FAIRFIELDFAIRFIELD COLLEGECOLLEGE CHARTERCHARTER ANDAND PLANNINGPLANNING DOCUMENTSDOCUMENTS

*-*-

2014

Adopted by the Board of Trustees

Signed: ______Signed: ______Principal Board Chairperson

School 129

CONTENTS 2014

Section 1. Introduction Page

(i) Philosophy of Fairfield College 4 - 5 (ii) School Vision 6 (iv) Core Beliefs 6 (v) Central Values 6 (vi) Recognition of Tangata Whenua 6 (vii) Cultural Diversity 6 (viii) Learning in and through Te Reo and Tikanga Māori 7 (ix) Description of school community 8

Section 2. Planning: Page

(i) Strategic Plan 10 -12 (ii) Annual Plan 2014 13-22 (iii) Analysis of Variance 23 -30 (iv) Planning and Reporting Achievement Improvement goals 31 - 37

2 Section I

Introduction

3 PHILOSOPHY OF FAIRFIELD COLLEGE

Fairfield College acknowledges and values the intellectual and cultural diversity of its students. The college is committed to providing opportunities for all learners to learn and to achieve in an inclusive and supportive environment.

We recognise the need to provide for the widest range of academic ability; to challenge and extend able students to a full engagement of their intelligence; to support and encourage students who struggle academically so that they value their progress; to stimulate all students to learn and to develop key competencies in an environment which is open to learning development. We aim to pay careful attention to individual needs and to develop teaching programmes which match the variety of intellectual achievements possible for our students.

We are committed to putting in place a school curriculum that will enable the realisation of the New Zealand Curriculum Vision and develop capabilities for achievement and life-long learning for all students, with special regard to Māori and Pacific learners, those from low socio-economic backgrounds, and students with special education needs.

We acknowledge the dual cultural New Zealand heritage and the concept of partnership deriving from the Treaty of Waitangi. We seek to enable all students to learn from within the security of their own cultures and their shared culture. We also acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We value and celebrate diversity.

We value the advantages of teaching and learning in a co-educational setting. We strive for classroom environments which encourage our students both to value their cultural identity and also to respect and value the richness that other cultural identities bring to their communities. We pursue models of equal partnership between male and female and including the acceptance of all sexual orientation. We prepare our students to live and work together productively in adult life.

We affirm the school’s commitment to respect the individuality of its students, in the belief that learning is best achieved through self-management and self-discipline. We value a friendly and secure atmosphere in the school community, where students, teachers and parents can be at ease with one another. We believe education should lead students to emotional and social maturity as well as develop their intellectual powers to the full. We will endeavour to guide students towards maturity by encouraging high standards of co- operative behaviour and concern for others, and by the provision of counsel and oversight for individuals.

We will give our students wide opportunities for choice in both subjects studied and in the range of sporting, cultural and recreational activities open to them. We are particularly aware of the need to overcome stereotyping in subject choice and career option. We will pay special attention to the participation of students disadvantaged because of family income or physical disability.

We acknowledge the importance of students participating in decision-making in the school and seek to strengthen student and parent voice in school decision making and programme planning. We encourage students to take full advantage of the many opportunities available to them, in the interests of an education which prepares them for living in modern society.

We seek staff that are committed to the aims of the school and support them achieving and maintaining high standards by endeavouring to provide them with effective professional development. We recognise that co- operative and consultative staff relationships are essential to the effective functioning of the school and are committed to building high levels of relational trust throughout the school.

4 We depend upon the support of our community and are committed to developing effective consultation with them. We are committed to strengthening school communication links with Ngati Wairere the hapū of the area that Fairfield College is located. We invite parents and others to share their skills and interests with the school, and to accept a partnership role with the school in the education of their children. We encourage the community to make use of the resources and facilities of the school for wider educational purposes. We also seek to provide our students with opportunities to serve the community to which the school is part of.

5

MISSION STATEMENT

A unique school community committed to quality education and personal achievement for every individual. VISION

Fairfield College students will be confident, connected and actively involved in life-long learning. CORE BELIEFS

Every individual can be empowered to learn and to achieve personal success now and in the future. CENTRAL VALUES

The values of Respect, Responsibility, and Personal Excellence are captured in Fairfield College’s Three Be’s. The three Be’s define the central values that Fairfield College desires for all our community (students, staff, caregivers, Board of Trustees) to adopt as a guide to the way we live our lives. 1. To be respectful 2. To be responsible 3. To be the best that you can be CULTURAL DIVERSITY

Fairfield College acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century.

RECOGNITION OF TANGATA WHENUA

The unique position of Māori as tangata whenua/the indigenous people of Aotearoa/New Zealand and the importance of the principles of the Treaty of Waitangi are recognised by providing Māori students with the highest possible quality teaching and learning environment to facilitate their personal best in academic, cultural, social or sporting achievement. We acknowledge the mana of Māori as the Treaty Partner to the Crown. Fairfield College recognises the mana whenua of Ngati Wairere the hapū of the area where Fairfield College is located and is committed to strengthening links with them.

6 LEARNING IN AND THROUGH TIKANGA AND TE REO

Fairfield College is committed to implementing policies and practices that reflect New Zealand’s cultural diversity and the unique position of Māori as the tangata whenua. All reasonable steps will be taken to provide quality instruction in Tikanga and Te Reo.

All junior students will engage in learning of tikanga and Te Reo through the Social Studies and the Languages Curriculum

Specific commitments that the school has made to raise their capacity to deliver quality learning in tikanga and Te Reo are:

1. Appointment of staff with high levels of competency in Te Reo Māori me ona Tikanga whenever such an opportunity arises.

2. Positive recognition by all staff of the importance of Te Reo me ona Tikanga and issues related to the Treaty of Waitangi.

3. Affirmation of and assistance to all who endeavour to improve their knowledge in these areas through ongoing professional development opportunities for staff, students and others associated with the school.

4. Correct pronunciation of names is recognised as being centrally important to the development of a positive relationship between student and teacher.

5. Each Faculty will ensure that teaching methods and resources are appropriate to the instructional needs of Māori students, recognising that non-Māori students will also benefit from such experiences.

6. Use of the Wharenui and the Wharekai in school-wide activities, ensuring the observation of appropriate protocols, and specifically Tainui kawa.

7. Fairfield College consults with their Māori committee primarily through the “Whānau Support Group.” Achievement improvement goals for Māori students are discussed, reported, and evaluated at these meetings.

8. In 2012 a school kaumatua was appointed by Ngati Wairere.

DESCRIPTION OF SCHOOL COMMUNITY

Fairfield College is located in Hamilton’s North Eastern suburbs and serves a broad spectrum of Hamilton’s urban and local rural society. The college is a non- uniform, decile 4 state co-educational secondary school. There are many ethnicities included in the ‘Other’ category making Fairfield College very representative of the community’s multicultural make-up.

