Annual Performance Report 2014-2015
Performance and Student Achievement TABLE OF CONTENTS
SECTION 1: COLLEGE EFFECTIVENESS PORTFOLIO REPORT ...... 5 Introduction ...... 5 Primary Goal & Critical Success Factors ...... 6 Documented Charter ...... 6 Key Long-Term Strategies That Underpin The College’s Mission & Vision ...... 7 Charter Structure And Process ...... 8 College Review ...... 10 Bot Self-Review ...... 13
SECTION 2: ANALYSIS OF VARIANCE ...... 15 Background ...... 15 Analysis Of Variance ...... 17 A. Qualification Achievement 2014 ...... 17 Strategic Qualification Target 1: NCEA L2 & L3 By Raw Data Comparison ...... 19 Strategic Qualification Target 2: Participation Achievement In NCEA ...... 20 Strategic Qualification Target 3: Qualification Achievement As A Return On Government Investment ...... 21 Strategic Qualification Target 4: Better Public Service (BPS) Targets ...... 22 Strategic Qualification Target 5: Leaver Attainment As A Measure Of Student Success ...... 23 Strategic Qualification Target 6: Maori And Pasifika Student Leaver Attainment ...... 24 B. Strategic Priorities 2014 ...... 25 Strategic Priority 1, Part A, School Of Cuisine ...... 28 Strategic Priority 1, Part B, Early Childhood Education ...... 29 Strategic Priority 1, Part C, Pre-Nursing Studies ...... 30 Strategic Priority 1, Part D, School Of Dance ...... 31 Strategic Priority 1, Part E, School Of Music ...... 32 Strategic Priority 1, Part F, School Of Fashion ...... 33 Strategic Priority 1, Part G, Hagley / Tertiary College Partnership ...... 34 Strategic Priority 1, Part H, The Canterbury Summer School ...... 35 Strategic Priority 1, Part I, Mentoring Year 12 ‘At Risk’ Students ...... 36
College Effectiveness – Hagley Community College Performance Report 2015 Page 1 Strategic Priority 1, Part J, Mentoring Of Maori Students ...... 37 Strategic Priority 1, Part K, School Of Apps ...... 38 Strategic Priority 1, Part L, ‘Passport’ – A Full Immersion Year 12 Programme In Social Sciences ...... 39 Strategic Priority 1, Part M, Theatre Company – Partnerships & The Gi60 Project ...... 40 Strategic Priority 2: Literacy,Numeracy & Qualifications ...... 41 Strategic Priority 3: The A.R.T. Strategy ...... 42 Strategic Priority 4: Part A, Diverse Curriculum Profile Choice ...... 43 Strategic Priority 4: Part B, Packaged Programmes ...... 44 Strategic Priority 4: Part C, Full-Focus Courses ...... 45 Strategic Priority 4: Part D, Partnership Programmes ...... 46 Strategic Priority 4, Part E, Schools Within Schools Initiative: ...... 47 Strategic Priority 4: Part F, Subject Immersion ...... 48 Strategic Priority 4: Part F, Clustering Communities ...... 49 Strategic Priority 5: Part A, Catch-Up College ...... 50 Strategic Priority 5: Part B, Certificate In University Preparation ...... 51 Strategic Priority 6: Learning Pathways ...... 52 Strategic Priority 7: Designated Special Character School ...... 53 Strategic Priority 8: Building The Bicultural Strategy ...... 54 Strategic Priority 9: Effective Teacher Profile ...... 55 Strategic Priority 10: The Regional Hub ...... 56
SECTION 3: COLLEGE WIDE PERFORMANCE IN STUDENT QUALIFICATION ACHIEVEMENT ...... 59 A. NCEA L2 & L3 Achievement By Raw Data Comparison ...... 59 B. Participation Achievement In NCEA ...... 60 C. Qualification Achievement As A Return On Government Investment ...... 61 D. Better Public Service (Bps) Targets ...... 66 E. Leaver Attainment As A Measure Of Student Success ...... 68 F. Māori And Pasifika Student Leaver Attainment ...... 69
SECTION 4: MINISTER OF EDUCATION’S RESPONSE TO STUDENT ACHIEVEMENT AND COLLEGE PERFORMANCE ...... 73
College Effectiveness – Hagley Community College Performance Report 2015 Page 2
page College Effectiveness 04 SECTION 1: COLLEGE EFFECTIVENESS PORTFOLIO REPORT
INTRODUCTION Over the past 18 years Hagley Community College has utilised school effectiveness research as a strategy for our renewal and improvement. For Hagley, school effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes. The College established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success.
Our College effectiveness cycle is based upon international research. Peter Ewell of the National Centre for Higher Education Management Systems (NCHEMS) identified three characteristics of effective Colleges in the USA. These Colleges clearly state the kinds of outcomes they are trying to produce. They explicitly assess the degree to which they are attaining those outcomes, and they make appropriate changes to improve the situation where the data warrants. Richard Alfred of the University of Michigan in Making Community Colleges More Effective noted there are three characteristics that differentiate high-performing Colleges from mediocre ones: • reputation for quality, distinctiveness and innovation • flexible strategies for delivering programmes and services • systems for evaluating and improving performance.
The College has used this research, along with the work of Reynolds, Cuttance, Fullan, Hopkins and Mortimore and processes from studies in ‘School Improvement in Maryland’. Most of this research has shown that effective schools / Colleges define quality and attempt to measure it. Hagley Community College has sought to define and measure quality through a process known as Critical Success Factors (CSF) developed by the Sloan School of Business at MIT. The process argues that everything a business does is not of equal importance to the success of the business. If the business identifies, promotes and measures those critical functions, they will succeed. The logic also applies to educational institutions. The College has identified five or six critical success factors for each of the major portfolio areas of the College. Fundamental to measuring the performance of the College across critical success factors is the key outcome of student success and achievement. This portfolio reports on College-wide student achievement and success and uses national and regional data to measure our performance over time.
The College has 16 major portfolio areas each represented by a goal. These goals are documented in the College Charter but are ‘brought to life’ through repacking them into 16 individual development plans. There are 16 goals in the Hagley Community College Charter and each of the goals is represented and fully documented in a portfolio development plan. It is through these 16 development plans that the Charter goals are actively implemented and reported on.
The College Effectiveness portfolio guides the direction and performance of the College. It addresses the three great challenges that have a significant impact on how we view and deliver education: • pursuing excellence and equality simultaneously and aggressively • combining flexibility in delivery with accountability for results • meeting the demand that universal services should have a personal focus.
The College Effectiveness portfolio meets and addresses these challenges as well as positioning the College for the future.
College Effectiveness – Hagley Community College Performance Report 2015 Page 5 PRIMARY GOAL & CRITICAL SUCCESS FACTORS The primary goal of the College Effectiveness portfolio is the integration of strategic planning, review and reporting to demonstrate educational effectiveness and ensure public accountability in order to improve the performance of the College and the achievement of students. The College Effectiveness Portfolio has the following key outcomes: • The College has a documented and approved Charter (2014 - 2015) that identifies College goals, strategic priorities and critical success factors for effective performance. • Every portfolio goal in the Charter has an annual performance plan that sets targets for the key activities and achievement objectives for the year. • The College annually reviews all portfolio areas within the ‘College Effectiveness cycle. • There is comprehensive reporting on College performance and improvement for the benefit of students. • A comprehensive analysis of variance is undertaken on the College’s annual strategic priorities. • The College analyses the achievement of students across the College and uses a range of performance standards and benchmark data to compare how students are performing regionally and nationally. • The BOT regularly reviews and evaluates its governance roles and responsibilities.
This review reports on the performance of the College across all these key outcomes for 2014.
DOCUMENTED CHARTER The College Charter has been reviewed and updated annually since 2003. The new Charter (2015) meets the legal requirements of the planning and reporting legislation and the provisions of the Tertiary Education Commission. The ‘College Effectiveness cycle’ has also been revised to meet the needs of the updated Charter and the planning and reporting legislation, and is approved annually by the BOT. The current Charter (2014) was presented to the Hagley Community College Board of Trustees in February / March 2014. It has been fully updated and now includes all the approved portfolio development plans, strategic priorities and analysis of variance relating to annual targets on student achievement. The annual strategic priorities for 2014 were approved by the BOT at the November 2013 meeting.
The Charter has been significantly revised to align its vision statement more clearly and comprehensively with the College ‘success model’ to ensure that students are at the centre of what we do and that their achievement and on-going learning is our priority. Within the Charter the College has realigned and restated its mission, vision and values
A. Statement of Mission - ‘Lifelong Learning That Is Accessible To All’ Hagley Community College is a unique educational institution in New Zealand. We are recognised as a leader in innovation and educational change. We are also recognised in making a huge positive impact upon adolescent and adult student lives. Hagley Community College has developed a reputation of capturing students back into education by creating opportunities for them to be successful learners. We actively support the concept of lifelong learning for our secondary education adult and adolescent students and for the students within our cohesive learning networks. “Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future will be achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning; and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success.” Our mission for the college is ‘Lifelong Learning That Is Accessible To All’.
College Effectiveness – Hagley Community College Performance Report 2015 Page 6 B. Statement of Vision Our vision is for Hagley Community College to be a leader in creating innovative learning opportunities that provide dynamic learning experiences and support for students across diverse communities in our region and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.
C. Statement of Values Hagley’s values are based around four key aspects of the college: Ourselves (as individuals); Our Place (the college and its environment); Our Practice (what we do); and Our People (community). Hagley’s values are also underpinned by the core Māori values of whanaungatanga (relationships), turangawaewae (a place to stand) and rangatiratanga (self determination). As a college we are committed to developing and implementing a culture that enacts the following values. • Individuals at Hagley, in all actions and interactions, practise and engender trust, respect, integrity and personal responsibility. • Hagley is a transformative environment where diversity and individuality are valued and opportunities for all are provided. It is a place where authentic learning and relationships are of paramount importance and all systems are transparent and meaningful. • Hagley challenges individuals in a supportive, dynamic and optimistic learning environment to influence their lives in positive ways. • All groups within Hagley communicate with and relate to others with inclusiveness, openness and cooperation in order to empower all.
KEY LONG-TERM STRATEGIES THAT UNDERPIN THE COLLEGE’S MISSION& VISION GOVERNANCE The college has six major long-term strategies that underpin the college’s mission and vision. BOT Performance Review Within each strategy are a number of portfolio’s that plan, implement and review the effectiveness of that strategy. The strategies and associated portfolio’s are: COLLEGE PERFORMANCE & STUDENT ACHIEVEMENT 1. Learning Opportunities: Creating learning opportunities for students through effective, creative and innovative curriculum design. College Effectiveness a. Curriculum Design Portfolio b. Modern Learning Environments Portfolio Analysis of Variance
c. Marketing Portfolio Qualification Achievement
2. Learning Experiences: Providing dynamic learning experiences that support students wellbeing, involvement and learning. LEARNING OPPORTUNITIES LEARNING EXPERIENCES TEACHING & LEARNING RESOURCE BASE a. Student Engagement Portfolio PRACTICE b. Student Support Portfolio Curriculum Design Student Engagement Learning Futures Enrolment c. Learning Support Portfolio d. Graduating Colleges Yrs 9-11 Portfolio Learning Environments Student Support Network Learning Communities Information Technology
Marketing Learning Support Adult Literacy Financial Planning 3. Teaching & Learning Practice Across Communities: Engaging with all the college’s diverse communities especially those who are disenfranchised or disadvantaged and Graduating Colleges Itinerant Music Teachers to make a difference to their lives through best practice in teaching, learning and Learning Transitions assessement.
College Effectiveness – Hagley Community College Performance Report 2015 Page 7 a. Learning Futures Portfolio b. Learning Communities Portfolio c. Adult Literacy Portfolio d. Itinerant Teachers of Music Portfolio e. Learning Transitions
4. Resource Base: Maintaining a comprehensive resource base through effective and robust infrastructures to support and empower learners and learning. a. Enrolment Portfolio b. Information Technology Portfolio c. Financial Planning Portfolio
5. College Performance & Student Achievement: Building a culture of organisational renewal and transformation to raise student achievement and successful transitions to further learning, training or employment. a. College Effectiveness Portfolio b. Analysis of Variance Portfolio c. Student Achievement Portfolio
6. Governance: Providing effective governance through strategic leadership, purposeful direction and high college-wide performance on behalf of all stakeholders. a. BOT Performance Review Portfolio
Each college portfolio has a goal and a number of critical success factors that are essential to bring about the success and achievement of that goal. These are documented in the college’s portfolio development plans and reviewed within the annual portfolio performance reports.
CHARTER STRUCTURE AND PROCESS There are 16 goals in the Hagley Community College Charter and each of the goals is represented and fully documented in a portfolio development plan. It is through these 16 development plans that the Charter goals are actively implemented and reported. A strategic planning model for the development and implementation of the Charter was established and was realigned into the portfolio development plans. The National Education Priorities and National Education Guidelines have been integrated into the Charter with each portfolio being linked to the National Administration Guidelines. Workshops were undertaken by the Principal for the BOT on the Charter requirements and the strategic planning structure and process. Strategic priorities for 2014 were established and adopted by the BOT in November / December 2013.
There has been a re-alignment of the College portfolio structure to that of the College vision statement. This was undertaken in 2014. This re-alignment is based upon the revision of the College vision statement. “Hagley Community College will be a leader in creating innovative learning environments that provide dynamic learning experiences for students within our cohesive learning networks and supported by robust learning infrastructures. We do this to inspire students futures and to transform their lives by raising their achievement and successful transitions to further learning.”
The result is that the portfolio groupings have been changed to support each component of the vision statement. We have done this by un-packing the vision statement in answer to four key questions about our core business at Hagley Community College.
College Effectiveness – Hagley Community College Performance Report 2015 Page 8 The result of this un-packing is shown below. • What do we do? We create innovative learning environments. • How do we do it? By providing dynamic learning experiences supported by robust learning infrastructures. • Who do we do it for? For students in our integrated teaching and learning networks. • Why do we do it? To enhance individual student success, achievement, and a desire for lifelong learning.
This in turn has meant that we have revised our ‘success model’ by regrouping the portfolios according to each component of the vision statement, giving rise to new portfolio teams with each team under the professional guidance and support of a Principal’s Team member. A further alignment has taken place during 2014 with new appointments into the Marketing portfolio (Charlotte Sowman and Marty Anderson), Learning Communities portfolio (Sarah Denny) and Learning Transitions portfolio (Marie Stribling). In addition a new portfolio of Itinerant Teachers of Music has been established to plan and review the performance of this work the college is responsible for in delivering music throughout the region to over 2,000 students.
All these portfolios relate directly to our core business of creating successful students and raising their achievement. The senior management structure of the College consists of two components: the Principal’s Team and the Senior Management Team. The Principal’s Team is made up of the four Principals - the Principal and three Deputy Principals. The role of this team is strategic. They are responsible for the implementation of the strategic plan, the strategic priorities and the long-term developments and innovations of the College. The Principal has responsibility for the overview of all the portfolios in the College. The Senior Management Team refers to all the managers that are directly responsible for a portfolio. These management positions are referred to as ‘Directors’ positions. Annual strategies have been established for all critical success factors in every Director’s portfolio performance plan together with targets for improvement. These targets have been used to report to the BOT on achievement and will act as baseline data for future years.
Major revision has also been undertaken in a number of portfolios. Of particular note is the redevelopment of the Programmes portfolio which over time had many of its critical success factor areas incorporated into other portfolios. This revised portfolio now called ‘Curriculum Design’ incorporates the critical success areas of: educational environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation. A second portfolio, ‘Teaching & Learning’ was totally redeveloped into a new portfolio called Student Engagement that is designed to provide dynamic learning experiences that support students wellbeing, involvement and learning. This portfolio is based on international research on enagement, the ERO findings in Wellbeing for Success, and the key findings of Te Kotahitanga and in particular the work of Russel Bishop.
A third portfolio has been significantly revised though it holds the same title – ‘Learning Communities’. The focus of this portfolio is the development, leadership and integration of Hagley’s learning communities. Finally, a new portfolio has been established called ‘Learning Transitions’. The focus for this portfolio is based around the Ministry of Education’s Achievement 2013 – 2017 (ART) initiative for the provision of opportunities to enable students to gain the understandings and qualifications to effectively transition into their next stage of learning..
College Effectiveness – Hagley Community College Performance Report 2015 Page 9 COLLEGE REVIEW Hagley Community College utilises school effectiveness research as a strategy for our renewal and improvement. For Hagley, school effectiveness is a comprehensive planning, review and reporting process that enables the College to demonstrate that its performance matches its purpose. This school wide perspective has resulted in tangible improvements and promoted a College culture conducive to informed decision-making and creative, innovative solutions. A key to the success of the model is the collection of truly useful information, which can be applied to a number of reporting, planning and operational purposes.
The College has established a strategic planning structure that requires a systematic interaction, consensus and collaboration on appropriate actions and outcomes and ultimately provides parameters for specific operational decisions. The ultimate purpose of our planning and review is to improve the College for the benefit of students. By defining effectiveness and using the results of key performance indicators for planned improvement, the College is best able to celebrate its success.
In response to the Education Review Office special report on ‘Increasing Educational Achievement in Secondary Schools’ and ERO’s framework for school reviews with a strong focus on the six dimensions of a successful school, the college has ensured that there is strong alignment between the two frameworks.
The College has reviewed and modified its cycle of review and the reporting of performance (College effectiveness model). This has included the amendment of the College Effectiveness cycle to meet the needs of the government’s planning and reporting requirements and the changes to the College Charter. A new analysis of variance has been established that aligns the strategic priorities to actual performance based around identified targets.
The revised College review model highlights the distinction between ‘best practice’ (maintenance of quality systems) and ‘next practice (innovation and development) which operate in different time frames. ‘Best practice’ is an annual cycle of planning, review and reporting while ‘next practice’ is a biennial cycle giving the opportunity for effective planning of major initiatives or innovations from data analysis and effective implementation.
College Effectiveness – Hagley Community College Performance Report 2015 Page 10 There is a second important model that the College uses to describe how the two different strands of ‘best practice’ and ‘next practice’ from the College effectiveness model operate in building leadership capacity through collaborative learning. At Hagley we want to continue to develop and grow an organisational culture that involves collaborative learning and the building of leadership capacity. For this to happen we need active participation at all levels of the College especially in areas where we seek improvement or where we need to innovate new practice and opportunities.
This implies the opportunity for the involvement of all participants, rather than ‘representative democracy’. It is about empowerment. Research clearly shows that collaborative work has been found to increase the involvement, engagement and affiliation across all staff. The intention is to see all staff motivated through seeing their professional skills valued, developed, and by them being offered opportunities to share with and lead others. The College effectiveness model is positioned within this context of building leadership capacity through collaborative learning. The structure for this implementation is illustrated by the process diagram below which highlights the distinction between maintenance systems (best practice) and innovation systems (next practice).
The maintenance systems are permanent structures and are maintained by management structures and processes. The development or innovation systems are fluid structures and are implemented by College improvement groups that are cross hierarchical and operate at all levels of the College, for examples are: Principal’s Initiative Teams for specific projects.
The College is becoming more involved in establishing many staff-led decision making teams in which sub-groups are formed to work on specific tasks with high level communication and feedback. The work of the Teaching and Learning lead group would be a good example of this process.
The research says that this collaborative learning is a source of leadership capacity. Learning is a change process. If the learning is shared, collaboratively acquired and commonly understood, then it has much greater potential for organisational improvement. In terms of building leadership capacity, the evolving professional relationships between staff are vital, and it is here where collaborative learning is so significant.
Annual Programme of Planning and Review For Directors The College has produced a timetable of events for Directors around the major activities relating to the planning and reporting of portfolios. This is to create a greater clarity of when events are happening and the important tasks that need to be undertaken with these events.
College Effectiveness – Hagley Community College Performance Report 2015 Page 11
Annual Programme of Planning & Reporting for Portfolio Directors Major Activity Task Due Analysis of Variance A complete analysis of variance will be completed by the Principal and attached to the financial accounts as a requirement for the March financial audit of the 2014 College accounts. Portfolio Report (draft) Directors complete their portfolio reports. This includes the last year’s performance based on the current development plan (CSF) but Mid-May should also include any work on strategic initiatives during that year. Data Analysis Analysis of data coming out of the portfolio review that gives rise to ideas for improvement and change. May Portfolio Appraisal Appraisal meetings with the designated Principal’s Team member relating to the performance in the portfolio report and a focus around Mid-May the analysis of data for future developments. Annual Performance Report A comprehensive Annual Performance Report will be presented to the Ministry of Education. This performance report will include Early June College-wide performance across all portfolios. Principals’ Appraisal Workshop Draft strategic priority plans from each Principals Team member will be developed collectively and collegially with the Principal’s Team June based on appraisals from all other directors involved. Each strategic priority will identify clear targets for achievement. These strategic priorities have strong implications for professional development and training. BOT representatives will be invited to observe and participate in the Principals’ Appraisal Workshop. SP Approval All finalised strategic priority plans will be taken to the BOT for formal ratification and adoption. July SP Development During the second half of the year each Director will begin the detailed development of the strategic priority e.g. resource identification, July - Dec communication and consultation, systems establishment etc., ready for full implementation at the beginning of the next year. Some projects could begin earlier in which case this period of time could also be used as a trial run leading towards full implementation. Development Plan (revision) Every Director is required to check their current development plans and to update any aspect that needs to change. In most cases this Oct should be very little. Any changes are given to the Principal so that the Charter can be revised. Biennial Targets (SP) The strategic priorities that have been approved will be used as the ‘annual’ targets required for the Charter. The Principal will place all Oct the strategic priorities that have been approved into the Charter as part of the annual review. As the plans have already been completed it will not involve any additional work for the Directors. Charter The Principal presents the revised Charter for the following year to the BOT for approval and to the Ministry of Education as part of the Nov College’s statutory obligation under the National Administration Guidelines (NAGs). Portfolio Budget Portfolio budgets are prepared for the Director of Finance. These budgets will include the approved SP’s which have already been Nov costed. Discussion and negotiation will take place during this time to reach a balanced budget. Principal’s Appraisal The BOT will undertake the Principal’s appraisal based around the College’s performance and the full range of strategic priorities being Dec developed for implementation into the following year. College Budget (approved) The budget for the following year is presented to the BOT. Dec
College Effectiveness – Hagley Community College Performance Report 2015 Page 12 BOT SELF-REVIEW The new Hagley Board of Trustees have adopted an 18 month cycle of review of their performance in relation to their legal obligations to govern the College in accordance with the Acts and Regulations of Parliament and within the College’s own Charter. On being elected or co-opted to the Hagley Community College Board of Trustees board members are taking on the following commitments and obligations which they describe as ‘terms of reference’ which form the foundation for their performance review. These ‘terms of reference are derived from the National Education Guidelines and Education Act 1989.
