop and review of a whole school approach aligned to the Careers Benchmarks. 1 SHR
Ongoing analysis of student absence and achievement rates to ensure minimisation of risk of non- 2
achievement through absence.
5
Provision of quality Continue to investigate 2 HEA
classrooms and learning opportunities to develop new MAR
3
environments and wider opportunities and enhance
KRU
facilities (including e- existing provision of facilities.
environment)
Provision of quality The targeted recruitment, appraisal and PLD of teachers to ensure the ongoing provision of quality 1 HEA
teachers teaching. JOY
2
3
Ongoing review of PLD systems to ensure quality outcomes. 1 JOY
2
3
Continued compliance with appointment procedures. 6 JOY
19Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Identify through self-review, 1 JOY
Provision of quality ‘inquiry based teaching’ and
2
teachers (continued) the appraisal system, those
teachers that require assisted 3
PLD to ensure the learning
needs of students are met.
Investigate potential partnerships with industry leaders in digital environments that includes PLD for 1 MAR
staff.
2
3
Ongoing self-review to ensure 2 JOY
quality Induction Programmes
5
for all staff (teaching and non-
teaching) convey and promote 6
school expectations,
opportunities and values
(including those arriving during
the year).
Provision of effective To review our reporting To be informed by 5 SHR
reporting to students and systems and act on findings. review.
parents 6
Community of Learning Embed achievement targets, Implement and review systems Implement and review systems To continue to work 1 KIT
roles and responsibilities. and strategies working towards and strategies working towards collaboratively with
2
Appoint all in-school leaders. 2020 goals. 2021 goals. CoL members to
improve outcomes 3
Implement and review systems
for Kaipatiki
and strategies working towards
learners.
2019 goals.
20Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Consistent teaching Research, investigate, Develop assessment 1 KIT
practices/pedagogy strategise and review the capable learners
2
possibility of a whole school and teachers who
pedagogy and common understand the 3
language of learning for our impact we have on
setting eg Visible Learning Plus student
achievement.
NAG 2 Refine regular reporting on key portfolios to BoT to strengthen capacity of BoT. 1 HEA
2
DOCUMENTATION AND
5
SELF-REVIEW
Self-review: select, collect, analyse and report on data with respect to differences in achievement 1 KIT
between internal and externally assessed standards and, with consultation, implement changes to
Analyse assessment 2
accurately report achievement.
information
3
Collect, analyse and manage reliable data to inform us that the goals of NAG 1 have been met. 1 KIT
2
3
Range of assessment methods, including subjective and objective will be used. 1 KIT
2
3
NAG 3 Professional climate where effective teaching practice is supported. 1 HEA
Ensure systems are in place, so that the Board fulfils its role as “good employer”. 2 JOY
21Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
EMPLOYER Maintain a quality staff. 3 KRU
RESPONSIBILITIES PEI
Support necessary PLD. 4
Promote high levels of Celebrate teacher success. 5
staff performance. Performance Appraisal protocols to be reviewed and reported on to develop a Long Bay College Staff 6
Development Plan for next three years which will:
Be a “good employer” ∙ Reflect the strategic plan and the annual goals.
Review PLD structure and processes to enhance strategic outcomes.
∙ To provide staff with appropriate and relevant PLD to enhance and develop their own practice. 7
Implement culturally appropriate PLD to ensure academic success of all students with a particular
focus on our priority learners.
Investigate the validity of ‘mindfullness’ practices in our setting 8
Develop 5YA and 10YPP.
NAG 4 ∙ Investigate the possibilities Safe and attractive school 1 HEA
relating to the M Block environment enhanced. KRU
2
PROPERTY AND FINANCE project Focus on: PEI
∙ Continue to make progress ∙ Field renovation
3
BOT
on lower sports fields
Comply with Ministry ∙ Provision of shelter for 4 Prop.
∙ Work with Mercury re. students
Property Plan Comm.
Solar panel electricity 5
∙ Netball/tennis courts
source
6
School redevelopment ∙ Continue to work with MOE
in relation to ‘leaky 7
buildings’
Comply with Ministry 8
22Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Continue to work with MOE in
Property Plan (continued) relation to ‘Technology-Wood’
rebuild
School redevelopment Review and upgrade network 1 MAR
so it can provide full functional KRU
2
support for e-learning in a
PEI
contemporary environment 4
and support the administration HEA
and management of the school.