Fairfield College is set in spacious and attractive grounds and is bordered on three sides by an extensive gully system that leads toward the Waikato River. Except for one double storied ‘Nelson’ block with 12 teaching spaces, the classrooms are in separated single story blocks of six to ten classrooms. The majority of the blocks have been recently refurbished and provide a quality teaching and learning environment. This is complemented by an excellent library, two gyms, weights room, community swimming pool, extensive ICT 7 network and the school marae: Te Aratiatia. The refurbishment of the staffroom and administrative facilities has greatly enhanced the learning environment of the college.

Fairfield College has a vertically organised whānau group system with whānau groups of approximately 25 students. Each whānau group is allocated to one of four mountain groups. The vertical structure enables the school to more readily organise activities that students are able to participate in to build school unity and spirit.

The mountain groups are led by four deans and four lead teachers. A school mountain dean organises school wide activities of which many contribute to the school top mountain competition. Except for the school mountain dean all other deans are appointed year level learning and pastoral responsibilities. A dean is appointed to each year level.

The Deans are led by the Deputy Principal with Pastoral school leadership responsibility. Linked to each mountain group are two Heads of Faculty, and another senior staff member. Academic tracking and support are also provided by Deans (including the Senior Academic Dean and the Deputy Principal, and Assistant Principal with overall school curriculum responsibility).

Curriculum delivery is organised into eight faculties (Science, Mathematics, Social Sciences, Technology, Physical Education, Languages, Careers Pathways, and The Arts). The college is committed to meeting the needs of each student and has developed strong systems of learning support and also programmes to meet the needs of the more able student. The college also has an Active Learning Centre that provides personalised programmes of learning for students with more severe learning needs.

Class sizes in the core subjects at the junior level are approximately 25-28.In optional subjects the class size varies according to student choice but tend not to be less than 15 or exceed 30.

Fairfield College is currently involved with two Ministry of Education supported projects: Positive Behaviour for Learning (PB4L) and Building on Success. The school also accesses professional learning support from the Ministry of Education for their literacy and numeracy improvement programmes.

Fairfield College has strong links to its community through the Board of Trustees, the Whānau Support Group, the PTA and parent/caregiver involvement in many sporting and cultural activities. There is consistent community use of the Marae and Wharenui, the hall, gyms, swimming pool, sports fields, childcare centre, and other facilities.

The College is led by a Principal, two Deputy Principals, and an Assistant Principal.

8 Section II Planning

9 STRATEGIC PLAN 2013 – 2015 The acronym AREA (Attendance, Retention, Engagement and Achievement) has strongly influenced the development of the Fairfield College strategic plan. Our core focus is to improve student learning, advance student progress, and raise student achievement. This will primarily be achieved through developing and strengthening teacher pedagogy and strengthening the relationship between school and whānau.

The Board of Trustees acknowledge their responsibility to set targets that deliver on the Government’s expectations for better outcomes for Māori and Pacific learners, those from low socio-economic backgrounds, and students with special education needs.

The Board of Trustees held parent consultation meetings in 2012 to gather information to inform this strategic plan. Information gathered by our teaching and learning team to improve learning and raise achievement has also informed this strategic plan.

The table below links the goals of the Fairfield College Strategic Plan to the educational priorities that were identified by parents at the 2012 consultation meetings: Goals of FFC Priorities Strategic Plan Effective school leadership 1,2,3,4 Quality teaching across the school 1,2,3,4 High levels of student learning and achievement 1,2,3,4 High levels of attendance 1,2,3 Effective communication between school and home that engenders strong family/whānau 4 support. A safe and supportive learning environment that encourages and celebrates student 3 achievement Strong cultural and sporting programmes 3,4 Behavioural expectations that are communicated to all stakeholders and supported by school 3 systems that emphasise student rights, responsibilities, roles, and results.

Personalised learning programmes that enable all students to experience academic success and 1,2,3 positions them on a careers pathway

A school curriculum that is relevant to the needs of the school community 1,2

The Strategic Goals of Fairfield College are expressed in 4 key statements that address the features of a successful and responsive educational organisation and also recognises the role of all stakeholders in fulfilling the school’s vision statement. Inherent in this, is our obligation to fulfil the intent of the Treaty of Waitangi, to ensure high levels of student engagement in learning and to develop partnerships and networks within and beyond the school community 1. The FFC Curriculum, school leadership, teacher pedagogy, and strong school whānau relationships will enable all students to positively participate in learning and achieve personal excellence that is aligned with the vision, principles, and values of the New Zealand Curriculum. Programmes of learning will give special regard to Māori and Pacific students, those from low socio-economic backgrounds, and students with special education needs. (NAG 1). 2. To develop and implement a charter and strategic plan that gives effect to the National Education Guidelines through school plans, policies, and programmes, including those for curriculum, assessment and staff professional learning. Effective self-review and the school reporting of student achievement data will be key elements of the Board’s planning documents .(NAG 2, NAG 6, NAG 7, NAG 8). 3. To provide a safe, caring, and empowering environment that supports the well-being of students, teachers, and whānau. (NAG 5). 4. To maximise student learning, progress, and achievement by effectively managing the school’s personnel, physical, and financial resources. Management of resources will comply with legislation (NAG 3 and NAG 4)

10 STRATEGIC GOAL 1 The FFC Curriculum, school leadership, teacher pedagogy, and strong school whānau relationships will enable all students to positively participate in learning and achieve personal excellence that is aligned with the vision, principles, and values of the New Zealand Curriculum. Learning programmes will give special regard to Māori and Pacific students, those from low socio-economic backgrounds, and students with special education needs.

The five statements that will inform annual planning related to Strategic Goal 1 are informed by the actions to achieve the goals of the Primary and Secondary focus area of the Ka Hikitia Accelerating Success (2013-2017) document. These actions will be incorporated into the college’s Building on Success programme:

1.1 FFC will continue to enhance the quality of school leadership and teaching and raise the professional status of teaching

1.2 FFC will develop new and expand current teaching and learning approaches that are engaging, effective and enjoyable for all students.

1.3 FFC will strengthen capability and accountability for Māori education and language outcomes for all stakeholders.

1.4 FFC will support all stakeholders to: i. Have high expectations for all students. ii. Develop and use a range of networks to share and grow knowledge and evidence of what works to support excellent education outcomes for all students 1.5 FFC will strengthen career pathways that will inspire students to create their own future and raise levels of retention and achievement.

STRATEGIC GOAL 2

To develop and implement a charter and strategic plan that gives effect to the National Education Guidelines through school plans, policies, and programmes, including those for curriculum, assessment and staff professional learning. Effective self-review and the school reporting of student achievement data will be key elements of the Board’s planning documents.

The two statements that will inform annual planning related to Strategic Goal 2 are:

2.1 A FFC programme of self-review will be embedded in to school practice 2.2 School reporting of student achievement at a student, whānau, and global level will be reviewed and strengthened.

11 STRATEGIC GOAL 3

To provide a safe, caring, and empowering environment that supports the well-being of students, teachers, and whānau.