BOT Self-Review Model The New Zealand School Trustees Association has also provided LEADERSHIP REPRESENTATION ACCOUNTABILITY GOOD2EMPLOYER guidelines on reviewing effective governance. They have identified that the board has four major areas of responsibility. These areas are: leadership; representation; accountability; and the employer Develop$and$review$the Meet$legal$requirements$for$ Set$and,$as$needed,$modify$the$ general$policy$direc>on$and$ role. The Hagley Board has aligned its agreed terms of reference the$composi>on$and$opera>on$ Act$as$a$good$employer. vision,$mission$and$values. approve$major$policies$and$ of$the$board. under these four areas of responsibility to create its model for programme$ini>a>ves. governance self-review.
The Hagley Board of Trustees will review its performance annually A$commitment$to$a$programme$of$ Protect$the$special$character$and$ Monitor$and$evaluate Appoint,$assess$the$performance$of$ professional$development$that$ values$of$the$college. student$outcomes. and$support$the$Principal. and will document this performance as part of the annual includes$new$trustee$induc>on. performance report of the college. Each of the 20 key activities will be reported on under the headings of the four major responsibilities (leadership, representation, accountability, good Ensure$a$sensible$and$feasible$ Ar>culate$a$ Maintain$a$posi>ve$working$ employer). strategic$plan$and$approve$and$ clear$understanding$of$its$ Provide$financial$stewardship. rela>onship$with$the$Principal. monitor$the$annual$plan. governance$role. This BOT self-review model is also integrated to the college self- review framework under the portfolio of ‘College Effectiveness’. Ensure$all$staff$maintain$proper$ For Hagley, college effectiveness is a comprehensive planning, Oversee,$conserve$and$ A$comprehensive$programme$of$ standards$of$integrity,$conduct$and$ A$schedule$of$delegated$authori>es enhancethe$resource$base$and$to$ self
The Hagley Board of Trustees has used this model to review its performance for 2014 which is contained in the Governance Annual Performance Report.
College Effectiveness – Hagley Community College Performance Report 2015 Page 13 page Analysis of Variance 14 SECTION 2: ANALYSIS OF VARIANCE
BACKGROUND Hagley Community College is a regional hub and collaborative resource for all secondary schools and the wider community in Canterbury in providing effective secondary education for disadvantaged and disenfranchised or disengaged post-compulsory aged students. Our intention is to provide a significantly different learning environment for an identifiable student body who have experienced barriers which prevent them from engaging successfully in secondary education. These students exhibit the following dominant characteristics: • Disengagement from their age cohort; • Not achieving their potential or aspiration in their previous school setting; • Disenfranchised due to personal outlook, difference or individuality.
Our aspiration and our practice is to re-engage students that arrive with little or no qualifications and deficits in essential learning skills, capture them back into learning, and to enable them to achieve the qualifications that empower them to progress to higher learning or training. Our work is strongly aligned to the Youth Guarantee goals of achievement, retention and transitions (ART) and the BPS targets of: 85% of all students leaving with a minimum of NCEA Level 2 and transitions to Level 4 national qualifications (or higher). Currently Hagley Community College provides a high return on investment in the secondary sector in Canterbury for the government.
The ‘At Risk’ Student Cohort Over 90% of Hagley’s student populations are post-compulsory age students who arrive at Hagley with previous poor education experience and history and little or no qualifications. These students are characterised by: diversity of age and culture; diversity of learning need; short-term study duration; a mobile population structure; and significant essential learning skill deficits.
In addition, we know from research that secondary schools are challenged by students who exhibit the following characteristics. At Hagley our current student population exhibits the following characteristics in the corresponding proportions: low socio-economic status (60%); NESB backgrounds (33%); recent migrant groups (18.5%); first in family/first generation students (65%); lack of academic preparation (80%); second chance learners (91%); older age groups (56%); part-time students (45.5%); and learning disability/mentally unwell (30+%). These post-compulsory age students are drawn equally from all over the Canterbury region.
College Effectiveness – Hagley Community College Performance Report 2015 Page 15 The Challenge National data on student achievement from NZQA and the Ministry of Education shows that a significant number of students are leaving New Zealand secondary schools without sufficient qualifications to be able to gain employment. The government, through the Youth Guarantee Scheme, has challenged schools with the target that no student should be leaving school without the minimum qualification of NCEA Level 2. The challenge for Hagley is that we are already engaged with an ‘at risk’ population which other education systems have failed, and while we are making significant achievement gains it is not enough to meet the government’s BPS target of 85% of students leaving the College with NCEA Level 2+.
Analysis of the College’s leaver attainment shows that too many adolescent part-time students (45%) leave Hagley Community College with low or no qualifications (i.e. qualifications below NCEA Level 2). This is largely due to the significant numbers (80%) of new students enrolling into Year 12 and Year 13 programmes with poor educational histories, large skill deficits and no qualifications. This is exacerbated by the number of part-time students who do not have sufficient time or quantity of programme to gain the necessary qualifications and do not have the resilience to sustain their study over extended periods (years) of time. To meet this challenge the College is committed to developing and implementing new models of educational delivery at Years 12 and 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning for students ‘at risk’ of not being successful, especially identified priority groups.
Creating The Case For Significant Change To Support Learners Hagley Community College wishes to become a designated special character school to formally identify and recognise its uniqueness in the secondary school sector within New Zealand but especially across the greater Christchurch secondary school network. The formalisation of this uniqueness is to ensure that the purpose and role of Hagley Community College in creating new learning opportunities through specialist education models and pathways for disadvantaged and disenfranchised learners is identified, understood and supported.
These learners are comprised of compulsory aged students (15%) in the specialist education models of the Graduating Junior College and Year 11 Graduating College and post-compulsory aged students (85%) that sit within the Senior College core curriculum framework, specialist pathways and regional collaboration initiatives.
The college’s intent and practice is to engage these students in meaningful and successful learning so that we can inspire their futures and transform their lives. We see ourselves, both in intent and practice, as a regional educational hub to enable the re-engagement of three key groups of students back into learning and to advance their learning through effective pathways and transitions by building their qualifications and achievement. These three groups of students are: disengaged and disengaging post-compulsory aged students; those students that have not gained the NCEA achievement they wanted or aspired to in their previous school setting; and those students who are struggling to find ways of re-engaging with education that is appropriate to their needs and circumstances, many of whom have learning skill deficits.
Disengagement Limited Aspirations Blocks to Re-Engagement
Disengaged)and)disengaging) Lack)of)achievement)that) students)who)are)struggling)to) post)compulsory)aged)students) students)wanted)or)aspired)to) re=engage)with)educa7on)that) with)low)or)no)qualifica7ons in)their)previous)school)se College Effectiveness – Hagley Community College Performance Report 2015 Page 16 ANALYSIS OF VARIANCE The college undertakes an analysis of variance across two key areas where annual and long-term target setting has been established. The first is a qualification achievement meta-analysis based upon strategic qualification targets in NCEA especially at Levels 2 and 3. This analysis looks at the impact the college’s approved strategic priorities are collectively having on improving student achievement and growing the college’s capacity to meet national targets. It is this component of the analysis of variance that the college provides to the Ministry of Education and to the financial auditor. The second analysis is a more specific analysis based around each strategic priority and the components that make up each priority. This specific analysis enables the college to review performance at the individual student level based on ‘names, numbers and needs’ linked to a specific strategy. This is reported in the college’s annual performance report. A. QUALIFICATION ACHIEVEMENT 2014 The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 forms the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-wide (generic) student achievement for 2014. The college has identified six specific target areas in which to analyse the critical college-wide performance targets. 1. NCEA L2 & L3 by raw data comparison 2. Participation achievement in NCEA 3. Qualification achievement as a return on Government investment. 4. Better Public Service targets. – NCEA L2+ 5. Leaver attainment as a measure of student success. 6. Maori and Pasifika student leaver attainment STRATEGIC QUALIFICATION ACHIEVEMENT SUMMARY 2014 Performance Analysis for Student Achievement Achievement Target Areas Specific Performance Targets > 5% < 5% Target < 5% > 5% Below Below (+/- 1%) Above Above NCEA Achievement By Raw Data The college will achieve a minimum of 400 National Certificates at Level 2 (NCEA L2) based on +20.3% Comparison (NCEA L2 & L3) NZQA statistics using NCEA and NQF qualifications, participation based, cumulative numbers. The college will achieve a minimum of 150 National Certificates at Level 3 (NCEA L3) based on +39.3% NZQA statistics using NCEA and NQF qualifications, participation based, cumulative numbers. Better Public Service Target (BPS) 77.5% of all full-time adolescent student leavers will attain NCEA Level 2 or higher. 84.8% For NCEA L2+ 77.5% of all full-time Maori adolescent student leavers will attain NCEA Level 2 or higher. 88.9% Achievement Performance Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll. This will be at or above 37.9% versus Return on Government the upper 95% mean in relation to Christchurch secondary schools. Investment Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the 16.5% upper 95% mean in relation to Christchurch secondary schools. College Effectiveness – Hagley Community College Performance Report 2015 Page 17 Participation Based Annual 80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 82.2% Qualification Achievement qualification. 80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 79.8% qualification. 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 76.7% qualification. 75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 73.3% qualification. Student Leaver Attainment 80% of adolesent student leavers (MOE defined) in 2014 will achieve a full National Certificate of 90.8% Educational Achievement at Levels 1, 2 or 3. A stretch target of 75% has been established for adolescent student leavers attaining a full NCEA 84.8% Level 2 (or higher) in 2014. 30% of Hagley adolescent student leavers (MOE defined) will leave with a full National (NCEA) 42,2% Certificate at Level 3. The percentage of adolescent school leavers with Year 13 qualifications will exceed the national 56.6% decile 5 mean of 36%. The percentage of adolescent school leavers with less than Year 12 qualifications will be below the 10.0% national decile 5 mean of 31% Students leaving with little or no formal attainment will be less than 5% based on the national 5.7% decile 5 mean. Maori & Pasifika Leaver Over 80% of Māori adolescent student leavers (MOE defined) in 2014 will attain a full National 92.6% Attainment Certificate of Educational Achievement at Levels 1, 2 or 3. Over 80% of Pasifika adolescent student leavers (MOE defined) in 2014 will attain a full National 100% Certificate of Educational Achievement at Levels 1, 2 or 3. A stretch target of 77.5% has been established for Māori adolescent student leavers attaining a full 88.9% NCEA Level 2 (or higher) in 2014. A stretch target of 77.5% has been established for Pasifika adolescent student leavers attaining a 100% full NCEA Level 2 (or higher) in 2014. 35% of Hagley Māori adolescent student leavers (MOE defined) will leave with NCEA L3. 40.7% 35% of Hagley Pasifika adolescent student leavers (MOE defined) will leave with NCEA L3. 20% College Effectiveness – Hagley Community College Performance Report 2015 Page 18 STRATEGIC QUALIFICATION TARGET 1: NCEA L2 & L3 BY RAW DATA COMPARISON Focus: As a mechanism to cross-reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. This enables two targets to be established. One for the college (as an internal target) and the second as a comparison between schools. Strategic Aim: To contribute a significant proportion (8 – 10%) of all National Certificates at L2 and L3 to the Christchurch region and to improve the number of students gaining higher level secondary qualifications at NCEA L2 and NCEA L3. Annual Aim: To maintain and grow the capacity of the college for qualification achievement at NCEA L2 and L3. Baseline data: All Year 12 and 13 students who have barriers to their engagement in learning. This includes both adults and adolescents and full and part-time students. Targets: The college will achieve a minimum of 400 National Certificates at Level 2 (NCEA L2) and 150 National Certificates at Level 3 (NCEA L3); the college will transfer in excess of 25 NCEA L2 certificates and100 additional NCEA L3 certificates back into their original schools in the Canterbury region; the cumulative total for this achievement will be 500 NCEA L2 certificates and 200 NCEA L3 national certificates. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The data for this analysis is obtained from There was an 81.7% participation rate The college achieved the established targets The full evaluation would show that Hagley NZQA – National Qualifications statistics using across years 12 and 13 generating 397 for both NCEA L2 and NCEA L3. In addition the College students achieved 257 NCEA L3 NCEA and other NQF qualifications, NCEA L2 certificates. There was also a college met it’s target for regional certificates and approximately 500 NCEA participation-based, cumulative numbers. The 76.7% participation rate across Year 13 collaboration with over 125 National L2 certificates. It is these figures that will sample contains all students (both adult and generating 157 NCEA L3 certificates. An Certificates being achieved at Hagley but the be used for targets in 2015. adolescent) who achieved NCEA L2 and/or additional 105 NCEA L3 certificates were results returned to their original school. Most NCEA L3. The actions undertaken to achieve are achieved through catch-up college and of these National Certificates are at NCEA L3 the outcomes are implemented through the 27 NCEA L2 certificates through Summer with these students all transitioning to college’s approved strategic priorities. School. university. Planning for next year: The college-wide self review process relating to student achievement is critical to establishing the benchmark data for the college’s improvement. Each element of achievement analysis needs to be read in conjunction with all the elements. The above analysis is important to illustrate the size of the number of National Certificates the college is achieving for the region with a population that is significantly disadvantaged or disenfranchised within education. Often this is lost when viewing generic annual data from the MOE & NZQA. Links to National Education Strategies: The college’s overall qualification analysis is directly linked to three national education strategies: the A.R.T. Strategy (Achievement, Retention, Transitions) ; the Youth Guarantee Initiative; the Governments BPS targets.. The Youth Guarantee strategy states that ‘when young people transition from school to work, or to further study, we need to ensure they all have the knowledge and skills they require to succeed and progress. The Youth Guarantee is about providing new opportunities for 16 and 18 year olds to achieve education success, and to progress into further education, training or employment. Young people need clarity, flexibility and choice in how they get to where they want to go. The goal of Youth Guarantee is that all young people will achieve Level 2 NCEA, which is seen as the minimum qualification for success in today’s world. The specific components of the Youth Guarantee that the college is directly linked to are the Vocational Pathways strategy and the ART 2013-2017 strategy. Vocational Pathways provide a tool for learners and parents to easily plan what they want to achieve and how they will achieve it, so they can make more informed decisions on their higher education or future work possibilities. The Vocational Pathways are designed to provide a clearer framework for vocational options, support better programme design and careers advice, and improve the linkages between education and employment. The pathways work towards achieving the foundational level education and training (Levels 1-3) and a roadmap for students to progress to higher education and achieve Levels 4-7. The Achievement 2013-17 initiative works in partnership with a number of secondary schools to identify young people at risk of not achieving NCEA Level 2, with a particular focus on Māori and Pasifika students. The initiative aims to generate higher levels of NCEA achievement and support the government’s Better Public Services target of ‘85% of 18 year olds achieving NCEA Level 2+, in 2017’. College Effectiveness – Hagley Community College Performance Report 2015 Page 19 STRATEGIC QUALIFICATION TARGET 2: PARTICIPATION ACHIEVEMENT IN NCEA Focus: Participative achievement in qualifications is useful to determine the degree of engagement a student has had in their learning as measured by their success in qualifications. NZQA state in their ‘Secondary School Data and Statistics on the NZQA Website’ publication that: “The participation-based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll-based denominator, especially at a school in which there are substantial numbers of students not pursuing NCEA qualifications. There are two main categories of schools for which this is likely to be the case. The first comprises schools with a substantial proportion of their students having special needs or being part-time students. The second comprises schools with a substantial proportion of their students pursuing non-NQF qualifications”. Both situations apply to Hagley Community College. They go on to say that: “Another way to explore this data is to group schools according to their decile ratings and to compare their performance against national decile means of NCEA Level 2 and NCEA Level 3 student achievement. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region”. More importantly it enables the College to triangulate the data sets to ensure there is a strong correlation between the analyses. Strategic Aim: To gain a high level of participation in qualifications and with that participation for students to gain a high level of success in NCEA L2 and NCEA L3.. Annual Aim: To maintain and grow the capacity of the college for qualification achievement at NCEA L2 and L3. Baseline data: All students at Years 12 and 13 participating in qualifications. This includes both adults and adolescents and full and part-time students. As Hagley students have experienced barriers to their engagement in learning then student engagement is key to making a difference to their achievement. Most of the students in the analysis had little or no qualifications on entry into the college at Years 12 and 13. Targets: 80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification; 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification; 80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification; 75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The college is creating the organisational There was an 81.7% participation rate The college was close to meeting its stretch The strategies of Maori student mentoring conditions around culture, structure and time across years 12 and 13 generating 397 target of 80% NCEA L2 and 75% NCEA L3 with and building the bicultural strategy by to become an ‘engaging school’ to improve NCEA L2 certificates. There was also a student achievement within (+ or -) 1.7% of the growing the understanding, ownership and and deepen the engagement of students in 76.7% participation rate across Year 13 targets. However, when analysed as National personal commitment to Maori success as their learning. This involves the development generating 157 NCEA L3 certificates. The data Maori achievement of NCEA L3 is 73.3% at Maori is having an impact on student and implementation of design principles for Maori student participative achievement Hagley which is 8.1% above the decile 4-7 achievement. The college has also learning programmes and the establishment was slightly below target with 78.4% across mean. Of greater importance is Maori students implemented the ‘effective teacher profile’ of new models of educational delivery. It also Yrs 12 and 13 and 73.3% for NCEA L3 but 60% achievement in UE compared with 54.9% (Bishop & Berryman) for all students to involves the building of reflective teaching exceeding the national decile 4-7 means. for decile 8 – 10 schools. support the above initiatives. practice around teaching as inquiry and the Sixty percent of Maori students successfully active development of student wellbeing. gained entrance to university. Planning for next year: The college is committed to achievement, retention and transitions (A.R.T.) becoming the focus of every classroom teacher at Hagley. The development of the A.R.T. classroom to raise the engagement of students for better achievement, retention and transitions is essential to reach the Governments BPS targets of NCEA L2+ and transitions to L4+. At the heart of this pedagogy is the best practice in teaching, learning and assessment model developed by the college based on data informing practice drwn from teaching as inquiry, NZQA and NCEA data, teacher appraisal, and descriptions and case studies written by teachers describing their practice. College Effectiveness – Hagley Community College Performance Report 2015 Page 20 STRATEGIC QUALIFICATION TARGET 3: QUALIFICATION ACHIEVEMENT AS A RETURN ON GOVERNMENT INVESTMENT Focus: Parents want to know if their school is doing well and how well it is doing in relation to other schools. The government wants the same thing, although the language may be expressed in a different way. For the government, they want to make sure that the financial investment they make into a school provides the best return in terms of student qualification achievement. In the most simple terms this can be expressed as: “What do we get out of each secondary school as qualification achievement in relation to the cost of our investment?” The government has made it very clear what their expected outcomes are for all students – NCEA Level 2 and NCEA Level 3+. We also know how schools are funded: each full-time equivalent (FTE) student generates funding (staffing and operational funding). The formula is therefore very straightforward. It is the relationship between the FTE student roll (funding investment) and the cumulative number of students achieving NCEA Level 2 or NCEA Level 3 expressed as a percentage of the school FTE roll. This overcomes all the arguments of each school being different. Strategic Aim: To ensure Hagley College is providing a very good return on Government investment based on student achievement performance in NCEA L2+ and L3. Annual Aim: To identify and achieve targets based on student achievement performance in NCEA Level 2 and Level 3 as a measure of a return on government investment. Baseline data: Every student in the college is included in this strategic qualification target based on the college’s MOE approved FTE student roll. Targets: Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll and this will be at or above the upper 95% mean in relation to Christchurch secondary schools; Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The number of students achieving NCEA L2+ Hagley students achieved NCEA L3 at The performance in NCEA L3 meets the target On the basis of this analysis Hagley College and NCEA L3 is gained from the NZQA website 12.27% of the total school FTE roll of 1279. established and places the college in the upper is providing the government with a very for statistics relating to NCEA and other NQF This meets the target established. The 95% performance area. The NCEA L2+ results high return on investment. This is qualifications – participation based mean performance for all 24 state and did not reach the college target of 35% but still significant especially when Hagley’s cumulative data. The school FTE roll is based integrated secondary schools in placed the college close to the upper 95% student population is totally made up of on Ministry of Education statistics from each Christchurch for NCEA L3 is 10.23% of total target. However, 105 additional students students who have experienced barriers school’s RS40 roll return. The sample includes school FTE roll with an upper 95% mean of passed NCEA L3 in ‘catch-up’ college but these which prevent them from engaging 24 state and integrated secondary schools 11.06. For NCEA L2+ at Hagley, analysis results were transferred back to their host successfully in secondary education. This from the Christchurch region. Key actions that shows that 31.27% achieved NCEA L2+ as a school for 2014 due to a transition year in the includes students: who are disengaged have impacted upon the outcomes are the measure of the total school FTE roll. The NCEA L3 / UE new regulations and an from their age-based cohort; not achieving approved strategic priorities fespecially the mean performance for all 24 state and additional 25 NCEA L2 results from Summer to their potential or aspiration in their establishment of the ‘Schools within Schools’ integrated secondary schools in School were transferred to their original previous school setting; or disenfranchised initiative at Hagley College based on the Christchurch is 29.45% with an upper 95% school. These results would normally be with due to personal outlook, difference or research of the Innovation Unit and Learning mean of 32.14%. Hagley. If these results were calculated in our individuality. We are making a difference Futures (UK) in developing the concept of the data set then the performance results would to these students and having an impact ‘Engaging School’. (Priority 1). be higher again. upon our wider education community. Planning for next year: This analysis is essential for the college in regaining some sense back into comparative statistical analysis. The generic analyses of the MOE and NZQA are not helpful to the college in understanding and unpacking both student and college performance and at times are unintentionally destructive. The above analysis takes a pragmatic business model approach that is the same for all secondary schools based on the governments investment (funding) to the value added by cumulative higher level qualification achievement. While this analysis does not explore the detail of how this performance is being achieved it does give an emphatic answer as to whether a school is providing a good return for the governments investment. This should be part of every schools’ analysis. College Effectiveness – Hagley Community College Performance Report 2015 Page 21 STRATEGIC QUALIFICATION TARGET 4: BETTER PUBLIC SERVICE (BPS) TARGETS Focus: As a mechanism to cross-reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. This enables two targets to be established. One for the college (as an internal target) and the second as a comparison between schools. Strategic Aim: To contribute a significant proportion (8 – 10%) of all National Certificates at L2 and L3 to the Christchurch region Annual Aim: To maintain and grow the capacity of the college for qualification achievement at NCEA L2 and L3. Baseline data: All (429) adolescent student leavers in 2014. This includes 249 full-time adolescent students and 180 part-time adolescent students. Target: The 2014 target for all Hagley Community College’s leaving students is 75% attainment in NCEA L2+ with the long-term target of 85% in 2017 for both full and part-time adolescents. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The College has implemented a range of The data is showing that students at Hagley When the college compares these results The strategic priorities and associated major initiatives to bring about changes to Community College are showing significant against the Ministry of Education’s predicted innovations are having a significant impact students’ achievement and on-going learning improvement in NCEA L2+ leaver trend and the BPS NCEA target of 85% on the growth of student achievement. capabilities. These initiatives are aligned to attainment. In 2010, 59% of Hagley’s full- achievement by 2017 we find that the College’s This is particularly important in that the government’s strategies of: strengthening time adolescent leaving students attained achievement is above that predicted by the Hagley’s population is entirely made up of student achievement and the Youth NCEA L2+ but by 2014 the student leaver MOE and on target for the BPS target in 2017. students who have experienced barriers to Guarantee Scheme of expanding attainment in NCEA L2+ has reached 84.8%. This is a very significant result. The college is their engagement in learning and opportunities for young people; and the This is at the BPS target ahead of the 2017 achieving the BPS target in 2014 for full-time therefore the necessity to capture them gathering and interpreting of information timeline. This sample gives a direct adolescent students 10% above the MOE back into learning is fundamental to their about student progress and achievement and comparison to other schools performance. predicted data. In addition when part-time long term success which has to be using that information to improve teaching When part-time adolescent student leavers adolescent students are included which are our achieved in a compressed timeframe. The and learning. These initiatives include: are included in the sample we find that the most vulnerable learning group we find that college is redesigning its senior curriculum Student Engagement (Strategic Priority 1); results show 51.7% attained NCEA L2 in the incremental improvement of 12.3 % across through the strategic priorities to buld the Curriculum Self-Review (Strategic Priority 3); 2012 and this has climbed incrementally to two year puts this group on target to reach the capacity for on-going sustained success. Learning Pathways (Strategic Priority 6); 64.1% in 2014. MOE BPS target by 2017. Maori and Pasifika Literacy and Numeracy (Strategic Priority 2). exceed the targets above. (see AOV Target 6). Planning for next year: The strategic priorities are being continued and expanded for 2015 to grow the capacity of the college in maintaining the improvement of student achievement. The approved priorities include: The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning; The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications; The growth of a strong self-review model to improve student engagement, retention, achievement and transitions; The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Redesigning the senior curriculum; The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree); Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college; The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers students especially Maori to achieve; Redesigning the programmes portfolio into a new major portfolio called ‘Curriculum Design’ that incorporates the critical success areas of: environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation. College Effectiveness – Hagley Community College Performance Report 2015 Page 22 STRATEGIC QUALIFICATION TARGET 5: LEAVER ATTAINMENT AS A MEASURE OF STUDENT SUCCESS Focus: Leaver attainment in national qualifications is a valuable measure to identify the college’s performance and progress in improving student achievement while at the same time giving the opportunity to view this progress and performance across a regional and national setting. To do this the college uses the data from the RS40 return (table SL1) as this table is based on the achievement of full-time adolescent students and therefore is directly comparable to other schools data. Part-time student performance, both adolescent and adult, are analysed within Strategic Qualification Target 4 – Better Public Service Targets (BPS) of this report. Strategic Aim: To improve the achievement of full-time adolescent students in NCEA L2 and NCEA L3 qualifications and to achieve the BPS targets of NCEA L2+. Annual Aim: To meet the stretch targets developed by the college for qualification achievement at NCEA L2 and L3 based on the implementation of a range of strategic priorities to bring about improvement. Baseline data: All full-time adolescent student leavers across Years 12 and 13. This analysis is based on full-time students and is collected from the College’s RS40 roll return (Table SL1) Targets: Over 90% of student leavers (MOE defined) in 2014 will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3; A stretch target of 75% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2014; 35% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3; the percentage of school leavers with Year 13 qualifications will exceed the national decile 5 mean of 36%; the percentage of school leavers with less than Year 12 qualifications will be below the national decile 5 mean of 31%. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) A range of approved strategic priorities were 90.8% of student leavers achieved a full The college is growing the performance and The evidence is showing that the strategies applied to raise the leaver attainment levels National Certificate of Educational achievement of students in higher level of redesigning the curriculum and of students in national qualifications. These Achievement at Levels 1, 2 or 3 which met secondary school qualifications. NCEA L2 reconfiguring the college infrastructure strategies included the development of new the college target; 84.8% of all full-time achievement exceeded the target by 9.8% and (when and how students learn) are making models of educational delivery at Year 12 and adolescent leavers gained NCEA L2+ which is almost meeting the national BPS target of a significant impact on student Year 13 to achieve deep and sustained significantly exceeded the college target of 85% required by 2017. The highest achievement. The college is committed to student engagement resulting in increased 75%; 42.2% gained NCEA L3 which qualification of NCEA L3 exceeded the target by continuing and enhancing these strategies achievement, retention and transitions to exceeded the college target of 36%; the 6.2%. These are significant increments of to enable the capacity of the college to be higher learning and the Implementation of a percentage of school leavers with Year 13 improvement. The reason for the variance is built and the improvement of student range of strategies for dealing with qualifications was 56.6% well above the the success of the multiple strategic priorities achievement to continue, especially for achievement in the literacy and numeracy decile 5 mean; 15.2% were below the decile which have worked collectively to make a students who are disadvantaged or component of qualifications. 5 mean for qualifications below NCEA L2. difference to student achievement. disenfranchised in the education system. Planning for next year: The strategic priorities are being continued and expanded for 2015 to grow the capacity of the college in maintaining the improvement of student achievement. Links to National Education Strategies: Hagley Community College is actively working across the greater Christchurch network of secondary schools to achieve and collaboratively support these targets.Our work closely involves the national strategies of the Youth Guarantee, Vocational Pathways; the Achievement 2013-2017 initiative (ART); Secondary Tertiary Programmes; Secondary-Tertiary Partnerships and Networks; and NCEA and the Whānau Information Programme. The college’s work is also closely aligned to and actively supports the Prime Minister’s youth mental health initiatives; the Tertiary Education Strategy; and the Business Growth Agenda through the Ministry of Business and Innovation. We are working collaboratively across the sector(s) and the greater Christchurch network to make a significant difference to those post-compulsory aged students who are disadvantaged or disenfranchised by our current education system and practices. College Effectiveness – Hagley Community College Performance Report 2015 Page 23 STRATEGIC QUALIFICATION TARGET 6: MAORI AND PASIFIKA STUDENT LEAVER ATTAINMENT Focus: To monitor and evaluate the impact of multiple strategic priorities on the achievement of Maori and Pasifika full-time adolescent students in National Qualifications at NCEA L2 and L3 Strategic Aim: Improve Maori and Pasifika student achievement at BPS target of 85% for NCEA L2 and to improve the achievement atthe highest level of secondary qualifications (NCEA L3) Annual Aim: To meet and exceed the targets for Maori & Pasifika achievement through the successful implementation of documented strategic priorities Baseline data: There were 27 full-time adolescent Maori student leavers (10.8% total leavers) and 5 full-time adolescent Pasifika student leavers (2% total leavers). Targets: Over 90% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3; A stretch target of 75% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2014; and 35% of Hagley Māori and Pasifika student leavers will leave with NCEA L3. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) Two specific strategies were the mentoring An analysis of leaver attainment from the The Maori adolescent full-time student The strategic priorities for the college have programme for Maori and Pasifika students MOE RS40 return shows that the majority achievement results are very good and sit been increased to both sustain and the mentoring of ‘at risk Year 12 of Māori students (92.6%) left with a full above the BPS target of 85% NCEA L2. What is improvement but also to grow the capacity students. The college is building the bicultural National Certificate of Educational more pleasing is the number of Maori students for improvement. At the centre of the strategy by growing the understanding, Achievement at Levels 1, 2 or 3. The (40.7%) that have completed higher college developments is the re-design of ownership and personal commitment greatest proportion of Māori student qualifications at NCEA L3. This is a significant the senior curriculum and the throughout the college. The college has also leavers left with NCEA Level 2+ (88.9%) and result as Maori students make up nearly 11% of reconfiguration of the college’s implemented the ‘effective teacher profile’ 40.7% of Māori students left with NCEA L3. all leavers. The range of strategies infrastructure to ensure that students who (Bishop & Berryman) within the wellbeing 7.4% of Māori students left with limited or implemented during 2014 have had a positive are experiencing barriers to their portfolio that enables and empowers: no qualifications. In this analysis ‘limited impact on Maori student achievement and engagement in learning have new and authentic elationships and interactions qualifications’ refers to all categories below Pasifika achievement. These strategies will unique opportunities to re-engage with between teachers and students in the NCEA Level 1 which is a higher benchmark remain in place while the college maintains and learning and to be successful. The Maori classroom; teachers taking positive, non- standard than that set by the Ministry of builds on its capacity to grow this success. The mentoring programme has been enhanced deficit views of students, and see themselves Education. An analysis of leaver attainment results for Pasifika students a very pleasing as a with a full-time Maori tutor appointed to as capable of making a difference for them from the MOE RS40 return shows that all trend but limited weight should be placed on work with students and whanau and employing effective interactions which the Pasifika students (100%) left with a full them due to the small size of the data set. rely on: caring for students and National Certificate of Educational acknowledging who they are; managing the Achievement at Levels 2 or 3. Eighty classroom to promote learning; using a range percent of Pasifika student leavers left with of dynamic, interactive teaching styles; and NCEA Level 2 and 20% of Pasifika students teachers and students reflecting together on left with NCEA L2 or higher. No Pasifika their achievement in order to move forward student left with limited or no collaboratively. qualifications. Planning for next year. The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line indice for student achievement together with strategies for L4+ transitions. The college has identified 10 critical performance targets in college-wide (generic) student achievement for 2015 College Effectiveness – Hagley Community College Performance Report 2015 Page 24 B. STRATEGIC PRIORITIES 2014 The college wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions. 1. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students. 2. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work. 3. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions. 4. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-going learning, training and work. To meet the College’s commitment to improve engagement, achievement, retention, and transitions for priority learners and students ‘at risk’ of not meeting the BPS targets of 85% student leaver achievement in NCEA Level 2+ and transitions to achievement in Level 4+ qualifications, the following priorities for 2014 were identified: 1. The development of new models of educational delivery at Year 12 and Year 13 to achieve deep and sustained student engagement resulting in increased achievement, retention and transitions to higher learning. a. School of Cuisine b. Early Childhood Education c. Pre-Nursing Studies d. School of Dance e. School of Music f. School of Fashion g. Hagley/Canterbury Tertiary College Partnership h. The Canterbury Summer School i. Mentoring Year 12 ‘at risk’ students. j. Mentoring of Maori students. k. School of Apps l. ‘Passport’ – A full immersion Y12 programme in Social Sciences. m. Theatre Company – Gi60 Project College Effectiveness – Hagley Community College Performance Report 2015 Page 25 2. The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications. 3. The growth of a strong self-review model to improve student engagement, retention, achievement and transitions (the ART strategy). 4. The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Redesigning the senior curriculum. a. Expanding curriculum choice b. Packaged programmes c. Full-focus courses d. Partnership programmes e. Schools within Schools initiative. f. Subject immersion g. Clustering communities 5. The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 (Diploma) and Level 6 (Degree). a. Catch-Up College b. Certificate in University Preparation (CUP). 6. The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications. 7. Developing the case for Hagley to become a designated special character school. 8. Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. 9. The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio that enables and empowers students 10. Growing the regional hub – strategies and practice 11. Redesigning the programmes portfolio into a new major portfolio called ‘Learning Opportunities’ that incorporates the critical success areas of: environmental scanning; curriculum models; programme design; programme initiatives; and programme implementation and evaluation. 12. Developing the MLE (Modern Learning Environments) / MLP (Modern Learning Pedagogies) master plan for Hagley’s future capital works. 13. Defining and marketing the ‘Hagley brand’. STRATEGIC PRIORITY SUMMARY 2014 Stage of Development Performance Analysis for Student Engagement Impact on Student Achievement Strategic Priority 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1.a School of Cuisine ✔ ✔ ✔ 1.b Early Childhood ✔ ✔ ✔ 1.c Pre-Nursing ✔ ✔ ✔ 1.d School of Dance ✔ ✔ ✔ 1.e School of Music ✔ ✔ ✔ 1.f School of Fashion ✔ ✔ ✔ 1.g CTC Partnership ✔ ✔ ✔ 1.h Summer School ✔ ✔ ✔ College Effectiveness – Hagley Community College Performance Report 2015 Page 26 1.i Yr 12 Mentoring ✔ ✔ ✔ 1.j Maori Mentoring ✔ ✔ ✔ 1.k School of Apps ✔ These programmes are yet to complete their annual cycle of implementation and will be reviewed and evaluated in 2016. 1.l Passport - SS ✔ 1.m Gi60 Project ✔ ✔ ✔ 2. Literacy & Numeracy ✔ ✔ ✔ 3. A.R.T. Strategy ✔ ✔ ✔ 4.a Curriculum Choice ✔ ✔ ✔ 4.b Packaged Courses ✔ ✔ ✔ 4.c Full-focus Courses ✔ ✔ ✔ 4.d Partnerships ✔ ✔ ✔ 4.e Schools within Schools ✔ ✔ ✔ 4.f Subject Immersion ✔ ✔ ✔ 4.g Clustering ✔ ✔ ✔ Communities 5.a Catch-Up College ✔ ✔ ✔ 5.b UC@Hagley (CUP) ✔ ✔ 6. Learning Pathways ✔ 7. Special Character ✔ ✔ ✔ 8. Bicultural Strategy ✔ ✔ ✔ 9. Effective Teacher ✔ ✔ ✔ Profile 10. Regional Hub ✔ ✔ ✔ 11. Portfolio Redesign ✔ 12. MLE & MLP ✔ ✔ ✔ 13. Marketing Brand ✔ ✔ ✔ College Effectiveness – Hagley Community College Performance Report 2015 Page 27 STRATEGIC PRIORITY 1, PART A, SCHOOL OF CUISINE Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these disadvantaged and disenfranchised students with little or no qualifications. Annual Aim: To identify ‘at risk’ students with a passion or interest and immerse them into engaging learning around their passion to achieve the ART targets. Baseline data: Seventeen students with no qualifications and experiencing real barriers to engagement with their learning. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study, training or work. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Cuisine with an 88.2% retention rate: high levels of Two students left the programme early with Full evaluation has been undertaken of the industry recognised tertiary qualification. engagement; 93.3% gained a full National little qualifications due to mental health success of the strategy and it is creating Students are working towards gaining a Certificate. 73.3% leavers gained NCEA Level issues creating a rention rate of 88.2%. This is significant success. The college is also National Certificate in Hospitality ( Basic 2+ with 26.7% gaining NCEA Level 3. Over below our target of 100%. All other targets learning from the implementation and is fine Cookery). Target group identified with 17 40% of students returning to raise their established by the college were achieved. tuning the nature of the delivery and the enrolments all with no or low qualifications qualification levels to NCEa L2 or L3. Of the qualifications. One area for consideration is (6 males and 11 females) with ethnic nine student leavers 88.9% had gained the literacy and numeracy component of the diversity (60% Asian from 6 different cultures qualifications at NCEA L2+. Of these students course. Some students choose not to engage and, 40% NZ European). This is designed as a 44.4% left with NCEA L3. lAll leavers 60% with this and as a consequence it affects their one year programme but will ‘suuport’ have transitioned to further training in the qualification recognition. The strategy is students to gain and improve their industry or polytechnic or have established being sustained for the future with the model qualifications through extended study into a their own business. extended into new curriculum areas. The second year. model is also being used within the YG national workshops. Planning for next year: The ‘School of Cuisine’ is a success story that is being translated into other areas of the college. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full-time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Cuisine’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport. College Effectiveness – Hagley Community College Performance Report 2015 Page 28 STRATEGIC PRIORITY 1, PART B, EARLY CHILDHOOD EDUCATION Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implement and maintain a full-time immersion programme in Early Childhood Education (at NCEA Level 3 and UE) with strong pathways for future learning for students. The college- wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these targeted (little or no qualification) students. Annual Aim: To identify ‘at risk’ students with a passion for early childhood and immerse them into engaging learning around their passion to achieve the ART and BPS targets. Baseline data: Eighteen students with few qualifications who are experiencing real barriers to their engagement with learning but who have a passion or interest in early childhood care. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Early 100% retention rate: high levels of The college has achieved national Full evaluation undertaken of the success of Childhood Education with NCEA L3 and UE engagement; 100% gained a full National qualifications well above the stretch targets the strategy. The strategy is being sustained qualifications and targeting students who Certificate. 100% leavers gained NCEA Level that were established. This is a very for the future with the model extended into have an interest or a passion in working with 2+ with 88.9% gaining NCEA Level 3. NCEA significant result and highlights the new curriculum areas. The model is also children, nannying, getting a degree, or Level 3 achievers are all transitioning to effectiveness of the ‘engaging schools’ being used within the YG national workshops working in an early childhood centre. Target polytechnic or university degree courses or strategy that can be applied in mant different and will be presented as part of the group identified with 18 enrolments all with working in the industry. contexts. Ministerial Regional Cross-Sector Forum on low qualifications (18 females) with ethnic These findings across this ‘engaging school’ Raising Achievement. diversity (22% Asian, 61% NZ European, 5.5% strategy has real significance for programme Middle East; 5.5% African; and 6% other design in the senior curriculum nationally. ethnicities). Planning for next year: The ‘School of Cuisine’ is a success story that is being translated into other areas of the college. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full-time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Cuisine’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport. College Effectiveness – Hagley Community College Performance Report 2015 Page 29 STRATEGIC PRIORITY 1, PART C, PRE-NURSING STUDIES Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implementand maintain a full-time pre-health programme to transition students into Level 5 and Level 6 tertiary qualifications through careers in nursing, medical imaging and other health related vocations. This is designed for students who are returning to education, or who have little or no qualifications. The college-wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these targeted (little or no qualification) students. Annual Aim: To identify students with a passion for nursing or health related vocations and immerse them into engaging learning around their passion to achieve the ART targets. Baseline data: Eighteen students with little formal qualifications at risk of being disenfranchised from education due to barriers to their engagement in learning. Target: To re-engage all students; 90% retention; 90% gaining a Hagley College Pre-Health Certificate (endorsed by CPIT); 80% of student leavers transitioning to further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Pre-Health 100% retention rate: high levels of These students exceeded all targets that Full evaluation undertaken of the success of Studies established in alignment with CPIT engagement; 100% gained the Hagley were established by the college. the strategy. The strategy is being sustained school of nursing. Target group identified Certificate in Pre-Health studies. 100 gained 100% retention (target 90%) for the future with the model extended into with 18 enrolments all with no or low entry into CPIT for nursing or medical 100% qualification attainment. new curriculum areas. The model is also qualifications (18 females) with ethnic imaging. This performance result is being used within the YG national workshops. 100% acceptance into higher level tertiary diversity (16.7% Maori, 55.6% NZ European; particularly satisfying as these students were This ‘school within a school’ is different from study based on their performance. 16.7% Asian; 5.5% Pasifika; and 5.5% very vulnerable learners. They have moved most of the other in that the outcome being It is interesting to note that while National African). The intent of the programme is to from having little or no qualification sought is not national qualifications but qualifications were not the target: 77.8% re-engage these students with learning, to achievement to a position where they are all rather qualified entry into higher level gained a full national certificate; 44% gained build skills in the health sector and to gain engaging in tertiary study at both the studies and advanced qualifivcations NCEA L2+; and 11% gained NCEA L3. the qualifications to transition them into CPIT diploma and degree level This illustrates the (diploma and degree) health related courses at Level 5 and Level 6. power of this strategy. Planning for next year: The Pre-Health Studies is an empowering success story that is being translated into other areas of the college. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full- time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘Pre-Health Studies’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport. College Effectiveness – Hagley Community College Performance Report 2015 Page 30 STRATEGIC PRIORITY 1, PART D, SCHOOL OF DANCE Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Dance (at NQF Leve 3 and 4) with strong pathways for future learning in the performing arts. The college-wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement, achievement and transitions and to build capacity for successfully advancing this change. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for students wishing to build careers in the performung arts and specifically dance. Annual Aim: To identify students with a passion for dance and immerse them into engaging learning around this passion to achieve the ART targets and pathways for their on-going learning. Baseline data: Seven students with diverse background and limited skills wanting to explore a craeer in performing arts and dance. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Dance and 85.6% retention rate: very high levels of One student left the programme due to ill- This was a small group in 2014 and well linked to the vocational pathways creative engagement; 100% gained a full National health. under capacity for the Dance Company. The industries. established with English and Certificate. 