School Name: Rolleston College School Number: 654
Strategic Aim: Our People – Develop Self: An inclusive environment where every learner is able to stand and succeed as the individual they are.
Annual Aim: 1. Learner de velopment is a t the cen tre of all w e do.
2. All learner s ar e tr ansitioned thr ough the v arious s tages of their educ ational journe y. 3. Purposeful r ecruitment of those who c an displa y a c ommitment t o the Colleg e vision and v alues.
4. Professional learning f or s taff is select ed on the basis of learner/futur e f ocus.
Target: 1. Consolidation of per sonalised learning pr ogrammes f or each learner . 2. Appropriate Men toring is pr ovided b y Ak o Learning Coaches f or all learner s and f eedback sough t. 3. Learners ha ve been guided about appr opriate learning and subject decisions f or 2020 4. Development of tr acking and r ecording pr ocesses f or r eporting learner pr ogress. 5. Develop a sense of wh ānau r esponsibility f or other s. 6. Evidence of fle xibility in ho w w e g ather e vidence of learner pr ogress and f eedback. 7. Development of ho w w e ackno wledge learner self manag ement. 8. Learner v oice is g athered t o g auge the le vel of learner belonging and eng agement with c ollege vision and v alues. 9. Transition pr ocess t o senior school is success fully manag ed. 10. The Hauor a pr ogramme c ontinues t o de velop in the Senior school 11. Individual learner needs ar e planned f or and me t with appr opriate planning. 12. International learner s ar e success fully induct ed in to the school. 13. Specific learning needs ar e iden tified and t argeted prior t o appoin tments in 2020 14. New s taff ar e e ffectively induct ed 15. Professional de velopment is specific ally t argeted t o mee t iden tified needs of s taff appoin ted t o s tart la te 2019 or 2020. 16. The de velopment of R2L a t the Colleg e is a pr ofessional de velopment priority .
Ministry of Education | Analysis of Variance Reporting Baseline Data: Incoming Cohort
2017 2018 2019 2020
Total 218 211 253 255
Male 105 105 143 152
Female 113 96 110 103
Ethnicity
2017 2018 2019 2020
Maori 27 32 29 32
Cook Island Maori 1
NZ European 153 139 207 186
Other European 14 11 15 32
South East Asian 7 6 6 14
Egyptian 1 0 0 0
Indian 1 2 3 3
Australian 8 1 0 0
Canadian 1 0 0 0
Chinese 1 0 3 3
Samoan 1 1 1 4
American 1 0 0 0
South American 2 0
Ministry of Education | Tātaritanga raraunga Page 2 South African 5 0
Japanese 1 0
African 1 1 1
Latin American 1
Fijian 1
Niuean 3
Tongan 1
Contributing Schools
2017 2018 2019 2020
Rolleston Primary 84 58 93 65
Clearview Primary 56 54 68 72
Albany Junior High 1 0
Te Ao Tawhiti 1 0
Ambury Park School 1
Avonhead School 1 1
Belfast School 1 1
Broadfield School 2 2 3 6
Burnham School 15 12 9 10
Balmacewen Intermediate 1
Cashmere High School 1
Casebrook Intermediate 1 1 0
Ministry of Education | Tātaritanga raraunga Page 3 Cobham Intermediate 1 1 2 2
Cornerstone Christian 1 0 School
Ellesmere College 2 1 2 1
Hornby High School 2 3 2 3
Kirkwood Intermediate 10 7 11 3
Merrin School 1 0
Middleton Grange School 1 0
Oaklands School 1 0
Otama School 1 0
Opawa School 1
Our Lady of Victories 1 0
Papakowhai Intermediate 1 0
Royal Road School 1 0
Russley Road 1 2 0
Sacred Heart [Reefton] 1 0
Springston School 2 3 1
St Thomas of Canterbury 1 0
Tai Tapu School 1 0
Templeton School 6 8 4 1
Weedons School 9 5 7 5
West Eyreton School 1 0
Ministry of Education | Tātaritanga raraunga Page 4 West Melton School 4 14 11 19
Westburn School 3 1 1
Yaldhurst Model School 1 3 1
Overseas 1 1 13
Breens Intermediate 7 3 0
Christchurch South 1 1 Intermediate
Christian Adventist 1 0
Halswell School 4 1
Home Schooled 2 0
Haeata Community 1
Lemonwood Grove 8 6 16
Lincoln Primary 3 1 1
Lyttelton School 1 0
Rolleston Christian 3 2 3
Rakaia School 1
St Joseph's Temuka 1 0
Waiouru School 1 1 0
West Rolleston 5 22 27
Sommerville Intermediate 1 0
Westport South 1 0
Mount Hutt College 1 1
Ministry of Education | Tātaritanga raraunga Page 5 Palmerston North Int 1
Darfield High 1 2
Bayfield High 1 0
Botany Downs 1
Bream Bay 1
Emmanuel Christian School 1 0
Massey High School 1 0
Mt Albert Grammar
St Margarets 1 0
Papanui High School 2
Amberley 1 0
Timaru Boys 1
Wainuiomata College 1 0
Heaton Intermediate 1 0
Hillmorton High 2 1
Ashburton Intermediate 1 0
Addington CE 1 0
Burnside High 1 2
Southland Girls 1 1
Central Southland 1
Gore High 2 0
Kaiapoi High 2
Ministry of Education | Tātaritanga raraunga Page 6 Kaiapoi North 1
Verdon 1
Southland Boys 1
Staff
2017 2018 2019 2020
Teaching staff 29 41 51 58.21
Support/Admin staff 7 11 12 21
