WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan

 
WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
WAIMEA COLLEGE

      CHARTER 2021-2023
 Incorporating 2021 Annual Plan

Waimea College Charter 2021                                                                                                          Page 1 of 30
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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
THE WAIMEA COLLEGE STRATEGIC PLAN
INTRODUCTION
The Strategic Plan provides long-term direction for Waimea College which:
    Recognises our changing environment and sets out to build on our strengths and eliminate any
     weaknesses.
    Sets priorities in line with the College’s Mission Statement, Values and Vision Statements.
    Outlines priorities, strategies and defines goals that can be measured and that will help us focus
     our energy and resources on improving student outcomes.

1 WAIMEA COLLEGE GOVERNANCE AND MANAGEMENT STRUCTURE
BOARD OF TRUSTEES
The Waimea College Board of Trustees meets approximately 7 times per year. Several sub-
committees of the Board of Trustees exist to support the functions of the full board.
Sub-committees:
                      Finance (subcommittee chair, BoT chair, Principal + 2 x BoT members)
                      Property (as required)
                      Personnel (convened as necessary)
                      Health and Safety (BOT Rep to sit on school H&S Committee)
                      Disciplinary (3 trustees (excluding Principal) with full authority of the Board as
                       convened by the Board Chair)

2 WAIMEA COLLEGE AND THE WAIMEA COMMUNITY OF LEARNING /
  KĀHUI AKO

Waimea College is a member of the Waimea Plains Community of Learning / Kāhui Ako. Waimea
College is committed to the principles of cross-school collaboration and embraces the opportunity
to work with neighbouring schools in the pursuit of the common interests of our communities’
learners.
This Charter should be read alongside the Waimea Community of Learning Strategic Plan.

The Waimea Community of Learning Achievement Challenges (endorsed) are currently:
     1. To improve the achievement in writing for boys in Years 1-10. (addressed in the Waimea
        College Charter in Priority Area 1 Strategic Aim 2)
     2. To reduce the gap between the achievement of males and females at NCEA Years 11-13
        (addressed in the Waimea College Charter in Priority Area 1 Strategic Aim 3)
     3. To improve the educational outcomes for Māori students Years 1-13 (addressed in the
        Waimea College Charter in Priority Area 1 Strategic Aim 4)

Waimea College Charter 2021                                                                                                          Page 2 of 30
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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
3 EXTERNAL FACTORS
A number of external factors that are expected to impact on how Waimea College operates in the
next 3-5 years:
           Growth, development and use of ICT in education - BYOD, Blended Learning, Flipped
           Classrooms and incorporation of other digital technologies and pedagogies.
           Global national migration - Movement of people from other regions, countries / cultures into
           the Tasman District.
           Growth and development in the Tasman District - Increasing demand on schools through
           roll increases and social change associated with growth. This is especially true for Richmond
           West with discussions currently occurring regarding the establishment of a new school
           and/or recapitation of local primary schools. Waimea College has comprehensive plans for
           managing student roll growth.
           Community expectation that schools assume responsibility for social issues - Sole Parent /
           Caregiver and blended family situations, drugs / alcohol / chemical issues, changes in social
           values, increasing disparity between socio-economic groups.
           Social Media: - The increasing prevalence of Social Media is influencing the lives of our
           students as well as influencing the way that Waimea College communicates with our school
           community.
           Financial dependence on sources of funds other than operational grants - International fee-
           paying students, COVID and closed borders, donations, sponsorship, business associations
           and fundraising.
           Expectation by staff of improved working conditions and facilities - National and global
           teacher shortage may mean significant demands by staff for better working conditions and
           salaries.
           Local, national and global economic and political change - Changing value of the NZ dollar,
           political influence such as a change of government or the actions / statements of politicians,
           terrorism, significant economic change in a country with connections to NZ.
           Demographics - Longer life expectancy and falling birth rates that will double the number of
           elderly in our community and challenge our ability to find employment for our young people
           and fund social welfare provisions.
           Advances in education and technology - Health and technology empower the individual as
           never before leading to increased demands for transparency and participation in decision
           making. Technology advancements (particularly disruptive technologies) will affect the type
           of employment that we are preparing our students for as well as the skillsets that our
           students will require.
           Student-Centred Focus: - As a school our orientation is changing from being MOE / school
           driven decision making to being focussed on gathering voice from students and their families
           and delivering on this voice.

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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
RECOGNISING NEW ZEALAND’S CULTURAL DIVERSITY
Education Act 1989 Section 61 (3) (a) (i) & (ii)
Waimea College, as appropriate to its community, has developed procedures and practices that
reflect New Zealand’s cultural diversity and the unique position of Māori.
In recognising the unique position of Māori, Waimea College has taken all reasonable steps to
provide instruction in Tikanga Māori (Māori culture) and Te Reo Māori (Māori language) for students
whose Parents / Caregivers request it.
To achieve this Waimea College:
     •     Provides adequate resources to support Tikanga and Te Reo Māori programmes in the
           school.
     •     Supports students learning Te Reo Māori.
     •     Has developed a Māori and Pasifika Achievement Plan in consultation with our local
           community.
     •     Ensures that Waimea College receives guidance from our school Kaumātua.
     •     Has an active and engaged Rūnanga Mātua (Māori and Pasifika Parents / Caregivers) who
           meet regularly to assist the school in cultural matters, develop and review the Māori and
           Pasifika Achievement Plan and to ensure regular consultation on school policies, procedures
           and planning.
     •     Has developed a relationship with Rangitāne who own the land that Waimea College is built
           upon and are iwi manawhenua of our site.
     •     Provides regular Māori and/or Pasifika related Professional Development to staff and
           trustees.
     •     Has dedicated roles supporting Māori and Pasifika learners.
     •     Supports students to participate in Ngā Manu Kōrero (Māori speech competitions), Te Rarou
           Kura (Regional combined school’s Kapa Haka), Tama Tū Tama Ora (school-based Kapa Haka)
           and other cultural events.
     •     Provides for the pastoral care needs of our Māori students to succeed and achieve as Māori.
     •     Uses correct Māori protocol, when appropriate, to pōwhiri manuhiri on to our school, to
           poroporoaki groups travelling from our school and any other occasions as they arise.
     •     Is building relationships and consults and communicates with our local marae Whakatū
           (Nelson) in the spirit of partnership.
     •     Has ensured that the interests of Māori are represented on our Board of Trustees.

Te Ao Māori - Māori Responsiveness Plan
If a Whānau requests a higher level of Tikanga or Te Reo than is at present available in our school
Māori programme, the school and whānau will discuss and explore the following options:
     • Further explain the existing programmes or extend the programmes if possible and
       appropriate.
     • Combine with a neighbouring school for parts of the day / programme.
     • Provide in-school support and resources to further enhance inclusion of Te Reo and Tikanga
       within the student’s classes.
     • Explore other schools who may offer a programme closer to their expectations.
     • Other negotiated options.

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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
4 STRATEGIC AIMS 2021-2023

Waimea College Charter 2021                                                                                                          Page 5 of 30
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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
PILLAR ONE: To provide quality teaching and learning programmes which promote high levels of
 student engagement and achievement.