As above.
Allocate finances to reflect school priorities, including achievement and personnel goals. 1 HEA
2 PEI
3
BOT
4 Fin.
5 Comm.
6
7
8
School finances Monitor and control Review and enhance business 1 HEA
expenditure. units and other funding sources PEI
Investigation of online (non-State funding). 2
purchase order system
(2018/19) and accounting
programme (XERO).
23Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Explore opportunities available 6 KRU
School finances to us in terms of the use of our HEA
8
(continued) facilities (hiring) by our
community.
Comply with and, if possible, 2 HEA
exceed legislative requirements
to provide a safe physical 6
Health
environment for staff and and
students. Safety
Comm.
Promote healthy food and
nutrition. Respond to student
and staff feedback.
NAG 5 To provide an intellectually emotionally safe learning environment, so that students and staff are 2 HEA
encouraged to take on new challenges.
3
HEALTH AND SAFETY Continue to promote appropriate behaviour for students and staff on social media.
6
To provide the physical environment that enables staff and students to achieve the stated student 1 HEA
achievement and personal goals.
2
6
Use feedback from students’ surveys to improve levels of student engagement and provision of 5 All
services at Long Bay College. Port-
6
folios
Review and implementation of Health and Safety procedures. 6 DP -
H&S
Development of CCTV network system for security of staff and students. 6 KRU
24Priority
MOE Guidelines 2018 2019 2020 Future Direction
Principles
Continue to evaluate protocols to respond to 2016 Health and Safety legislation. 6 DP -
Health and Safety H&S
(continued)
Ensure compliance with Education Outside the Classroom (‘EOTC’) guidelines and new Health and Monitor and 6 BES
Safety legislation. Review and monitor EOTC documentation. maintain EOTC
Guidelines 8
compliance. Self-
review annually.
To ensure that the school 5 HEA
complies with all legislative
obligations. 6
NAG 6 The creation of an integrated check list to inform the BoT, this being the responsibility of the 1 BOT
BoT. 2
ADMINISTRATION AND
3
LEGISLATION
4
5
6
7
8
2513. GOALS FOR 2018 (Still to be developed)
For the Year Ended 31 December 2017
Academic Goal 1
Improvement in academic achievement at all levels:
Annual Target for 2017 Process Measures Discussion
2018
L3 achievement for Participation based Focus on formative NCEA Note:
those participating will achievement was assessment processes achievement.
L3 PB statistics
be 95% with 22% 93.8% - This was up and inquiry based
showed an overall
excellence from the previous teaching to lift
increase of 2.9% to a
endorsement and year by 2.9% (90.9%) student achievement.
new NCEA high for
42% merit
National rate was LBC. In the
endorsement.
82.4% and D8-10 rate endorsement rate
was 87.6%. the increase was a
total of 60.2% which
Excellent
was up by 7.1% from
endorsement rate
53.1% in 2016.
was 19.3% in 2017,
There was however
down from 20%.
a small decline in
National rate is 15.6%
Excellences by 0.7%
and D8-10, 20.2%.
In RB figures our
Merit endorsement
performance was
rate was 40.9% in
down by 2.6% to
2017, up from 33.1%.
78.7% (second
National rate was
highest year). This
28.1% and D8-10,
was 14.5% higher
34%
than National and
3.7% better than D8-
10.
UE attainment for UE attainment for NCEA Over 8 out of 10
those participating those participating achievement. students on a UE
will be 82% was 80.6%. This was pathway succeeded
up from 78.3% in which is a LBC high
2016, compared to
59.9% nationally and
73.8% D8-10.
RB UE was down by
1.9% to 68.1% a
figure better than
National by 21% and
D8-10 by 4.7%. It was
26the second best
performance at LBC.
35 scholarships 31 scholarships Further focus on Scholarships
As part of the
gained in 2015, of development of attained.
which 3 were targeted development,
‘Outstanding’ scholarship thought to be given
programme. to attaining a NZ Top
Investigation to Scholar
occur into
longitudinal
programme and
implementation of
findings.