Actions Outcomes Reasons f or the v ariance Evaluation What did we do? What happened? Why did it happen? Where t o ne xt? Development of Learners eng aged in Ak o Pr ogram which allo wed them All learners have completed two meaningful Quest Reviewing the or ganisation of Y ear 10 E OTC end personalised learning many elemen ts of choice - especially within the Ques t projects. of y ear c amps t o ensur e sus tainability and programmes f or each projects and per sonalisation and some elemen ts of continued learner input. Looking a t c areful learner. compulsion. This learning is support ed b y the Wha t's In 2019 Yr 11 Learners engaged in a Hauora Quest which scheduling of t eacher men toring f or E OTC c amps. up in Ak o 2019 Google sit e t o support t eacher planning asked them to look at measures of their own Wellbeing. and shar e g ood pr actice acr oss wh ānau. This set them up well for a wellbeing centred approach to Acknowledging success r emains a high priority , their first year of NCEA. This Quest also generated NCEA especially f or the ne w c ohort. Learner success w as ackno wledged with R olleston credits. Learners achieved very well in this standard Spirit certific ates pr esented a t f ortnightly celebr ation overall. We need t o t arget the Y ear 10 learner s in 2020 t o assemblies. make sur e the y ar e f ormally ackno wledged f or At Y r 10 ther e w as the c ontinuation of a Ques t displaying the Spirit v alues. Development of a Senior S ystem of Ackno wledgement opportunity in E OTC [E OTC] and an In ternship da y pr oject through R2L badging de veloped with learner s who sa w - this built on the success of these pr ojects in the We ha ve r evised ho w w e celebr ate the Spirit this s ystem as mor e r ewarding than spirit a wards. previous y ear. awards t o ensur e tha t the y ar e not diminished but tha t the celebr ation is sus tainable. We ha ve been success ful in finding a number of w ays of Learner ag ency in the f ormation of R2L r ewards Spirit Aw ards acknowledging success and participa tion. Man y of these needs t o be main tained.
Ministry of Education | Tātaritanga raraunga Page 7 are unable t o be quan tified, f or e xample the r egular The monit oring of self -management will need t o Male Female newsletter and f acebook pag e. continue and the e xpectations of wha t is 2017 94 89 produced fr om our pr ogrammes will ha ve t o be The Spirit Aw ards ha ve been c omplemented b y the R2L lifted as self -management impr oves. cards which earn r ewards f or learner s. 2018 Y ear 9 38 40 We need t o ensur e tha t w e ar e closely Of c oncern is the f act tha t sub sequent c ohorts of learner s 2018 Y ear 10 51 89 monitoring a section of male and Maori learner s earnt f ewer a wards and g ained f ewer spirit a wards than to ensur e pr ogress. the fir st c ohort. 2019 Y ear 9 40 51 Splitting the end of y ear priz egiving in to thr ee y ear le vel Appointment of a IC T support per son specific ally 2019 Y ear 10 28 37 events did giv e us the chance t o fully ackno wledge the tasked with issuing and main taining de vices as Year 9 learner s well as tr oubleshooting minor log on err or with 2019 Y ear 11 26 37 learners in 2020. In terms of R2L o verall, ther e has been a g eneral decrease thr oughout 2019 with r egards t o the number of Purchasing of school o wned c omputers will Implementation of B YOD sa w 90% of learner s ha ve referrals. Consis tent implemen tation of the R2L pr ocesses continue as planned f or learner s who do not ha ve access t o their o wn de vice. In 2018 this dr opped t o and c ontinued s taff PLD c an be a ttributed. Thr oughout their o wn de vice. 85%. Curr ently the per centage of learner s with their 2020 this will need t o r emain the f ocus as a signific ant own de vice incr eased t o 95.45%. number of ne w s taff join R olleston Colleg e and an e xtra It is clear tha t w e ha ve t o monit or the learner s 250+ learner s. The R2L St aff Handbook will be prin ted who ar e f acing ob stacles t o their pr ogress Analysis of the c ommon aspects fr om Ak o using and giv en t o each s taff member t o help with through t argeted support [K aiwhakatere/ ILP ’s] . SOL O t axonomy [belo w] r eveals the f ollowing tr ends. implementation. Education plans ar e cr eated with input fr om Digital c ompetencies =St eady impr ovement diverse learner s and wh ānau. R2L Ackno wledgements ar e tr acked using a spr eadsheet Self-management = St eady impr ovement ● Diverse Learner s Y r 9 and man y learner s ar e motiv ated b y this “ clicker c ard” Reading =St eady impr ovement ● Diverse Learner s Y r 10 system. R2L Spr eadsheet. The link be tween the c ard and Overall ther e have been some dips in the da ta a t ● Diverse Learner Y r 11 the v alues of the r olleston Spirit help t o r einforce our transition times but the o verall tr end is positiv e. Areas values and the e xpected beha viours. of c oncern r emain the Bo ys r eading da ta and the lo wer In the futur e it will be import ant t o emphasise end Maori r esults. Mos t gr oups ar e tr ending in the and ackno wledge ac ademic e xcellence in the Overall our s ystems t o ensur e all learner s had access t o same w ay w e giv e ackno wledgement t o our right dir ection but g aps ar e not necessarily narr owing appropriate t echnology impr oved this y ear. (AK O Solo Analy sis). other spirit v alues. t o pr omote a cultur e of Although g eneral tr ends w ere positiv e. The da ta did personal bes t.
