School Charter Strategic and Annual Plan for South Otago High School 2019 -22
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School Charter
Strategic and Annual Plan for
South Otago High School
2019 -22
Principals’ endorsement:
Board of Trustees’ endorsement:
Submission date to Ministry of Education:South Otago High School 2019 - 22
Introductory Section - Strategic Intentions
Mission Statement South Otago High School, with the support of the community, will provide its students with a broad range of
educational experiences and opportunities that challenge and enable them to achieve to the best of their
ability.
Vision A student leaving South Otago High School will:
● Be a 21st century learner
● Be creative, energetic and enterprising, with a positive work ethic
● Seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural,
economic and environmental future for our country
● Work to create an Aotearoa New Zealand in which Maori and Pakeha recognise each other as full Treaty
partners, and in which all cultures are valued for the contributions they bring
● In their school years, continue to develop the values, knowledge and competencies (especially in numeracy
and literacy) that will enable them to live full and satisfying lives
● Be confident, connected, actively involved learners whose curiosity and passion will give them the capacity
for lifelong learning
● Have and are able to demonstrate respect for themselves and others
● Have an understanding of the world and their place within it
● Look back on their involvement in their schooling and community with a sense of achievement and pride.
Values The school values were reviewed as part of the development of PB4L in 2017. The revised school values are:
Respect
Excellence
Perseverance
Principles Core belief held by our School
South Otago High School is a community school aiming to offer courses and activities suitable for all
students.
South Otago High School is committed to academic excellence and realising all students’ potential.
2 South Otago High School maintains an extensive co-curricular (e.g. sports and cultural) programme and
encourages students to participate at the highest level possible.
South Otago High School maintains and encourages links with our local community.
South Otago High School fosters the development of student self-esteem and encourages students to care
for each other and the environment.
Māori Dimensions SOHS has 18% Maori students at school with 20% of the Y13 cohort identifying as Maori .
and Cultural The demographics of the school are changing, partly due to the changes in visa schemes which has seen a
Diversity reduction in Filipino students during the last 12 months. Despite this 12% of the school population
identifies as being other than NZ European or Maori.
After following the He Kakano project the school has made good progress in re-invigorating the practice.
There is strong interest and growth in Kapa Haka and a we have secured a new tutor in 2018. The school
has hosted a regional practice event with our contributing schools and this has supported our own within
school work. It has also provided learning and leadership opportunities for students.
Community of South Otago High School is committed to the Big River Community of Learning. Evidence of this commitment
Learning is shown throughout this document with many of the CoL achievement challenges being incorporated into the
Annual Plan.
Positive Behaviour The school has developed a plan to ‘roll out’ to students and the community in 2018. This is seen as a means
for Learning (PB4L) of working to teach and positively reinforce good behaviour and to make this the norm for students. A
Restorative Practice model is being re-taught to staff which focuses on building and maintaining positive,
respectful relationships across the school community. This is an alternative to more punitive disciplinary
systems and procedures. There will be an aim to engage further family and whanau with the student being
supported to restore relationships which may have been harmed as a result of their behaviour. The
expectation is to maintain positive relationships and allow students to learn from mistakes.
3Baseline Data or School Context
Students’ Learning
2015 2016 2017 2018
Level 1 A 50.5 A 63.4 A 71.9 A 70
M 41.1 M 13.3 M 24.7 M 20
E 8.4 E 23.3 E 3.5 E 10
Level 2 A 73.3 A 76.0 A 82.8 A 85
M 20.8 M 16.0 M 8.0 M 12
E 5.9 E 8.0 E 9.2 E 3
VP 29 VP 47 VP 18 VP 19
Level 3 A 81.5 A 80.3 A 82.8 A 84
M 9.3 M 16.7 M 10.9 M 8
E 9.3 E 3.0 E 6.3 E 8
NCEA achievement tracked over four years shows that whilst achievement at NCEA has improved to be
comparable or better that the national mean the award of endorsements has not improved by a comparable
rate. It should be noted that the 2017 Y11 cohort had been identified as being a group who would be
challenging to be successful.