27Annual Target for 2017 Process Measures Discussion
2018
Y12 L2 (equivalent) Participation based Focus on formative NCEA Whist there were
achievement will be achievement was 95% assessment achievement steady
96% with 26% (RB 85.6%) - This wasprocesses, tracking improvements
excellence up from the previous and mentoring across the board,
endorsement and year by 0.8% to 94.2%(targeted the total
32% merit (RB +1.8% to 85.6%) interventions) and endorsement rates
endorsement. inquiry based were 55%, a
National rate was
teaching, to lift decrease of 6.5%.
88.7% (RB 77.2%) and
student achievement.
D8-10 rate was 92.5%
(RB 81.1%)
Excellent
endorsement rate
was 24.7% in 2017, up
from 24%. National
rate is 16% and D8-
10, 22.9%.
Merit endorsement
rate was 30.3% in
2017, down 7.2%
from 37.5%. National
rate was 27.1% and
D8-10, 34%
Y11 L1 (equivalent) Participation based Focus on lifting the NCEA Another LBC high at
achievement will be achievement was endorsement rate achievement 93.3%.
95% with 32% 93.3% (RB 82.6%) - through targeted
Endorsement rates
excellence This was up from the interventions with
are significantly
endorsement and previous year by 2.2% students on the
down at Excellent
40% merit to 93.3% (RB stayed margins of
level, to a level
endorsement the same at 82.6%) endorsement.
between D8-10 and
National rate was National rates.
84.2% (RB 72.9%) and
Whilst Merit
D8-10 rate was 89.4%
endorsements are
(RB 78.6%).
up they are only the
Excellent 4th best result in the
endorsement rate last 5 years at LBC
was 25.6% in 2017, and combined
down 11.6% from endorsements are
37.2%. National rate down by 5.2% on
is 20.1% and D8-10, the previous year
28.3%. and 7.7% less than
28Merit endorsement D8-10.
rate was 36.5% in
2017, up 6.4% from
30.1%. National rate
was 35.6% and D8-10,
41.5%
29Academic Goal 2
To improve the achievement of Priority Learners (Māori and Pasifika students)
Annual Target for 2017 Process Measures Discussion
2018
Achieving appropriate Achievement data Targeted Achievement
year level appropriate year level interventions through rates.
qualification. qualification (2017 inquiry- based
data in brackets). learning.
Level 1 Level 1 Maori students 5.9%
above D8-10 and
13.9% above
Māori Māori
National PB and
(PB 90%, RB %) (PB 88.9%, RB 76.2%) above RB at 1.8%
D8-10 and 14.5%
Pasifika Pasifika National.
(PB 85%, RB %) (PB 66.7%, RB 66.7%) Pasifika PB results
are below D8-10 by
14.6% and
Nationally we are
6.6% behind. RB our
Pasifika students
perform 2.6% below
National levels and
8.4% below D8-10.
Level 2 Level 2 Maori PB results
better than National
(16.2%) and D8-10
Māori Māori
(11.4%) and they are
(PB 100%, RB %) (PB 100%, RB 86.7%) also above RB
statistics by 14.3%
Pasifika Pasifika Nationally and 3.5%
(PB 80%, RB %) (PB 50%, RB 50%) D8-10.
Pasifika results are
below at all 4
measures. PB
National by 30.4%
and D8-10 by 35.1%
and RB by 27.6%
National and 31.7%
D8-10.
30Level 3 Level 3 Maori 15.7% and
9.2% above National
and D8-10 (PB) and
Māori Māori
26.8% and 10%
(PB 91%, RB %) (PB 90%, RB 81.8%) above (RB).
Pasifika 27.6% and
Pasifika Pasifika 22.5% above
(PB 100%, RB %) (PB 100%, RB 66.7%) National and D8-10
(PB) and 3.8% above
National, but 5.2%
below D8-10 (RB).
University Entrance Maori 40.3% and
20.1% above
National and D8-10
PB 82% Māori
(PB) and 42.9% and
(PB 80%, RB 72.7%) 19.2% above (RB).
Pasifika 16% above
Pasifika Pasifika National but 4.6%
75% (PB 50%, RB 33.3%) below D8-10 (PB)
and 3.4% above
National, but 17.8%
below D8-10 (RB).
31Annual Target for 2016 Process Measures Discussion
2017
Māori Literacy Year Level 1 Māori Inquiry-based NCEA Data Further refinement
11: 95% achievement. Literacy: 93%. learning. of tracking
programme with
National Māori Targeted targeted students
Literacy: 85%. interventions.