 Strategic Aim 1: All students meet our school-wide goal of 90% attendance or better.
 Annual Objective:                                                        Target: 2021
 Refinement of our attendance procedures to more effectively                   •     90% student attendance at school (inclusive of justified and non-
 communicate the link between student attendance and student                         justified absences)
 achievement                                                                   •     Raise Year 13 cohort attendance rate by 10% (from 2019 figures) to
                                                                                     80%.
                                                                               •     Target Year 13 attendance at Form Time.
                                                                          Target: 2022

                                                                               •     91% student attendance at school (inclusive of justified and non-
                                                                                     justified absences)

 Baseline Data/Supporting Information:
 Requirements of NAG 1 a, c, d, e, f and Nag 2 c
 Administration Policy
 Attendance Procedures
 “Attendance Matters” – MOE Best Practice Guide to Managing Attendance 2011
 Attendance in NZ Schools 2016 – A National Picture of Attendance

             When          What/Action                                         Who                                  Indicators/Progress
 1.1.1       Daily         Ensure accurate recording of attendance.            Teachers                             Attendance Office feedback

 1.1.2       Daily         Ensure accuracy of data input                       Attendance Office / Student          System in place to check these are
                                                                               Office                               coded right. (Green slips)

 1.1.3       Weekly        Caucus Committee convenes to caseload and           Deputy Principals with               Identified students with attendance
                           review behaviour and attendance rates               Oversight of Attendance,             issues respond to interventions.
                           (individual and school-wide). Individual            Academic Coordinators,
                           student strategies identified and school-wide       Achievement Team, Deans              School-wide attendance rates
                           attendance rates and refine attendance                                                   improving.
                           processes                                                                                Less student unexplained absences
                                                                                                                    to clear.
                                                                                                                    Positive feedback staffing and
                                                                                                                    students re attendance processes.

 1.1.4       2 x times     ROCK ON GROUP convenes to caseload                  Waimea College Senior                Fewer individuals of concern
             per term      individual students with attendance                 Leadership Team with outside         brought to meetings.
                           concerns.                                           agencies (DTS, Oranga
                                                                               Tamariki, Police)                    Individuals of concern go through
                                                                                                                    intervention process and re-
                                                                                                                    engage.

 1.1.5       Every         Regular promotion of the importance of              Form Teachers (Form Classes)         Students and Parent / Caregivers
             Term          attendance to students, Parent / Caregivers.                                             aware of link between attendance
                                                                               Deans (year levels)                  and achievement
                                                                               DPs & Principal (assemblies)         Increase of number of junior
                                                                                                                    students graduating within the
                                                                                                                    attendance criteria

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WAIMEA COLLEGE - CHARTER 2021-2023 Incorporating 2021 Annual Plan
Strategic Aim 2: Every student has the numeracy and literacy skills required to enable them to access the curriculum.
 Annual Objective:                                                             Target 2021:
 Develop and implement assessment tools to measure Literacy and                Review the assessment tools employed to measure functional literacy and
 Numeracy in the junior school and refine school systems and structures        numeracy in the junior school.
 to raise literacy and numeracy levels for junior school students. (Links
 to Achievement Challenge).                                                    Target 2022:
                                                                               Investigate how NCEA Change package will impact on Literacy and
                                                                               Numeracy provision
                                                                               Target 2023:
                                                                               Implement NCEA Change Package for Literacy & Numeracy provision.

 Baseline Data/Supporting Information:
 ERO National Report: Literacy and Mathematics in Years 9 and 10: Using Achievement Information to Promote Success (July 2012)
 ERO National Report: The Collection and Use of Assessment Information - Good Practice in Secondary Schools (June 2007)
 Literacy & Language pedagogy within subject areas in Years 7-11 (University of Auckland)
 Secondary Literacy and the NZC (TKI resource)
 Improving Literacy in Secondary Schools – A UK resource but applicable to NZ Context
 School-wide Literacy Coordinator Job Description (2021)
 Progressive Literacy & Numeracy Levels compared with Decile 8 & National Average
 NCEA Change Package Literacy & Numeracy
 Waimea Community of Learning Strategic Plan

          When           What/Action                                                       Who/Responsibility            Indicators/Progress
 1.2.1    Ongoing        School-Wide Literacy Co-ordinator (refer to Job                   Principal                     A Specialist role was created to
                         Description above) oversees the provision and                                                   coordinate the provision of
                         development of literacy at Waimea College.                                                      appropriate literacy education
                                                                                                                         and assessment metrics and to
                                                                                                                         coordinate literacy education
                                                                                                                         across all curriculum levels

 1.2.2    February       Undertake benchmark MCT (Maths Competency Test) and               HOD English & Literacy        Every student has benchmark
                         CEM (English, Maths and Reasoning) testing for Year 9.            Co-ordinator, HOD             CEM data showing where they
                                                                                           Mathematics                   start the year. Year 10 results
                         Mathematics Department undertake e-asTTle testing for                                           will indicate progress from Year
          February       the Year 9 and 10 cohort at beginning and end of year.                                          9.
                         Progress is monitored throughout the junior programme
                         and used to guide subject choices going into Year 11.
                                                                                           HOD Mathematics

 1.2.3    February       Undertake pre and post e-asTTle Reading assessments               HOD English                   Every student has pre and post
          &              with Year 9 and 10 cohorts.                                                                     test data to assess progress.
          November

 1.2.4    March          PD for staff about how they can use literacy and numeracy         Literacy Co-ordinator         Staff accessing, and
                         data to inform their unit and lesson planning.                                                  understanding, Literacy and
                                                                                                                         Numeracy data in KAMAR.
                         Sharing data with teachers to inform planning and
                         teaching                                                                                        Staff using this data in unit plans
                                                                                                                         to adapt the curriculum for
                                                                                                                         individual students.

 1.2.5    Termly         Active monitoring by HOD Mathematics of students at risk          HOD Mathematics               Students At Risk of Not Achieving
                         of not achieving Level 1 numeracy requirements. Students          supported by                  the Level 1 Numeracy
                         at Risk of Not Achieving are identified and supported with        Mathematics                   requirements are identified are
                         individually targeted strategies.                                 Department                    supported with individually
                                                                                                                         targeted strategies.

 1.2.6    Termly         Active monitoring by Literacy co-ordinator of students at         Literacy Co-ordinator         Students At Risk of Not Achieving
                         risk of not achieving level 1 literacy requirements.                                            the Level 1 Literacy
                         Students at Risk of Not Achieving are identified and                                            requirements are identified are
                         supported with individually targeted strategies.                                                supported with individually
                                                                                                                         targeted strategies.

Waimea College Charter 2021                                                                                                                 Page 7 of 30
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Methods undertaken to improve Numeracy across all junior students.
     •    Mixed ability classes
     •    Improved low-stakes diagnostic/formative assessment processes – using the online e-asTTle platform
     •    Focus on differentiated teaching and learning through the use of Low Floor, High Ceiling rich mathematical tasks
     •    Department collaborative focus on analysing teaching approaches which encourage participation and engagement
     •    Individual and group referrals to Learning Centre where required (investigating the possibility of a Year 9 Numeracy option parallel to
          or in conjunction with the Year 9 Reading option)
     •    Focus on Learning and Assessment for Learning rather than high-stakes Testing
 Methods undertaken to improve Literacy across all junior students.