Student 2014 2015 2016 2017 2018
Engagement
Stand down 47 55 39 45 26
4Suspension 5 3 24 34 4
Exclusion 1 2 3 (1 re-directed 5 (1 re-directed back 1
back) and subsequently
excluded again)
There has been a dramatic shift in stand downs and suspensions. Further evidence in terms of withdrawal from
class confirm a school wide change in performance. 2019 will be a year of consolidation and embedding the
changes which have been introduced such as:
PB4L
Restorative practice
Instruction as to the meaning of the school values
Consistent approach to expectations
5Our 2018 attendance data shows that there has been a continued improvement in attendance up to the end of
the year. There has also been more consistent positive attendance when compared with other years. Whilst a
gender gap still exists this is reduced. A trend is starting to develop where the Y13 cohort attendance, in
particular, deteriorates as the year progresses. Further research needs to be undertaken to look for a
correlation between this cohort and movement to employment or further/ higher study. Interesting to note
that by T3 the Y11 cohort have the highest rates of attendance of any senior year group. Of concern 20+% of
students are absent for the equivalent of one day or more per week across the school year. Whilst we do see an
6improvement over time for student attendance this is a pleasant contrast to what is happening nationally
where attendance rates are in decline.
School Data, anecdotal evidence and feedback suggest that the year has been very settled. ERO, during their visit in T2,
Organisation and 2018 agreed with the school that the next step was to embed the practice that has been developed. This means
Structures that the school will not be looking to introduce new structural changes in 2019.
Review of Charter In 2019 there will be a formal review conducted with our community to determine the next steps for
and Consultation development. In 2019 we will also review our school vision statement. The aim will be to raise the awareness
with staff, students and to ensure the vision statement fits with our community expectations which may have
changed since first being initiated.
7Strategic Goal 1: To continue to raise the engagement of all students
2019 2020 2021 2022
Students’ Learning ● Review of revised ● Action plan for future ● Action plan for ● Develop new action
● Focus quality inquiry process and development in; feedback from plan for school
teaching through the impact for option structure, NZCER, Me and My development
PLG’s learners timetable and School survey ● Develop strategies
● Invest in PLD for ● Review of progress in providing for at risk ● Review progress with and goals for
differentiated achievement and students differentiated classroom
learning specifically students ● Review of class learning in the development of
● Involvement with who are identified as profile system and classroom situation learning strategies
primary at risk implementation of
colleagues to raise ● Develop strategies any changes that may
achievement in around differentiated be necessary
writing both at learning. ● Repeat NZCER, Me
primary and ● Determine action and My School survey
secondary level. points based upon ● Continue work to
● Review and refine feedback from NZCER reinforce inquiry
option structure Me and My school learning
● Review how survey. Plan to be ● Embed practice for
students work implemented during differentiated
towards NCEA L2 2019 and into 2020 learning and
● Review changes that classroom practice
have been made
during the previous
three years and the
impact that these
have had upon
student learning
● Review of Learning
support teacher role
and determine what
further resources are
required to support
8students who need
additional support
● Development work
for curriculum based
upon the work
conducted with
contributing schools
Student Engagement ● Review of stand down ● Review of stand down ● Review of PB4L ● Review of progress
and suspension rates. and suspension rates. progress targeting the 1-5%
● Continuation of
● Plan for new ● Plan for new ● Target behaviour of ● Refine and review
the internal
strategies when strategies when 1-5% who provide early intervention
surveys for
reviewing trends. reviewing trends. the greatest concern programme
students started in
● Action plan for future ● Review of progress ● Review of progress ●
2016
development of PB4L and determination of with learning support
● Development of
● Review ways to best next steps for and where to next.