Pasifika Literacy Level 1 Pasifika
Year 11: 92% Literacy: 90%.
achievement.
National Pasifika
Literacy: 90%.
Māori Numeracy Year Level 1 Māori
11: 88% achievement. Numeracy: 85%.
National Māori
Numeracy: 81%.
Pasifika Numeracy Level 1 Pasifika
Year 11: 88% Numeracy: 85%.
achievement.
National Pasifika
Numeracy: 87%.
Māori UE (Year 13) Māori UE: Inquiry-based Achievement Further refinement
participation based: 80% (2015 40%) learning, and GAP rates. of programme for
85%. National Māori UE: Achievers programme targeted students.
40.9%. has had significant
impact.
Māori UE (Year 13) Māori UE: Pasifika UE
roll based: 44.4% (2015 22.2%) Targeted achievement a focus
55%. National Māori UE: interventions. for 2017.
30.2%.
Pasifika UE (Year 13) Pasifika UE:
participation based: 25% (2015 0%)
50%. National Pasifika
UE: 34.6%.
Pasifika UE (Year Pasifika UE:
13) roll based: 11.1% (2015 0%)
35%. National Pasifika
UE: 29.4%.
Pasifika University Entrance achievement rates are significantly below national rates, both participation and
roll based. Māori are well above at participation and above roll based (14.4%).
32Literacy Goal 2
Annual Target for 2017 Process Measures Discussion
2018
To improve the Achievement in 2017 Ongoing review of NCEA data. There was a slight
proportion of 93.6%. achievement in increase in L1 of
students gaining literacy credits across 0.4% on the
National 91.1%, D8-10
NCEA L1 Literacy at the curriculum. previous year.
94.8%
96% in Year 11.
Numeracy Goal 2
Annual Target for 2016 Process Measures Discussion
2017
To lift the proportion Achievement in 2017 Ongoing review of NCEA data. There was a slight
of students gaining increased to 94.9%. achievement of decrease in 2017 of
NCEA L1 Numeracy to numeracy credits 0.7%.
National 89.7%, D8-10
96%. across the curriculum.
93.4% Focus on practical
courses.
33Co-Curricular Activity Goal 1
To increase the numbers participating in school sports teams
Annual Target Historical Process Measures Discussion
for 2018 Position
To increase In 2017, 42% of Sport Office to: Participation To further
student students rates. promote
∙ Promote sports
participation in represented the teacher
throughout the
sport by 2-4% school in sport participation
school.
from 2017. (39% female and in sport. In
∙ Promote ‘non-
45% male). 2017 a small
traditional
school sports’ percentage of
To increase staff 22% of
∙ Introduce 1 new
involvement to teachers
lunchtime or
35% of teachers were
after school
and 30% of involved in
activity per term
support staff supporting
to increase
involved with sport and
participation in
sport. 24% support
targeted codes.
To be run by the staff also
sport prefects involved.
∙ Introduce a
Football 7v7
competition into
the school and
receive
KiwiSport
funding for this
competition.
∙ Utilize Harbour
Sport’s resources
for
improvements
and suggestions
to LBC’s sport
programmes
34Co-curricular Activity Goal 2
To hold public performances in the performing arts – Drama, Dance and Music
Subject Areas 2018 Process Measures Discussion
Multi- Major Musical HODs to All performances are multi-
Disciplinary promote. Plan disciplinary.
Performances Multi-Cultural and run Participation
incorporating Show. auditions, rates and College Technical crew to be
all of DRAMA, rehearsals and achievements. organised and booked.
Arts Awards Equipment updated.
DANCE, MUSIC. meetings.
Evening.
Arts Prefects
Junior Showcase
involved in
Talent Quest planning and
execution.
HOD to
DRAMA To have 5 public Participation Theatre sports club also
promote,
performances rates and workshop every Friday
including
including Class achievements. afternoon after school.
activities such
Productions.
as Sheilah Winn. College Technical crew to be
Sheilah Winn
Plan and run organised and booked.
regionals and
auditions, Equipment updated
perhaps
rehearsals and
nationals.
meetings. Enter
and organise
competitions
including Class
Comedians.