At NCE A da ta analy sis w ould sug gest tha t whils t our reveal; tha t our 2018 c ohort w as a mor e div erse one than Looking a t cr eative w ays t o s taff mor e s tretch certification r ate w as high the le vel of endor sements the 2017 one. Mor e learner s w ere oper ating in the was lo w. (See NCE A r eport link: NCE A Analy sis) extended ab stract and r elational ar eas and mor e w ere workshops f or Y r 11 in 2020.
Ministry of Education | Tātaritanga raraunga Page 8 remaining a t unis tructural when the tw o c ohorts ar e Looking a t w ays t o inc orporate s tretch compared. opportunities f or Y r 12 learner s in 2020.
There w ere signific ant chang es made t o the AK O programme t o ensur e tha t Y ear 10 w as a s tep up in all areas.
As a school in 2019 w e f ocussed on Le vel 1 being a base qualification f or all learner s with Endor sement r ates as being sec ondary t o tha t.
We allo wed fle xibility f or learner s t o sit s tandards a t NCEA le vel r elated t o per sonal in terest outside of a course s tructure.
We enc ourage learner s in 2019 t o f ocus on both their Gaps and the Str etch and allo w time during Ques t Specialist W orkshops t o w ork on either a Gap or a Str etch area of need or in terest.
Development of Two home school partner ship mee tings w ere held with Four T racking r eports pr oduced with tw o no w including We need t o c ontinue t o de velop s taff t o ensur e tracking and r ecording high le vels of participa tion. Ako c oach c omments. that ther e is a high degr ee of c onsistency in these processes f or interactions. reporting learner As e xpected, a ne w school and a dif ferent pr ocess f or progress. reporting ensur ed ther e w as initially c onsiderable in terest We need t o ensur e participa tion impr oves Participation in 3 W ay Con versations in these e venings. Based on f eedback fr om s taff and the through prior c ontact with homes. community w e modified the time frames f or the sec ond 2017 2018 2019 round. We need t o c ontinue t o empo wer learner s t o lead these mee tings. Round 1 81% 92% Senior:80% The high le vel of eng agement w as main tained in 2019 Junior:79% however ther e w as a decr ease in number s c omparative t o We need t o modif y these c onversations and the 2018. purpose of them with r egards t o our Senior , Y ear Round 2 86% 89% Combined:83% 12 learner s. The pr ocess surr ounding these c onversations w as It is lik ely tha t w e will mo ve t o tw o f ormats in ● 3 W ay Con versations: St aff PD refined. 2020 one tha t includes a mor e “tr aditional” ● 3 W ay Con versations: Wh ānau Sur vey Learners t ook gr eater o wnership [g enerally] in these interview f ormat with subject t eachers f or y ears meetings. 12 and 13 as Learner s Spend less time in Ak o and more time in the specialty ar eas.
Ministry of Education | Tātaritanga raraunga Page 9 ● 3 W ay Con versation: Wh ānau F eedback We modified the mee tings t o ha ve a split mee ting We need t o c ontinue t o de velop individual between Y r 11 and Y r 9-10 t o ha ve mor e t o r eport on in relationships as part of the Ak o pr ogramme and terms of NCE A s tandards a ttempted e tc. monitor learner eng agement and inclusion.
Tacking of learner pr ogress in Y r 11 w as also monit ored Modification of Senior 2 and 3 c onversations in closely b y Senior and Ak o s taff line with Senior Advisor y Model.