       •     From 2021 the English Department will use e-asTTle Reading at the junior level – February and November…to see where the gaps are
             and then to look at value-added. For writing, the juniors will also be doing a Formal Writing assessment test, marked against a
             curriculum rubric – Term 1 to see where the gaps are and then again later in the year to gauge value added, particularly after the skills
             have been explicitly taught. Data will be shared with staff, explaining where our students are at with a view to working together in
             Departments to consolidate skills taught.
       •     Explicit teaching of “What Good Readers Do” – posters for the classrooms – referencing the three levels of Reading – in the text,
             between the lines, beyond the text……as in reading for meaning, inference and making links outside the text to other texts and the
             world.
       •     The English Dept will focus on Reading and Writing across both junior levels. 2021 sees a new Junior Teaching Programme, common to
             all, and Reading and Writing activities are specifically covered each term. Introduction of a “Going back to basics” booklet of language
             skills which can be used either for homework or for a “Do Now Activity” at the start of every lesson will also be employed. Skills covered
             will be as basic as – capital letters, fullstops, speech marks, commas, spelling rules. Furthermore, these skills will be embedded and
             used in normal classwork. SSR will continue at the start of every lesson for Juniors.
       •     Continuation of Enrichment Reading module which is producing pleasing results.
       •     Extra hour has been timetabled for Year 9 and Year 10s for English and Maths.

Waimea College Charter 2021                                                                                                             Page 8 of 30
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Strategic Aim 3: Our students experience success with NCEA
 Annual Objective:                                           NCEA Attainment Annual Target: 2021 (Enrolment Based Cumulative)
                                                             80% NCEA Level 1 Attainment (Decile 8 % for 2020)
 Elements of learners’ identity, language and culture        86% NCEA Level 2 Attainment (Decile 8 % for 2020)
 are integrated into the curriculum, student                 78% NCEA Level 3 Attainment (Decile 8 % for 2020)
 achievement data is used to target resources to             64% University Entrance Attainment (Decile 8 % for 2020)
 optimum effect, early, intensive support is provided
 to those who are falling behind, and high                   NCEA Endorsement (Merit or Excellence) Annual Target 2021 (Enrolment Based
 expectations for success are held for all.                  Cumulative)
                                                             52% NCEA Level 1 Endorsement (5% increase from 2020)
                                                             43.3% NCEA Level 2 Endorsement (5% increase from 2020)
                                                             40% NCEA Level 3 Endorsement (5% increase from 2020)
                                                             NCEA Attainment Annual Target: 2022-2023 (Enrolment Based Cumulative)
                                                             At Decile 8 for all levels.

                                                             NCEA Endorsement (Merit or Excellence) Annual Target 2022-2023 (Enrolment
                                                             Based Cumulative)
                                                             At Decile 8 for al levels.

                                                             NOTE – Targets set based on an analysis of Waimea College data v Decile 8 Data
                                                             set from 2014-2020.

 Baseline Data/Supporting Information:
 NCEA Results Analysis
 NCEA Results Analysis 2014-2018 – Certificate Endorsements Comparisons
 Regional National Gender – Comparisons (2020 local school data not available at time of submission)
 NCEA Results Analysis Māori
 NCEA Results Analysis Pasifika
 Progressive Literacy Attainment
 Scholarship Passes 2009-2021
 ERO National Report: Achievement 2013-2017: Success for students in 2013 (Nov 2014)
 ERO National Report: Raising Achievement in Secondary Schools (June 2014)
 ERO National Report: The Collection and Use of Assessment Information - Good Practice in Secondary Schools (June 2007)
 Waimea Community of Learning Strategic Plan
 Achievement Team Terms of Reference
 Academic Co-ordinator Job Description – Year 11
 Academic Co-ordinator Job Description – Year 12
 Academic Co-ordinator Job Description – Year 13
 Data Analyst Job Description
 Special Educational Needs Coordinator (SENCO) Job Description
 School-wide Literacy Co-ordinator Job Description
 Cultural Capability Co-ordinator Job Description
 Boys Achievement Job Description
 Gifted and Talented Education (GATE) Achievement Co-ordinator Job Description
 Curriculum Team Terms of Reference

          When           What/Action                                           Who/Responsibility              Indicators/Progress
                         Student Monitoring
 1.3.1    Ongoing        Engagement of a School Data Analyst with              Appointments Committee          School Leadership, Governance
                         responsibility for providing a wide range of          confirms appointments.          and Faculty’s / departments
                         statistical information to support strategy and                                       receive useful, timely and
                         decision making.                                                                      relevant statistical information
                                                                                                               that highlights areas of strength
                         Engagement of a Special Educational Needs                                             and areas requiring further
                         Co-ordinator (SENCO) with responsibility for                                          progress.
                         identifying and supporting students with                                              Student achievements are
                         Special Educational Needs in the mainstream.                                          tracked throughout the year.
                         Refer to Job Description above.                                                       Students at Risk of Not Achieving
                         Engagement of a School-Wide Literacy Co-                                              in NCEA will be identified early
                         ordinator with responsibility for oversight of                                        and targeted for additional
                         school-wide literacy provision at Waimea                                              support.
                         College. This role also works one-to-one with
                                                                                                               Scholarship students will be
                         Year 13 students who did not gain UE Literacy
                                                                                                               effectively supported.
                         in Level 2 to assess / provide additional
                         support to students to gain UE Literacy. Refer                                        Students requiring support with
                         to Job Description above.                                                             Literacy and/or numeracy credit
                         Engagement of a Cultural Capacity                                                     support will be identified.
                         Co-ordinator with responsibility for working
                                                                                                               Additional support is offered to
                         with the Priority Learner Leader and
                                                                                                               students who are at risk of not
                         Achievement Team to support the
                                                                                                               achieving (SARONA) in NCEA

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achievement of our Māori and Pasifika
                         students. Refer to Job Description above.                                             The achievements of Māori and
                                                                                                               Pasifika students are supported.
                         Engagement of a Boys Achievement
                         Coordinator with responsibility for taking a                                          An effective pedagogy for male
                         leading role in developing effective pedagogy                                         learners is developed and
                         for male learners and to implement and lead                                           programmes to identify, engage
                         programmes to assist in the effective learning                                        and raise achievement of male
                         of male students at Waimea College. Refer to                                          students.
                         Job Description above.
                                                                                                               Students identified as Gifted and
                         Engagement of a Gifted and Talented                                                   / or Talented are supported and
                         Education (GATE) Co-ordinator with                                                    challenged in their studies.
                         responsibility for developing structures and
                         processes to and supporting students who are
                         identified as Gifted and/or Talented. Refer to
                         Job Description above.
 1.3.2    Termly         Achievement Team Monitoring and Support
                                                                               Led by DP in charge of          Students achievements are
                         Student Monitoring:                                   Achievement Team,               tracked throughout the year.
                          Early identification of “students who are at        Academic Co-ordinators &        Students at Risk of Not Achieving
                            risk of not achieving” (SARONA) (based on          Achievement Team                (SARONA) in NCEA will be
                            previous performance).                                                             identified early and targeted for
                          Disseminate information to Deans and                                                additional support.
                            Teachers. Target these students for                                                Scholarship students will be
                            additional support.                                                                effectively supported.
                          Identify Scholarship students at the start of
                            Term 2. Coordination of scholarship                                                Students requiring support with
                            students, liaising with teachers, Parents /                                        Literacy and / or numeracy credit
                            Caregivers and students to make them                                               support will be identified.
                            aware of requirements
                                                                                                               Additional support is offered to
                          Tracking and providing data on literacy and
                                                                                                               students who are at risk of not
                            numeracy
                                                                                                               achieving (SARONA) in NCEA.
                          Co-coordinating ‘extra’ sessions or
                            differentiated / individualised programmes                                         NCEA Tutorials are offered by
                            in Term 3 and 4 for students who need to                                           teachers prior to the start of
                            gain their literacy and numeracy credits                                           NCEA exams.
                          Monitoring Level 2 and 3 students to ensure
                            that they achieve the UE literacy
                            requirements
                          All departments offer tutorials to help
                            support scaffolding for merit and
                            excellence.
                          Provide information to the Principal and
                            staff on students achieving Excellence