The three statements that will inform annual planning related to Strategic Goal 3 are:

3.1 Fairfield College will effectively engage with family and whānau to enhance student achievement and well-being 3.2 A sense of belonging and pride in the school will be developed and fostered in the students, family and whānau, and staff of Fairfield College. This will include establishing and communicating the roles, responsibilities and rights of the school community. 3.3 Fairfield College will continue to place a significant emphasis on the link between attendance and achievement

STRATEGIC GOAL 4

To maximise student learning, progress, and achievement by effectively managing the school’s personnel, physical, and financial resources. Management of resources will comply with legislation

The three strategic statements that will inform annual planning related to strategic Goal 4 are:

4.1 The Board of Trustees will manage its financial resources in accordance with its Financial Management policy, in the most effective manner to maximise students’ learning, progress and achievement 4.2 The Board of Trustees, through its appointment and recruitment and EEO policies will ensure that it is viewed as a good employer and the school is staffed with qualified teachers to maximise students’ learning, progress and achievement 4.3 The Board of Trustees will establish, implement and review, as appropriate the 10 Year Property Plan, Asset Management Plan and School Maintenance Plan to ensure a safe, healthy, modern learning and work environment

12 ANNUAL PLAN 2014 STRATEGIC GOAL 1 The Fairfield College (FFC) Curriculum, school leadership, teacher pedagogy, and developing purposeful school whānau relationships will enable all students to positively participate in learning and achieve personal excellence that is aligned with the vision, principles, and values of the New Zealand Curriculum. Learning programmes will give special regard to Māori and Pacific students, those from low socio-economic backgrounds, and students with special educational needs. The five statements that will inform annual planning related to Strategic Goal 1 are informed by the actions to achieve the goals of the Primary and Secondary focus area of the Ka Hikitia Accelerating Success (2013-2017) document. These actions will be incorporated into the college’s Building on Success (BOS) programme: 1.1 FFC will continue to enhance the quality of school leadership and teaching and raise the professional status of teaching 1.2 FFC will develop new and expand current teaching and learning approaches that are engaging, effective and enjoyable for all students. 1.3 FFC will strengthen capability and accountability for Māori education and language outcomes for all stakeholders. 1.4 FFC will support all stakeholders to: i. Have high expectations for all students. ii. Develop and use a range of networks to share and grow knowledge and evidence of what works to support excellent educational outcomes for all students 1.5 FFC will strengthen career pathways that will inspire students to create their own future and raise levels of retention and achievement.

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS 1.1 In line with leadership With BOS committee and BOT Action Plan action plan strengthen school develop leadership action plan with a Principal, developed by Feb Support from Raised leadership ETP pedagogy by improving focus on raising ETP leadership BOS 25 BOS MOE capacity with deliberate leadership capacity to use the capacity. Deliberate links to planning Advisor, advisory team links to school appraisal Effective Teaching Profile and reporting goals of charter Auckland ETP professional and also Team documentation and the (ETP) to improve the quality of Provide ETP professional learning to University learning (PL) Solutions planning and reporting teaching and learning. Raising SLT and HOFs (Star Project) provided by end of goals of the charter has the capacity of leadership data Develop shared leadership term 1 and ETP enabled the ETP to literacy to improve student understanding of an ETP observation and HOFs observation tool PL become embedded as the outcomes will be a key focus tool and raise confidence of using the provided by end of school’s guiding of this development. tool to improve teaching and learning. term 2. pedagogy. Implement ETP principles and school Senior Leadership School capacity to collect, expectations into teacher appraisal and Faculty access, and interpret documentation. Leadership to use student achievement data Complete data literacy and observation tool to improve student effectiveness self-review tool and during term 3. outcomes has increased develop appropriate professional Implemented in learning plan appraisal documentation by end of term 1

13 OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS

1.2 In line with teaching and With BOS committee and BOT BOS Action Plan Support from The continuation and learning action plan develop teaching and learning action committee developed by Feb BOS MOE sustainability of the sustainably embed teaching plan that has deliberate links to and BOT 25. advisory team practices established and learning practices that have planning and reporting goals of and also Team through the Te been developed over four years charter. Professional Solutions Kotahitanga and PB4L as a participant in Te learning planned, programmes have been Kotahitanga and three years in Provide teacher professional learning implemented, and Time for embedded into the PB4L. reviewed each resource school’s pedagogy. These Linked with Te Tataiako implement term. preparation. include: the Hui ETP principles and school Whakarewa; the expectations into teacher appraisal Implemented in Budget for observation/feedback and documentation. appraisal resources and shadow coaching cycles; documentation by Manaakitanga. co-construction meetings end of term 1 at 3 levels; PB4L: whole staff professional learning and Rongohia te Hau.

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS 14 1.2 In line with charter student With BOS committee develop, BOS All action plans achievement improvement implement, and review literacy and Committee completed by Feb Support from Action plans are goals implement, monitor, numeracy achievement improvement 25. BOS MOE implemented, monitored, and review actions to plans to accomplish set goals Student advisory team and reviewed. enable the achievement of achievement Monitored and and also Team the set goals. Improvement With FFC achievement committee committee reported to BOT Solutions Quarterly faculty for Māori student develop, implement, and review action and HOFs every achievement reports are achievement is a key focus plan to accomplish NCEA L1 and Pastoral Care month (NCEA). Time for submitted to the BOT in the following areas: NCEA L2 achievement improvement Team student and which are accompanied Year 9 and 10 literacy, goals. Numeracy and whānau with responses to improve Year 9 and 10 Numeracy, BOT Literacy reported mentoring. student outcomes NCEA L1 and L2 With BOS committee and School and reviewed to achievement, and an Pastoral Care team develop, HOFs BOT at least three Student achievement increase in Māori student implement, and review action plan to times in 2014 improvement goals of retention with a focus at improve Māori student retention. charter are achieved. year 11.

1.4 Strengthen data BOT student All action plans Action plans are achievement reporting systems Design, implement, monitor, and achievement completed by implemented, monitored, to the BOT to include quarterly review Māori student achievement committee. March 22. and reviewed. reports from all faculty areas action plan. regarding the achievement Student Monitored and Quarterly faculty progress of all students relative Develop, implement, monitor, and Achievement reported to BOT as achievement reports are to the respective course review NCEA Achievement Action Leadership part of Principal’s submitted to the BOT outlines. The expectation is Plan. Group report which are accompanied that most subjects will aim for HOFs with responses to improve a median of 15 credits (Y11) BOS Monitored and student outcomes and 12 credits (Y12 and Y13). Advisory reported to school Group quarterly Student achievement improvement goals of MOE Student charter are achieved achievement Team OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS

15 1.5 Strengthen vocational pathways learning in the school With BOS committee and BOS MOE BOS Action plan $1000 for FFC Wintec Trades with a key focus on Support Team develop vocational Committee completed by leadership visit Academy initiative has implementing, monitoring, and pathways action plan. March 14 including been effectively reviewing the 2014 FFC faculty leaders implemented, monitored, Wintec Trades Academy Provide appropriate staff professional Mrs Rae- Ongoing with to another and reviewed with at least Initiative. Faculty learning learning Middleton quarterly progress College. 75% of all participants programmes documentation to and Mr Smith reports submitted achieving NCEA L2. include clear links to to BOT $4000 to fund vocational pathways in 2015. Establish and nurture link with other BOS Management Faculties have developed secondary schools who have greater Advisory Unit for 2015 programmes to experience in implemented vocational Group MOE leading of FFC include clear links to pathways Wintec Trades vocational pathways. Academy

ANNUAL PLAN 2014 STRATEGIC GOAL 2

16 To implement a strategic plan focused on improving student learning and raising achievement. This will include the implementation of a school wide system of self-review with a strong focus on the effectiveness of school reporting of student achievement. The two statements that will inform annual planning related to Strategic Goal 2 are: 2.1 A FFC programme of self-review will be embedded in to school practice 2.2 School reporting of student achievement at a student, whānau, school leadership, and Board of Trustees level will be reviewed and strengthened. OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS 2.1 To embed effective self- Self –review policy and review at all levels of school To implement, monitor, and BOT Ongoing and procedures have been decision-making including the review self-review policy and reported to BOT embedded in the school at effectiveness of the BOS procedures. Senior as outlined in the all levels. programme to improve student Leadership 2014 self- review learning, progress, and Team programme BOT self-review folder is achievement. readily accessible and it Middle includes all self- review Leadership carried out in the school Team Self-review programme has been used to improve student outcomes. 2.2 To review and strengthen the To develop, implement, Senior Action plan $4000 to fund Through effective self- school reporting system of monitor and review action Leadership completed by MU for student review the student student achievement at a plan to improve the school Team March 22. achievement achievement reporting student, whānau, school reporting system of student data system at a student, leadership, and Board of achievement Middle Monitored and presentation and whānau, school leadership, Trustees level. Leadership reported to BOT student portal and Board of Trustees To enable school reports to Team and HOFs every advisor. level has been be accessible on Student quarter strengthened. Portal Mr Schooley

ANNUAL PLAN 2014 STRATEGIC GOAL 3 To provide a safe, caring, and empowering environment that supports the well-being of students, teachers, and whānau. 17 The three statements that will inform annual planning related to Strategic Goal 3 are: 3.1 Fairfield College will effectively engage with family and whānau to enhance student achievement and well-being 3.2 A sense of belonging and pride in the school will be developed and fostered in the students, family and whanau, and staff of Fairfield College. This will include establishing and communicating the roles, responsibilities and rights of the school community. 3.3 Fairfield College will continue to place a significant emphasis on the link between attendance and achievement

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS 3.1 Strengthening school whānau In line with the strengthening BOS committee Action plan relationships action plan and school whānau relationships With BOS committee, BOT completed by planning and reporting student action plan and planning and and School student BOT and School March 8 achievement charter targets reporting student achievement achievement committee student action plans have been charter targets hold timely develop, implement, and achievement Ongoing with effectively implemented, purposeful meetings with review strengthening school committee. quarterly monitored, and reviewed. whānau in the following areas: whānau relationships action progress plan reports Purposeful meetings with al Year 9 and Year 10 Literacy submitted to identified groups have been Groups BOT held. Year 9 and Year 10 Career Tracking planning meetings Charter planning and report Year 11 NCEA mentoring achievement improvement group goals have been achieved. Year 12 Mentoring group Māori parent group (Whānau Support) Pasifika parent group

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS

18 3.2 To provide a greater sense To clarify roles under the $5000 to support Change to horizontal dean of pride within the school by horizontal Dean structure DP(pastoral) Ongoing with mountain structure has been effectively strengthening vertical mountain and support the role of Lead milestone activities implemented. This has and horizontal deans structure Teachers. reporting – throughout the resulted in more timely Mountain Dean July 4 and year interventions to support Ensure that the regular November 28 student learning meeting time for Deans to meet with Mountain whānau teachers is used effectively. Mountain Dean and Lead KAMAR to be promoted for Pastoral Care Teacher leadership has day to day student Team enabled the effective holding management communication. of school wide activities that have developed a greater sense To support the development of pride within the school. of mountain spirit in the school through school planning of appropriate activities

To support peer support/Buddy system/Anti- harassment programmes in the school.

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS 19 3.3 Set, monitor, and review disaggregated attendance To raise overall school targets for all year levels. To be $15000: for text A FFC attendance strategy attendance from 79.6% in 2013 SLT reviewed messages (early has been documented and to 85% in 2014. Develop, implement, and weekly and notification communicated to stakeholders. monitor attendance MLT timely process strategies: early absence interventions photocopying Overall school attendance notification, Whānau teacher School put in place. school whānau target of 85% has been communication, Deans Attendance team liaison officer) achieved. follow up, communication of Reported to processes to staff and BOT monthly attendance team. Year level disaggregated attendance targets have also Continue to develop Kamar been achieved). attendance processes that are

Continue to strengthen teacher entry of attendance data (with a focus on accuracy and timely input of data).

Attendance strategies are part of school’s regular self- review cycle.

ANNUAL PLAN 2014 20 STRATEGIC GOAL 4

To maximise student learning, progress, and achievement by effectively managing the school’s personnel, physical, and financial resources. Management of resources will comply with legislation. To promote a learning environment that maximises student learning and achievement through the effective management of the financial, human, and physical resources and also complies with all legal requirements The three strategic statements that will inform annual planning related to strategic Goal 4 are: 4.1 The Board of Trustees will manage its financial resources in accordance with its Financial Management policy, in the most effective manner to maximise students’ learning, progress and achievement 4.2 The Board of Trustees, through its appointment and recruitment and EEO policies will ensure that it is viewed as a good employer and the school is staffed with qualified teachers to maximise students’ learning, progress, and achievement 4.3 The Board of Trustees will establish, implement and review, as appropriate the 10 Year Property Plan, Asset Management Plan and School Maintenance Plan to provide a safe, healthy, modern learning and work environment

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS INDICATORS In line with the Review and update school’s School finance team and school’s financial financial recovery plan. BOT finance committee. On-going and Cost recovery procedures recovery plan Hold weekly school finance team reviewed as a have been effectively increase student meetings to review progress. HOFs and budget monthly agenda communicated to school cost recovery of Review school and faculty student holders item of the BOT community. debt from 63% in cost recovery processes. finance 2013 to 75% in Provide financial Kamar PD for committee % of cost recovery of 2014. staff regarding student debt. student debt has been Effectively communicate school achieved. and faculty student cost recovery processes to the school community

School finance team to present student debt as an regular agenda item

OBJECTIVE ACTIONS WHO WHEN RESOURCES SUCCESS 21 INDICATORS 4.2 To strengthen the staff appraisal BOT /Principal/AP/ and To review school Staff appraisal system has system to ensure faculty leader appraisal system been reviewed and that it focuses on To continue to be involved in the delegation. by end of term 2014/15 appraisal system the development of Appraisal support for professional one and is responsive to staff capacity to leaders project implement recommendations. Staff improve student recommendations appraisal system has outcomes To link teacher appraisal directly for 2014/2015 deliberate links to to ETP and Ta Tataiako appraisal cycle. improving student achievement with a teacher To review current system and focus on priority learners. implement recommendations of review to be implemented in 2014.