student council
engage the 5% development in: ● Review early
involvement to
identified as ‘at risk’ ● PB4L intervention
create a positive
in PB4L ● Mentoring programme and the
environment for
● Initiate graduation programme benefits and
all students
awards for junior ● Graduate profile, is challenges
● Introduction of
students up to Y10 this still meeting the
academic
● Review of mentoring needs of our
mentoring for all
programme to better learners?
students
meet the needs of the ● Graduate
● Development of
graduate programme programme, is this
graduate profile
● Continue meeting the needs of
● Reduction of stand
redevelopment of our community?
down and
restorative practice ● Implement plan for
suspension
● Teaching of values for early intervention
number
PB4L programme
● Review of at risk
● Embed reporting
learners and how
structures
we engage and
9enable them to ● Review of progress
achieve with learning support
● Develop strategies teacher and where to
to work with next.
family/ whanau to ● Develop plan for
improve student targeting at risk Y9
attendance at students to provide
school. an early intervention
School Organisation Review progress with : ● Community On-going review and ● Refine and determine
and Structures ● Mentoring consultation development of value and benefits of
● Development of ● Conferencing undertaken to review initiatives implemented existing programmes
PB4L for the ● Changes to the whole school so far. and initiatives.
school as a whole senior curriculum developments during ● Develop plan based
● Review of option structure previous three years. upon revised needs
assessment ● Vertical tutor groups ● Ensure
practices and the ● Targeting students representation of
value to student as part of the inquiry Maori and Pasifika as
learning model to ensure well as our migrant
● Changes to Tutor consistency of population in the
group structure approach and review
● Embed timetable accountability.
and option ● Student
structure endorsement results.
● Develop Action plan developed on
mentoring as a the basis of review
means of raising ● Introduction of live
achievement reports across whole
school
Review of Charter ● Initiate community Develop plans for Review and plan for Implement plan
and Consultation consultation meetings implementation based next stage of based upon needs
with our wider upon the previous development
community
10● Development of ● Evaluate the changes community Aim to be starting tier
school values in that have been made consultation 2 of PB4L
consultation with with the senior Adjust and modify
community curriculum to ensure school curriculum to
● Review with our that they are still meet the needs of the
Maori community meeting the needs of cohorts going through
as to how we can our community. the school
best engage our Teaching PB4L values Evaluate progress
Maori learners and across the school with PB4L
enhance school as Implement Tier 2 of
a place to attend PB4L
and gain
qualifications
Personnel ● Induction of new staff ● Review of resourcing ● Continue planning for
into school culture for Learning Support future needs of the
● Gather feedback from to ensure that staffing school
exit interviews is utilised effectively. ● Ensure induction
carried out at the end ● Act upon feedback process meets the
of 2018 (if available) from exit interviews needs of staff and
then develop action ● Evaluate progress students
plan with learning support ● Ensure that PB4L and
● Newly appointed and prepare for future RP is included in the
Learning Support needs and induction process
teacher provided expectations
support to initiate ● Review support
change to practice for structure for support
T&L staff
● Look for career
development
opportunities for staff
who are looking to
progress their
careers.
11● Develop support
structure for new
support staff
Property ● Review of progress
against plan.
● Plan for next areas of
development
● Ensure programmed
maintenance is kept
up to date or at least
justified decisions are
made to ensure that
the school is well
maintained.
Finance ● Setting of budget in ● Review of financial ● Ensure budget meets
conjunction with this planning the needs of the
strategic plan ● Review of planned strategic plan
● Review accountability expenditure from
for budget holders three year plan.
and curriculum ● Determine new areas
leaders. for expenditure.
● Develop financial plan
for expenditure for
projects over the next
three years which will
improve student
learning
● Ensure the school is
resourced within the
financial parameters
12Annual School Improvement Plan – SUMMARY
Domain Strategic Goal Target Short Report
Students’ Improve student achievement in NCEA to Raise NCEA endorsement to
Learning support students to gain endorsement at 35% at L1, 2 and 3
L1,2 and 3
Improving literacy of Y9 and Y10 in Raise literacy (writing) for Y10
particular improvement for Boys and Maori Maori boys by more than one
students chronological year of progress
Student Continued reduction of stand down and Reduce stand down and
Engagement suspension numbers through the ongoing suspension numbers and also
development of PB4L and use of restorative referrals from class.
practices.