 1.3.3    Termly         Actively pursue strategies that will encourage                                        Parents / Caregivers of our
                         Parent / Caregivers to take an active role in                                         learners are engaged with the
                         their teen’s education.                                                               school.
                            Parent / Caregiver Interviews                     SLT                             Encourage election participation
                            Parent / Caregiver focus group meetings           Deans                           of a broad group of potential
                            Rūnanga Matua hui                                 TIC Māori                       school trustees to stand and full
                            PTA Meetings                                      PTA Chair                       engagement of the school
                            Board of Trustees                                 BoT Chair, BoT members          community in the election of
                            Hold TIPS Sessions (Teen Information              HOD Guidance/Principal          these trustees in June/July 2022.
                             Parent / Caregiver Sessions) designed for         establish TIPS Schedule         Regular signposting of this to
                             Parent / Caregivers to support their                                              parents/caregivers and school
                             students.                                                                         community.

                                                                               Curriculum Team Leader
 1.3.4    2021           Self-Review of Curriculum Implementation              and Curriculum Team             A thorough and effective self-
                         Process                                                                               review of the implementation of
                                                                                                               the proposals from the
                                                                                                               Curriculum Review is undertaken
                                                                                                               during 2021.
                                                                                                               Amendments / modifications
                                                                                                               implemented as necessary.
                                                                               Curriculum Team Leader &
 1.3.5    2021           Achievement Team to undertake Review of               Curriculum Team                 A thorough and effective review
                         Language provision at Waimea College                                                  of the appropriate language
                                                                                                               provision for Waimea College.
                         Refer to: Language Review Terms of Reference

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Strategic Aim 4: The Achievement Levels of our Māori and Pasifika learners are accelerated to close the gap.
 Annual Objective:                                                                    Annual Target for 2021-2023:(Enrolment Based Cumulative)
                                                                                      At decile 8 for all levels.
 Accelerate the progress of our Māori and Pasifika learners to close the
 achievement gap between Māori & Pasifika learners and other learners.                NOTES:
                                                                                      1. Targets set based on an analysis of Waimea College data v Decile 8
                                                                                          Data set from 2014-2020.
                                                                                      2. Achievement targets have not been set for Pasifika students due to
                                                                                          the low numbers of Pasifika students and the fact that the sample
                                                                                          size is not big enough to have any statistical validity.
 Baseline Data/Supporting Information:
 Waimea College Māori Achievement Data NCEA
 Waimea College Pasifika Achievement Data NCEA
 Waimea Community of Learning Strategic Plan
 ERO National Report: Improving Education Outcomes for Pacific Learners May 2012
 ERO National Report: Raising Achievement in Secondary Schools (June 2014)
 ERO National Report: Raising Student Achievement through Targeted Actions (December 2015)
 ERO National Report: Educationally Powerful Connections with Parent / Caregivers and Whanau (November 2015)
 ERO National Report: Partners in Learning: Good Practice in Working with Parent / Caregivers (2008)
 Academic Co-ordinator Job Description – Year 11
 Academic Co-ordinator Job Description – Year 12
 Academic Co-ordinator Job Description – Year 13
 Cultural Capability Co-ordinator Job Description
 Achievement Team Terms of Reference
 Ka Hikitia – Māori Education Strategy
 Tātaiako Cultural Competencies for teachers of Māori Learners
 Action Plan for Pacific Education (summary Version). See full Action Plan for Pacific Education HERE
 Waimea College Strategic Plan for Māori and Pasifika Students 2019-2021

             When             What/Action                                                        Who/Responsibility              Indicators/Progress
                              Resourcing:
 1.4.1       Ongoing                                                                             Appointments Committee          Māori and Pasifika students
                              Engagement of Academic Co-ordinators at Year 11, 12 & 13           confirms appointment            and their whanau are
                              with responsibility for working with Achievement Team to                                           supported through specific
                              support the achievement of our Māori and Pasifika                                                  culturally appropriate
                              students. Refer to Job Descriptions above.                                                         contexts.
                              Engagement of a Cultural Capability Co-ordinator with
                              responsibility for supporting teachers to build cultural                                           Māori and Pasifika student
                              competence and develop culturally responsive practice.                                             achievement is tracked
                                                                                                                                 throughout the year.
                                                                                                                                 Students at Risk of Not
                                                                                                                                 Achieving in NCEA will be
                                                                                                                                 identified early and targeted
                                                                                                                                 for additional support.

 1.4.2       Ongoing          Connecting, Listening and Responding                                                               Stakeholders in the Māori and
                                                                                                                                 Pasifika community are
                              Create productive partnerships with students, whanau,                                              engaged with the school in
                              hapū, iwi and Māori and Pasifika entities that are focused                                         learning and educational
                              on educational success:                                                                            success focused conversations.
                              -    Māori/Pasifika Students.                                                                      Ideas and actions suggested by
                              -    Kaumātua/Kuia                                                 -     Principal                 the Māori and Pasifika
                              -    Commitment to ensuring Māori representation on                -     TIC Māori                 community are valued and
                                   BOT                                                           -     DP with Cultural          responded to.
                              -    Regular Rūnanga Mātua meetings                                      Capability oversight
                              -    Work in partnership with Rūnanga towards a Teacher            -     PD Coordinator
                                   Only Day at Whakatū Marae.
                              -    Strategic partnerships with NRAIT (Ngāti Rārua Ātiawa
                                   Iwi Trust), Wakatū Incorporation and other iwi
                                   entities.

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1.4.3       Ongoing         Provide for the increased awareness of Te Reo Māori &               All staff, supported by         Whānau and tamariki are well
                             Tikanga Māori.                                                      school kaumatua and             informed about the
                             (Aim to provide an education consistent with expectations           Rūnanga Mātua.                  opportunities that are offered
                             of Te Tiriti o Waitangi, Ka Hikitia and Tātaiako)                                                   and their views and feedback
                                                                                                                                 is listened to and acted upon.
             Term 1          -     Hold a meeting (hui) within the first half of Term 1 of       TIC Māori to convene / DP
                                   all Māori & Pasifika Parents / Caregivers and whanau.         with Cultural Capability
                                   The aim of this hui is to introduce them to Waimea            with SLT Support
                                   College and each other and to outline the support
                                   networks in the school. Hui of all Junior students goal
                                   setting.