HOD to promote
DANCE To have 2 public Participation College Technical crew to be
all
performances in rates and organised and booked.
performances
Dance. achievements. Equipment updated
After School Plan and run
Dance – Hip Hop auditions,
and rehearsals and
Contemporary/ meetings. Plan
Jazz on Tuesdays. the programme
There will be a and format of
Mega Crew on the evenings.
Fridays. - could Laisse with staff
compete in the for support.
Mega Schools
competition on
20th April. There
is possibly also
35going to be a
ballet troupe to
take place at
lunch times
HOD to promote
MUSIC To have 150 Participation Assembly performances
all
students rates and depend on amount of
performances
involved in achievements. assemblies and needs of the
itinerant Music. Laisse with staff TIC assembly.
3-4 Assembly re. assemblies College Technical crew to be
performances Hire staff, organised and booked.
per term. organise, plan Equipment updated
7 Concerts and run
including KBB, itinerant
Retirement programme.
Village, Baptist Plan and
Church, Best of organise
the Best, Autumn concerts both in
Concert. college and
Also Band outside.
Camps, Junior Enter and
APOPS Discovery organise
Concert and Jazz students for
and Concert competitions
Band
Competitions.
Co-curricular Activity Goal 3
To increase participation in cultural activities (e.g. Polyfest) to promote esteem and identity, with
affirmation of the multicultural school identity
Annual Target for Historical Position Process Measures Discussion
2017
To have groups enter Kapa haka perform To develop support Participation From 2018
cultural events and annually. from within the rates and further
move towards gaining relevant communities awards won. development
awards. to support staff in the of student
on-going leadership
development of within the
cultural groups. groups should
be developed.
36Sustainability Goal 1 (Still to be completed/developed) Annual Target for Historical Position Process Measures Discussion 2018 To maintain and
14. ONEROA COMMUNITY OF LEARNING GOALS (2016-2020)
Year 10 Achievement Challenge Targets for Writing, Reading and Mathematics
Long Bay College Y10 Achievement Challenges
Students competently 2016 Target Student &
Target 2017 Target 2018 Target 2019
Curriculum Level 5 or above LBC 2020 % Shift
Y10 Writing Target 46.1% 53.0% 60.4% 67.8% 75.1% 29%
Student Number (245) 113 130 148 166 184 71
Y10 Reading Target 66.2% 70.8 75.5% 80.5% 85.2% 19%
Student Number (257) 170 182 194 207 219 49
Y10 Maths Target 45.1% 52.7% 60.3% 71.0% 75.2% 30.1%
Student Number (262) 118 138 158 178 197 79
1. By the end of 2020: 75% of year 10 students to competently operate at Curriculum Level 5, ready
to move onto Curriculum Level 6 in Writing. A shift of 71 students.
2. By the end of 2020: 85% of year 10 students to operate competently at Curriculum Level 5, ready
to move onto Curriculum Level 6 in Reading. A shift of 49 students.
3. By the end of 2020: 75% of year 10 students to competently operate at Curriculum Level 5, ready
to move onto Curriculum Level 6 in Maths. A Shift of 79 students.
NCEA Level 1, 2 and 3
Grade Quality:
In line with the Long Bay College Annual Plan, the aim is to improve participation based
38endorsements to match or exceed National Averages for Decile 8-10 Co-Ed Schools.
Based on the results there are 3 key focus areas:
1. To raise overall, Roll Based achievement in NCEA Level 3 from 80.9% to 85% by 2020 and a shift
of 12 students.
2. Improve L1 Merit Endorsement Rates by 10.8% and a shift of 37 students
3. Improve L3 Merit Endorsements by 4% and a shift of 12 students.
Long Bay College NCEA Achievement and Endorsement Targets
2016 Target Student &
Target 2017 Target 2018 Target 2019
NCEA Endorsement Quality LBC 2020 % Shift
Level 1 Merit Endorsement 30.1% 32.6% 35.3% 38.2% 40.9% 10.8%
Student Numbers (340) 102 111 120 130 139 37
Level 3 Attainment 80.9% 82.2% 83.1% 84.0% 85.0% 4.1%
Student Numbers (320) 259 263 266 269 272 12
Level 3 Merit Endorsement 33.1% 34.1% 35.2% 36.2% 37.3% 4.2%
Student Numbers (287) 95 98 101 104 107 12
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