Maintain and improve
Continue the good practice to maintain the attendance rates set in 2017-18
positive attendance records for students.
School Develop tier 2 of PB4L in the school. School wide values have been
Organisation and established and these will
Structures frame discussion when talking
to students about behaviour
The values are:
Respect
Excellence
Perseverance
13Teachers will both teach and
model these values and
highlight the importance of
these values both in their
teaching and co-curricular
involvement.
Staff will be recognising and
acknowledging positive
behaviour and will actively
seek to not this in their dealings
with students. In particular
they will be looking to ensure
that all values are endorsed
Students will be recognised by
the principal and senior
leadership for positive work
and development.
Teachers will build upon their
training to further develop
their understanding and
expertise in the restorative
process.
Kamar evidence to show that
staff are using processes that
are developed by PB4L team
14Further development of mentoring to Increase engagement through
support students to be successful. higher community involvement
in the school eg attendance at
course confirmation,
conference day
Continue to build upon the
success of achievement at Merit
and Excellence from 2018
Re-introduction of Graduation Certificate at Year 9 students, family and
Year 9 and improved monitoring of whanau will be introduced to
progress by mentor teachers. the graduate profile and the
expectations for the year.
Students are expected to
demonstrate the PB4L values
through their participation in
school work, activities and
community involvement.
Each component will be
monitored by the mentor and
provide a framework for
guidance and development.
Students will negotiate
individual targets aimed to
extend themselves and show
progress.
15Each component must be
completed satisfactorily in
order to be awarded a
graduation certificate at the
end of the year.
16Strategic Goal : Targeting student learning at Y9+10 through inquiry learning to raise the achievement for both at risk of not achieving and at
risk of not reaching their full potential.
Annual Goal: Raising the numbers of students in Y9+10 who gain Annual Target: Year 10 cohort to maintain or improve the
merit and excellence endorsements in their junior courses endorsement rate that they currently hold at Y9 (2018)
Baseline data:
Merit Excellence 2019 prediction
2018 Y9 42 (44%) 4 (4%) 36M 4E
2018 Y10 43 (40%) 14 (13%) 40M 5E
Key Improvement Strategies
When What (examples) Who Indicators of Progress
Term 1-3 Departments identify at risk students and add them HOD’s Students removed from list when target has been
to their at risk list reached
Term 1-3 Identification of at risk students in learning teams Deans Students removed from list when target has been
reached
Term 1 Introduce class profiles to highlight students and SLT Teachers identify, name and select target students
their learning needs for support work. SOAP targets at or above.
Term 1 Identification of buddy teacher to share work with Teacher with Teacher identifies their buddy teacher. Buddies to be
and peer review support from from a different department to promote cross
SLT curricular circulation of ideas and strategies.
17Term1 Targeted students are identified and strategies to Teachers/ Teachers have a plan of action to support learning for
meet individual needs are formulated Learning target students, this should be documented. TAI as
support part of appraisal to assist with this.
teacher/SLT
for appraisal
Term 1 Peer review of target intervention and discussion Teacher/ Review of plan at start of intervention, discussion
with parent/ caregiver/ whanau as well individual buddy with parent and student
student
Term 2 Review of progress and evaluation of strategy Teacher/ Discussion and documentation of review and
buddy evaluation. Data analysed as to progress
Term 2 Peer share and discussion starts Teacher/ Sharing of strategies and results as part of staff
buddy meeting
Term 2 Review and determination of future target students, Teacher/ Decision made to continue with target students or if
possibly during mid year option rotation buddy other higher priority students need intervention
Term 2/3 Next strategy developed and review as above Teacher/ Progress completed can be indentified and what the
buddy next steps for the student or identify the next cohort
of target students.