● NCEA 2019 - Y r 11 T racking
Continue t o de velop a Learner sense of belonging t o wh ānau has incr eased High le vel of eng agement in wh ānau activities fr om all We need t o c ontinue t o monit or the sense of wh ānau annually. year gr oups. effectiveness of Ak o and r elated pr ogrammes and belonging. Full school participa tion in c ompetitions such as the Big refinements t o iden tify which ar eas ar e not being Learner v oice s till pick s up v ariance acr oss wh ānau but Sing c ompetition ha ve been dif ficult due t o sheer as pr oductive as the y need t o be. where ther e has been a c oncerted e ffort t o r aise numbers. A v ariety of w ell support ed activities lik e whānau spirit ther e does seem t o ha ve been some Cantamath and dodg eball ha ve been of fered as wh ānau Allocation of r esponsibilities has also clarified movement. It is in teresting t o see the dif ference activities. some ar eas. between iden tification with wh ānau as opposed t o Ak o. Completion of w ell being sur vey and c omparison analy sis We will c ontinue t o de velop close r elations with across c ohorts. all of our c ontributing schools t o ensur e smooth
Belonging s trong sense of belonging t o wh ānau transitions f or all learner s as the y mo ve in to and Ak o gr oup Ngahuru has had some chang es in s taff t owards the end secondary school. of the y ear which ma y ha ve a ffected learner s' sense of Whānau Ako belonging t o this wh ānau. A ne w Senior Leader t o t ake o ver tr ansition t o school portf olio with s trong link s t o K ahui Ak o in 2017 2018 2019 2017 2018 2019 Hotoke wh ānau had a 20% pr oportion who chose neutr al response t o shuf fling of SL T portf olios - looking in t erms of f eeling of belonging in both ar eas. Ther e w ere carefully a t timing and c apacity of s taff r esources. less than 5% within this wh ānau who f elt the y did not N 68% 69% 76% 69% 68% 69% belong. Hot oke had a chang e in s taffing in a number of More in vestigation of r esults t o look a t tr ends in it’s Ak o gr oups due t o pr omotion and t o a r esignation. terms of an y particular gr oups who f eel the y K 68% 78% 73% 88% 68% 71% belong less than other s in the wh ānau needed. Working t o de velop a unified appr oach t o wh ānau r elated R 61% 65% 84% 59% 59% 71% documents. This is t o ensur e tha t each wh ānau is “the Consolidation of Ak o c oach r oles and a voiding same but dif ferent.” H 90% 86% 67% 78% 80% 68% movement will be import ant in 2020.
Kahui Ak o Achie vement challeng es based ar ound
● Ngahuru: 2019 Learner R eview Relationships and W ellbeing ha ve allo wed use of these
Within School P ositions t o bols ter the t eam in each
● Raumati: 2019 Learner R eview whānau. Wh ānau r oles ar e based on Enhancing W ellbeing
Ministry of Education | Tātaritanga raraunga Page 10 and Tier 1 in terventions designed in s trengthening ● Koanga: 2019 Learner R eview relationships.
● Hotoke: 2019 Learner R eview
Evidence of a shar ed All s taff and learner s use SOL O t axonomy as their Continued s taff de velopment via the t eacher giv en We need t o no w mo ve t o a c ommon use and understanding of measure of ac ademic pr ogress. 100% of learner s management r esponsibilities in SOL O t axonomy. understanding of our critic al skills. Learner s critical skills, R olleston engage with their ac ademic pr ogress using SOL O understand the Spirit v alues but ar e less f amiliar Spirit and SOL O. taxonomy in their e- portf olios. We ha ve been pr oactive in pr oducing ic onography with the critic al skills. Learner v oice c ollected ar ound under standing of critic al detailing our shar ed languag e. skills within junior learning pr ograms. We need t o ensur e tha t ne w s taff ar e all f amiliar, Introducing a c ommon languag e associa ted with c are and confident and c ompetent with the languag e readiness t o learn a t the c ollege. The de velopment of a ● Learner R eview 2019 Connect ed Learning associated with our pr ocesses. 2 ½ da ys induction booklet f or s taff ar ound our R2L pr ocess has been for ne w s taff. Da y 1 f ocuses on de veloping developed t o assis t in under standing of these pr ocesses. Formatting of curriculum deliv ery inc orporated the relationships and da y tw o and a half ar ound processes and s ystems. Spirit v alues is a deliber ate act. ● R2L High Le vel In terventions ● Forward Planning Documen t The idea tha t w e ar e s tarting a ne w school will be The same g oes f or the ne w c ohort of learner s. A a theme. Rolleston Colleg e’s R eady t o Learn (R2L) pr ogramme Welcome bookle t tha t is wh ānau specific has been follows the MoE’ s P ositive Beha viour f or Learning developed f or ne w learner s A s taggered s tart pr oposed f or 2020 is pr oposed (PB4L) fr amework and supports learner s t o mak e to help with the tr ansition of each y ear gr oup. positive beha viour choices. Supporting school pr actices ● Learner W elcome Bookle t include Some in ternal and e xternal PD opportunities f or Some of our monit oring s ystems slipped a bit in some a. The r eward click c ards w ere in troduced as a staff t o shar e bes t pr actice in mo ving learner s areas t owards the end of the y ear. This needs t o be reward f or displa ying the Spirit v alues. through the t axonomy w ould be pertinen t in reviewed and r e emphasised. ● (R2L R eward Car d S ystem) 2020. b. Developed and in troduced a c ohesive and SOLO rubrics e videnced in P ortfolios and on KAMAR consistent languag e ar ound c are a t the school. as per the tw o dis tributed T racking r eports. These ar e ● Teacher Learner R elationship Guide evident in learner activity bookle ts. ● Restorative Pr actice: St aff Handbook Evidence of r eference t o critic al skills in learner planning ● Restorative In tervention and r eview documen ts.
Initial planning c over shee t [F orward Doc] iden tifies KAMAR markbook s ar e se t up in acc ordance with SOL O targeted critic al skills criteria. St aff ha ve w orked c ollaboratively in pr eparing
a signific ant number of t emplates
Community f eedback w as g athered ar ound this and other f orms of c ommunication and f eatures la ter in this report.
Ministry of Education | Tātaritanga raraunga Page 11 Celebration assemblies tha t f ocus on de veloping the Rolleston Spirit v alues ar e held e very f ortnight.