To convert all staff appraisal documentation to electronic files 4.3 To complete all scheduled projects BOT property committee to review BOT property Projects are completed on in the 5 year 5 year property agreement committee/Business time and within budget property agreement schedule and make amendments as manager/Head Care and also implement identified. Taker a property maintenance To review property maintenance schedule to ensure schedule and Property Services the upkeep of contract school property resources.

22 Analysis of Variance Report for the Planning and Reporting Student Achievement Improvement Goals of the 2013 Charter

In 2012 The Board of Trustees and school leadership team identified literacy improvement as a school priority. The literacy priority evolved from evidence presented and discussed at a May 2012 Fairfield College Faculty Leaders co-construction meeting.

The faculty leadership team identified that literacy and numeracy for many year 9 and year 10 students was a learning and achievement barrier that required a deliberate school wide intervention.

This was reinforced by the Ministry of Education National Standards data for the 2013 year 9 intake (table 1).

Fairfield College main Year 8 contributing schools % of students who have achieved National Standards levels – 2013 Year 9 intake Year 8 school Number % Year 8 National Standards At/Above 2012 2012 Reading Writing Maths Fairfield 96 59% 54% 38% 38% intermediate Peachgrove 20 12% 80% 40% 80% Intermediate Horsham 11 7% 82% 74% 79% Downs School Puketaha 4 2% 82% 77% 82% School Melville 3 2% 75% 65% 57% Intermediate Hamilton 3 2% 51% 32% 37% Junior School Waipa School 3 2% 56% X 51%

Glen Massey 3 2% X X X School FFC profile 60% 43% 49% average Table 1

Improvement in literacy and numeracy for year 9 and year 10 students is also a key lever to enable the acceleration of NCEA achievement that the school is seeking. This key strategy will strengthen the school’s position to be able to meet the better public service target of 85% of 18-year olds achieving NCEA Level 2 or an equivalent qualification by 2017.

Goal 1 To improve the e-asTTle reading (processes and strategies) for each year 9 and year 10 student by at least two curriculum sub levels.

Goal 2 To improve the e-asTTle reading (processes and strategies) of a focus group of 47 year 10 Māori students from curriculum sub levels 3P-4A to at least a curriculum sub level of 5B. This will result in a shift from 1.3% of the 2012 Fairfield College Year 9 Māori student cohort that were assessed at curriculum level 5B at the end of 2012 to at least 67% at the end of 2013.

23 Literacy Goals

The baseline data in table 2 illustrates the challenge of the literacy targets.

E-asTTle Curriculum Literacy Levels – Year 9 – DEC 2012 Ethnicity < or = 2A 3B - 4A > or = 5B Total Maori 27 35% 49 64% 1 2% 77 54% NZ European 3 6% 25 56% 17 38% 45 31% Pasifika 4 36% 7 64% 0 0% 11 8% Other 3 30% 5 50% 2 20% 10 7% 37 26% 86 60% 20 14% 143 Table 2 FFC Achievement of Goal 1 Year 10 The data in table 3 displays the sub level shifts for Fairfield College students who were both assessed as year 10 students in October 2013 and similarly as year 9 students in October 2012. This goal was to improve the e- asTTle reading (processes and strategies) of each year 10 student by at least two curriculum sub levels.

One curriculum level is made up of three curriculum sub levels. An example of this is 5B (basic), 5P (proficient) and 5A (advanced). E-asTTle Student s Percent sub level movement No movement 11 10.8 1 sub level 26 25.5 2 sub levels 31 30.4 3 sub levels 21 20.6 4 sub levels 5 4.8 5 sub levels 4 3.9 6 sub levels 2 2 7 sub levels 2 2

Total 102 100 Table 3

Graph 1

The data (table 3) shows that 65 students (63.7%) were able to achieve the goal of shifting at least two curriculum sub levels shifts. 13 students (13%) were able to shift at least three sub-levels which represents an entire curriculum level. 24 The school was unable to achieve the goal of shifting 37 students (36.3%) at least two curriculum sub levels. It is interesting to note the range of curriculum levels that are represented in 0 sub-level shift (table 4) and 1 sub-level shift (table 5).

FFC year 10 students with 0 curriculum sub-level shift (2013) Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 1 1 2 2 3 1 1 1 12 Students Table 4

FFC year 10 students with 1 curriculum sub-level shift (2013) Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 1 1 1 5 6 5 4 1 1 1 26 Students Table 5

Table 5 shows that 11 of the sudents with one sub-level shift were assessed at 5B or above which raises the question of literacy development effectiveness for students at the higher e-asTTle reading curriculum levels and also our effectiveness in optimising their achievement? This had been identified by the languages department and programmes are being reviewed to improve performance in this area.

32 students that were not included in this data because they were not assessed twice during the year. 17 of these students were new to Fairfield College (table 6)

FFC year 10 October 2013 reading e-asttle curriculum sub-levels Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 2 5 3 6 10 11 4 27 26 12 14 8 4 2 134 Students Table 6

The data in table 6 reveals the disconcerting statistic that only 40 (30%) students are at or above curriculum level 5B which is regarded to be a benchmark literacy grade to be able to confidently cope with the literacy demands of NCEA Level 1 study. For 2014 it is crucial that the school provides guidance and support for the students that have not achieved this level. Connecting with whānau is a key focus of the action plan to accelerate 2014 NCEA Level 1 achievement.

FFC Achievement of Goal 1 Year 9

The data in table 7 displays the sub level shifts for Fairfield College students who were both assessed as year 9 students in February 2013 and similarly in October 2013. This goal was to improve the e-asTTle reading (processes and strategies) of each year 9 student by at least two curriculum sub levels.

E-asTTle Student s Percent sub level movement

25 No movement 14 12.7 1 sub level 45 40.9 2 sub levels 21 19.1 3 sub levels 19 17.3 4 sub levels 4 3.6 5 sub levels 6 5.4 6 sub levels 1 .9 110 Missing 34 23.6 Total 144 Table 7

Graph 2 The data (table 7) shows that 51 students (46.4%) were able to achieve the goal of shifting at least two curriculum sub levels shifts. A one curriculum level shift was achieved by 45 (41%) students.27 students (24.5%) were able to shift at least three sub-levels which represents an entire curriculum level.

We were unable to achieve the goal of shifting 59 students (53.6 %) at least two curriculum sub levels.