                             -     Provide close mentorship and support to the Culture                                           Culture Captains are confident
             Monthly –             Captains by having fortnightly hui in order to reflect                                        in their roles and are
             Feb-Dec               and plan activities. Use school or community people to                                        meaningfully engaged with
                                   help mentor.                                                                                  other students in the
                                                                                                                                 promotion of Te Reo Māori &
                             -     Board of Trustees to ensure Māori views are                   Board to annually consider      Tikanga Māori.
                                   represented on the Waimea College Board of Trustees           whether the mix of skills       The Māori world-view is
                                                                                                 and ethnicities on the          included and valued by the
             Ongoing         -     Hui of all senior Māori students to focus on reaching         board is appropriate and        Waimea College Board of
                                   potential                                                     to co-opt if required.          Trustees.

             Annually –      -     Hui with the Rūnanga Matua -Whānau support group.             Rūnanga Mātua, staff and
             Term 3                All whanau and staff invited. SLT to rotate attendance.       SLT.
                                                                                                                                 Rūnanga Mātua providing
             Twice per       -     Career and leadership opportunities continue to be            Joint organisation from TIC     effective support to whanau,
             Term                  offered to students.                                          Māori / Rūnanga and SLT         and school.

                                                                                                 HOD Careers and HOD             Students are kept well
                                                                                                 Transition, HOD Māori and       informed of opportunities and
             Ongoing                                                                             subject teachers.               are encouraged to apply if
                                                                                                                                 appropriate.
 1.4.4       Ongoing         Create an engaging atmosphere at Waimea College for                 All staff – led by Cultural     Classrooms at Waimea College
                             Priority Learners:                                                  Capacity Co-ordinator,          will be culturally safe and
                             -     Increased opportunity for cultural participation              Kaumātua, and supported         engaging places for all
                                   (Pōwhiri, Kapa Haka, Ngā Manu Kōrero, and other               by Culture Captains and         students.
                                   cultural activities)                                          Runānga Mātua.
                             -     Culture reflected in classrooms (displays, use of Te Reo                                      Teaching Practices will reflect
                                   in classroom,                                                                                 the needs of the learners.
                             -     Build strong interpersonal relationships with priority
                                   learners.
                             -     Developing a school kapa haka
                             -     Develop teaching strategies that are culturally
                                   appropriate and take into account the learning needs
                                   of Māori and Pasifika students.
                             -     Look at the Best Practice research already undertaken
                                   and involve our Māori and Pasifika community.
                             -     e.g.
                                         o     Ka Hikitia
                                         o     Tātaiako – Cultural Competencies
                                         o     Pasifika Education Plan

 1.4.5                       Identifying Priority Learners for Accelerated Support               Coordinated by Academic         A process is undertaken to
                                                                                                 Co-ordinators and               identify priority Learners who
                             -     Monitor and report on student achievement and credit          Achievement Team.               are at risk of not achieving, but
             Termly                tracking (for all students).                                  Follow-up by Deans              have the potential to achieve
                             -     Identify a list of Priority Learners for Accelerated                                          with support.
                                   Support.
             Term 1          -     Send home regular snapshots of NCEA credits (for all                                          All staff prioritise support to
                                   students) and Dean follow-up individually with                                                accelerate the learning and
                                   Identified Priority Learners.                                                                 achievement of priority
             Termly          -     All staff know who their priority learners are and                                            learners.
                                   prioritise time and resources to accelerate the learning
                                   and achievement of these students.

 1.4.6       Ongoing         Increase Opportunities for Māori Leadership                         Cultural Inclusiveness and      Māori students are well
                                                                                                 Responsiveness                  represented in student
                             -     Highlight role models in school and classroom                 Coordinator / Māori and         leadership roles.
                                                                                                 Pasifika Coordinator
 1.4.7                       Ensuring the success of our Pasifika Students.                                                      School Leadership,
                                                                                                                                 Governance and Faculty /
                                                                                                                                 Departments have access to
             Every Year                                                                          School Data Analyst             sound information about the

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Undertake statistical analysis of the performance of our                                            performance of our Pasifika
                             Pasifika students compared to National Average and Decile                                           students.
                             8-10 Average
                                                                                                                                 Staff are active in identifying,
                                                                                                                                 engaging, mentoring and
             2022                                                                                                                monitoring the performance of
                             Review strategies to support Pasifika students at Waimea                                            our Pasifika students. Pasifika
                             College. Specific Terms of Reference to include strategies to                                       students feel valued. Pasifika
                             identify, engage, mentor and monitor our Pasifika students.                                         students’ academic
                                                                                                                                 performance is at targeted
                                                                                                                                 levels.

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Strategic Aim 5: Our Learners with Gifts and Talents are identified, developed and extended.
 Annual Objective:                                                            2021 Target:
 To meet the individual needs of gifted and talented students, by             The newly appointed GATE (Gifted and Talented Education) Coordinator
 ensuring that they are identified and receive appropriate support as         for 2021 will:
 early as possible.
                                                                                    a.    Review and update the GATE Strategic Plan.
                                                                              All departments will:
                                                                                    b.    Complete a scan to identify Gifted and Talented students in
                                                                                          their area and this data is recorded in the GATE Register
                                                                                          including details about how the identified students will be
                                                                                          supported.
                                                                              2022 Target:
                                                                              Stakeholder feedback and review regarding the effectiveness of our GATE
                                                                              provision.

 Baseline Data/Supporting Information:
 Achievement Team Terms of Reference
 Gifted and Talented Education (GATE) Achievement Co-ordinator Job Description
 School-wide Literacy Co-ordinator Job Description
 Scholarship Passes 2009-2021
 ERO National Report 2008: Schools Provision for Gifted and Talented Students: Good Practice
 ERO National Report: Raising Student Achievement through Targeted Actions (December 2015)

             When            What/Action                                                    Who/Responsibility            Indicators/Progress
 1.5.1       Ongoing         Engagement of Gifted and Talented Education (GATE)             Appointments                  Students identified as Gifted
                             Co-ordinator with responsibility for developing                Committee confirms            and/or talented are supported
                             structures supporting and challenging students who are         appointment of Gifted         and challenged in their
                             identified as Gifted and/or talented. Refer to Job             and Talented Education        studies.
                             Description above.                                             (GATE) Coordinator

 1.5.2       2021            Newly appointed GATE co-ordinator to:                          Gifted and Talented           A cohesive action plan is
                                                                                            Education (GATE)              developed outlining the
                                   a.   Review current GATE provision, and,                 Coordinator                   specific activities that will be
                                   b.   Update the Gifted and Talented Education                                          undertaken by the Gifted and
                                        (GATE) Action Plan                                                                Talented Education (GATE)
                                                                                                                          Coordinator and others in
                                                                                                                          order to support students who
                                                                                                                          are identified as gifted and/or
                                                                                                                          talented.