Development of ho w Learner success w as ackno wledged with R olleston The R olleston Spirit v alues ar e used in our in teractions, We ha ve t o ensur e tha t each c ohort is we ackno wledge Spirit certific ates pr esented a t f ortnightly celebr ation celebrations [including priz egiving] ic onography, R2L acknowledged. The r evisition of assembly and learner self assemblies. programme and lit erature [ne wsletters e tc.] whānau celebr ation pr ocesses and pr otocols will management. assist in this. Introduction of r ewards f or c ompletion of R2L click It w as pleasing t o see the r ange and div ersity of learner s cards. Including Principal lunches. who g ained signific ant ackno wledgement a t the end of year priz egiving. Splitting the end of y ear priz egiving in to dif ferent y ear Evident in quality of Ques t pr ojects and Exhibition nigh ts. levels based ar ound the advisor y pr ogram allo wed a Three e xhibition nigh ts, one a t the end of each t erm with different f ocus f or each e vent. the e xception of t erm 4. De velopments such as Film Festival, mor e perf ormances, gr eater c omplexity in w ork presented.
Steady impr ovement e videnced in tr acking r ecords f or all year gr oups. Integrated tr acking r ecords pr oduced f or Ak o and Connected pr ogrammes. De tailed Analy sis of asT Tle and Ako Solo r esults.
Learner v oice is Those learner s iden tified as needing t o be part of the It w ould seem tha t learner s who s tart the y ear with us We ha ve r eviewed our early iden tification and gathered t o g auge the Travellers pr ogramme ha ve had their a ttendance transition in v ery w ell but learner s who enr ol during the tracking of iden tified learner s and t argeted these effectiveness and monitored. This indic ates tha t their tr ansition has been year ar e less success ful. learners mor e specific ally as part of our impact of the smooth as a ttendance da ta indic ates a high le vel of enrolment pr ocess. transition pr ocess. attendance. The sur vey r eveals tha t learner s enjo y ha ving access t o Transition pr ocess is more than one t eacher but tha t w e c an w ork on Employed mor e k aiwhakatere t o pr ovide t argeted reviewed and Learner v oice w as g athered acr oss all learning v ehicles. relationships in Connect ed learning. support. implemented in 2019. e.g. Ak o Sur vey and Connect ed Sur vey abo ve Careful r eview of the c omposition of t eaching
teams in Connect ed learning. R evised the
tracking and monit oring shee ts.
Ministry of Education | Tātaritanga raraunga Page 12 Working with s taff t o ensur e tha t the y r ealise that c are s tretches equally acr oss all learning vehicles.
Transition pr ocess t o Overall a ttendance da ta Assessment bookle t f or s taff and learner s writ ten and We ha ve mor e learner s joining us a t dif ferent senior school is ● Attendance Da ta distributed. year le vels as w e gr ow including our gr owing established. ● Learner Bookle t international learner s so w e ha ve t o ensur e tha t ● NCEA St aff Handbook they r eceive an appr opriate induction. Learners who enr ol during the school y ear Two NCE A c ommunity e venings and learner NCE A We need t o f ocus on some of our e xisting have been success fully assemblies held t o help in form and guide whanau, learners who ar e s tarting t o displa y spor adic inducted. caregivers and learner s attendance and lift learner eng agement. ● NCEA P arent E vening 2019 Need t o ensur e our tr acking and monit oring
systems f or NCE A ar e rig orous, c onsistent and Specific PD pr ovided. effective. Courses writ ten. Course election pr ocess c ompleted. Successful implemen tation of Generic Unit St andards trial at Y ear 10 as w ell as trialling Ma ths/English s tandards with small gr oups of learner s.
Process r efined. Mor e c omprehensive in formation collected prior t o enr olments c ommencing. Their attendance r ates ho wever w ere be tter than the c ohort as a whole.
Individual learner Reviewed and r efined our junior tr acking s ystems t o Identified learner s ha ve a per sonalised individual learning Refine ag ain the planning documen ts t o ensur e needs ar e planned f or ensure c onsistency and accessibility as w ell as plan tha t is monit ored. that ther e is further mer ging of da ta and and me t with integrating the v arious tr acking s ystems planning t o allo w f or eas y access t o in formation appropriate planning. As per Priority Learner s f older and documen tation. PD on individual learner s. Leading t o tw o c over with s taff has also been undert aken. Priority learner s planning shee ts with link s so tha t all da ta and linked t o da ta analy sis doc f or Connect ed t eams. planning is link ed back t o these shee ts.
Easier t o g ain quick r elevant da ta on individual learner s. See link abo ve - Div erse learner pr ofile
Ministry of Education | Tātaritanga raraunga Page 13 Specific learning ar ea/ All learner s w ere guided thr ough c ourse selection and All s taff v acancies w ere filled b y w ell qualified t eachers in Begin the pr ocess t o ensur e tha t w e ha ve NCEA needs ar e part of a school / community pr ocess t o e xplain NCE A. the r equired learning ar eas. required s taff f or 2021. identified and t argeted prior t o appoin tments An appoin tment r ound t ook place in T erm Thr ee and All learning ar eas ar e s taffed t o acc ommodate 2020 Manage the induction of ne w s taff and pr ovide for 2020 Term F our. Sixteen t eaching s taff, f our ne w admin s taff needs. This includes subject e xpertise and NCE A required support as the y se ttle in to R olleston members w ere appoin ted f or 2020 including the the experience. College. appointment of a Futur e P athways Advisor and a second full time c ounsellor. Staff ha ve been appoin ted during the y ear t o mee t futur e Continue with “ne w s taff check in” a t 6 and 12 growth needs. weeks and as a r egular part of the mee ting schedule. A number of s taff including tw o ne w SENC O’s w ere appointed mid- year. Both ar e v ery e xperienced in the role.