85.6% leavers gained NCEA Level Only 57% of students transitioned to further outcomes of the Dance Company are very Mathematics embedded. Target group 2+ with 57.1% gaining NCEA Level 3. All NCEA study but this was at the degree level. high but viability depends on meeting the identified with 21 enrolments all with no or Level 3 achievers are all transitioning to Of the students that did not transition to needs of students and at present this ‘school low qualifications (18 males and 3 females) university degree courses (50% at Unitec for further study all had gained employment. within a school’ is not attacting enough with ethnic diversity (14% Maori, 62% NZ the Bachelor of Screen and Performing Arts students. Building a more direct relationship European and 24% other ethnicities). and 50% to Auckland University for the with the Theatre Company or establishing a Bacleor of Dance Degree). composite model will need to be explored. More explicit links with YG Vocational Creative Industries Pathways is necessary. Planning for next year: The ‘Dance Company’ is a dynamic success story but with a challenge. The delivery and the outcomes are of the highest order but the programme does not have the student base to draw from. Strategies are being explored to build capacity through direct integration with the Hagley Theatre Company. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full- time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of Dance’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport. College Effectiveness – Hagley Community College Performance Report 2015 Page 31 STRATEGIC PRIORITY 1, PART E, SCHOOL OF MUSIC Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Music (at NCEA Level 2 and NCEA L3) with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these targeted (little or no qualification) students. Annual Aim: To identify ‘at risk’ students with a passion for music and immerse them into engaging learning around their passion to achieve the ART targets. Baseline data: Thirty two students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Music 97% retention rate at across L2 and 3. One student left the course early due to The strategy is being sustained for the future established with English and Mathematics 81.25% of L2 students staying on to complete mental health issues. There is a high with the model extended into new embedded. Target group identified with 16 Level 2 or engage in Level 3: high levels of expectation on this strategy and the college curriculum areas. The model is also being enrolments all with no or low qualifications engagement; 90.6% gained a full National was slightly disappointed that students did used within the YG national workshops. The (14 males and 2 females) with ethnic Certificate. 82.4% leavers gained NCEA Level not convert a good result into an excellent School of Music at Level 3 is also being diversity (14% Maori, 62% NZ European and 2+ with 33% gaining NCEA Level 3. Students one. Over 34% of students did not convert modified to embed additional subjects into 24% other ethnicities). below NCEA Level 2 all returning. NCEA Level their qualification into a higher qualification. the Music. The strategy is working extremely 3 achievers are all transitioning to Many staying on to do so. This strategy is well with high levels of retention and polytechnic or university degree courses. designed to be transformative and therefore engagement from a group of students who the college is looking to students gaining the were ‘at risk’ of disengaging from learning. highest possible qualification in the shortest While these students are facing significant possbile time. We are also looking to build a disadvantage when they start their history of success. motivation and passion gives rise to high engagement which in turn is translating into qualification achievement. Planning for next year: The programme is being modified at NCEA Level 3 qualifications to ensure greater contextual learning in curriculum areas that sit outside music. The concept is that students want to solely undertake music. The strategy is to make them think they are while enabling them to build qualifications across a more diverse educational front. This priority is aligned to the MOE strategy of the Youth Guarantee and the ART Achievement 2017. The full immersion model significantly met the ‘Engaging School’ programme design criteria which will form the framework for new programmes in 2015. College Effectiveness – Hagley Community College Performance Report 2015 Page 32 STRATEGIC PRIORITY 1, PART F, SCHOOL OF FASHION Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Fashion (at NCEA Level 3) with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme. The college-wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement and achievement and to build capacity for successfully advancing this change. Strategic Aim: To dramatically improve retention, engagement, achievement and transition for these targeted at risk students. Annual Aim: To capture students who face barriers to their engagement in learning back into meaningful education and having them fully engaged and immersed in their studies and achieving the highest qualification possible (NCEA L2 minimum or NCEA L3 prefered target). Baseline data: Sixteen students of diverse background and cultures with little or no formal qualifications. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 80% of student leavers transitioning to further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Fashion at 100% retention rate: high levels of An extraordinary level of student This is a success story an it is unfolding in NCEA Level 3 established. Programme engagement; 94% gained a full National engagement with students regularly working different ways. In 2013, a high proportion of established around the key principles of Certificate (of this percentage, 87.5% beyond ‘timetabled hours’. With this students (60+)% gained NCEA L3 and have programme design for ‘Engaging Schools’. achieved NCEA Level 2+, with 19% at NCEA engagement came 100% retention which is entred into tertiary institutions all around the Target group identified with 16 enrolments Level 3). NCEA Level 3 achievers are all above the target figure. The student country to undertake degree study. In 2014 all with no or low qualifications (5 males and transitioning to polytechnic or university achievement is above the 85% target for this group required that extra development 11 females) with ethnic diversity (6% Maori, degree courses. A significant proportion of NCEA Level 2+ but within this figure many time to achieve their goals. A special student 56% NZ European, 19% Asian, 13% African, students (44%) are returning to raise their students have yet to convert this success story was a profoundly deaf Maori and 6% American). qualification levels. All of these students have achievement into higher NCEA Level 3 young man who not only gained NCEA Level 30+ credits at NCEA L3. qualifications. Students are returning to do 3 but was accepted into the degree course at so and gain NCEA L3 plus the National Otago Polytechnic. More like models are Certificate in Clothing Manufacture at Level 3 proposed for 2015. Planning for next year: The ‘School of Fashion’ is a another success story that is being translated into other areas of the college. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full-time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. College Effectiveness – Hagley Community College Performance Report 2015 Page 33 STRATEGIC PRIORITY 1, PART G, HAGLEY / TERTIARY COLLEGE PARTNERSHIP Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a joint partnership between CPIT and Hagley through the Canterbury Tertiary College for trade training across a range of disciplines for students who are disengaging from education, or who have little or no qualifications, and who have poor literacy and numeracy skills. Strategic Aim: To dramatically improve retention, engagement, achievement and transition for these targeted at risk students. Annual Aim: To re-engage no qualification students at serious risk of ‘dropping out’ of education with trade programmes that were practical and relevant to them and programmes that led to on-going advanced training qualifications. Baseline data: 45% of all Hagley leavers (full-time and part-time inclusive) leave with qualifications below NCEA Level 2. Most senior students enter the College with little or no qualifications. These students had previous histories of failure, no qualifications and very poor literacy and numeracy. Target: To re-engage all students; 90% student retention; 80% gaining a full National Certificate; with 80% of student leavers continuing with training and further study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in the ‘trades’ 100% retention rate: high levels of The high level of engagement resulted in The College would like to build the capacity split between CPIT and Hagley. The target engagement; 80% gained a full National retention rates being 10% above the target of this course supporting a higher number of group were all Year 12 or Year 13 with no Certificate. In addition, 50% of this group figure. This is a very vulnerable group of students engaging in the trades programmes. formal qualifications. 10 students enrolled (8 achieved NCEA Level 2 and 80% gaining a students with a long history of failure. The The second step will be to align these male, 2 female). All these students had no National Trade Certificate at L2. The 20% of 80% of students gaining a full National programmes very closely with the Vocational literacy. Students undertook their specialist students who did not achieve a full national Certificate was at the proposed stretch target Pathways. Considerations are being given to trade training at CPIT. The ethnicities of certificate are continuing with the figure, but additional success was gained additional practical programmes that appeal these students were: 7 NZ European, 1 programme to finish NCEA Level 2 or are with 50% of students gaining NCEA Level 2 to young women such as Early Childhood. Middle East, 1 Asian and 1 African. continuing training at CPIT for higher level from this single year of study. The programme will be maintained in 2015. qualifications. Planning for next year: The College is advancing a range of additional programmes aligned to the Vocational Pathways to engage a broader and greater number of ‘at risk’ students who are at senior levels in the College (Years 12 and 13) but who have no qualifications. The College will use a number of models including CTC and specialised schools within Hagley. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full-time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. A partnership has been developed between the Manufacturers Association, the Canterbury Developemnt Corporation and the College to implement programmes in manaufacturing for 2015. College Effectiveness – Hagley Community College Performance Report 2015 Page 34 STRATEGIC PRIORITY 1, PART H, THE CANTERBURY SUMMER SCHOOL Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a Summer School programme as a regional resource to support students from Christchurch cluster schools who are within 8 credits of achieving their Level 2 NCEA Certificate in order for them to complete certification requirements. Strategic Aim: To improve the Level 2 NCEA success rates for Canterbury students and thereby contribute to realising the Better Public Service [BPS] Targets of 85% achieving Level 2 NCEA. Annual Aim: To identify and enrol students within the region who are within 8 credits or fewer of achieving their Level 2 NCEA Certificate. Baseline data: 100% of students enrolled in the Summer School had not completed an NCEA Level 2 Certificate at the completion of their traditional school year. Target: At least 85% of students who engage with Summer school gain their Level 2 certificate as a result of engagement. Actions Outcomes Reason for Variance Evaluation Wrote to Principals of all Christchurch 25 students from 11 schools within the One student did not complete the The Summer School was, once again, a schools. Promoted Summer School to Christchurch area who were within 8 credits requirements as she withdrew from the successful programme with 96% of students Christchurch schools through sending flyers of gaining their NCEA Level 2 students programme before she completed. gaining their NCEA L2. to schools in hard copy and email form. The engaged with Summer School. 24 students It is interesting to note that in 2015 students intention was that designated personnel (96%) completed the requisite credits to gain came from 11 schools, whereas in 2014 distributed these to relevant candidates after their Level 2 Certificate. All of those who students came from only 6 schools. This the publication of NCEA results. Promoted provided feedback on the programme increase in coverage is highly significant and the School via a radio and newspaper reported high levels of satisfaction with is likely to represent a stronger campaign in January.Enlisted the support of Summer school. Students clearly expressed understanding within schools about the Trevor McIntyre, Senior Adviser, Youth that a Level 2 Certificate was an important programme’s intent, and more active Guarantee, MOE, to promote the summer goal and they had a strong wish to complete encouragement to students from schools’ school with principals. Interviewed their certificates in the current year. 5 management. prospective candidates from 15 January and students from Hagley completed their Level arranged and delivered suitable programmes. 2 NCEA certificate as part of this programme. Communicated results to home school. Planning for next year: The College intends to run Summer School in 2016 and will negotiate with the Ministry of Education about how to take the programme forward. What is more significant is the impact the Cnterbury Summer School (NCEA L2) and the Hagley Catch-Up College (NCEA L3) are having to additional achievement results and student success in the Canterbury region. Across 2014 / 2015 there have been an additional 51 NCEA L2 certificates from the Canterbury Summer School and 189 NCEA L3 / UE from the Catch-Up College. This is a strong performance relating to collaborative strategies improving student achievement across the region. College Effectiveness – Hagley Community College Performance Report 2015 Page 35 STRATEGIC PRIORITY 1, PART I, MENTORING YEAR 12 ‘AT RISK’ STUDENTS Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement a mentoring programmeg for Year 12 students who are disengaging from education, or who have little or no qualifications, and are struggling to re-engage with their learning. Many of these students are new to Hagley and frequently lack the self management skills and personal resilience to make their transition to a new learning environment effective. The college is trying to establish for these students an important adult figure in their lives that can develop authentic relationships with these students to build their skills for learning capacity and the confidence to successfully engage in learning. The major focus of this strategy is retention, engagement and achievement. Strategic Aim: To dramatically improve retention and engagement for these targeted vulnerable students by supporting their reconnection to learning and targeting NCEA L2 for their achievement. Annual Aim: To identify students at Year 12 who are ‘at risk’ of not being retained in the education system or who are disengaging from their learning and to improve their retention, engagement. And to target their achievement at NCEA L2 Baseline data: 20 Year 12 students with little or no qualifications who are at risk of ‘dropping out’ of schooling with a history of increasing disengagement and low achievement. Target: Re-engage all 20 students; a 90% retention rate; 90% achieving their literacy and numeracy standards; 80% students gaining NCEA L2; 100% with planned pathways. Actions Outcomes Reason for Variance Evaluation The mentoring of the Year 12 ‘at risk’ Of the 20 ‘at risk’ students involved in the Thre students did not achieve NCEA L3 but Full evaluation was undertaken of the students involved: breaking down learning mentoring programme they achieved: a have returned to the college to complete success of the strategy. This is a very good barriers students experienced by building 100% retention rate; 100% in literacy and their qualifications. performance result with 85% of vulnerable authentic personal relationships; exploring numeracy standards; 85% achievement in The majority of students achieved their NCEA students gaining their NCEA L2. The strategy with students the key competencies / career NCEA L2; and 100% with pathway plans. L2, 5% above the target of 80% established is being sustained and broadened for the competencies; brokering the relationsips and An additional strategy that was not part of by the college and at the BPS target of 85% future. The model is also being used within interactions with class teachers; exploring the original strategic priority was also established by the Government. the Youth Guarantee national workshops. future directions and pathways. Fundamental undertaken by the Yr 12 mentor with to this mentoring programme was the another 125 vulnerable students across Year establishment of a meaningful adult in the 12 (63 students) and Year 13 (62 students) lives of vulnerable students. (see the student engagement portfolio report for the outcomes of this initiative). Planning for next year: This priority is aligned to the MOE strategy of the Youth Guarantee and the ART Achievement 2017. While this model is not a full immersion programme such as the ‘schools within a school’ strategy it is using full immersion techniques by the tutor (mentor) to fully support and engage the students with their learning and the development of their self management and resilience. The college is exploring through the student engagement portfolio the social-emotional learning that students need and which have formed the basis of this mentorship programme. This involves developing five interrelated competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The Year 12 mentor and mentorship programme has developed these five competencies with the students identified in the support programme. College Effectiveness – Hagley Community College Performance Report 2015 Page 36 STRATEGIC PRIORITY 1, PART J, MENTORING OF MAORI STUDENTS Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish a mentor to identify and work with Māori students and develop and implement a mentoring programme to support Māori adolescent students in engaging in their learning, being retained within the learning system and to achieve the qualifications to enable them to make successful transitions to higher learning, training or employment. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for Māori students. Annual Aim: To identify Māori students studying across Years 12 and 13 and to mentor them through their learning. Baseline data: Thirty full-time Måori students at Years 12 and 13. Target: 90% retention; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2 (or higher); 40% of student leavers gaining NCEA L3. Actions Outcomes Reason for Variance Evaluation A strong mentor established and engaged in 96.7% retention rate: high levels of One full-time Måori student left the college Full evaluation has been undertaken of the a range of key roles and strategies. While all engagement; 92% gained a full National after 10 weeks with no qualifications but very success of the strategy. The strategy is being Māori students were supported the focus for Certificate. 84% leavers gained NCEA Level 2+ high retention rate with all other students. sustained for the future with the model 2014 was on Year 12 and 13 adolescent with 40% gaining NCEA Level 3. The slight variance in results from college being extended into Year 10 / Year 11 for students. These roles and strategies It is interesting to note that many of these wide-leaver achievement is due to not all the 2015. The model is also being used within included: Profiling all Māori students early in students had poor qualification achievement college-wide Måori students were involved in the YG national workshops and is part of the the year; personal mentorship of senior prior to coming to the college and their the mentoring programme. Strengthening A.R.T strategy for improving achievement of Māori students; texting system for Māori involvement in the mentoring programme. diagnostic assessment at placement will Māori students. students (timely and user-friendly); Hui to Very good parental support and support assist in removing the variance. inform ākonga and whānau about NCEA and from the Whānau teacher group who have NZQA supported by CareersNZ; the Whānau worked hard to build capacity for Māori open for study and learning support with students. Whānau teacher group support; planning work for the year 13 Māori ākonga; building careers experiences to open opportunities for future pathways; building teacher student authentic relationships. Planning for next year: The mentor and the mentoring programme was very successful in 2014. The achievement results for full-time, adolescent Māori student leavers was very good with over 88% of students leaving with NCEA L2 or higher and The focus was on Year 12 and 13 students but for 2015 it will be incorporated to include all Māori adolescent students. Analysis has shown that an early indicator of disengagement could be present in Year 10 and so work across the Year 10 and 11 interface is being identified as a priority for 2015. This mentoring programme is new and we are regularly reviewing and adjusting the programme to grow our capacity to make a difference for Māori students. This strategic priority is also supported by another strategic priority for the college which is uilding the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. These strategies are well supported by the Student Engagement portfolio. College Effectiveness – Hagley Community College Performance Report 2015 Page 37 STRATEGIC PRIORITY 1, PART K, SCHOOL OF APPS Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion School of Apps (at NCEA Level 3) with strong pathways for future learning and careers for students who have an interest in creating mobile applications but who may not wish to currently follow a full computer sciences academic pathway. The college-wide focus is to redesign the senior curriculum with a range of immersion schools (schools within schools) to create opportunities for full student engagement in areas that are grounded in the sudents world and areas that they are interested and / or passionate about. This work is based on research relating to improving student retention, engagement and achievement by becoming an ‘engaging school’. All students coming to Hagley have experienced barriers which prevent them from engaging successfully in education. Most have little or no qualifications. The redesign of the curriculum is to bring about significant change to engagement, achievement and transitions and to build capacity for successfully advancing this change. Strategic Aim: To deeply immerse students, especially those who are finding barriers ti their engagement in learning, in the developing arena of Mobile application development within a business type environment raising their academic achievement to University Entrance level and the opportunity to achieve NCEA L3. In addition the college is commited to creating learning opportunities and skill development leading to vocational pathways in the IT industry. Annual Aim: To utilise the strong appeal of mobile applications within youth culture focussing on creative and critical thinking, communication and collaborative skills and self-management within a small business type environment. Baseline data: Up to 20 students who want to work at NCEA level 3 (technology, English and Business Studies) for University Entrance or a career pathway. Target: To provide an academic pathway into technology for all students; 80% gaining >=60 credits at NCEA level 3 (University Entrance) Actions Expected Outcomes Reason for Variance Evaluation Full immersion programme in Technology 90% retention rate: high levels of As this is a new course, placement Full evaluation will be undertaken on the established with English and Business Studies engagement; 90% gaining 60 credits at NCEA requirements are new and may need success of the current strategy of the School embedded. Target group identified with up level 3 and Hagley awarded ‘badges’ in adjusting. Students at this age and level often of Apps in term 4 with continued input and to 20 enrolments mostly with NCEA level 2 Communication and collaborative skills and leave school to full time work as it can seem peer review from teachers outside of the qualifications but little software development self-management. more attractive. course and from external colleagues. experience qualifications. This programme is The current expectations of a successfully in it’s first year of implementation. It has the running programme has been realised but at support of CORE education and industry. The present greater time is needed to grow the development of the electronic learning capacity in relation to student numbers. badges is an exciting development. Planning for next year: To engage more students to enrol at the start of the year (more focussed marketing) and enter females onto the course. Another consideration that is being explored is developing another ‘school within a school’ based on robotics and design and overlaying this with the School of APPS. This could be an effective and innovative way of building the capacity across the schools while at the same time increasing the skill set available to students. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. The ‘School of APPS’ sits within the ‘Schools within a School’ initiative. The college is expanding the concept for 2015 with three new immersion schools: the School of APPS; the School of Animation & Digital Design; and Passport with a School of Robotics planned for 2016. College Effectiveness – Hagley Community College Performance Report 2015 Page 38 STRATEGIC PRIORITY 1, PART L, ‘PASSPORT’ – A FULL IMMERSION YEAR 12 PROGRAMME IN SOCIAL SCIENCES Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To establish and implement an immersion school in the Social Sciences targeted at NCEA L2 with strong pathways for future learning for students who are disengaging from education, or who have little or no qualifications, or who are disinterested with a conventional smorgasbord subject programme. This immersion programme called ‘Passport’ amalgamates the key learning areas of history, geography, social studies, the travel industry, business studies and media studies. It is designed to ‘capture’ students back into learning and to give them the core qualifications of NCEA L2 with strong pathways for advanced learning and training. Strategic Aim: To dramatically improve retention, engagement, achievement and transitions for these targeted (little or no qualification) students. Annual Aim: To identify ‘at risk’ students with an interest in social sciences and immerse them into engaging learning around their passion to achieve the ART targets. Baseline data: Twenty one students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement. Target: To re-engage all students; 90% gaining a National Certificate; 85% of leavers gaining NCEA Level 2; 80% of student transitioning to further study or training. Actions Outcomes Reason for Variance Evaluation Full immersion programme in Social Sciences The targets of: re-engagement of all There is no variance at present as this Full evaluation will be undertaken of the was established with history, geography, students; 90% gaining a National Certificate; immersion programme is in its first year of success of the strategy in the 2015 review. social studies, travel industry, business 85% of leavers gaining NCEA Level 2; and implementation. A risk factor for this The strategy will hopefully be sustained for studies and media studies embedded around 80% of student transitioning to further study programme is lack of student numbers. While the future as this is one of the few immersion a single concept called ‘passport’. Target or training have yet to be assessed. These it is too early to predict the successful schools at Year 12 / NCEA L2. The model is group identified with 10 enrolments all with outcomes will be evaluated by the end of outcomes of this programme, careful also being used within the YG national no or low qualifications. 