Term 3 /4 Review of progress through the year Teacher Discussed with appraiser as part of the growth and
development for students and identification of
support needed in the future, if necessary.
Monitoring
As part of appraisal the review will be included as part of the strategy to support individual learners.
Resourcing
Time and money with responsibility for oversight distributed amongst SLT.
Dedicated Inquiry time to be part of Friday late starts.
18Improvement Plan - Domain: Learning
Strategic Goal: Raising Merit and Excellence endorsement rates at NCEA L1, 2 and 3
Annual Goal: Raising Merit and Annual Target: Students to gain endorsements at least equivalent to the national mean for
Excellence endorsement rates at similar decile Co-ed school
NCEA L1, 2 and 3 to at least the
national mean in 2019. Also to raise
the achievement rates of students
gaining a vocational pathway
endorsement at L2
Baseline data 2017-19 data
NCEA Level Merit 2017 Excellence 2017 Merit 2018 Excellence 2018 Expected Merit Expected
(National data) (National data) (National data) (National data) 2019 Excellence 2019
1 23.6(34.7) 3.4(20.0) 24 12
2 7.6(26.4) 8.7(16.4) 20 10
3 8.5(27.2) 7.0(15.5) 10 5
SOHS Vocational SOHS Vocational 2018 Vocational 2019 Expected
pathway pathway pathway Vocational pathway
endorsement rate endorsement rate endorsement rate endorsement rate
2016 2017 FEB(OCT)
NCEA L2 47% 18% (29%) 19% 22%
Key Improvement Strategies
When What (examples) Who Indicators of Progress
Term 1 Student voice on SC SC to get agreement from staff on what to include in student voice (this
mentoring will include M / E endorsements)
19Term 1 Refinement of Friday MD Students are able to select and develop a strategy to complete their
option patterns studies (Snr) Student progress with longer learning episodes monitored
Counselling for to see if there is a change in performance.
MD / SC
suitable options are Review of Friday options by mentors end of each term
followed by students
Term 1 Ensure that options MD and TiC Courses to have accurate description and ensure rigour of assessment
provide best and opportunities for learning. Clear definition of further/ re-assessment
opportunities to opportunities.
engage students and
meet their needs
Term 1 Promotion of live SC Letter to go home / newsletter
reports / portal
Term 1 and Monitoring of Attendance/ Student actively monitored to ensure attendance at school. Contact with
ongoing attendance for Deans/ tutor home.
Friday options teachers
Term 1 Course conferencing SC After course counselling students to make notes on the portal of what
and data from 2018 has been discussed
to inform goal Mentors to have data on Y10 Merit and Excellence students to aid with
setting for 2019 goal setting. 1st Conference to set goals for the year
Term 1 Live reports school SC Live reports introduced for seniors - KAMAR set up, pd for staff,
wide improved tracking of credits with a view to improving endorsements and
promotion to the community of live reporting.
Expectations for what will be in the comments to be discussed by staff.
Term 1 1st Conference SC Aim for 85% attendance across the school to discuss mentoring
programme and discuss family/ whanau involvement.
Goal setting and follow up from course conferences.
20Provide time on Friday morning to follow up on issues arising from
Conferences.
Term 2 start Letter to parents SC Letter to be sent home to remind parents to look at the portal for live
reports and facebook reminder
Term 2 Parent teacher Teachers / HoD / Ensure that students have a plan for the remainder of the year for their
interviews MD subjects, ensure Merit and Excellence and attempting externals is
included in this.
Term 2 Live reports SC and HoD SC to check live reports for seniors are being completed.
monitoring Check in with HoD’s regarding workload and any issues arising
Term 2 Information to SC and mentors SC to provide information on NCEA credits to mentors on the 5 weekly
mentors and cycle around credits
monitoring Mentors to use this information as a basis for conversations and goal
setting / review.
Term 2 (after Student voice SC Start to gain student voice on mentoring.