At the end of 2019 w e had six r esignations. Fiv e of these s taff w ere f oundation s taff member s including our f oundation principal. T wo le ft t o other Can terbury Schools, one t o do his OE, tw o t o mo ve back t o Auckland and one t o Marlbor ough in a Senior Leadership r ole.
Ministry of Education | Tātaritanga raraunga Page 14 Professional The t eaching s taff PD has all been closely link ed t o the A br oad r ange of PD has t aken place. Much of this has This will need t o inc orporate r elevant NCE A development plan and school g oals and in particular the g oals r elating t o been e xternal but w e ha ve also been c onfident enough t o refresher e xperiences. process de veloped Hauora/Wellbeing and R elationships.This r emains a utilise in ternal skills t o run PD within the c ollege. centralised pr ocess. We need t o c ontinue t o pr ovide t argeted PD f or In 2018 and 2019 e xtensive PD t ook place ar ound PB4L staff but the emphasis will be s trongly on Professional The pr ocess and budg eting f or PD has been de veloped which enabled us t o mo ve t o Tier 2 s tatus. The Colleg e providing opportunities f or ne w s taff. development and utilised. presented on it ’s PB4L journe y a t the Na tional Con ference There is a need t o c ontinue PD in r estorative requirements in Auckland, A t the R egional Pr actitioners S ymposium in practice. managed initially b y All PD r equests g o thr ough the Principal. (PD R equest Christchurch, F or all tier 1 Schools in Chris tchurch, F or the Hawke's Ba y R egional PB4L Con ference. Leaders of Learning Worksheet ) In 2020 enc ouragement will be giv en t o Leader s
A gr oup of s taff a ttended the IPP A P ositive P sychology of Learning t o assis t with finding r elevant and Conference in Melbourne timely PD t o f oster the c oncept of “per sonal best”. This e xtends t o learner s and s taff t o be the A s taff member w as a warded a Boma scholar ship and best tha t the y c an be. travelled t o the US A as w ell as eng aging in this v aluable PD within Can terbury. An emphasis on the tr aining of middle leader s t o lead in their ar eas will also be a f ocus. Staff eng aged in tw o PD sessions with Gr eg Jansen and Rich Malt a ar ound R estorative Pr actices.
A gr oup including the guidance c ounsellor did some training in R ock and W ater Martial Arts tr aining. (Pr ofessional De velopment W orksheet) Staff w ere in volved in an R2L Inquir y during t erm 1 t o look a t the implemen tation of R2L pr actices within their learning pr ograms.
● R2L Inquir y
Planning f or ne xt y ear:
Ministry of Education | Tātaritanga raraunga Page 15 The main ar ea of planning will r evolve ensuring tha t all of our learner s and s taff ar e induct ed w ell and e xperience a sense of belonging. Challenging learner s t o achie ve their per sonal bes t whils t also being mindful of their o wn w ellbeing will also be import ant. R efining our y ear b y y ear tr acking especially with r egards t o NCE A 1,2 and 3 will be import ant. W e also need t o ensur e tha t all our tracking is aligned. W e will also need t o manag e our s ystems t o ensur e tha t the y ar e c ohesive and aligned. Ensuring tha t s taff PD is timely and t argeted will be import ant.
School Name : Rolleston Colleg e School Number : 654
Strategic Aim: Our Place – Build Communities: A place of belonging that invites in and reaches out.
Annual Aim: 1. Progressing our partner ships with T e T aumutu based on the c oncepts of in tegration and w eaving. 2. Walking t ogether f or mutual bene fit.
3. Developing partner ships with the loc al c ommunity t o pr ovide e xperience opportunities. 4. Develop r elationships with other learning c ommunities (early childhood, primar y, sec ondary, t ertiary). 5. Develop a rich partner ship with the loc al Council and associa ted of fices. 6. Enabling c ommunity access t o Colleg e f acilities. 7. Prioritising r esourcing and futur e planning ar ound learner needs inside and outside of the learning space.
Target: 1. Individual learner s ar e s tanding and succeeding as cultur ally loc ated individuals. 2. Relationship with T e T aumutu is s trengthened. 3. PAG pr ofile is incr eased and s trengthened.
4. Community v oice is sough t and c onsidered. 5. Community partner ships ar e further de veloped. 6. Development of learner participa tion in CASE. 7. Increase the incidence of public ation of our s tories. 8. Involvement in the s trengthening of the R olleston K ahui Ak o. 9. Involvement in r egional educ ational f orums and ins titutions including pr esenting. 10. Ensuring all school hour visits ar e meaningful and based on learning not jus t buildings. 11. Informing Council of import ant Colleg e r elated ne ws, upc oming e vents e. g. the building pr oject. 12. Continued participa tion with sis ter cities/ schools pr ogramme. 13. Partnering with Council f or appr opriate e vents (CASE). 14. That c ommunity use of Colleg e f acilities incr eases as the y ear pr ogresses. 15. Development of learner participa tion in e vents using our f acilities. 16. Appropriate r esourcing t o mee t individual learner needs is jus tified and equit able.