 1.5.3       Ongoing         Undertake activities that affirm our commitment to             GATE Co-ordinator             Waimea College recognises
                             providing a holistic education for our students.               coordinates with              the importance of delivering
                                                                                            Achievement Team              on the holistic education
                             Specific opportunities valued by our board and school                                        opportunities for students and
                             community include:                                                                           works to achieve balance
                             -     Extracurricular,                                                                       between the competing needs
                             -     Sporting,                                                                              of providing these
                             -     Cultural                                                                               opportunities and securing
                             -     Leadership opportunities                                                               time in-class to progress
                                                                                                                          academic learning.
                             When undertaking school planning and approval for
                             event requests, the Senior Leadership will be cognisant
                             of these expectations and will work to provide a               Teachers                      Additional Tutorials are
                             balance between providing holistic learning                                                  provided for senior students
                             opportunities and securing sufficient in-class time to be                                    prior to the start of NCEA
                             effective in their academic learning                                                         exams.
                                                                                                                          Teachers provide additional
                                                                                                                          support for scholarship
                                                                                                                          students.

 1.5.4       Ongoing         Identify students who should be categorised as Gifted          Co-ordinated by GATE          -    Gifted & Talented
                             and Talented Students.                                         Co-ordinator and                   register created kept up-
                                                                                            Achievement Team with              to-date
                             Review and refine identification methods (refer to GATE        support from Deans            -    Departments aware of
             Term 1          Procedure link above)                                                                             GATE students and have
             Ongoing         Develop GATE Registers                                                                            appropriate extension
             (staff                                                                                                            activities and
             encouraged      Monitoring of GATE students                                                                       opportunities available
             to update                                                                                                    -    Mentoring provided for
             their                                                                                                             identified GATE students

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registers in                                                                                                 -    Workshops organised
             Term 1)         Monitoring of Department Schemes / programmes for                                                 and facilitated
                             identified GATE students and actions taken to support.                                       -    Staff informed as
             Term 1                                                                                                            opportunities become
                             Providing mentors for GATE students where
                             appropriate and where possible                                                                    available
                                                                                                                          -    Students informed of
             Terms 2                                                                                                           opportunities as they
             and 3                                                                                                             become available

 1.5.5       2022            Implement revised GATE Plan.                                   Led by the Gifted and         -    The Gifted and Talented
                                                                                            Talented Education                 Education provision is
                                                                                            (GATE) Coordinator with            reviewed on a cyclical
                                                                                            support from the                   basis to ensure that it
                                                                                            Achievement Team.                  continues to meet the
                                                                                                                               needs of our learners
                                                                                                                               who identify as Gifted
                                                                                                                               and/or Talented.

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PILLAR TWO: To maintain effective communication with the school and wider community
(Students, Parent / Caregivers, Staff and the wider community) on student progress and
achievement.

    Strategic Aim 1: Robust and meaningful self-review processes help the school continually improve our practices
    Annual Objective:                                                           Annual Target:
    Robust review and reflection of what we do to improve outcomes.             All staff conduct a self-review about their practice and use this to help
                                                                                inform and refine their future planning.

    Baseline Data/Supporting Information:
    Documentation and Review Policy
    Procedure for Departmental Self-Review
    Cycle of Review of Policies
    ERO Report on Evaluation at a Glance: Priority Learners
    ERO School Evaluation Indicators (2016)
    ERO Self Review Guidelines & Self-Review Indicators & Frameworks (ERO website)
    ERO National Report: Effective Internal Evaluation for Improvement (2016)
    Annual Department Report Request Template to HOD’s
    Department Triennial Review Schedule
    Curriculum Team Terms of Reference

    Diagram Source: ERO website: Effective internal evaluation for Improvement

               When                 What/Action                                              Who/Responsibility             Indicators/Progress
    2.1.1      Ongoing              Standardised self-review mechanisms built into all       SLT with Achievement           HODs / TICs / SLT and BOT
                                    aspects of Lesson Planning, Unit Planning,               Team support                   have self-review
                                    Assessment, class and cohort achievement, school-                                       mechanisms in place.
                                    wide achievement and every major school event

    2.1.2      Annually or as       Staff Professional Learning &Development                 Principal with PLD             All staff at Waimea College
               required             undertaken to support self-review expectations           Committee Support              know how to undertake
                                                                                                                            robust, high quality self-
                                                                                                                            review

    2.1.3      Annually             Gathering and acting on student voice:                   Various                        Student voice is valued at
                                    Student voice is a central part of the decision-                                        Waimea College. It is
                                    making at Waimea College. Specific mechanisms                                           regularly gathered and
                                    for gathering student voice include:                                                    responded to.
                                    -     Annual Year 9 and Year 10 Student
                                          Perception Survey
                                    -     Annual student evaluation forms used in
                                          teacher appraisal
                                    -     Curriculum Review Consultation
                                    -     Student Exit Feedback
                                    International Student Forum supported by the
                                    International Department Team

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2.1.4      2023                 Undertake triennial NZCER “Wellbeing @ School            SLT and Kāhui Ako              Anonymous student data is
                                    Survey”                                                                                 gathered to provide rich
                                                                                                                            reporting about student
                                                                                                                            engagement and school
                                                                                                                            culture.

    2.1.5      Annually             Annual Department Reports                                HODs provide reports to        Each Department
                                                                                             the Principal.                 undertakes a formal process
                                    As part of our self-review process, the Senior                                          of self-review and evaluation
                                    Leadership Team request that HODs / TICs and                                            annually across a range of
                                    Committee Convenors provide the Principal and                                           areas. HODs receive written
                                    Board of Trustees with a comprehensive report            Principal reads each
                                                                                             report, provides written       feedback to support this
                                    each year that documents progress against school-                                       review and best practice is
                                    wide goals, tracks student achievement etc.              feedback to each HOD
                                                                                             and provides summary           shared across the school.
                                    Written feedback is provided for each report and         best-practice data with
                                    summary “best practice” data is shared with all          all HODs.
                                    HOD’s/TIC to grow best practice.

                                                                                             Principal shares relevant
                                                                                             themes with the Board
                                                                                             of Trustees

    2.1.6      Cyclical             Triennial Department Reviews                             Senior Leadership Team         The Senior Leadership Team
                                                                                                                            undertake in-depth reviews
                                    As part of our quality assurance process the Senior                                     of each department on a
                                    Leadership Team undertake formal department                                             cyclical basis to ensure
                                    reviews on a cyclical basis. (refer to schedule in                                      quality of delivery.
                                    links above).
                                                                                                                            Improvements implemented
                                                                                                                            where identified.

    2.1.7      2023                 All Waimea College Policies and Procedures               Board                          A Policy and Procedure
                                    reviewed as part of a triennial cycle. (refer to                                        review schedule exists and
                                    schedule in links above)                                                                all Board Policies are
                                                                                                                            regularly reviewed in
                                                                                                                            accordance with the
                                                                                                                            schedule.

    2.1.8      2021                 Review and refresh of our school website and             Led by Principal, with         Our school website is
                                    incorporate the mission, vision and values work          support from ICT               refreshed and updated so
                                    undertaken by Downing.                                   Director and DP with ICT       that it continues to meet the
                                                                                             Oversight.                     needs of our school
                                                                                                                            community.

    2.1.9      2021                 Update the Waimea College Prospectus                     Led by Principal               Our school Prospectus is
                                                                                                                            refreshed and updated so
                                    Work begins in 2021 for a new Prospectus launch                                         that it continues to
                                    for the 2022 academic year.                                                             accurately reflect and
                                                                                                                            portray the values and
                                                                                                                            character of Waimea
                                                                                                                            College.