Conferences)
Term 3 start Letter to parents SC Letter to be sent home to remind parents to look at the portal for live
reports and facebook reminder
Term 3 Conferences SC Aim for increased attendance on the 50% last year.
Review of the year with mentors and goal setting for the remainder of
term 3 and 4.
Term 2 Information to SC and mentors SC to provide information on NCEA credits to mentors on the 5 weekly
mentors and cycle around credits.
monitoring Mentors to use this information as a basis for conversations and goal
setting / review.
Term 3 SOAP achievement MD (and SC) SOAP achievers breakfast for students who are above in SOAP (or are
breakfast gaining Excellence)
21Term 4 Review of changes Mentors, class Evaluate achievement data (and at start of 2019 when external results
and adaptations teachers, SLT and are in).
prepared for 2019 students
Monitoring
Oversight from SLT. Review of student progress against SOAP and NCEA achievement undertaken as part of review and monitoring.
Resourcing
Time and money with responsibility for oversight distributed amongst SLT.
KAMAR pd for staff around live reports.
Attendance at KAMAR conference to look at the implications of moving into the cloud
22Improvement Plan - Domain: Learning
Strategic Goal: Raising student achievement in writing at Y9+10 in particular Maori students and boys
Annual Goal Raising student achievement in writing with a particular Annual Target For Year 9 students the target will be to raise this
emphasis in improving Maori boys writing. The aim to set students up to the achievement of all students from the E-asttle baseline data
so that they can be successful in their future education and not be by at least 1 level
disadvantaged in their future studies. For Year 10 students the target will be to raise this to the
achievement of all students from the E-asttle baseline data by at
least 1 level
Baseline data
2019 data E-Asttle writing term 1
3B 3P 4A 4B 4P 4A 5B 5P 5A 6B+
Year 9
Year
10
2019 data E-Asttle writing term 4
3B 3P 4A 4B 4P 4A 5B 5P 5A 6B+
Year 9
Year
10
Key Improvement Strategies
When What (examples) Who Indicators of Progress
23T1, ongoing Application for further PLD to support teacher Principal/ PLD application complete and submitted
development Literacy
group
T1/4 Al Year 9 and 10 students sit an E-Asttle writing MD/JO Comparison of data from T1 - T4
piece to be marked by mentors
T1 Whole staff PD on how to mark and use E-Asttle TBC Mentors able to mark E-Asttle writing and meet
writing moderation requirements with the writing
T1 Appointment of within school teacher roles Principal/ Appointment of within school teacher(s) to support
SLT this work and lead within school development.
T2 Developing a common language for expectations Cttee with Combined input from departments, within school
across curriculum areas support from teachers and the literacy committee
HoD
T2 Engage in PLD to develop writing within and across SLT/Departm Work within and across departments to provide
departments ents support in developing quality writing strategies.
T3 Monitor progress and develop next steps SLT/ Literacy Report back to SLT for planning for 2020.
ctte
Monitoring Review at Mid Year and end of year to monitor progress and effectiveness of work undertaken. Also review of the PLD provided
to determine if this is meeting our needs.
Resourcing
Time and money with responsibility for oversight distributed amongst SLT.
PLD for staff to familiarise with literacy expectations.
Development of shared understanding
Review of facilities, such as the library, which will support this work.
24Other 2019 Key Improvement Strategies to Achieve Strategic Vision
Property (summarised from property Short Report Finance Short Report
plan)
● Pomahaka ● Maintain and further
● Update painting plan develop financial
● SLT/ Deans/ Finance reporting
office space ● Better information for
● New student lockers budget holders
● Improve financial
planning capability for
budget holders
Personnel Short Report Community Engagement Short Report
● Undertake external ● Introduction of live
appraisal of long reporting for whole
standing SLT and offer school
to new SLT staff. ● Involvement in Clutha
● Induction of new staff development with
into South Otago HS. interest in education and
employment
opportunities and
transition
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