Ministry of Education | Tātaritanga raraunga Page 16 17. Appropriate planning t o mee t learner needs.
Baseline Da ta: Ministry of E ducation Fly er:
Rolleston Blueprin t f or Gr owth
“The Selw yn dis trict is part of the great er Chris tchurch High Gro wth Urban Area, with the dis trict e xpected t o increase in population from 58,000 in 2018 t o 81,000 in 2030 . Council projections es timate R olleston will gro w t o a population of 22,000 b y 2021 and 27,000 b y 2030 . Based on 2013 c ensus inf ormation, the town has a young demographic, with a higher proportion of the population under the age of 15 years (27%), and f ewer people o ver the age of 65 years (7%). As new de velopment oc curs, both Lemon wood Gro ve and Clear view Primar y are e xpected t o e xceed c apacity b y 2021. Dis trict planning dat a sho ws that demand from within the home z ones f or these schools will e xceed their mas ter planned c apacity. “Rolleston, in the Selw yn dis trict, is one of the f astest gro wing areas in Ne w Z ealand. The R olleston c atchment is made up of 7 s tate full primar y school s, a s tate Y9-15 sec ondary school, and a s tate in tegrated full primar y school. As of July 2018, this c atchment had a c ombined school roll of 3,491 s tudents, including 30 Māori Medium s tudents and 19 OR S s tudents.”
“Further additional sec ondary pro vision is e xpected t o be required in the ne xt 6-8 years, and we are curren tly in vestigating sit es through the ac quisition process.”
This early pr ediction has been r evised with gr owth r ates f ar f aster than fir st pr edicted
Actions Outcomes Reasons f or the v ariance Evaluation What did we do? What happened? Why did it happen? Where t o ne xt? Individual learner s ar e Learners designed and led a wh ānau e vening on the Y r 9 Learners ha ve c ontinued t o t ake the lead in cultur al Ensuring tha t all c ohorts g et equal opportunities standing and Connected e vening with s talls such as w eaving, poi areas. to shine. succeeding as cultur ally making and the k apa hak a gr oup perf ormed located individuals We ha ve appoin ted a Tik anaga s taff r ole t o Whaea Refine the whole Ak o pr ogramme t o enhance Our k apa hak a and pasifik a gr oup ha ve c ombined and Jamie t o help enhance T e Ao Maori and t o help t o personalisation but ensur e equity of opportunity joined f orces as a gr oup. empower s taff t o use tik anga and T e R eo in the classroom. Boosting Tik anga and T e R eo schoolwide. Our learner s of their o wn v olition made a video presentation and hak a f ollowing Mar ch 15th and ● Rolleston Colleg e Hor oeka Haema ta T e Ao Developing our P asifika E ducation plan t o ensur e encouraged all people t o be kind t o one another . ( Video Maori Sit e Pasifika Learner s f eel c onfident in their ability t o link) achieve as cultur ally loc ated individuals.
Kapa hak a gr oup perf ormed a t priz e giving and a t the Lincoln Cultur al f estival.
Ministry of Education | Tātaritanga raraunga Page 17 Learners a ttended and spok e a t Manu K orero in both the English and the T e R eo Sections.
Progressing our Learners ha ve their digit al mihi which sits in their e Continued t eaching of Tik anga acr oss learning Continue t o look f or opportunities t o blend T e relationships with loc al portfolio. vehicles. Reo with other learning ar eas. Iwi. Continued de velopment of k apa hak a gr oup. Raising the pr ofile of Maori languag e in school Progress leg acy sculp ture Progressing our activities. relationships with Kapa Hak a visit t o Ng ati Moki. Continue visits t o Ng ati Moki Maori and P asifika Blended c ourses be tween subjects such as Art and T e All learner s participa ted in the Mana pr ogramme as part of Ensure tha t the learner s in the Senor school ha ve Whanau Reo. PE pr ogrammes in T erm 2 and the incr ease in number s is a positiv e e xperience in T e R eo largely due t o tha t initia tive. Continued celebr ation of Maori languag e w eek. Ensure tha t w e in vest in s taff who c an help driv e All learner s learn the school hak a. Maori/Art blended c ourse r an this y ear a t y ear 10. Te R eo in 2020 with the departur e of Ma tua Huirau. - Lucky t o secur e Ma tua T J and Ma tua Cam f or 2020.
In 2020 will eng age thr ough K ahui Ak o with Mātauraki Mahaanui t o further unpack Maori success.
PAG pr ofile is incr eased PAG t akes r esponsibility f or specific pr ojects tha t allo w f or The de velopment of a closed par ents F acebook pag e Seek f eedback fr om this gr oup on school and s trengthened community in volvement in the de velopment of the has r aised pr ofile. development. college. A v ery success ful series of fundr aising e vents Seek assis tance in upda ting w ebsites fr om this including a signific ant public e vent. group. Participation in senior unif orm design. Purchased g azebos f or the school. PAG member s run a priv ate par ents f acebook pag e t o sell sec ond hand unif orm. PAG pr ovides a lot of har dship support f or learner s for Unif orm, trip s e tc.