Similarly to year 10 it is interesting to note the range of curriculum levels that are represented at a 0 sub- level shift (table 8) and at a 1 sub-level shift (table 9). 75% of this group were assessed below 4B indicating the need to provide a personalised literacy learning and teaching approach is required.

FFC year 9 students with 0 curriculum sub-level shift (2013) Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 1 3 1 1 1 2 1 3 0 1 14 Students Table 8

For students with one sub-curriculum level shift (table 9) the modal 4A value and the grouping at the 3P and below level in table 8 are key patterns in this data display.

FFC year 9 students with 1 curriculum sub-level shift (2013) Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6A 6B 6P Total 26 Number of 2 4 1 4 3 3 2 4 13 6 3 45 Students Table 9

The 2013 year 9 cohort has 25 (18%) students that have an e-asttle reading curriculum level of 5B or above (table 10). This is a similar comparision to the 2012 year 9 cohort of 20 (14%) students who were also assessed at an e-asttle reading curriculum level of 5B or above (see table 2).

The data in table 10 provides baseline data that the school will be able to use to inform the setting of 2014 charter student achievement improvement goals.

The 40 students at level 4 offer significant literacy improvement potential for the cohort. In 2014 these students are expected to make at least two curriculum sub-level shifts which could result in 65 year 10 students being assessed at curriculum sub-level 5B or above. The school will be aiming to accelerate students at 3B – 4B also to 5B.

FFC year 9 October 2013 reading e-asTTle curriculum sub-levels Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 4 16 8 10 11 12 13 20 20 10 6 6 2 0 1 139 Students Table 10

FFC achievement of Goal 2 Improving the e-asTTle reading (processes and strategies) of the focus group of 47 year 10 Māori students from curriculum sub levels 3P-4A to at least a curriculum sub level of 5B proved to be a major challenge.

The focus group was reduced to 27 because 20 students either left FFC (11) or were absent when assessments took place (9).

The absences highlight a significant school barrier to learning and achievement. Notwithstanding this it is important that the school strengthens their communication with students and whānau and also examines how the e-asttle assessment delivery model can be more flexible.

FFC year 10 Literacy Focus group ( 2013) reading e-asTTle curriculum sub-levels Curriculum Level 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A TOTAL ABS LEAVER TOTAL S Number of 1 2 2 10 5 3 3 1 27 9 11 47 Students % out of 3.7 7.4 7.4 37 18.5 11.1 11.1 3.7 % out of 19 23 27 47 Table 11 Seven out of 27 (26%) students in the focus group were assessed at curriculum sub-level 5B or above. As stated previously 5B is considered to be the reading e-asTTle grade that usually enables a student to cope with the literacy demands that they will encounter at NCEA Level 1 study.

To optimise 2014 NCEA Level 1 achievement it is important for the school to implement interventions for those students who achieved a reading e-asTTle grade lower than 5B.

Areas of success and further development for literacy goals

27 Although the school did not achieve the literacy goals that were set it has been successful in establishing an e-asTTle framework that has the potential to over time be a significant lever to improve student learning and achievement.The raising of school capacity to use e-asttle literacy data to inform learning is arguably the most significant achievement of the literacy goals that were set.

The setting of 5B as a literacy target provides the school with a key achievement lever to bulid programmes around. Attainment of this target at a greater scale will to a great extent enable the school to accelerate NCEA achievement (see planning and reporting student achievement goals).

Although student attendance and student transience is a challenge it is crucial that the school strengthens their e-asTTle assessment practices to increase the number of students that can be included in the data collection of the goals that are set.

Leadership development and strengthening teacher pedagogy will remain key priorities in the drive to embed the expectation that all teachers regardless of curriulum area deliberatly plan literacy development learning activities as part of teaching.

A focus group approach provides the school with the opportunity to develop stronger connections with students and whānau. This is an area that will be given greater focus in 2014 as research clearly indicates that it is a powerful lever to enable improved learning and achievement.

Numeracy Goals

Goal 3: To improve the e-asTTle numeracy results for every year 9 and year 10 student by at least two curriculum sub levels.

Goal 4:To improve the e-asTTle numeracy results of a focus group of 49 year 10 Māori students from curriculum sub levels 3B-4A to at least a curriculum sub level of 5B. This will result in a shift from 4 % of the 2013 Fairfield College Year 10 Māori student cohort that were assessed at curriculum levels 5B in February 2013 to at least 79 % at the end of 2013.

FFC Achievement of Goal 3 Year 10 The Board of Trustees and school leadership team also identified numeracy as a priority improvement area for year 9 and year 10 students. A deliberate intervention at theses year levels would provide the stimulus required to close the significant gaps that were evident in entry point assessments (see table 1).

The third goal was to improve the e-asTTle numeracy results of every year 10 student by at least two curriculum sub levels. E-asTTle Student s Percent sub level movement Year 10 (2013) -2 sub level 2 3 -1 sub level 6 9 No movement 14 20.9 1 sub level 16 23.8 2 sub levels 13 19.4 3 sub levels 11 16.4 4 sub levels 4 6 5 sub levels 1 1.5 Total 67 100 Table 12 The pre and post assessment requirement proved to be a challenge with only 67 students meeting this condition. Twenty nine (43%) of these students were able to shift at least two curriculum sub levels. It was disappointing to see 8(12%) of these students experience negative shifts. 28 A positive point to emerge from the data is that 53% of all year 10 Māori students were able to shift at least two curriculum sub-levels.

The data in table 13 shows that only 13 (14%) of students have been assesses at 5B or above. The mathematics faculty are exploring the effectiveness of the mathematics programme for the higher learning students as it is expected that all students would be assessed at 5B or above.

FFC year 10 October 2013 Post-numeracy e-asTTle curriculum sub-levels Curriculum Level 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 2 4 13 12 14 12 14 11 7 5 1 95 Students Table 13

FFC Achievement of Goal 3 Year 9 The third goal improving the e-asTTle numeracy results of every year 9 student by at least two curriculum sub levels was achieved by 38 (40%) of the 96 students that met the two testing points requirement(table 16). 82% of the group moved at least 1 curriculum level. E-asTTle Student s Percent sub level movement Year 9 (2013) No movement 17 17.7 1 sub level 41 42.7 2 sub levels 25 26 3 sub levels 7 7.32 4 sub levels 4 4.2 5 sub levels 1 1.04 6 sub levels 1 1.04 Total 96 100 Table 14

FFC year 9 October 2013 curriculum sub-levels Curriculum Level 1 2B 2P 2A 3B 3P 3A 4B 4P 4A 5B 5P 5A 6B 6P 6A Total Number of 1 15 3 9 21 15 17 6 13 15 2 5 4 126 Students Table 15

The data in table 15 (year 9) is comparable to the data in table 15(year 10). This is a concern because we would expect there to be clear and observable differences between the two sets of data. FFC Achievement of Goal 4 FFC year 10 Numeracy Focus group ( 2013) e-asTTle curriculum sub-levels Curriculum Level 2A 3B 3P 3A 4P 4A 5B 5P 5A 6B 6P TOTAL ABS LEAVER TOTAL S Number of 1 2 3 1 4 4 2 1 1 19 21 9 49 Students % out of 5 10.5 15.7 5 21.1 21.1 10.5 5 5 % out 43 18 19 of 49 Table 12 Initially this cohort displayed in table 12 consisted of 49 students. Nine students withdrew throughout the year. Of the remaining 40 students only 19 students were present for both asTTle Tests (Pre-Number and

29 Post-Number). Therefore, it is somewhat difficult to draw meaningful conclusions from the data and to a large extent the loss of 61% of the focus group compromised the intent of this particular goal. It was positive to see that four of the 19 (21.1%) students in the focus group were assessed at an e-asttle numeracy level of 5B or above. Eight other students were two curriculum sub-levels from 5B.