2015 and reported in the 2016 annual consideration needs to be given to strategies workshops as a work under construction. performance report. and guided assessment in aligning students to this programme. It’s name might be an initial block to engagement. Planning for next year: ‘Passport’ which is a full immersion Year 12 programme in social sciences has yet to complete a full cycle of implementation. Whatever the outcome(s) the college will apply it’s learnings to the ‘schools within schools strategy. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The ‘Schools Within a School’ are full-time, immersion programmes based around a student’s passion or interest. All the programmes have full national certificates at either NCEA Level 2 or Level 3. Each of these programmes (schools) are designed for students passionate about training in certain areas, often with strong links to industry and providing clear pathways to further learning and careers. The college has 15 of these ‘schools within a school’ and more are being developed. College Effectiveness – Hagley Community College Performance Report 2015 Page 39 STRATEGIC PRIORITY 1, PART M, THEATRE COMPANY – PARTNERSHIPS & THE Gi60 PROJECT Develop and implement new models of educational delivery, at Years 12 and 13, to achieve deep and sustained student engagement and achievement. Focus: To implement an immersion School of Theatre for senior students as a pre-requisite for tertiary study in the performing arts.(at NCEA Level 2) with strong pathways for future learning for students who are experiencing barriers to their learning engagement. In addition is the developemnt and implementation of deeper engagement strategies to fully immerse students in their learning. This two year immersion school is to develop a range of techniques and performance material by industry professionals to successfully transition students to tertiary study in the performing arts. Strategic Aim: To immerse students who are experiencing barriers to their learning engagement into a drama / theatre programme based on their passion and interest with the expressed aim of transitioning them into advanced tertiary learning. Strategies such as the Gi60 project will be used to enhance students’ skill development and engagement. Annual Aim: To immerse students in the Theatre Company in the Gi60 project to enhance their skill development and engagement and to increase their potential for gaining entry into Toi Whakaari, UniTech and the University of Canterbury. Baseline data: Twenty nine students with a passion for drama and who are experiencing barriers to their continuing learning engagement. Target: Re-engagement of all students; 90% retention; annual leavers <60% of total company; 50% of leavers are awarded places for advanced tertiary degree study. Actions Outcomes Reason for Variance Evaluation Full immersion programme in drama 100% re-engagement of students; 97% The college exceeded the target for Full evaluation undertaken of the success of involving practical study, theory, retention rate: high levels of engagement; transitions into higher tertiary study by the strategy. The strategy is being sustained performance and industry projects and there was less than 60% leavers (48.3%) of 14.3%. This is an outstanding outcome when for the future with the model extended into partnerships. The Gi60 project is a total company and these represented second we are enabling students who have no partnerships with the broadcasting school at partnership between Leeds University, year students completing their programme; qualifications to qualify for and undertake CPIT. The model is also being used within the Brooklyn (NY) School of Performing Arts and 64.3% of student leavers gained places at tertiary degree study. YG national workshops. Hagley College for 60, 1 minute plays the are tertiary institutions (2 Toi Whakaari, 6 written, produced, acted and filmed by UniTech, 1 University of Canterbury). The students and broadcast internationally. outcomes of the Gi60 were outstanding with high engagement and high quality performance. A very successful strategy for engagement and broad skill development. Planning for next year: The Gi60 is a very successful international partnership that is raising the engagement and the skill level capacity of students in the college’s ‘Theatre Company’. This is one of the strategies appiled within the drama school that is bringing about real student success stories that are transformative where students with no qualifications are now being selected for degree study at UniTech, Toi Whakaari and the University of Canterbury. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. This framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning. This framework is aligned with the Ministry of Education’s Youth Gurantee initiative. Within the specialist pathways frameork at Hagley are four key initiatives: schools within a school; transition programmes; Enlish language learning; and After 3 re-entry programmes. The Hagley Theatre Company is one of the ‘Schools within a School’ initiative. College Effectiveness – Hagley Community College Performance Report 2015 Page 40 STRATEGIC PRIORITY 2: YEAR 11 LITERACY – BUILDING COLLEGE CAPACITY The Implementation of a range of strategies for dealing with achievement in the literacy and numeracy component of qualifications. Focus: A major issue that the college faces is the large number of students that enrol into the college planning to undertake national qualifications eg NCEA L1, with significant skill deficits especially around literacy. All new students at Year 11 in 2014 were assessed and the data showed that 65% could not read text at a 12-13 year level. Specific specialized initiatives at Year 11 are already imbedded (Literacy Enhancement Class –ENL) and these are achieving significant learning outcomes for students. The question for the college is how to build capacity into curriculum areas so that all at risk students are able to have their literacy skills developed and accelerated while at the same time engaging in qualifications. Strategic Aim: The application of the A.R.T (achievement, retention and transition) strategy to identify student achievement in NCEA Level 1 literacy and numeracy, and to use the analysis to develop interventions for both students and programmes. The numeracy initiative was already well underway within the Mathematics Department, and information regarding this is available within the Mathematic HOD’s curriculum report. Annual Aim: To identify students that have significant literacy needs at point of entry into the college and to place them for English into 11ENI classes, and to provide in-class support. Underpinning this literacy initiative had been professional development on the teaching and scaffolding of literacy strategies within the context of the classroom. Baseline data: All new students at Year 11 were assessed and the data showed that 65% could not read text at a 12-13 year level. Target: 85% of all Year 11 students achieving Level 1 literacy and numeracy. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance (why did it occur?) Evaluation (where to next?) Placing a tutor, with recognised literacy skills, This strategy is having a significant impact The target established for Year 11 literacy and The professional development was in the class, working alongside the students to upon student literacy skill levels. The 2014 numeracy was 85% achievement. Across the provided as an active model of help support the teacher in curriculum NZQA achievement results show that 91% college the achievement at Year 11 was above engagement with the English department. delivery; the tutor received weekly training to of students in the ENL class (nested literacy this target by 5-7%. The Learning Support Department help scaffold the teacher’s instructions and class) achieved their literacy standards. The challenge for the college is to develop and developed a scaffolded reading text using reframe the work for those requiring further Across the rest of the college at Year 11 enhance initiatives at Year 12 for students who strategies based on TKI Literacy Online assistance; attaching a Literacy Teacher to including the ENI targeted classes the enter into the college at the level of study with “Guidelines for effective adolescent literacy work with the classroom teacher to share skills, achievement rate for literacy was 89.7%. little of no qualifications and literacy skill instruction”. English and Literacy teachers resources and develop alternate pathways The numeracy achievement from the MAFL deficits. worked collaborative to further develop a leading to success; provide ongoing pd, and was at 100% and across the college 92.6% range of texts aimed at engaging students collegial support, between the specialist and students gained their numeracy standards. and actively scaffolding their literacy generalist teacher, increasing the skill base of This is a very significant outcome. learning. A more detailed description of both, to the benefit of the student; build up a the initiative can be found as part of the bank of literacy resources aimed at supporting Teaching as Inquiry project. Examples of curriculum delivery, and expanding the use of the scaffolded texts are available on strategies available to students and teachers. Sharepoint. Planning for next year: Ongoing mentoring of teachers and support of students within Year 11 Literacy Initiative will be provided in 2015 as part of the Skill and Programme Development component within the Learning Support framework. Comparative data showing the acquisition of literacy standards will be collected two-thirds of the way through the 2015 academic year to measure progress, and will be reported in the following year. College Effectiveness – Hagley Community College Performance Report 2015 Page 41 STRATEGIC PRIORITY 3: THE A.R.T. STRATEGY The growth of a strong self-review model to improve student engagement, retention and achievement. Focus: To strengthen self review so that the responsiveness, effectiveness and quality of teaching and learning is improved to impact on student engagement, retention and achievement. Strategic Aim: To improve teachers’ and subject leaders’ abilities to respond effectively to all students’ learning needs, particularly those who are at risk around the key focus areas of A.R.T. Annual Aim: To identify students at risk around the three key Hagley focus areas, then to improve teacher capacity to gather evidence and make appropriate teaching interventions in response to that evidence. To identify courses where engagement, retention and achievement are low and improve subject leaders’ capacities to respond positively. Baseline data: On an annual basis: 100% of all teachers complete inquiry projects on the effectiveness of an aspect of their responses to evidence of student engagement, retention and achievement; 100% of teachers complete an appraisal that places at its centre how they are improving student engagement, retention and achievement; 100% of subject leaders review teaching, learning and assessment in their subjects, including an analysis of how NCEA data has informed their practice in leading to improved student achievement. Target: To increase the quality and scope of self review and reflective practice of both subject leaders and teachers; to continue with a 100% involvement from subject leaders and teachers. Actions Outcomes Reason for Variance Evaluation All teachers and teacher leaders are involved Teachers and subject leaders are able to describe Nil - full participation has been The College intends strengthening practice in in annual processes where they review their how they have have improved student outcomes, sustained in inquiry, appraisal and these areas: teaching [and for subject leaders, their both for individuals and student groups with subject review. • To build teachers’ and subject leaders’ curriculum and assessment leadership] based programmes. Self review is critical in providing evidence gathering practices on evidence of student engagement, school-wide evidence that answers ERO's key • To link future inquiries to trends over retention and achievement. Inquiry, question: how effectively is this school’s curriculum the last three years around College appraisal and subject review are all centred promoting student learning – engagement, progress strategic priorities [achievement, on improving outcomes for students. and achievement? Hagley currently holds the top engagement, key competencies, review cycle [4 to 5 years]. We look forward to their biculturalism, literacy] 2015 assessment of our capacity to self review. Planning for next year: Inquiry is a critical window into the quality of evidence based practice and is used as a central construct for teacher appraisal. This process will be further embedded in 2015, with an increasing focus on how inquiry can provide quality evidence of commitment to professional learning and practice. The College may move into a leadership role in developing a cluster around teaching as inquiry practices for central Christchurch schools. Building regional collaboration with a focus on teaching as inquiry. Inquiry is a central practice within The New Zealand Curriculum. Reflective practice that results in improved achievement for learners is vital in all teachers’ work. It is clear that the Education Review Office regards deep reflective practice happening at all levels within a school as essential. Teaching as inquiry is appropriately at the centre of self review at a teacher level, as this details the impact the curriculum is having on promoting and improving student learning. The benefits of developing a learning community of schools around inquiry practices are significant. Sharing inquiry investigations and learnings across the community over time is invaluable, both in helping to effectively target professional learning and development at a school level, while at a teacher level it results in more informed practice. Teaching as inquiry offers a valuable way of looking in detail at what is happening to learners who are at risk of not achieving at their curriculum level. Inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative and recursive practices where they might try an approach, assess the results, then modify their interventions as required. Referring to research to inform inquiries develops further understandings. Inquiry strengthens teachers’ abilities to use data effectively in order to show improvement in student outcomes. Teaching as inquiry can also strengthen school’s appraisal processes, as inquiry can act as a central construct which is then mapped it onto multiple criteria. These practices are greatly enhanced when shared across a cluster of schools. College Effectiveness – Hagley Community College Performance Report 2015 Page 42 STRATEGIC PRIORITY 4: PART A, DIVERSE CURRICULUM PROFILE CHOICE The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: The wider the number of courses available to students, especially when they are linked to pathways for further learning, the more likely it is that students will be happy with their choices. If students are interested in what they are studying they will remain engaged in their learning, which will lead to improved achievement levels and more effective transitions. Strategic Aim: To review the curriculum provided, identify courses that students do not tend to choose (those with low numbers), and consider offering new courses based on student need. The college is also undertaking a re-design of the senior curriculum based upon strong research features of effective programme design. This has meant the introduction and development of new education delivery models. Annual Aim: To remove from the curriculum those courses with low numbers of students, and to approve and add to the curriculum those new courses which have been through a rigorous approval process. Baseline data: During 2014, there were 193 courses, including packaged courses and Schools within Schools, offered to senior students through the curriculum profile. Target: The creation of a balanced curriculum profile with a diverse range of learning opportunities for senior students. All courses will attract healthy student numbers. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The profile of 4-hour curriculum subjects has This brought the total number of courses to The total number of courses rose in 2015 due Through the roll analysis exercise, and the been expanded to include subjects such as 205. Increasing the number of courses for to an overall increase in student numbers. subject review process, it is clear that Psychology, Philosophy, Animation, Creative students greatly increases their choice Another reason is that the College is moving retention rates vary across different Writing, Film, World Faiths, Sociology, Law, and especially related to their interest, but the from a reliance on a smorgasbord of subjects curriculum areas. Packaged courses and Sports Education for example. The Hagley issue of programme coherence continues to to more full programmes of learning based on SWS tend to retain numbers more curriculum profile of 4-hour subjects has 143 remain a challenge. A new strategy is being effective programme design. successfully than regular four hour separate and different subjects in the senior explored called subject immersion where courses. A new consideration of course college. This is made up of 40 different subjects the subject is set in a comprehensive approval will focus on this retention issue. at year 11, 53 at year 12, 45 at year 13, and 5 context. This was evaluated in 2014 and is The college has now 15 full immersion specialist ESOL subjects. All these subjects are being extended in 2015 with such courses programmes catering for approximately scheduled for 4 hours per week, mainly in 2-hr as Gender Studies Yr 13, Pop Culture Yrs 12 250 full-time students. blocks. For the 2015 year, no courses were & 13, Change Makers Yr 12, and Lovers of removed from the profile and 12 new courses Literature Yr 13. Also added were full were added. Any course that is removed is programmes of study such as Animation & identified by the roll analysis. New courses are Digital Design, School of APPS, Passport, approved by a programmes committee to and Creative Performing Arts. ensure rigor, viability and robustness. Planning for next year: A broader course approval process will seek to find ways of introducing more of the packaged type of courses which tend to allow groups of students to move together as a group across several curriculum areas. This has shown dramatic success within courses such as The School of Music, and The School of Fashion, for example. College Effectiveness – Hagley Community College Performance Report 2015 Page 43 STRATEGIC PRIORITY 4: PART B, PACKAGED PROGRAMMES The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: It has long been noticed that the packaged courses which have been offered at Hagley for some time retain students well and have excellent outcomes. The time is right to review this concept and develop it further. Strategic Aim: To comprehensively review the concept and outcomes for students of “packaged courses”, i.e. to review the practice of purposefully gathering together short courses to form coherent packages with common goals and pathways for those students who choose them, and to review the outcomes for students who are in these courses. Annual Aim: To use the results of the reviews to grow the concept of packaged courses to increase the number of students fully engaged and achieving in their learning. Baseline data: To identify the Pre-Health programme as a model for effective programme design to bring about improved outcomes for student retention, achievement and transitions. Target: To improve the retention, achievement and transition rates to meet national targets of 90+% student attendance and retention and 85% achievement rate. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) This is the concept of ring fencing a group of There is a very high pass rate and at the Students move as a coherent group from one Continue with the range of existing subjects together and providing a broad end of 2014, all students gained the part of the package to another, which allows packaged courses and explore the context and focused direction. An example, certificate into the degree course in good student relationships to develop, leading possibility of developing more with the which has been in place for some time here at nursing. Some decided to enter the to ongoing peer support and higher aim of increasing student achievement, Hagley is the Pre-Health Studies course. This enrolled nurse course, and one student achievement levels. Teachers of the package retention and transitions. The programme full time programme was designed as a enrolled in the vet nurses course. 100% habitually support each other and through design criteria for ‘Engaging Schools’ recognized entry programme to the retention rate: high levels of engagement; discussion and regular contact know their should be considered in the ongoing Christchurch Polytechnic degree course in 100% gained the Hagley Certificate in Pre- students very well. The same is not possible evaluation and development of these nursing. The course is built around the subjects Health studies. 100 gained entry into CPIT with conventional course teachers as their programmes. The pre-Health packaged of Biology and Chemistry and to this is added a for nursing or medical imaging. This classes have different combinations of programme is an excellent model to be practical work component. The practical work performance result is particularly satisfying students. utilized acroos the senior curriculum in takes place one day per week in a rest home or as these students were very vulnerable different contexts but using the common hospital, and is built around standards from the learners. They have moved from having effective programme design certificate of care for the elderly. The course little or no qualification achievement to a characteristics. each year involves about 20 students, most of position where they are all engaging in whom have few or no qualifications, and is tertiary study at both the diploma and regarded as a targeted transitions programme degree level This illustrates the power of into a career in nursing. this strategy. Planning for next year: Groups of staff within and between curriculum departments will be encouraged to work together to develop a range of packaged courses to be put forward for approval for 2016. There is a significant opportunity for cross-curricular work in the health sciences. Encouragement will be provided to develop a number of health science immersion programmes at Yrs 12 and 13 with stong transitions into higher learning. College Effectiveness – Hagley Community College Performance Report 2015 Page 44 STRATEGIC PRIORITY 4: PART C, FULL-FOCUS COURSES The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: Review and analysis has shown that the full-focus courses which are offered at Hagley retain students well and have excellent outcomes especially for students with low or no qualifications. The college is reviewing this concept and with the single intention of growing it as a successful model within the senior curriculum to effectively engage students and to improve their achievement and transitions into higher learning. Strategic Aim: To comprehensively review the concept and outcomes for students of full-focus courses, i.e. to review the practice of purposefully gathering together short courses to form coherent packages with common goals and pathways for those students who choose them, and to review the outcomes for students who are in these courses. Annual Aim: To use the results of the reviews to grow the concept of full-focus courses to increase the number of students fully engaged and achieving in their learning. Baseline data: To identify the Early Childhood full-focus course as a model for effective programme design to bring about improved outcomes for student retention, achievement and transitions. Target: To improve the retention, achievement and transition rates to meet national targets of 90+% student attendance and retention and 85% achievement rate. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) This type of programme is full time with a In 2014 the target group for ECE was The college has achieved national qualifications Continue with the range of existing single focus for learning, which is strongly identified with 18 enrolments all with low well above the stretch targets that were packaged courses and explore the linked to a career pathway. An example is the qualifications (18 females) with ethnic established for the Early Childhood Education possibility of developing more with the Early Childhood Education course. The course is diversity (22% Asian, 61% NZ European, full-focus course. This is a very significant result aim of increasing student achievement, set at NCEA L3 and Early Childhood National 5.5% Middle East; 5.5% African; and 6% and highlights the effectiveness of the retention and transitions. The programme Certificate L3, and also offers one day a week in other ethnicities). The outcomes of the ‘engaging schools’ strategy that can be applied design criteria for ‘Engaging Schools’ a work placement where students gain skills in programme were: 100% retention rate: in mant different contexts. should be considered in the ongoing dealing first hand with young children in a high levels of engagement; 100% gained a These findings across this ‘engaging school’ evaluation and development of these kindergarten or playcentre. The pathway leads full National Certificate. 100% leavers strategy has real significance for programme programmes. The Early Childhood directly to the Early Childhood Diploma or gained NCEA Level 2+ with 88.9% gaining design in the senior curriculum nationally. Education full-focus programme is an degree courses, or straight to employment. NCEA Level 3. NCEA Level 3 achievers are all excellent model to be utilized across the Historically, the course has attracted 20 – 25 transitioning to polytechnic or university senior curriculum in different contexts but students, who are almost exclusively degree courses or working in the industry. using the common effective programme vulnerable females. design characteristics. Planning for next year: This is another curriculum design strategy that is producing significant achievement outcomes for students who are vulnerable and lack qualifications. The college is looking to grow the strategy for 2015 with the introduction of a creative performing arts full-focus course and a primary industries full-focus course. The collection of curriculum delivery models that are ‘fit for purpose’ are collectively becoming powerful tools for inspiring students futures and transforming their lives. The college is committed to growing the capacity of these models to bring about significant achievement and transition improvement for students who have experienced barriers to their engagement in learning. College Effectiveness – Hagley Community College Performance Report 2015 Page 45 STRATEGIC PRIORITY 4: PART D, PARTNERSHIP PROGRAMMES The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: To establish and implement a joint partnership between CPIT and Hagley through the Canterbury Tertiary College for trade training across a range of disciplines for students who are disengaging from education, or who have little or no qualifications, and who have poor literacy and numeracy skills. Strategic Aim: To dramatically improve retention, engagement, achievement and transition for these targeted at risk students. Annual Aim: To re-engage no qualification students at serious risk of ‘dropping out’ of education with trade programmes that were practical and relevant to them and programmes that led to on-going advanced training qualifications. Baseline data: The identification of students with poor educational histories often experiencing failure, no qualifications and very poor literacy and numeracy but want to work with their hands and are keen to be part of the workforce but lack the skills to advance their learning. Target: To improve the retention, achievement and transition rates to meet national targets of 90+% student attendance and retention and 85% achievement rate. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) These are part immersion programmes eg. 100% retention rate: high levels of The high level of engagement resulted in The College would like to build the Trades, where the delivery of the programme is engagement; 80% gained a full National retention rates being 10% above the target capacity of this course supporting a higher shared between the college and other Certificate. In addition, 50% of this group figure. This is a very vulnerable group of number of students engaging in the trades providers. Examples: CTC and the School of achieved NCEA Level 2 and 80% gaining a students with a long history of failure. The 80% programmes. The second step will be to Trades: Students cover a trades based course National Trade Certificate at L2. The 20% of of students gaining a full National Certificate align these programmes very closely with at school for 3 days per week, and for 2 days students who did not achieve a full national was at the proposed stretch target figure, but the Vocational Pathways. Considerations per week, they attend the Canterbury Tertiary certificate are continuing with the additional success was gained with 50% of are being given to additional practical College (CTC) where they have chosen from 11 programme to finish NCEA Level 2 or are students gaining NCEA Level 2 from this single programmes that appeal to young women. different trades choices linked to 150 hours of continuing training at CPIT for higher level year of study. The programme will be maintained in work experience; CTC: Students choose from a qualifications. 2015. There is an interesting, but obvious range of trades on offer through the CTC and outcome which results from finding cover the 150 hours of work experience, plus effective strategies to engage students and students choose from the full range of subjects improve their achievement. Their for the 3 days they spend at Hagley; The Hagley expectations of themselves changes with School of Trades is not a shared partnership success. The challenge for the college is course but a Trades course running entirely finding the balance of how and where to through Hagley, alongside the partnership place the investment into the most programmes. appropriate and effective programmes. Planning for next year: The College is advancing a range of additional programmes aligned to the Vocational Pathways to engage a broader and greater number of ‘at risk’ students who are at senior levels in the College (Years 12 and 13) but who have no qualifications. The College will use a number of models including CTC and specialised schools within Hagley. The college has a long term plan of re-designing its senior curriculum. One of the ways this is happening is the development of a specialist pathways fromework. The questions is still unanswered as to whether it is advantageous to grow the capacity of these partnerships. College Effectiveness – Hagley Community College Performance Report 2015 Page 46 STRATEGIC PRIORITY 4, PART E, SCHOOLS WITHIN SCHOOLS INITIATIVE: The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: To review those full-time immersion programmes which are called “Schools within a School” with a view to developing further such schools. The programmes differ from the packaged courses in that students are immersed full-time in these courses. The courses are based on a passion or interest, the times may be relatively flexible, and most are on specific pathways which transition out of the College into tertiary programmes or employment. Strategic Aim: To comprehensively review the concept and outcomes for students of the Schools within a School programmes, i.e. to review these immersion courses, and discover the reasons for their success so that the concept can be developed for a range of further programmes of appropriate full-time immersion themes. Annual Aim: To consider the results of the reviews and explore the possibility of developing further similar programmes to increase the number of students fully engaged, immersed in their learning, and aware of future pathways. Baseline data: Four Schools (Theatre Company, Schools of Cuisine, Fashion and Music) with numbers of students ranging from 16-26; 77 students in total. Target: The development of a series of informed criteria for the successful creation of further Schools within a School programmes designed to assist students to follow their passions while immersed in learning leading to meaningful future pathways. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) This is the creation of full-time, immersion, Attendance and retention excellent (above Students are following their passions. They are Make use of the established success pathway programmes of learning based around 95% compared with 60-80%). Student immersed in their learning, and often work well criteria of the existing Schools to develop a student’s passions or interests and grounded evaluation positive. Ongoing achievement beyond the normal school day because they more Schools with the aim of allowing in their world. There are many advantages of very good and constantly on show to the want to. Since they operate in a coherent more ‘at risk’ students to discover and this curriculum model in practice. As it is “cut College and wider community. Final results group, they form very rewarding relationships follow their passions in a full-time off” in a sense from the main school, it can excellent with students gaining entry to with their fellow students, leading to ongoing immersion programme. The essential have a radically different timetable. Staff can tertiary providers. See Priority 1 Analyses. peer support and high achievement levels. criteria will be documented and used for be recruited and students can be enrolled Schools within a school at Hagley include future initiatives. based on their respective passion for the such areas as Fashion, Cuisine and Theatre. subject. Finally, relationships within the mini school have a significant focus and this has been seen to be a foundation for effective learning. The college has a number of ‘schools within a school’ operating during 2014. Planning for next year: The documentation of the success criteria, the modification (where necessary) of existing Schools within a School programmes, and the development of future Schools. During 2014 a number of new full-time immersion programmes were developed and are being implemented in 2015. These programmes included: The School of Animation and Digital Design; the School of APPS; and Passort (a Social Science immersion programme at Yr 12). The schools within a school is a successful strategy and in particular for students who have been disadvantaged or disenfranchised by their educational experiences. It enables students with little or no qualifications to achieve higher secondary qualifications (NCEA L3) and transition to further learning especially at Diploma and Degree levels of achievement. The college is looking to grow and develop this educational model within the senior curriculum profile. College Effectiveness – Hagley Community College Performance Report 2015 Page 47 STRATEGIC PRIORITY 4: PART F, SUBJECT IMMERSION The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: The question was raised and investigated as to whether the effective programme design characteristics could be applied to ‘conventional’ subjects and whether this application could have any impact upon student retention, enagement and achievement. Strategic Aim: To identify a full immersion context across a conventional subject and to implement it as a new course for 2014. Annual Aim: To implement a new course called ‘Gender Studies’ (Yr 12) using the English achievement standards and others if required. Baseline data: To establish gender studies at Yr 12 on the curriculum profile. Target: To attract students into the programme and to improve the retention, engagement and achievement rates of students as compared with the rates in conventional subjects. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) The gender studies course was written and High levels of retention, engagement and Students identified as a coherent group which The question that was raised and approved by the prommes committee. The improved achievement with transitions to allowed good student relationships to develop, investigated as to whether the effective course was placed on the curriculum profile at continue study into Year 13. leading to ongoing peer support and higher programme design characteristics could be Yr 12 and wasadvertised within the colleges The overall outcome however was the achievement levels. A high interest programme applied to ‘conventional’ subjects and prospectus. The college had a significant discovery that programme design grounded in the students world. whether this application could have any response and had more applications that it had characteristics can be downsized and impact upon student retention, course spaces. A range of students undertook applied to courses with quite dramatic enagement and achievement was this programme (male, female and cross effect. The context full immersion approach emphatically answered While not all the gender students). The impact was immediate: attracted students by capturing their design characteristics could be applied high interest levels; high levels of enagement; interest and imagination. enough of them were to make a significant work being undertaken both inside and outside difference. They key was selecting the Not only was the ‘context’ important but the class. Students felt the course was appropriate context which was grounded also the teacher who was skilled and grounded in their world. With increased in their world. ‘They were not doing passionate about the course she was engagement came strong levels of retention English, they were doing Gender Studies” . taking. This was a break through moment in and achievement with students requiring a Yr . . . but were they? The class strongly terms of senior curriculum design in that 13 course to be established so that they could bonded and therefore pastoral care we could apply a range of different models continue their studies (an interesting concept became based around the teacher who and to scale. of internal transitions). became the significant adult in the lives of these students. Very powerful! Planning for next year: Members of the English Department were keen to expand on their success with the Gender Studies course in 2014 and proposed reshaping all English courses at Level 2 and 3. Their aim was to increase student enrolment, engagement and achievement through high interest content/topics particularly at Level 3 where there has been a historical drop off in enrolments into English classes. The following were put forward as ideas: Change-makers, in which students would learn about inspiring people and their stories, Popular Culture, which would explore the ways culture has changed, and what is current, English for Lovers of Literature, for those students who love to explore poetry, novels and short stories, and Cinema Studies, which would cover an overview of film history. All of these new courses would exist at both years 12 and 13, in addition to the existing Gender Studies, Creative Writing and General English courses for those who would prefer them. These new ideas were accepted, and all were put forward for student choice for the 2015 school year. College Effectiveness – Hagley Community College Performance Report 2015 Page 48 STRATEGIC PRIORITY 4: PART F, CLUSTERING COMMUNITIES The establishment, implementation and maintenance of a diverse range of learning opportunities for students to meet their learning needs and educational achievement. Focus: In focusing on re-designing the senior curriculum it is important that Hagley faces both inwards and outwards in creating learning opportunities for its diverse communities across the Christchurch region. To do this it is exploring and implementing two important concepts related to ‘student engagement’. The first is the concept of the college as a ‘base camp’ where learning is organized (not its only location) taking students and/or teachers into their communities and further afield. The second concept is the college as a learning commons where the college is ‘common ground’ with all its users sharing acess to its resources, and responsibility for its development. Strategic Aim: To establish Hagley College as a ‘base camp’ and ‘learning commons’ as part of the college’s regional collaborative framework to increase opportunities for learning engagement and the building of relationships with its diverse community groups. Annual Aim: To implement a range of strategies that utilize and develop Hagley as a a ‘base camp’ and ‘learning commons’. Baseline data: To identify the provision of Hagley’s current regional collaborative framework. Target: To grow the capacity of learning opportunities through the concepts of Hagley as a a ‘base camp’ and ‘learning commons’. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) A relatively recent model of delivery is one, Over 2,000 students involved in individual The college is involved with approximately The strategies to establish Hagley College which could be termed a ‘Learning Commons’ or group music tuition in Canterbury. 109 2,655 students in our regional collaboration as a ‘base camp’ and ‘learning commons’ where the school is common ground with all its young students attending the Homework strategies. This is greater than anticipated but as part of the college’s regional users sharing access to its resources, and Centre from 28 schools across the college will continue to develop community collaborative framework to increase responsibility for development. Examples Christchurch.and 110 refugee background networks of learning to grow the learning opportunities for learning engagement and include the Refugee Homework Centre, the adults attending the Family Literacy opportunities of students. the building of relationships with its School of Young Writers, various Industry Programmes. 20 part-time staff are diverse community groups is being Partnerships, Catch-Up College, Summer employed to support these programmes. In successful. While these are new concepts School and Capacity Training Workshops and 2014 the college was working with over they are key to establishing the college as Professional Development. An additional nine individual businesses to deliver an ‘engaging school’. They are also key to model of delivery is the college as a base camp workplace literacy initiatives aimed at re-designing the senior curriculum to more where learning is organized (not its only improving literacy and numeracy through appropriately meeting the needs of location) taking students and/or teachers into individual learning programmes developed students, to personalize their learning and their communities. Examples of this at Hagley around needs in the workplace. A total of creating stronger frameworks for students are: Workplace Literacy; Forte – the Itinerant 346 students participate in our Community to be successful in gaining qualifications Teachers of Music; and Community Literacy. Literacy pathway programmes. ‘Working and transitioning to advanced training and Alongside Refugee Families’ and more advanced qualifications. ‘Intercultural Awareness and Communication’ workshops with over 120 staff attending each year. Planning for next year: The college is planning a full implementation of the Certificate of University preparation in partnership with the University of Canterbury for 2015 as an additional strategy for Hagley being a ‘learning commons’. College Effectiveness – Hagley Community College Performance Report 2015 Page 49 STRATEGIC PRIORITY 5: PART A, CATCH-UP COLLEGE The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 and Level 6 (Degree). Focus: To continue to develop the implementation of the Catch Up College intensive programme as a national resource to support students from schools across NZ who require 6-8 Level 3 number of credits to enable them to transition to tertiary study. Strategic Aim: To increase the number of successful transitions to tertiary study for students. Annual Aim: To identify students who are within 8 credits of completing the requirements for university entrance and/or Level 3 NCEA certificate. Baseline data: 136 tudents who are within 8 credits of gaining UE and/or Level3 NCEA. Target: 85% of students engaging with Catch Up College intensive gain UE and/ or Level 3 NCEA and have the recognised qualifications to enter tertiary study Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) Liaise with University of Canterbury Admissions 98.5% of students who presented for Catch Catch Up College Intensive’s results continue to Catch Up College intensive programme is and Liaison staff to enlist their support in Up College intensive programme completed exceed the 85% target. Students who attend in its tenth year of operation and promoting Catch Up College Intensive their requirements in time to gain entry to the programme are generally highly motivated continues to be highly successful. programme. Liase with University of Otago tertiary institutions by the relevant cut off to succeed and can often complete standards Admissions staff to enlist their support in date. 134/ 136 students from 40 schools within a short timeframe, given that in most Clearly an opportunity exists to market promoting Catch Up College Intensive throughout NZ completed the requirements cases, much of the teaching has already Catch Up College more widely. However a programme. Interview prospective candidates of UE and/or Level 3 NCEA. Of these 134 occurred, and students often require a short significant constraint exists in that from 15 January and arranged and delivered students, 8 students came from North period of revision only, or can readily apply currently only UC and Otago will allow suitable programmes. Prior to the final date of Island schools, 7 students from South Island previous learning. students Semester 1 entry based on catch 18 February, provided students with letter schools outside Christchurch and the up credits. signed by JP to confirm their completion of remaining 119 students from 26 ChCh requisite standards. schools. Students completed standards in 18 different subjects, including 50 completing English standards and 37 completing Mathematics standards. 67 of the 134 students (50%) lacked only their third approved subject requirement. 14 students (10%) required Level 3 certificate only. Destinations for students included 74 to UC, 19 to Otago and 11 to CPIT. Planning for next year: The College intends to run Catch Up College Intensive in 2016 and is already working to secure stronger links with Admissions staff at UC and the University of Otago. College Effectiveness – Hagley Community College Performance Report 2015 Page 50 STRATEGIC PRIORITY 5: PART B, CERTIFICATE IN UNIVERSITY PREPARATION The development of new models of educational achievement to enable students to effectively transition to university and polytechnics for National Certificates at Level 5 and Level 6 (Degree). Focus: To prepare domestic students, who have not qualified for University Entrance, with the essential skills and knowledge for study at the University of Canterbury. Strategic Aim: Develop an effective partnership with the University of Canterbury for the delivery of quality programmes for the Certificate in University Preparation. Annual Aim To deliver the Academic Communication and Study skills compulsory paper, BRDG006, as part of the Certificate in University Preparation Baseline data: 90 students who wish to gain entry to University of Canterbury Target: 80% of students achieve a C grade or higher in BRDG 006 Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance Evaluation (where to next?) Discussions began with UC in 2013 about UC entered into a joint venture with Hagley Early negotiations with UC revolved around Early reports suggest strong engagement Hagley taking over the delivery of the CUP for Hagley to deliver the compulsory course Hagley taking over the complete certificate with the programme. course. Discussions continued in 2014 and it BRDG006 while UC will continue to be programme. It is envisaged that this may responsible for the delivery of all other occur at some future time. was agreed that Hagley would partner UC in The programme includes a strong courses on the CUP schedule. 94 students delivering part of the Certificate in University mentorship component which is seen as vital started the 006 course on 17 February, with Preparation, the compulsory paper BRDG006. to the ongoing engagement and success of 4 withdrawing from the CUP programme The ‘O’ block was refurbished and converted students. before UC’s March 6 fees rebate deadline. to the UC@Hagley block. UC@Hagley’s The Semester 1 006 course is delivered on Programme Leader revised the 006 course in the Hagley campus by 5 teachers on consultation with UC Foundation Tuesdays and Fridays 8.30-3.30 from 17 Programmes staff. UC have maintained a February until 8 June. It is expected that a cohort of 18 Māori and Pasifika students who Semester 2 intake of approx. 75 students will are also following the UC@Hagley run from 15 June until 19 October. programme. Planning for next year: An internal review of the programme in October/ November, as well as a combined review with UC, will inform future planning. Links to National Education Strategies: The Certificate in University Preparation (CUP) initiative is directly linked to the Better Public Service Strategy of improving the proportion of the population with higher qualifications (Level 4+). There is a strong need to increase the level of skills in our workforce to support New Zealand’s economic growth. A higher skilled workforce supports better innovation and productivity. Individuals with higher qualifications tend to have better economic and social outcomes than those with low qualifications. Across developed countries, an extra year of education is associated with increased individual earnings of between 5% and 15%. The Better Public Service target for New Zealand Qualifications Framework (NZQF) Level 4 and above qualifications is that by 2017, 55% of 25–34 year olds will have a qualification at Level 4 or above. The Certificate in University Preparation (CUP) initiative is supporting strong and viable transitions of students to higher qualifications mostly at NQF Level 5 and Level 6. College Effectiveness – Hagley Community College Performance Report 2015 Page 51 STRATEGIC PRIORITY 6: LEARNING PATHWAYS The identification of a broad range of effective learning pathways for students that are sequential, robust and built around qualifications. Focus: To establish a comprehensive pathway model that enables students to re-engage and transition their learning by providing a range of programme designed pathways based on their needs, requirements and aspirations. This network of pathways will be unique to Hagley College. Strategic Aim: To identify and design pathways to remove blocks and barriers to every student’s effective engagement in learning. Annual Aim: To actively promote the pathways and place students into these programmes to assist with their engagement in learning. These pathways are aligned to the college’s re- structuring of the senior college curriculum. Baseline data: A pathways model in place for 2015 enrolments. Target: To have all students undertaking their learning in a defined pathway and within one of the three major educational frameworks at Hagley. Actions (what did we do?) Outcomes (what happened?) Reasons for the Variance (why did it occur?) Evaluation (where to next?) Discussion and planning focused on A five pathway model was identified, The pathway model was also redescribed Hagley has and wants to continue to have programme design. A curriculum audit of the established and implemented. These around the three key educational frameworks strong advocacy for disadvantaged and different models being employed. The pathways into the college were identified of the college: core curriculum (junior college, disenfranchised students and to create the development of a rationale and coherence to a:s ‘core curriculum; full and part-time Year 11 graduating college, senior college); opportunity for these students to re- the use of these models. The establishment or study; boost programmes; right time specialist pathways (schools within schools, engage in learning. To re-engage these a working pathways model. The promotion of programmes; and out and about. A diagram transition programmes, migrant – refugee ELL, students has required Hagley to be this model as a mechanism for students to was established to help promote and create After 3 re-entry programme); and regional innovative and creative in designing understand that there were many ways that understanding of the pathways. All collaboration (forte ITM, cultural capacity effective learning programmes; to reframe they could meaningfully engage with Hagley students at Hagley are engaged through training, refugee hw centre, workplace literacy, its infrastructure to meet student needs; many of which were very different to what one of these pathways. and community literacy). In analyzing where and to provide experiences for students they had experienced educationally in the past. students were engaging with Hagley it was very not available in most secondary schools. It The linking of the pathways model into the compelling to find that the college was has required the college to face outwards senior college prospectus. involved with 2,120 students internally and to its community and to be inclusive and 2,655 externally – a total of 4,775 students collaborative in its engagement with them. This pathway model is therefore an important compenent in establishing innovative ways for student to engage with their learning. Planning for next year To develop further the three key educational frameworks to ensure that: the core curriculum framework provides a broad range and diversity of courses for students from Years 9-13 based on NCEA in the senior school and with the Hagley ‘credit’ system in Years 9 and 10 and a strong focus on learning placement and support across all levels and to ensure students are catered for as individuals and are able to manage courses around their needs and pathways, often working in multi-level NCEA study at different ages and stages; the specialist pathways framework is designed to be transformative to students’ learning and achievement and is designed to ignite the spark for further learning with this framework aligned to the Ministry of Education’s Youth Guarantee initiative; the regional collaboration framework engages major programmes or initiatives the college is undertaking on behalf of the wider Canterbury community with some of these programmes within Hagley Community College and other schools, while others work within the wider community and workplace environment. College Effectiveness – Hagley Community College Performance Report 2015 Page 52 STRATEGIC PRIORITY 7: DESIGNATED SPECIAL CHARACTER SCHOOL Developing the case for Hagley to become a designated special character school. Focus: To establish Hagley Community College as a designated character school (Section 156, Education Act 1989) and to place it across the greater Christchurch secondary school network as a collaborative, regional resource hub to support the work of all secondary schools within the network. Strategic Aim: To formally define and preserve the special character of Hagley community College and to provide a strong foundation for future development in alignment with governmnet