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Strategic Aim 2: The school community are informed about our performance and have the opportunity to
    contribute to the way we do things.
    Annual Objective:                                                            Annual Target:
    Ensure that our school connects with, our community to report to             Stakeholders in the school have access to recent, relevant reporting
    listen to, and respond to the needs of our community.                        about student achievement data.

    Baseline Data/Supporting Information:
    Requirements of NAG 1 and 2 relating to Reporting
    Reporting and Assessment Committee Report to the Principal for the 2019 Year
    Strategic Plan Māori and Pasifika 2019-2021
    ERO National Report: Partners in Learning: Helping Your Child do well at school (October 2016)
    ERO National Report: Educationally Powerful Connections with Parent / Caregivers and Whanau (November 2015)
    ERO National Report: Partners in Learning: Good Practice in Working with Parent / Caregivers (2008)
    ERO National Report: Partners in Learning: Schools' Engagement with Parent / Caregivers, Whānau and Communities (May 2008)
    Strategic Sports Plan Poster
    Waimea College Strategic Sports Plan Video
    Strategic ICT Plan 2018-2021

               When                 What/Action                                                Who/Responsibility           Indicators/Progress
    2.2.1      Ongoing              Connecting, Listening & Responding                         Led by SLT                   A comprehensive and
                                                                                                                            diverse range of
                                    Seek input from our school community to inform                                          stakeholders views are
                                    our planning:                                                                           actively sought annually to
                                    Examples of how input is sought:                                                        help inform our planning.

                                    -     PTA
                                    -     Rūnanga Mātua
                                    -     Parent / Caregiver / Caregiver Evenings
                                    -     Student Course and Teacher Evaluation
                                          forms
                                    -     Student Leaver forms
                                    -     Specific topic surveys and feedback (Parent /
                                          Caregivers and staff)

    2.2.2      2021                 Embed new Mission Vision and Values generated              SLT to Lead                  The strategic direction of
                                    in 2020                                                                                 Waimea College reflects the
                                                                                                                            needs and aspirations of the
                                                                                                                            school community.

    2.2.3      BOT Strategic        Strategic Planning: Charter and Annual Plan                Principal produces           Our Charter reflects the
               Session Oct                                                                     Charter under BOT’s          intent of the Board of
               each year            Waimea College Charter produced and shared with            guidance and direction.      Trustees, the aspirations of
                                    the school community. Feedback welcomed.                                                the community and is
               Charter drafted                                                                                              owned by the various
               Dec/Jan each                                                                                                 stakeholders.
               year

    2.2.4                           Update Strategic Planning for Significant Activity                                      Strategic planning informs
                                    Centres and Cost Centres at Waimea College                                              the direction and operation
                                                                                                                            of the significant activities
                                    Implementation of:                                                                      and cost centres at Waimea
                                                                                               ICT Director/Associate
                                    -     Strategic IT Plan (developed 2018, and due           Deputy Principal in          College.
               2021                       for revision in 2021) incorporating our              charge of Strategic IT
                                          intended strategic direction for IT Teaching
                                          and Learning (including associated Teacher
                                          Support and PD requirements to support
                                          this), Strategic IT Infrastructure, Strategic IT R
                                          and D and BYOD Implementation. This plan
                                          to be implemented by the ICT Committee.
                                    -     Strategic Sports Plan (developed 2019 and            Sports
                                          due for revision in 2021).                           Director/Associate
                                                                                               Deputy Principal in
                                    Note – Strategic Plans for other activity areas are
                                                                                               charge of Strategic Sport
                                    covered elsewhere in this document.

    2.2.5                           Reporting                                                  Annual Report (forming       Our reporting mechanisms
                                                                                               part of the school           are regular, in plain English
               February each        Annual Report and Analysis of Variance produced            charter) prepared by         and meet the expectations
               year                 and shared with the school community. Feedback             Principal with support       of our community.
                                    welcomed.                                                  from others.

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Termly updates       Reporting on Student Achievement occurs
               for BOT and          regularly to BOT and Community
               annual                                                                         Reporting on Student
               reporting to                                                                   Achievement led by
               Parent /                                                                       Principal with support
               Caregivers (in                                                                 from school statistician
               first newsletter
               of the year)

    2.2.6      2021                 Connecting with Iwi                                       Principal, Board,             Ongoing - We show our local
                                                                                              Kaumātua                      iwi that we recognise and
                                    Undertake visits or hui with our local iwi Rangitāne                                    value them by engaging with
                                    o Wairau to establish links and build relationships                                     them and establishing
                                                                                                                            partnerships with them.

    2.2.7      Termly               Connecting with our partner schools in the                Principal and Associate       We are active, contributing
                                    Waimea Kāhui Ako, Campus Schools and local                Principal are lead            members of the education
                                    education providers                                       contacts for Kahui Ako        community in our region.
                                                                                              and look for ways to          We establish and maintain
                                    Establish and maintain effective communication            build greater                 effective communication
                                    with other campus schools, local primary schools,         connections across            with our education partners.
                                    neighbouring secondary schools and tertiary               campus and Kahui Ako
                                    providers.                                                schools.

    2.2.8      2021                 Connecting with Industry/Employers/NMIT and               Led by Principal and BOT      An Industry Liaison Co-
                                    other Stakeholders                                                                      ordination role is
                                                                                                                            considered.
                                    Investigate the creation of an Industry/Community
                                    Liaison Co-ordinator who can assist the school in
                                    aligning ourselves with the needs of the local
                                    community, especially local industry.

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PILLAR 3: To provide a positive school culture that attracts, retains and develops the best people
available to support the teaching and learning programmes in the school to act as a good
employer.

    Strategic Aim 1: We support, develop and professionally grow the people who support and develop our learners
    Annual Objective:                                                           Annual Target 2021
    Our staff (teaching and support staff) are supported, challenged and              a.   A year of consolidation following a challenging year of
    grown professionally in their roles.                                                   staffing reviews and restructuring in 2020 due to the COVID-
                                                                                           19 pandemic.
                                                                                Annual Target 2022
                                                                                      a.   Review the Employee Assistance Programme that was
                                                                                           launched in 2020.

                                                                                Annual Target 2023
                                                                                      a.   Review Teacher Induction Programme (last reviewed 2020)
                                                                                      b.   Recruitment practices and policies reviewed

    Baseline Data/Supporting Information:
    Employer Responsibilities Policy
    Principal Appraisal Policy
    Staff Appraisal and Development Guidelines
    Education Council Website – Profession al Growth Cycle
    ERO National Report: School Leadership that Works (November 2016)
    ERO National Report: Managing Professional Learning and Development in Secondary Schools (May 2009)
    ERO National Report: Student Safety in Schools: Recruiting and Managing Staff (Jan 2014)
    2019 Staff Development Annual Report (2020 data not available at time of writing)
    2020 Professional Development Log

               When                 What/Action                                              Who/Responsibility             Indicators/Progress
    3.1.1      Ongoing              Staff Professional Development is linked to              Associate Deputy               Staff Professional
                                    identified staff needs                                   Principal in charge of PD      Development is relevant to
                                                                                             and Professional               the learning needs of the
                                                                                             Development Committee          staff.

    3.1.2      2021                 Explore strategies to further enhance Board              Board and HODs                 A functional and effective
                                    connection with departments                                                             connection exists between
                                                                                                                            the Board of Trustees and
                                                                                                                            Curriculum/other functional
                                                                                                                            areas in the school.