Areas of success and further development for numeracy goals Fairfield College’s trialing of an e-asttle numeracy framework that has the potential to over time be a significant lever to improve student learning and achievement has positioned the school in a much stronger position then it was twelve months ago to be more responsive in the use of assessment data to improve student outcomes. The raising of school capacity to use e-asttle literacy and numeracy data to inform learning and improve achievement is arguably the most significant development of the 2013 charter planning and reporting goals.

The setting of 5B as a minimum numeracy target for year 10 students provides the school with a key achievement lever to bulid programmes around. The setting of achievement goals that are linked to a post and pre assessment formatt requires the school to strengthen their e-asttle assessment practices so that the number of students included in the data collection of the goals is significantly increased.

Leadership development and strengthening teacher pedagogy relative to the effective teaching profile will continue to be a school prority. The strengthening of school whānau relationships is also a priority with a particular focus on meeting with students and whānau whose numeracy development is not on track to be at 5B by the end of year 10.

30 PLANNING AND REPORTING STUDENT ACHIEVEMENT TARGETS 2014 YEAR 9 AND YEAR 10 LITERACY

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Baseline data: STRATEGIC GOAL 1: The FFC Curriculum, school leadership, teacher pedagogy, and developing Data to be provided by March 15 purposeful school whānau relationships will enable all students to positively participate in learning and achieve personal excellence that is aligned with the vision, principles, and values of the New Zealand Curriculum. Learning programmes will give special regard to Māori and Pacific students, those from low socio-economic backgrounds, and students with special education needs. Annual Plan Goal 1.3 In line with charter student achievement improvement goals implement, monitor, and review actions to enable the achievement of the set goals. Improvement for Māori student achievement is a key focus in the following areas: Year 9 and 10 literacy, Year 9 and 10 Numeracy, NCEA L1 and L2 achievement, and an increase in Māori student retention with a focus at year 11.

Historical context of Literacy Targets The Board of Trustees and FFC school leadership team have identified literacy improvement as a school priority. This evolved from evidence that was presented and discussed at a May 2012 Fairfield College Faculty Leaders co-construction meeting. Improving the literacy levels of year 9 and year 10 students is a key lever to improve school wide achievement at the NCEA level. In 2013 a literacy e-asTTle assessment framework and school wide professional learning was put in place in to support the school’s literacy improvement goals (see AOV). Achieving the literacy improvement goals will place the school in a stronger position to meet the better public service target of 85% of 18-year olds achieving NCEA Level 2 or an equivalent qualification by 2017. Target 1 is a standard e-asTTle goals, however, target 2 is personalised to Fairfield College. 5B is the level that students need to reach to provide them with the best chance of achieving NCEA Level 1 success. 2014 Student Achievement Improvement Targets Year 9 and Year 10 Literacy Goal 1: To improve the e-asTTle reading (processes and strategies) for each year 9 and year 10 student by at least two curriculum sub levels. Goal 2: To accelerate all year 10 students with an e-asTTle reading (processes and strategies) grade between 3P-4B (Feb 2014) to at least a curriculum sub level grade of 5B by the end of the year

Develop, implement, monitor,Actions and to review achieve a school target literacy action plan Principal, DP (Curriculum), HOF of Action plan completed by March 8 Languages, BOS committee and milestone reporting to take place. 32 Access external support through Team Solutions. DP (Curriculum), HOF of By week 6 term one Languages Provide literacy leadership team and teacher professional learning support. DP (Curriculum), HOF of $2500 On-going throughout the year Languages, Team Solutions Provide faculty and teacher professional learning for using e-asTTle data to DP (Curriculum), HOF of $500 On-going throughout the year inform learning programmes Languages, DLL team Improve school understanding of how national standard data can be used to Principal, DP (Curriculum), HOF By the end of term 2 included as inform planning (including how FFC uses all data from contributing schools of Languages, Learning Support part of professional learning to inform learning) Teacher

Schedule e-asTTle assessment and the reporting of e-asTTle data. Ensure that DP (Curriculum), HOF of By week 8 term 1 data is readily available for teachers. Languages, HOF of Social Sciences

Select focus group; communicate effectively with focus group participants Principal, DP (Curriculum), HOF $500 By week 9 term 1 and their whānau. This will include the implementation of the pause, prompt, of Languages, BOS MOE Team praise programme Review and implement literacy assessment practices to provide data that can Principal, DP (Curriculum), HOF By end of term 1 be reported and responded throughout the year. Focus group will be assessed of Languages, TK Facilitator start, middle, and end of year. Link literacy improvement evidence to co construction meetings (BOS). Principal, DP (Curriculum), HOF Established for term 2 meetings Teachers will bring evidence of teaching practice which addresses identified of Languages, BOS School literacy needs to co-construction meetings. advisor and RTLB Faculty to set goals aligned to literacy targets. Literacy targets of focus group SLT, HOF of languages, Lead By week 8 term 1 are included in SLT and Faculty co- construction meetings. facilitator of Te Kotahitanga

Each teacher to include a charter and faculty aligned literacy development SLT, Faculty Leaders By the end of term 1 goal as part of their appraisal 2014 cycle Include review of school literacy improvement strategy in school self-review. Principal, DP (Curriculum), HOF By December 6, 2013 of Languages, Team Solutions

YEAR 9 AND YEAR 10 NUMERACY STRATEGIC GOAL 1: Baseline data: The FFC Curriculum, school leadership, teacher pedagogy, and developing

33 purposeful school whānau relationships will enable all students to positively participate in learning and achieve personal excellence that is aligned with the vision, principles, and values of the New Zealand Curriculum. Learning programmes will give special regard to Māori and Pacific students, those from low socio-economic backgrounds, and students with special educational needs. Annual Plan Goal 1.3 In line with charter student achievement improvement goals implement, monitor, and review actions to enable the achievement of the set goals. Improvement for Māori student achievement is a key focus in the following areas: Year 9 and 10 literacy, Year 9 and 10 Numeracy, NCEA L1 and NCEA L2 achievement, and an increase in Māori student retention with a focus at year 11.