policy, especially around student retention, engagement, achievement and transitions for all students, particularly those who are disadvantaged or disenfranchised by the education system. Annual Aim: Actively engage with disadvantaged and disenfranchised post compulsory aged students and to ‘recapture’ them back into learning to make a difference to their lives. Baseline data: Twenty one students with no qualifications at risk of ‘dropping out’ of schooling with a history of increasing disengagement. Target: To have Hagley Community College approved as a secion 156 designated character school by the Minister of Education for implementation in 2016. Actions Outcomes Reason for Variance Evaluation The college has undertaken a 12 month Over whelming support from the community Currently there is no variance related to this Full evaluation has been undertaken of the consultation process with its community and with 100% of staff supporting the strategy. The strategy is on a two year cycle success of the strategy. A number of has received over 2,100 items of feedback. application. Positive feedback from other (2014 and 2015) for successful completion. workshops were undertaken as part of the The college has also worked with the MOE on secondary schools and the Canterbury The case for becoming a designated consulatation process and a marketing the distribution of Hagley students in the Principal’s Association. A new pathways character school has been made and strategy implemented with parents to enable secondary network. The college has framework in place and operational that comprehensive consultation undertaken. The them to tell their personal stories. identified a new pathway framework for identifies three major engagement areas: second phase of the process (2015) now sits The process has been invaluable to the Hagley’s student population. The college has Core Curriculum; Specialist Pathways; and with the Ministry of Education. The Minister college to clearly describe and gain full fully documented the process to becoming a Regional Collaboration. Over 4,775 students of Education’s office has notified the college agreement on what its philosophy, vision and designated character school and has are engaged with Hagley annually. From the that it is in receipt of the application by culture is and will be for the future. published this work. Application was formally consultative feedback the the college Hagley Community College to become a made to the Minister of Education in received 15 domains were identified relating designated character school. December 2014. to the college’s special character. Planning for next year: The second phase during 2015 will be an active enagagement with the Ministry of Education to work through any issues, concerns or addition developments that need to be undertaken. The Ministry of Education have established in consultation with Hagley College a legal description of our special character. By April 2015 the MOE will have completed consultation with other secondary schools. The college is also working with the MOE to factor in the concept of Hagley as a regional hub with the college’s rebuild programme identified for 2017. The college is working with the MOE, Opus and DD Architects to develop a master plan intended to establish and guide the future development of the college site. The closing date to make application for designated character status is 1 April 2015 with a decision later in the school year. College Effectiveness – Hagley Community College Performance Report 2015 Page 53 STRATEGIC PRIORITY 8: BUILDING THE BICULTURAL STRATEGY Building the bicultural strategy by growing the understanding, ownership and personal commitment throughout the college. Focus: To emphasise the need for learning and teaching relationships between Māori and non-Māori not only hold to the premise that ‘culture counts’, but also to allow learners to initiate learning interactions, exercise self-determination in respect of the learning process, and become co-inquirers in engagements with their educators and their peers ‘(Bishop & Glynn, 1999). Strategic Aim: To encourage culturally inclusive classrooms with wall displays and resources. Inclusive pedagogy; kaiako listens to ākonga voice, e.g tuakana teina (older helping younger ākonga to learn) talking to ākonga about their learning, sharing with ākonga, caring about what ākonga think and sharing learning with Whānau. Annual Aim: To have our Māori ākonga achieving education success as Māori, raising Māori achievment, retention and transitions. Baseline data: Māori achievement at NCEA level 2+ was 84.6% in 2013. Māori achievement at NCEA L3 was 34.6% in 2013. Target: To increase awareness, understanding and commitment to Māori success as Māori. 85% Māori students achieve NCEA L2+ (BPS target); 90% of Māori ākonga leaving the College to employment, training or further education; increase the retention and achievement in year 13 through the awareness of teaching Māori as Māori and maintaining the Māori mentoring role. Actions Outcomes Reason for Variance Evaluation Hui on Understanding NCEA for our Whānau Well attended hui on Understanding NCEA Both level 2 and level 3 achievement has Appointing a Māori mentor who has built and their tamariki. 3 Workshops for kaiako with 50 participants. Largest hui Careers NZ risen from 2013 to 2014. NCEA Level 2 by strong authentic relationships with ākonga, were held so they could grow cultural had participated in. Parents and students 4.3% and NCEA Level 3 by 6.1%. especially year 12 and 13, has been very confidence and awareness to enhance rated the hui highly. BOT attended as well. The year 10 Māori ākonga achieved at a successful in raising confidence and ākonga learning: Adrian Te Patu “Haka & The 3 workshops to build confidence and lower level than their non-Maori ākonga and achievement for Māori ākonga. The mentor Hangi-Haggis &Hogmanay, Insight to a tribal awareness were excellent and feedback this is being addressed by the Māori mentor with the help of classroom kaiako will psyche. - He mihi mahana ki a koutou; through evaluation was very positive. programme for 2015. develop a strategy to raise achievement at Catherine Savage “Understanding Cultural Feedback from the 3 sessions on the Treaty The increase in Māori achievement has been year 10. Competency; Lynne Harata Te Aika “Māori as were very affirming and kaiako learnt many the result of an heightening of bi-culturalism A positive action out of the Treaty of priority learners and whānau engagement for different aspects about the Treaty of and how important it is to understand Waitangi workshop was that a Professional schools.“ Staff meeting on understanding the Waitangi. The sessions posed a lot of tikanga, te reo and creating an inclusive Learning Group around the history of the Treaty of Waitangi: Adrian Te Patu - 52 questions and these were explored in classroom. The introduction in 2014 of a Treaty has been established. 15 kaiako have participants; Andrew Tebbutt - 25 following workshops and discussions. The Māori mentor has also assissted in higher volunteered in 2014 and 10 in 2015 to be participants; Celia King - 18 participants. workshops had some very good practical Māori achievement and positive career part of this group which will run for 5 Workshop on Social Affirmative Action was applications for teaching practices and was pathways from the College. sessions from 3.30-5.00pm on 5 consecutive led by Rachel Hawthrone and Carmen very well received. The Social Affirmative Thursday afternoons. Kenton. The College has purchased 100 Action enabled people to reflect on why copies of the booklet published by Network affirmative action is important especially for Waitangi Otautahi on the Treaty. the diverse population of ākonga at Hagley. Planning for next year: The Māori mentor is going to target year 10 ākonga and work alongside kaiako to make their learning successful. One of the plans is to work closely with the Social Science kaiako to explore and interact with community employers through an “Education to Employment “ initiative (instigated through CareerNZ and CDC). This initiative will allow all year 10 ākonga to be introduced to a wide range of occupations existing in four employment sectors;manufacturing,ICT,health and Agribusiness. This experience will hopefully give Māori ākonga a purpose for their learning and motivate them to achieve. The Whānau teachers groupwill continue to be active and continue to grow capacity and involvement across the college. College Effectiveness – Hagley Community College Performance Report 2015 Page 54 STRATEGIC PRIORITY 9: EFFECTIVE TEACHER PROFILE The implementation of the ‘effective teacher profile’ (Bishop & Berryman) within the wellbeing portfolio. Focus: To provide a framework that decribes an “effective teacher profile” within the wellbeing portfolio that enables and empowers students. Strategic Aim: To promote and respond to the desired outcomes for student wellbeing through an “effective teacher profile” Annual Aim: To encourage effective teaching practice in the classroom and beyond through the Good Practice teaching model, the teacher as inquiry process and the “window into Practice”and to include a bi-cultural awareness within all of these processes. Baseline data: 98% of all Kaiako will present a Window into Practice, a teacher as inquiry and model effective teaching practice. Target: To build relationships between ākonga and kaiako that allow for higher order learning, evaluation and creativity that is meaningful and engages ākonga in interesting learning opportunities. Wellbeing and involvement are necessary for effective AKO (learning and teaching) to take place. Wellbeing and involvement influence the engagement of learners and therefore the “effective teacher profile”enables this to happen if the right actions are established using the “Effective teacher profile”. Actions Outcomes Reason for Variance Evaluation Taking an inquiry approach by observing and The inquiry project is seen by kaiako as a Some teachers are producing very good The quality of the inquiries is improving and reflecting on the signals of student meaningful process to improve akonga projects and others are still learning best work with kaiako is leading to a robust engagement which will improve teacher achievement both NCEA and other learning ways to collect data and ways of measuring process that will aid and promote student understandings of wellbeing for learning. pathways and progressions. Because of the ākonga wellbeing. With many new courses wellbeing. To encourage kaiako to get to Encourage kaiako to build relationships with nature of the Hagley cohort the College often and new kaiako it can take until term 2 know their learners well as early as they can. their ākonga and make this a focus for term 1 has a new cohort at year 11, 12 and 13. It is before the kaiako knows their learner. The To use a bi-cultural approach to engage all each year. important to build relationships and know student population is displaying low literacy ākonga in effective learning through the The teacher of inquiry has shown that literacy your learner at the beginning of the new year achievement and we need to look at new effective teacher profile. Raising ākonga needs to be a focus for all kaiako at Hagley. Many kaiako use good literacy strategies and ways to involve and engage ākonga so they understanding of literacy to enable all become more successful with literacy skills ākonga to be effective life-long learners.To The “effective teaching profile” to continue in 2015 the College needs to address this as a and consequently better learning. Some encourage all kaiako to form relationships to focus on relationships and interactions major focus. The kaiako at Hagley set up subjects do not lend themselves to the and interactions between themselves and between teachers and students to improve positive classroom relationships using the approach of waiting until ākonga are ready their ākonga: caring; high expectations; engagement (intellectual, cultural,emotional, ākonga own experiences to personalise the to be assessed and although kaiako are managing the classroom to promote behavioural, physical and social) learning. The teachers wait until the ākonga are ready to be assessed and believe all their patient and effective in their teaching the learning; using dynamic, interactive teaching ākonga can achieve. student may need longer to be successful in styles; kaiako and ākonga reflecting together their achievement. on student achievement collaboratively. Planning for next year: The “effective teaching profile” that creates wellbeing and enables and empowers students to be successful will be embraced by all kaiako in 2015. In 2015 the College will start to move toward a comprehensive focus on framing the teacher as inquiry into a collaborative approach. In 2016 all kaiako will be using bi-culturalism as an across the College focus for their Teacher as Inquiry. The Whānau group has plans to put this in motion. The College wants to celebrate the use of the “effective teacher profile” by recognising kaiako who build good relationships and interactions between themselves and ākonga and colleagues, hold high expectation for their ākonga, manage the classroom and promote learning, use dynamic interactive teaching styles and reflect with their ākonga on achievement in order to move forward collaboratively. If the kaiako do not have the skills to collect good data the Teaching and Learning team is looking to produce a tool kit to assist kaiako to do this to a high standard. College Effectiveness – Hagley Community College Performance Report 2015 Page 55 STRATEGIC PRIORITY 10: THE REGIONAL HUB Growing the regional hub – strategies and practice. Focus: To remove Hagley College from within the greater Christchurch network of schools and to place it across the network as a collaborative, regional resource to support the work of all secondary schools within the network in raising the achievement of disadvantaged and disenfranchised students. Hagley College would act as a regional hub for these students by by providing innovative learning programmes which: include core curriculum, specialist pathways and collaboration with other regional groups; provide for full time and part time students who are based both on the Hagley College campus and in collaborative learning experiences across the city; are for both adolescents (secondary students) and adults; and provide for disengaged adolescents and adult learners, students with previously limited aspirations and for those who now want to engage with learning but are finding it difficult to do so. Strategic Aim: To re-designate the college from a generic designation as a Year 9-15 co-educational secondary school with associated specific regulations that frequently do not align to the college’s educational practice, to a specific designation under Section 154A (1) (a) of the Education Act with regulations and conditions that protects the unique character. the strategic aim would also be to provide a strong foundation for future development in alignment with government policy, especially around student retention, engagement, achievement and transitions for all students, particularly those who are disadvantaged or disenfranchised by the current education system. Annual Aim: To build regional collaboration across the secondary school network. Baseline data: The identification of regional strategies that will be undertaken by the college to support regional collaboration. Target: To successfully implement 5 regional strategies that model collaboration across the network and which bring benefit to the region. Actions Outcomes Reason for Variance Evaluation The college has identified five regional ‘Working Alongside Refugee Families’ and While the college had set a target for 5 A full evaluation has been undertaken of the strategies for collaboration: the Forte ‘Intercultural Awareness and regional strategies for collaboration it success of the strategy. The strategy is being itinerant teachers of music; the multi-ethnic Communication’ workshops held three times achieved 7 major strategies. The two sustained for the future with more homework and study centre; workplace / year and attended by 120 staff. 346 additional strategies had strong positive collaborative initiatves being designed and literacy; community literacy; and capacity students participating in community literacy outcomes for student achievement. The implemented. The model is also being used training workshops and professional pathway programmes. Over 9 businesses Cnaterbury Summer School had a 96% within the YG national workshops. development. In addition the college has involved in the workplace literacy achievement rate of students gaining NCEA implemented two specific intensive programme to raise literacy for workers in L2 and the Hagley Catch-Up College had a immersion schools to directly raise student the context of their employment. Over 2,000 98.5% achievement rate of 134 students achievement in qualifications at NCEA L2 and students involved in individual or group gaining NCEA L3. This is a significant NCEA L3. music tuition for performance and NCEA contribution to the qualification pool of the assessment and the preparation of students region and a significant boost to the on-going for music festivals and competition. success of students. Planning for next year: An additional collabrative strategy is being developed for 2015 for the inner city cluster of schools focusing on ‘teaching as inquiry’. Sharing inquiry investigations and learnings across the community over time is invaluable, both in helping to effectively target professional learning and development at a school level, while at a teacher level it results in more informed practice. Teaching as inquiry offers a valuable way of looking in detail at what is happening to learners who are at risk of not achieving at their curriculum level. Inquiry actively encourages teachers to adopt a curiosity mindset and to implement innovative and recursive practices where they might try an approach, assess the results, then modify their interventions as required. Referring to research to inform inquiries develops further understandings. Inquiry strengthens teachers’ abilities to use data effectively in order to show improvement in student outcomes. Teaching as inquiry can also strengthen school’s appraisal processes, as inquiry can act as a central construct which is then mapped it onto multiple criteria. College Effectiveness – Hagley Community College Performance Report 2015 Page 56 College Wide Performance in Student page Qualification Achievement 58 SECTION 3: COLLEGE WIDE PERFORMANCE IN STUDENT QUALIFICATION ACHIEVEMENT A. NCEA L2 & L3 ACHIEVEMENT BY RAW DATA COMPARISON As a mechanism to cross-reference the College’s performance in NCEA Level 2 and NCEA Level 3 it is helpful to look at the raw data from NZQA of Christchurch schools’ achievement in full NCEA Level 2 and 3 completion. While the potential for achievement is affected by the size of the school roll it is a helpful comparison especially when schools of similar roll sizes are compared. It is also important as the core data for the data analysis of ‘Qualification Achievement as a Return on Government Investment’ (see Part C) In the following table those schools with similar or larger rolls are highlighted in blue with Hagley Community College highlighted in red. Data Collection and Sample The data for this analysis is obtained from NZQA – National Decile Christchurch Secondary Schools Full Level 2 NCEA Full Level 3 NCEA Qualifications statistics using NCEA and other NQF 2 Aranui High School 90 10 qualifications, participation-based, cumulative numbers. The 2 Linwood College 156 45 sample contains all students (both adult and adolescent) who 3 Hornby High School 97 27 achieved NCEA L2 and/or NCEA L3. It also contains data from 3 Cathedral College 107 36 the ‘catch-up’ college that for 2014 was redistributed to schools. 4 Mairehau High School 78 14 5 Hagley Community College 481 209 Specific Target(s) 5 Hillmorton High School 137 38 The College will achieve a minimum of 400 National Certificates 5 Kaiapoi High School 190 46 at Level 2 (NCEA L2) and 150 National Certificates at Level 3 6 Avonside Girls’ High School 334 97 (NCEA L3). 6 Papanui High School 386 121 6 Shirley Boys’ High School 354 107 Performance 6 Unlimited 97 42 In 2014 Hagley Community College had a student population 7 Marian College 135 46 that had achieved 481 National Certificates at Level 2 (NCEA L2) 7 Riccarton High School 282 113 and 209 National Certificates at Level 3 (NCEA L3). This 8 Burnside High School 915 341 performance is compared against 24 state and integrated 8 Cashmere High School 562 189 secondary schools in Christchurch. 8 Rangiora High School 532 145 8 St Thomas of Canterbury College 143 41 Analysis 9 St Bedes College 269 99 Hagley Community College performed higher than the targets 9 Christchurch Boys’ High School 450 178 that were established: 450 NCEA L2 target to 481 NCEA L2 9 Christchurch Girls’ High School 399 186 achievement; 175 NCEA L3 target to 209 NCEA L3 achievement. 9 Lincoln High School 513 206 The data also shows that Hagley has a strong achievement 9 Middleton Grange School 344 141 performance in comparison to all schools but in particular to 9 Villa Maria 247 112 those schools of a similar and larger size. Based on the number of National Certificates achieved Hagley has the fourth highest performance of all schools at NCEA L2 and the second highest performance at NCEA L3. College Effectiveness – Hagley Community College Performance Report 2015 Page 59 B. PARTICIPATION ACHIEVEMENT IN NCEA NZQA state in their ‘Secondary School Data and Statistics on the NZQA Website’ publication that: “The participation-based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll-based denominator, especially at a school in which there are substantial numbers of students not pursuing NCEA qualifications. There are two main categories of schools for which this is likely to be the case. The first comprises schools with a substantial proportion of their students having special needs or being part-time students. The second comprises schools with a substantial proportion of their students pursuing non-NQF qualifications”. Both situations apply to Hagley Community College. They go on to say that: “Another way to explore this data is to group schools according to their decile ratings and to compare their performance against national decile means of NCEA Level 2 and NCEA Level 3 student achievement. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region”. More importantly it enables the College to triangulate the data sets to ensure there is a strong correlation between the analyses. Data Collection and Sample The College has undertaken a bivariate analysis based on NCEA participation performance results for NCEA Level 2 and 3 to see if there is any strong relationship between participative data and school wide performance data using NCEA L2 achievement / FTE roll. NCEA Level 2 is taken as the baseline data for performance analysis in response to the government’s requirement for all students to be leaving secondary school with a minimum of NCEA Level 2. Bivariate Fit of NCEA L2 / FTE Roll By Participation % NCEA L2 Specific Target(s) for 2014 - 80% of students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification. - 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification. - 80% of Māori students participating in NCEA Level 2 qualifications will gain a full NCEA Level 2 qualification. Hagley College - 75% of Māori students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification. Performance in NCEA Level 2 Participation Achievement In undertaking the NCEA Level 2 participation achievement analysis from NZQA data we find that Hagley’s participative performance results of 82.2% are above the college target of 80% of students participating in NCEA qualifications gaining a National Certificate of Educational Achievement at Level 2 (participation-based cumulative percentage – NZQA 2014). This performance is below the national decile 5 mean of 87.3%. Māori participative achievement is at 79.8% which is below the national decile 5 mean of 83.4%. However, further analysis of Maori participatory achievement shows that Maori students are achieving at 97.1% by Year 13 and for many this is accompanied by achievement in NCEA Level 3 (see leaver attainment data). When a bivariate analysis is undertaken to show the relationship between participatory achievement and overall achievement we find that a simple linear regression exists ie. as participation increases so does the overall achievement. However, the analysis does expose some important flaws in relying on participatory data alone but does give information that is helpful for schools. Those schools sitting below the regression line have participation achievement that is not converted into overall school achievement. The only way this can occur is that students are not included in the data sample. This could be brought about because students: leave; have not engaged in qualifications; or have not been included because they are ‘not up to standard’. Those that sit above the line are showing a ‘value added’ component by converting participatory achievement into higher college wide achievement. Hagley’s results sit significantly above the regression line. These results are supported through triangulation with other data analyses in this report. College Effectiveness – Hagley Community College Performance Report 2015 Page 60 Performance in NCEA Level 3 Participation Achievement Hagley’s participative achievement performance in NCEA L3 is 76.7%. This is above the target of Bivariate Fit of NCEA L3 / FTE Roll By Participation % NCEA L3 75% of students participating in NCEA Level 3 qualifications will gain a full NCEA Level 3 qualification and is above the Decile 5 national mean of 75.1%. Māori student participation achievement is 73.3% just below the target of 75% established by the college but above the national decile 5 mean of 67.9%. Pasifika results show 100% participation but the sample size is small. Participative data is more useful when it can be triangulated and compared with other data Hagley College sets. If used by itself it can be misleading, often giving rise to over inflation of performance and the ‘masking’ of more unfavourable data. To over come this problem Hagley has further analysed the participative results comparing them with the ‘qualification achievement as a reurn on Government investment’ analysis which uses the same achievement data sets. A bivariate analysis was undertaken of NCEA L3 / FTE roll by Participation % NCEA L3. A linear fit can be established which then provides comparable information on how the college is performing in relation to other schools in Christchurch. The analysis shows that Hagley’s performance is above the linear best fit line. This is a strong indicator of the positive relationship for Hagley between participation achievement and college wide performance. The higher above the linear best fit line a school is positioned is indicative of ‘value added’ to qualification achievement for that school. The data shows that Hagley one of the schools with a significant ‘value added’ component. C. QUALIFICATION ACHIEVEMENT AS A RETURN ON GOVERNMENT INVESTMENT The College is using a new set of benchmarking analyses called ‘Achievement Return on Government Investment’ that enables comparison between schools while alleviating differences that exist between schools. To be able to get this meaningful comparison the College is analysing achievement performance against government investment. As this is a new set of benchmarking data and analysis a rationale for this approach is provided. With any achievement data, difficulties arise when data is placed in the public domain. Hagley Community College strongly believes it must be in the public domain for transparency and accountability but where it is used for comparative purposes it must be simple, clear and meaningful. Currently the data from the Ministry of Education uses a ‘one size fits all’ approach and therefore has the potential to be