    3.1.3      2022                 Review the Employee Assistance programme that            Principal and HOD              Staff who require
                                    was launched in 2020 to provide counselling and          Guidance to review             counselling support or
                                    support for staff who need it (for both in school                                       assistance have confidential,
                                    and personal issues)                                                                    easily accessible access to
                                                                                                                            these services through their
                                                                                                                            employer.

    3.1.4      2023                 Review of Teacher Induction process (last                Led by DP in charge of         New staff to Waimea
                                    reviewed in 2020)                                        Teacher Induction and          College receive an effective
                                                                                             SCT                            and timely induction into
                                                                                                                            the school and the
                                                                                                                            profession.

    3.1.5      2023                 Undertake an external HR Audit via NZSTA of the          Led by Principal and           Recruitment practices
                                    recruitment practices and procedures.                    Resource Manager               exemplify best practice.

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Strategic Aim 2: Our Staff Appraisal & Professional Growth System is meaningful and delivers useful outcomes
    for staff and the school (and therefore students)
    Annual Objective:                                                           Annual Target:
    Our staff appraisal system delivers meaningful and useful outcomes                a.   All staff (Teaching and Support Staff) are appraised annually.
    for staff and the school.                                                         b.   The appraisal system is linked to the Charter Goals, School-
                                                                                           wide targets and professional development goals.
                                                                                      c.   The appraisal system provides relevant and useful feed-back
                                                                                           and feed-forward to enable professional growth and
                                                                                           enhance staff performance.
                                                                                2021 Target:
                                                                                      a.   Develop ‘Professional Growth Cycle” process for Waimea
                                                                                           College.

    Baseline Data/Supporting Information:
    Employer Responsibilities Policy
    Principal Appraisal Policy
    Professional Boundaries Guidelines
    Staff Professional Development - Restraint, Seclusion, Professional Boundaries and Professional Standards
    Education Council Website – Professional Growth Cycle
    ERO National Report: Appraisal as a Catalyst for New Learner Outcomes (2016)
    ERO National Report: Effective Internal Evaluation for Improvement (2016)
    ERO National Report: Supporting School Improvement Through Effective Teacher Appraisal (May 2014)
    ERO National Report: Supporting School Improvement Through Effective Principal Appraisal (May 2014)

               When                           What/Action                                  Who/Responsibility               Indicators/Progress
    3.2.1      2021                           Develop and implement a school-wide          Led by DP in charge of           An effective, efficient and
                                              “Professional Growth Cycle” that             Professional Growth Cycle        fit-for-purpose Professional
                                              replaces Teacher Performance                 with support from a              Growth Cycle is developed
                                              Appraisal from 2021                          committee of interested          and implemented.
                                                                                           staff.

    3.2.2      Term 1 Annually                Teaching Staff Professional Growth           Principal                        School Governance is
                                              Cycle and teacher certification                                               informed about the status
                                              processes to be reported on to BOT as                                         and effectiveness of the
                                              required                                                                      Staff Appraisal System.

    3.2.3      Ongoing                        Support staff appraisal and teacher          DP in charge of Staff            Good alignment exists
                                              Professional Growth Cycle is linked to       Professional Growth Cycle        between staff appraisal and
                                              the Staff Professional Learning and          and PD Co-ordinator to           staff professional
                                              Development priorities to ensure that        lead                             development activities.
                                              staff receive Professional learning and
                                              growth

    3.2.4      Oct/Nov Annually               Self-Review of school-wide support           Teaching Staff Review: SCT       Our staff appraisal system is
                                              staff appraisal and teacher                  and DP in charge of Staff        tweaked and refined
                                              Professional Growth Cycle processes.         Performance Appraisal            incrementally through a
                                                                                                                            process of annual self-
                                                                                           Support Staff review:            review.
                                                                                           Resource Manager

    3.2.5      2023                           Formal Review of Support Staff               Led by DP in charge of           Our staff performance
                                              Appraisal and Teacher Professional.          Professional Growth Cycle        appraisal system is
                                              Growth Cycle systems.                        and Resource Manager (for        comprehensively self-
                                                                                           support staff appraisal          reviewed with consideration
                                                                                           system)                          given to the professional
                                                                                                                            growth and learning needs
                                                                                                                            of staff, Teaching Council
                                                                                                                            requirements and BOT
                                                                                                                            policy requirements.

Waimea College Charter 2021                                                                                                                Page 21 of 30
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PILLAR FOUR: Allocate funds to reflect the school’s priorities as stated in the Charter

    Strategic Aim 1: Our allocation of funds effectively supports teaching and learning programmes
    Annual Objective:
                                                                                Annual Target:
    •       To ensure that all income and expenditure is budgeted to enable             •   All funds allocated are subject to scrutiny and analysis
            the school’s goals and objectives to be met.                                    about how the use of these funds will impact on improving
    •       To ensure needs are prioritised and financed according to an                    student outcomes.
            agreed order.                                                               •   Annual Spending falls within acceptable parameters:
    •       To ensure all areas of need and all programmes of learning have                 a) Annual spending should remain within 97% - 103% of
            a budget                                                                              income;
                                                                                            b) Financial equity should remain close to 75% or more
                                                                                                  of total assets;
                                                                                            c)    Current asset ratio should remain close to (or better
                                                                                                  than) 1.5:1.

    Baseline Data/Supporting Information:
    Finance and Property Management Policy
    Schedule of Delegations (2020)
    Credit Card Use Policy
    Theft and Fraud Prevention Policy
    Special Financial Assistance Funds Procedure
    Management Procedure for Allocating Fixed Term Management Units and Fixed Term Middle Management Allowances
    MOE Financial Information for Schools Handbook (FISH)
    Education Leaders Website: Understanding School Finances
    ERO National Report: Schools’ Use of Operational Funding: Case Studies (June 2007)
    Annual Report & Financial Statements (2019) – 2020 Annual Report not complete at time of writing

                 When                   What/Action                                         Who/Responsibility             Indicators/Progress
    4.1.1        Annually around        Annual School-wide budgeting process is             Resource Manager               Our budgeting process is
                 September/October      zero-based and funds are allocated on the           coordinates                    driven by student
                                        basis of student numbers and need                                                  achievement needs and
                                        identified, particularly in line with school-                                      school-wide goals.
                                        wide goals.

    4.1.2        Annually around        Allocation of Fixed Term Units and Fixed            Principal leads. Allocation    The process for the
                 October/November       Term Middle Management Allowances is                Committee which consists       allocation of Fixed Term
                                        transparent, consultative and awarded               of SLT, BOT Staff Rep and      Management Units and
                                        around identified needs in our school-wide          PPTA Branch Chair              Middle Management
                                        goals.                                                                             Allowances is transparent,
                                                                                                                           consultative and based on
                                                                                                                           the identified needs in our
                                                                                                                           school-wide goals.

    4.1.3        2021 - 2023            Investigate options to reduce overall annual        Decisions and timeline to      Annual expenditure is
                                        expenditure in order to return to a break           follow.                        reduced to a break-even
                                        even position.                                                                     position by 2023

Waimea College Charter 2021                                                                                                               Page 22 of 30
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