34 Actions to achieve targets Led by Budget Timeframe

Access appropriate external support (Team Solutions) Historical contextDP of(Curriculum), Numeracy HOF Targets of By week 6 term one The Fairfield College Board of Trustees and school leadership team have identifiedMathematics numeracy improvement as an integral component of the charter’s strategic directionProvide to faculty improve professional the level of learning school forwide using NCEA e-asTTle achievement. data to informThis is alsoDP (Curriculum),a key school HOF strategy of to place the$1000 school in a strongerOn-going position throughout to meet the theyear better publiclearning service programmes government target of 85% of 18-year olds achieving NCEAMathematics, Level 2 or Team an equivalent Solutions qualification by 2017. In 2013 a numeracy e-asTTle assessmentImprove schoolframework understanding was trialled of which how providednational standardthe mathematics data can faculty be Principal, with valuable DP (Curriculum), experience. HOF It ofis envisaged that theBy theschool end ofwill term be 1able included to embed as part the assessmentused to informframework planning and improve (including the quality how FFCof numeracy uses all learning data from and teachingMathematics, in 2014. Learning Support of professional learning Targetcontributing 3 is an schoolsexpected to e-asTTleinform learning) goal for all students, however, target 4 Teacheris personalised to Fairfield College. 5B is the level that students need to reach to provide them with the best chance of achieving mathematics success at NCEA Level 1. Schedule e-asTTle assessment and the reporting of e-asTTle data. DP (Curriculum), HOF of By week 8 term 1 Ensure that data is readily available for teachers. 2014 Student AchievementMathematics, Improvement HOF of Social Targets Year 9 and Sciences.Year 10 Numeracy

GoalProvide 3: To improve professional the e-asTTle learning numeracy for the results interpretation for 70% of ofthe e-asTTleyear 9 and year 10 students by at least two curriculum sub levels. (2013By Results:end of term Year 1 9 (43%) andnumeracy Year 10 (40%).data and how it can be used to inform learning programmes

GoalReview 4: To and accelerate implement all yearnumeracy 10 students assessment with an practices e-asTTle to grade provide between data ………….Principal, (Feb DP 2014) (Curriculum), to at least HOF a ofcurriculum sub level grade ofBy 5B end by of the term end 1 of the 2014 schoolthat canyear be reported and responded throughout the year. Focus group Mathematics will be assessed start, middle, and end of year. Strengthen reporting practices for e-asTTle data to students and By the end of term 1 caregivers Select focus group; communicate effectively with focus group participants By week 9 term 1 and their whānau. Include numeracy improvement strategy in school self-review. Principal, DP (Curriculum), HOF of By December 6, 2013 Mathematics, Team Solutions

35 NCEA Level 1, Level 2, and Year 11 and 12 Retention STRATEGIC GOAL 1: Baseline data The FFC Curriculum, school leadership, teacher pedagogy, and developing purposeful school whānau relationships will enable all students to positively FFC NCEA LEVEL 1 PARTICIPATION FFC NCEA LEVEL 2 PARTICIPATION participate in learning and achieve personal excellence that is aligned with YEA YEA the vision, principles, and values of the New Zealand Curriculum. Learning programmes will give special regard to Māori and Pacific students, those R Total Māori Pasifika NZE R Total Māori Pasifika NZE from low socio-economic backgrounds, and students with special 201 2011 education needs. 1 60.9 45.6 33.3 72.5 60.9 45.6 33.3 72.5 Annual Plan Goal 1.3 2012 66.7 52.3 50 76.7 2012 69.3 52.3 50 76.7 In line with charter student achievement improvement goals 2013 73.8 58.8 87.5 82.2 2013 67 53.8 50 78.3 implement, monitor, and review actions to enable the achievement of FFC NCEA LEVEL 1 ROLL BASED FFC NCEA LEVEL 2 ROLL BASED the set goals. Improvement for Māori student achievement is a key 2011 42.2 24.8 23.1 65.2 2011 45.5 29.5 29.4 68.3 focus in the following areas: Year 9 and 10 literacy, Year 9 and 10 2012 44.9 26.7 41.7 63.9 2012 55.9 43.9 30 76.4 Numeracy, NCEA L1 and L2 achievement, and an increase in 2013 44.7 28 36.8 67.1 2013 44 25 30.8 67.9 Māori student retention with a focus on Year 11 and Year 12.

Historical context of NCEA Level 1, Level 2, and Year 11 and 12 Retention. From 2011-2013 Fairfield College has been able to improve the percentage of year 11 students that have achieved NCEA Level 1. A similar pattern is apparent at NCEA Level 2. This however is only evident in participation and is not reflected in the roll based statistics. From 2014 the Board of Trustees and school leadership team will set NCEA achievement improvement goals that are roll based. This shift of focus is in line with strengthening the school position to meet the NCEA Level 2 Better Public Service Target.

The setting of specific disaggregated year 11 and year 12 retention goals provides the focussed support that is required to enable the achievement of the NCEA roll based improvement goals.

Goal 5: To improve the roll based percentage of year 11 Māori students that achieve NCEA Level 1 from 28% (2013) to 50% in 2014. The 2013 national statistic is 54.8%

Goal 6: To improve the roll based percentage of year 12 Māori students that achieve NCEA Level 2 from 25% (2013) to 50% in 2014. The 2013 national statistic is 63.9%.

Goal 7: To reduce the percentage of year 11 and year 12 school leavers who were categorised as NENS or unknown from 38% (45 out of 118) in 2013 to 10% or less in 2014.

36 Actions to achieve targets Led by Budget Timeframe Develop and implement school system of recording leavers data – this Principal, DP Pastoral, Deans, and By week 7 term 1 will include a set of procedures that is communicated to staff Mr Schooley Based on achievement data identify a year 11 group and year 12 School Student Achievement By week 7 of term 1 group of students that are at risk of not achieving respective NCEA – Committee – DP and AP ART approach Curriculum Design, implement, monitor, and review 2014 NCEA achievement School Student Achievement By week 7 of term 1 improvement plan. Committee – DP Curriculum

In line with NCEA achievement improvement plan implement, School Student Achievement By week 7 term 1 monitor, and review NCEA mentoring plan Committee – DP and AP Curriculum

In line with NCEA achievement improvement plan implement, Principal and DP Curriculum By week 8 of term 1 monitor, and review NCEA faculty BOT quarterly reporting plan

In line with NCEA achievement improvement plan hold NCEA School Student Achievement By end of term 1 and ongoing achievement hui with identified students and whānau. This will also Committee – DP Curriculum meetings include follow up hui – 3 per year. Further strengthen appraisal documentation with a deliberate focus on Principal and AP By beginning of term 2 improving Māori student achievement.

Strengthen ETP as a guide of school pedagogy – with a focus on BOS committee and Principal Throughout the year setting specific NCEA achievement goals

Implement, monitor, and review FFC Wintec Trades Academy Principal, Mr Smith, Mrs Rae- Throughout the year learning and achievement relationship Middleton

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