manipulated to create information that is not helpful and at times misleading and untrue. A good example of this is the use of FTE student data and student numbers data, which are often used synonymously and interchangeably but which provide different outcomes. Parents want to know if their school is doing well and how well it is doing in relation to other schools. The government wants the same thing, although the language may be expressed in a different way. For the government, they want to make sure that the financial investment they make into a school provides the best return in terms of student qualification achievement. In the most simple terms this can be expressed as: “What do we get out of each secondary school as qualification achievement in relation to the cost of our investment?” The government has made it very clear what their expected outcomes are for students – NCEA Level 2 and NCEA Level 3+. We also know how schools are funded: each full-time equivalent (FTE) student generates funding (staffing and operational funding). The formula is therefore very straightforward. It is the relationship between the FTE student roll (funding investment) and the cumulative number of students achieving NCEA Level 2 or NCEA Level 3 expressed as a percentage of the school FTE roll. This overcomes all the arguments of each school being different. College Effectiveness – Hagley Community College Performance Report 2015 Page 61 Data Collection and Sample The number of students achieving NCEA L2 is gained from the New Zealand Qualification Authority’s (NZQA) website for statistics relating to NCEA and other NQF qualifications – participation based cumulative data. The school FTE roll is based on Ministry of Education statistics from each school’s RS40 roll return. The sample of schools for comparative purposes are the 24 state and integrated secondary schools from the Christchurch region. The analysis can be repeated based on the number of students achieving NCEA L3. Specific Targets This analysis is the basis of our first two achievement targets based on student achievement performance in NCEA Level 2 and Level 3 versus return on government investment. • Hagley students will achieve NCEA Level 2+ at 35% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools. • Hagley students will achieve NCEA Level 3 at 12% of the school FTE roll. This will be at or above the upper 95% mean in relation to Christchurch secondary schools. College Initiatives Linked to Targets • The establishment of the ‘Schools within Schools’ initiative at Hagley Community College based on the research of the Innovation Unit (UK) and Learning Futures in developing the concept of the ‘Engaging School’. This initiative is designed for students to be more deeply engaged in learning, staff to be more engaging practitioners, and for the whole school to be rich in learning opportunities for the whole community. Examples at Hagley are the School of Music and the School of Fashion (Strategic Priority 1). • The identification and implementation of a broad range of pathways for students that are sequential, robust and built around qualifications (Strategic Priority 6). Performance NCEA L2 The mean performance for all 24 state and integrated secondary schools in Christchurch is 29.0. Hagley Community College’s performance in NCEA Level 2 as a percentage of the total school FTE roll including the specialist schools of Catch-Up College and Summer School is 37.9%. This is a significant result as it places Hagley above the upper 95% mean of 31.79% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. Distributions- NCEA L2 / FTE Roll Quantiles Moments 100.0% maximum 40.2 Mean 29.004167 99.5% 40.2 Std Dev 6.6066817 97.5% 40.2 Std Err Mean 1.3485832 90.0% 38.15 Upper 95% Mean 31.793924 75.0% quartile 33.6 Lower 95% Mean 26.21441 50.0% median 30.15 N 24 25.0% quartile 25.25 10.0% 19.1 2.5% 16.4 0.5% 16.4 0.0% minimum 16.4 College Effectiveness – Hagley Community College Performance Report 2015 Page 62 Analysis Bubble Plot of NCEA L2 / FTE Roll by School (With ‘Catch-Up Data’) From this data it can be seen that Hagley performs well when compared to other schools’ performance in NCEA Level 2 cumulative achievement as a percentage of the whole school FTE roll, but more can be explained when further analysis is undertaken. Another way to explore this data is to group schools according to their decile ratings. This gives a comparative relationship against similar decile schools and an overall relationship with Hagley College schools in the region. A graph of this relationship (NCEA L2 / FTE Roll by School Decile) is presented below. Bubble Plot of NCEA L2 / FTE Roll by Decile Hagley College This graph shows a strong performance and has the College with a cumulative achievement of 37.9% of the total FTE student roll achieving NCEA Level 2. This is well above the decile 5 mean for schools in Christchurch and in the upper 95% mean for all of the 24 secondary schools in the Canterbury region. This achievement reinforces the ERO findings in 2011 that Hagley is a high performing school but the findings need to be placed in context. Hagley is a regional hub predominantly for post-compulsory age students in the Canterbury area who have experienced barriers that have prevented them from engaging in learning. Hagley students are characterised by diversity of learning need, short-term study duration and essential learning NCEA L2 Achievement skill deficits. It therefore takes more time for many students to ‘catch up’ and to build their Hagley College (1270 FTE) ChCh School X (1200 FTE) learning skills. For many students the gaining of NCEA L2 will take two years. This is highlighted by the data from NZQA statistics. When the numbers of Hagley’s NCEA L2 Yr 11 Yr 12 Yr 13 Total Yr 11 Yr 12 Yr 13 Total cumulative achievement is compared to a school with similar NCEA L2 achievement numbers we find the patterns very different. This highlights why cumulative data is essential in - 110 371 481 - 184 170 364 undertaking the analysis to provide an accurate picture of student achievement over time. College Effectiveness – Hagley Community College Performance Report 2015 Page 63 Performance NCEA L3 Distributions - NCEA L3 / FTE Roll Quantiles Moments 100.0% maximum 17.9 Mean 9.9083333 99.5% 17.9 Std Dev 3.9522054 97.5% 17.9 Std Err Mean 0.8067405 90.0% 15.45 Upper 95% Mean 11.577203 75.0% quartile 13.125 Lower 95% Mean 8.2394634 50.0% median 9.75 N 24 25.0% quartile 7.075 10.0% 4.2 2.5% 2.8 0.5% 2.8 0.0% minimum 2.8 The mean performance for all 24 state and integrated secondary schools in Christchurch for NCEA L3 is 9.91% of total school FTE roll. Hagley Community College’s performance in NCEA Level 3 as a percentage of the total school FTE roll is 16.5%. This is a significant result as it places Hagley well above the upper 95% mean of 11.58% for all Christchurch schools. The data can also be presented as a bubble plot showing the performance of all 24 schools (state secondary and integrated schools) and their relationship to each other. Analysis NCEA L3 Hagley College From this data is can be seen that Hagley performs well when compared to other schools’ cumulative performance in NCEA Level 3 achievement as a percentage of the whole school FTE roll. This is significant in relation to Hagley’s student profile. The students that Hagley deals with and continues to advocate for are those groups of students whom other schools are challenged by or are not equipped to deal with. These groups include: students from low socio-economic backgrounds (62%); students from NESB backgrounds (33%); students from recent migrant groups (18.5%); first in family / first generation (65%); lack of academic preparation (84%); second chance learners (90%); older age groups (56%); part-time students (45.5%); students with learning disabilities, eg Asperger’s Syndrome (20%); students with a history of literacy failure (51%); mentally unwell students (30% pre-earthquake – 50% post-earthquake). These figures represent the percentage of Hagley Community College’s student population that are identified with those characteristics. From the percentages presented it is clear that students frequently have multiple characteristics creating a very different and unique student population College Effectiveness – Hagley Community College Performance Report 2015 Page 64 than is seen in normal secondary schools. Hagley students are therefore characterised by: diversity of age and culture; diversity of learning need; shorter-term study duration; significant essential learning skill deficits; and entry with low or no qualifications. Bubble Plot of NCEA L3 / FTE Roll by Decile The achievement figures for Hagley’s cumulative performance in NCEA Level 3 achievement as a percentage of the whole school FTE roll highlights that we are making large steps into achieving our aspiration of inspiring students’ futures and transformingstudents' lives. Hagley College More can be explained when further analysis is undertaken. Another way to explore this data is to group schools according to their decile ratings. This gives a comparative relationship against similar decile schools and an overall relationship with schools in the region. This is presented in the bubble plot graph of NCEA L3 / FTE Roll by Decile. This is a good performance and has the College with a cumulative achievement of 16.5% of the total FTE student roll achieving NCEA Level 3. This is well above the decile 5 mean for schools in Christchurch and in the upper 95% mean for all of the 24 secondary schools in the Canterbury region. The College has exceeded its target of Hagley students achieving NCEA Level 3 at 12% of the school FTE roll and has achieved the target of the cumulative NCEA L3 performance will be at or above the upper 95% mean in relation to Christchurch secondary schools. Summary On the basis of this analysis Hagley Community College is providing the government with a very high return on investment when compared with other secondary schools in Christchurch. The educational, economic and social value added is significant. This is especially significant when Hagley’s student population is made up of a student body who have experienced barriers which prevent them from engaging successfully in secondary education. These students exhibit the following dominant characteristics; disengagement from their age-based school cohort ; not achieving to their potential or aspiration in their previous school setting; and disenfranchised due to personal outlook, difference or individuality. While an argument can be given that Hagley has a larger senior population than most schools in Christchurch (which is correct) it also needs to be highlighted that this population is made up of large numbers of adult learners in the After 3 programme (600+) and significant numbers of part-time adolescent and adult students, ESOL students and refugee students all of whom are only beginning qualifications or only undertaking a small portion of their qualifications. When these results are placed in the context of a student population that has such diverse learning needs the achievement of students is of a high order, as identified by the ERO in 2011. College Effectiveness – Hagley Community College Performance Report 2015 Page 65 D. BETTER PUBLIC SERVICE (BPS) TARGETS “The government is committed to delivering a set of ten ‘Better Public Services’ results to transform performance in areas that matter most to New Zealanders. Within the secondary education sector is the target relating to boosting student skills and employment. This target will be achieved by increasing the proportion of 18 year olds with NCEA Lever 2 (or equivalent) to 85% by 2017.” Data Collection and Sample All secondary schools are required to determine student leaver attainment for every full-time adolescent student leaving before the age of 19. Attainment is measured as the highest qualification a student has gained at the point of leaving whatever the reason might be. The data is collected from each school’s SMS (Student Management System) and recorded in the MOE RS40 return. In 2014 Hagley Community College had 249 leavers that met the MOE leaver requirements. Data on national trends and target predictions are taken from the State Services Commission on ‘Better Public Services: Boosting Skills and Employment’. It is this data that is used to compare the College’s current performance. Specific Target(s) The College has realigned its targets based upon the government’s release of the BPS target in 2012 (85% NCEA L2 by 2017). In 2011 the College’s leaver attainment was 69%. To reach the BPS target of 85% over the next 6 years will require an annual improvement increment of 2.6%. All groups including Māori and Pasifika will be required to meet this target. The target for 2014 is that 77.5% of student leavers will attain NCEA Level 2 or higher. College Initiatives Linked to Targets The College has implemented a range of major initiatives to bring about changes to students’ achievement and on-going learning capabilities. These initiatives are aligned to the government’s strategies of: strengthening student achievement and the Youth Guarantee Scheme of expanding opportunities for young people; and the gathering and interpreting of information about student progress and achievement and using that information to improve teaching and learning. The college wants all its students to be successful learners. Our mission is to build, for every student, their success, achievement and a desire for lifelong learning. There are four key intended student outcomes that the college has identified for all students to enable them to be successful: engagement; retention; achievement and transitions. 5. Engagement: The college is creating the organisational conditions around culture, structure and time to become an ‘engaging school’ to improve and deepen the engagement of students in their learning. This involves the development and implementation of design principles for learning programmes and the establishment of new models of educational delivery. It also involves the building of reflective teaching practice around teaching as inquiry and the active development of student wellbeing especially with a focus on authentic relationships and the building of teachers becoming a significant adult in the lives of their students. (Strategic Priorites: 1, 2, 3, 4, 8, 9) 6. Retention: The retaining of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. This is particularly true with students who have had poor or disillusioning experiences with their previous schooling and who lack self-management, confidence and resilience. The college is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work. (Strategic Priorites: 1, 2, 3, 4, 8, 9) 7. Achievement: The development of essential learning skills and the gaining of formal qualifications is fundamental to student achievement. The college is committed to raising student achievement both within the college and at a regional level. The Governments Better Public Service (BPS) targets for NCEA L2 will form the base line index for student achievement together with strategies for L4+ transitions. (Strategic Priority 6) College Effectiveness – Hagley Community College Performance Report 2015 Page 66 8. Transitions: When students leave the college we have a commitment and an undertaking to know where they go. In advance of their leaving we will play a strong role in the establishment of appropriate pathways for students to take and we will support them in transitioning into their ‘next steps’. Positive outcomes for all our students are the advancement to on-going learning, training and work. (Strategic Priority 5) BPS Target and Trends of NCEA L2 Achievement Performance The data is showing that students at Hagley Community College are gaining significant improvement in NCEA L2 leaver attainment. In 2010, 59% of 90 Hagley’s adolescent, full-tme, leaving students attained NCEA L2 but by 2014 85 the student leaver attainment in NCEA L2 has reached 84.8%. The graph 80 compares these results against the Ministry of Education’s predicted trend 75 and the BPS NCEA target of 85% achievement by 2017. When comparing Hagley’s performance against these trend lines we find that the College’s 70 achievement is above that predicted by the MOE and on target for the BPS 65 target in 2017. 60 55 A unique feature of Hagley is that we have a large number of adolescent 50 students who are part-time as we overcome the barriers that are preventing 2010 2011 2012 2013 2014 2015 2016 2017 them from engaging in learning. While this group is difficult to use within comparative and national data as it skews actual performance the college is BPS NCEA Target MOE Predicted Trend FT Hagley working hard to make a real difference to these students lives. Since 2010 we have tracked and analysed their performance in the BPS target of NCEA L2. All Hagley Linear (FT Hagley) Linear (All Hagley) From the graph it can be seen in 2010 and 2011 the whole college NCEA L2 performance was below 50%. With strategies and strategic priorities in place the college is growing the performance of this vulnerable group so that between 2011 and 2014 we have had a 14.1% increase in achievement with increment trends that are on track to meet the Governments BPS target of NCEA L2 by 2017. We are very proud of this achievement as these students are some of the most vulnerable in our region. Further Analysis When the Hagley student data is further analysed we find some very exciting performance results for NCEA L2+ Achievement priority groups especially in FT Pasifika and FT Māori student NCEA L2 leaver attainment achievement. Māori student NCEA L2 leaver attainment was at 84.6% in 2012 and this has risen to 88.9% which is 120 100 100 significantly above the MOE trend target of 77.5% and above the BPS target of 85% established for 94.4 100 88.9 2017. Pasifika student performance (100%) is also of a high order and is significantly above the BPS 82.4 trend target for 2014 of 77.5%. However, the data set for Pasifika students is small and needs to be 80 viewed with caution. European students’ performance of 82.4% is 4.9% above the MOE trend target of 60 77.5% but is 2.6%% below the 85% BPS target for 2017. It is interesting to note that the priority target 40 groups and meeting the BPS targets of 85% which is above the performance level of NZ European students. This highlights the challenges and vulnerabilities in this large group of students. The new 20 target for all Hagley Community College’s leaving students is 80% attainment in NCEA L2 with the long- 0 term target of 85% in 2017. NZ European NZ Māori Pasifika Asian MELAA College Effectiveness – Hagley Community College Performance Report 2015 Page 67 E. LEAVER ATTAINMENT AS A MEASURE OF STUDENT SUCCESS The Ministry of Education carries out statistical collections (roll returns) from all schools in New Zealand at 1 March and 1 July each year, in line with the statutory requirements as detailed in the Education Act 1989. School leaver data is collected as part of the March roll return. School leavers are secondary school students that have finished their schooling. School leaver data includes the number of school leavers, by highest attainment, year of schooling, gender, and ethnicity. The data around highest attainment is particularly useful for analysis. Also, the number of school leavers forms an easily understood cohort that acts as an accurate denominator at a crucial stage in the education system. The College agrees to the importance of this analysis and values it being undertaken. It enables Hagley’s performance to be compared directly to other schools both regionally and nationally. However, the Ministry of Education uses different data collection sources (student numbers and full-time students) but treats them as the same for student leavers. One analysis is student leaver achievement based on student numbers and the other is student leaver attainment based on adolescent full-time students. This analysis is based on full-time students and is collected from the College’s RS40 roll return. Data Collection and Sample There were 249 leavers in 2014 based on the MOE data from Table SL1 National Qualifications Framework School Leavers By Highest Attainment and Ethnic Group in the RS40 March 1 roll return. For a College with a student roll of 1270 FTE students this represents 19.6% of the total student population. Specific Target(s) • Over 80% of adolescent student leavers (MOE defined) in 2014 will achieve a full National Certificate of Educational Achievement at Levels 1, 2 or 3. • A stretch target of 75% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2014. • 30% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3. • The percentage of school leavers with Year 13 qualifications will exceed the national decile 5 mean of 36%. • The percentage of school leavers with less than Year 12 qualifications will be below the national decile 5 mean of 31%. • Students leaving with little or no formal attainment will be less than 5% based on the national decile 5 mean. Performance The target set for leavers is that 80% will leave with a full National Certificate at either Level 1, 2 or 3. An analysis of the 2014 leavers from MOE statistics shows that of the 249 full-time students who left in 2014, 90.8% had gained qualifications, and 9.2% left without a full national qualification of any kind. The graph below shows a summary comparison between the leaver Full-Time Adolescent Student Leaver A ainment (2010 – 2014) attainment from 2010-2014. 91.4 100 86.6 89.2 90.8 79.3 Analysis 80 An analysis of leaver attainment from the MOE RS40 return shows that the majority of students (90.8%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. Equal 60 proportion of all student leavers left with NCEA Level 2 (42.6%) and 42.2% left with NCEA L3. 40 84.8% of students left with NCEA L2 or higher. In this analysis ‘limited qualifications’ refers to all 20.7 13.4 categories below NCEA Level 1 which is a higher benchmark standard than that set by the 20 8.7 10.8 9.2 Ministry of Education (see graph on next page). 0 2010 2011 1012 2013 2014 College Effectiveness – Hagley Community College Performance Report 2015 Page 68 The comparative analysis shows that Hagley student leavers in 2014 have performed better in NCEA Level 2 and 3 than the performance in 2010. This is particularly evident at NCEA Level 2 where there has been % Full- me Adolescent Leaver A ainment Above & Below NCEA L2 an incremental improvement since 2010 from 23.2% to 42.6% - an improvement in performance of 19.4%. This is the target area for the government’s key achievement outcome for secondary schools. As 100 85.1 84.8 the government’s key achievement outcome for secondary school leavers is the minimum of NCEA Level 73.2 80 68.9 2 then it is important to focus the analysis on College-wide achievement at the percentages of students’ 59.6 60 performance attainment below and above this target. The graph of ‘Student Leaver Attainment Above 40.4 and Below NCEA Level 2’ highlights this performance. This significant NCEA Level 2+ leaver achievement 40 31.1 26.8 result showing 19.4% improvement since 2010 is on track to meet the government’s target of raising 14.9 15.2 20 NCEA Level 2 achievement rates to 85% by 2017. What is even more significant is the number of students leaving with NCEA L3 which shows an improvement of 4.5% from 37.7% in 2013 to 42.2% in 2014. For the 0 first time equal numbers of students are leaving with NCEA L2 and NCEA L3. The improvement that is 2010 2011 2012 2013 2014 now happening with higher qualification achievement is that more students are achieving NCEA L3. Below NCEA L2 NCEA L2 and above New Targets 2015 • Over 90% of student leavers (MOE defined) in 2015 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3. • A stretch target of 80% has been established for student leavers attaining a full NCEA Level 2 (or higher) in 2015. • 40% of Hagley student leavers (MOE defined) will leave with a full National (NCEA) Certificate at Level 3. F. MĀORI AND PASIFIKA STUDENT LEAVER ATTAINMENT Data Collection and Sample There were 27 Māori leavers and 5 Pasifika leavers in 2014 based on the MOE data from Table SL1 National Qualifications Framework School Leavers By Highest Attainment and Ethnic Group in the RS40 March 1 roll return. Māori students represent 10.8% of the total student leavers and Pasifika students represent 2% of the total student leavers. Specific Target(s) 1. Over 80% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National Certificate of Educational Achievement at Levels 1, 2 or 3. 2. A stretch target of 77.5% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2014. 3. 35% of Hagley Māori and Pasifika student leavers (MOE defined) will leave with NCEA L3. Performance The target set for Māori and Pasifika leavers is that 80% will leave with a full National Certificate at either Level 1, 2 or 3. An analysis of the 2014 leavers from MOE statistics shows that of the 27 full-time Māori students who left in 2014, 92.6% had gained a full national qualification, and 7.4% left without a full national qualification of any kind. All (100%) of Pasifika leavers gained a full National Certificate. College Effectiveness – Hagley Community College Performance Report 2015 Page 69 Full-time Adolescent Māori Student Leaver Attainment (2011 – 2014) Full-time Adolescent Pasifika Student Leaver Attainment (2011 – 2014) 100 100 100 92.3 92.6 100 84.6 80 80 80 66.7 52.9 60 60 47.1 40 33.3 40 20 15.4 20 7.7 7.4 20 0 0 0 0 2011 2012 2013 2014 2011 2012 2013 2014 Below NCEA L2 NCEA L2 and above Below NCEA L2 NCEA L2 and above Analysis An analysis of leaver attainment from the MOE RS40 return shows that the majority of Māori students (92.6%) left with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. The greatest proportion of Māori student leavers left with NCEA Level 2+ (88.9%) and 40.7% of Māori students left with NCEA L3. Less than 8% of Māori students left with limited or no qualifications. In this analysis ‘limited qualifications’ refers to all categories below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education. Further analysis highlights the most important and significant change that is happening with Maori Māori Student Achievement in NCEA L2 & L3 (2013 – 2014) achievement. Greater numbers of Maori students are converting their NCEA L2 into NCEA L3. From the graph 100% opposite it can be seen that their has been a 6.1% increase in Māori student achievement in NCEA L3. This is a 90% reflection of the Māori mentoring programme which is a strategic priority for the college. 80% 34.6 40.7 70% An analysis of leaver attainment from the MOE RS40 return shows that all the Pasifika students (100%) left 60% with a full National Certificate of Educational Achievement at Levels 1, 2 or 3. Fifty percent of Pasifika student 50% %NCEA L3 leavers left with NCEA Level 2 (50.0%) and 100% of Pasifika students left with NCEA L2 or higher. No Pasifika 40% student left with limited or no qualifications. In this analysis ‘limited qualifications’ refers to all categories % NCEA L2 30% 57.7 below NCEA Level 1 which is a higher benchmark standard than that set by the Ministry of Education. 48.2 20% 10% New Targets 2015 0% • Over 90% of Māori and Pasifika student leavers (MOE defined) in 2014 will attain a full National 2013 2014 Certificate of Educational Achievement at Levels 1, 2 or 3. • A target of 80% has been established for Māori and Pasifika student leavers attaining a full NCEA Level 2 (or higher) in 2015. • 40% of Hagley Māori and Pasifika student leavers (MOE defined) will attain a full National (NCEA) Certificate at Level 3. College Effectiveness – Hagley Community College Performance Report 2015 Page 70 Minister of Education’s Response to Student page Achievement and College Performance 72 SECTION 4: MINISTER OF EDUCATION’S RESPONSE TO STUDENT ACHIEVEMENT AND COLLEGE PERFORMANCE College Effectiveness – Hagley Community College Performance Report 2015 Page 73 510 Hagley Avenue | Christchurch 8011 | New Zealand PO Box 3084 | Christchurch 8140 | New Zealand Telephone 0508HAGLEY or (03) 364 5156 | Facsimile (64 3) 379 3134 Email: [email protected] | Website: www.hagley.school.nz