Community v oice is We ha ve held a t leas t 5 e vening information e vents f or Families do g et numer ous opportunities t o Review the pr ocesses w e use t o g ain par ent sought and c onsidered. the c ommunity t o e xplain v arious aspects of ho w w e communicate with the school in an immedia te input. deliver learning and NCE A, a wh ānau nigh t, Connect ed manner. See responses t o 3 way c onversations abo ve. Evening, Open E vening, Ne w P arents E vening and w e also Target specific ar eas t o sur vey r ather than general ques tion sur veys
Ministry of Education | Tātaritanga raraunga Page 18 continued t o hold our t ermly Exhibition nigh ts and in 2019 In 2019 ther e w as a par ent r equest t o r eview the held a success ful R olleston’s Got T alent E vening. reporting f ormat. This will be e xplored t erm 1 2020.
Community Evidence of partner ships with or ganisations tha t pr ovide This r epresents a v ery g ood de velopment t o an Continue t o specif y wha t is e xpected of s taff who partnerships ar e deep learning e xperiences f or our learner s. aspect of the school tha t will need t o c ontinue t o hold a CASE unit t o ensur e this ar ea c ontinues t o further de veloped. ARA,UC, Linc oln Uni, Ot ago Uni School of Medicine and develop. grow. many loc al businesses tha t occur thr ough our In ternship days f or Y r 10 and Y r 11 Learner s Strong link s ha ve been es tablished with a v ariety of Continue t o enc ourage par ent in volvement and We ha ve pair ed with v arious c ommunity gr oups thr ough organisations. These ha ve been v ery positiv e. partnership with loc al or ganisations lik e the our school g arden. Men’s shed. In 2019 w e pair ed with loc al Thea tre Compan y We ha ve some learner s doing dual pa thways thr ough Ar a Centre St age R olleston t o put on their pr oduction of and thr ough other or ganisations. Increase opportunities t o in teract within our Peter P an in the School Thea tre. This allo wed man y We ha ve f ormed s trong sporting partner ships with the community. of our learner s t o g ain v aluable e xperience not only Selwyn Sports trus t. on s tage but in w orking with pr ofessional ligh ting and We ha ve y outh w orker support fr om 24/7 Y outh. sound t echnicians. Learners ar e in volved in the Selw yn Council Anz ac Da y. In 2019 some of our Y r 11 Learner s c ompleted a babysitting certific ate thr ough Plunk et and loc al par ents came with their y oung childr en as a part of the tr aining.
We c ontinue t o ha ve s trong r elationships with our f eeder schools and ar e in volved in v arious e vents with them.
Development of learner All Y ear 10 learner s participa ted in In ternship da y and the Arts success fully hos ted one of the Exhibition nigh ts Further w ork is needed t o br oaden the In ternship participation in CASE end of y ear E OTC c amps/ e xperiences. this y ear sho wcasing P erforming arts r elated t alent. programme in the senior school.
We also held our sec ond series of school c amps [Y ear 10] Some adap tation of the W ednesday a fternoon at the end of the y ear and incr eased our E OTC e xperiences Sports pr ogram t o include mor e accessible/fun as w ell as a leader ship c amp a t Ort on Br adley P ark. In 2019 and “ha ve a g o” type activities ins tituted in we had tw o in ternational trip s - one t o Cambodia and one addition t o t eams pla ying the the t own to Eur ope. competition will hope fully help t o incr ease sports participation. Participation in school sports is do wn on pr evious y ears. As a gr owing ar ea and school, s taffing and c ommunity support t o help with c oaching and c oordination ar e limited. Placing pr essure on our e xisting in frastructure and
Ministry of Education | Tātaritanga raraunga Page 19 available r esources. Travel time and associa ted c osts also impact participa tion in 't own' sport, t o of fset this w e mak e every e ffort t o ensur e sports c osts ar e k ept lo w and affordable.
We ha ve c ombated this b y adding in school sport opportunities in acc ordance with Selw yn Sports Activ ators. At the t op end, a lot of our sports and sportsmen and women ar e mo ving t o Sa turday r ather than midw eek. And we ar e w orking with a loc al sports gr oup t o enc ourage Basketball, V olleyball and A thletics.
Increase the incidence Increased pr ofile in loc al ne wspapers. Achieved thr ough a s taff member t aking Continue t o de velop all of our media f orums of public ation of our responsibility f or this. stories Increase in articles in both loc al paper s. In ternship These include F acebook and T witter. placement a t Selwyn Times led t o a number of articles A noticeable incr ease in Colleg e s tories in the loc al related t o learner success including a One Ne ws it em on press. Develop a c ommunications plan f or e xternal our Y r 11 Conspir acy Cour se. Eng agement with Selw yn App communications and t o upda te and enhance has c ontinued other public ations such as our ne wsletter and website
Ministry of Education | Tātaritanga raraunga Page 20 Involvement in the In 2019 Rachel Sk elton a ttended all K ahui Ak o mee tings. Sharing r esponsibility be tween Principal and a Appointment of acr oss school and in school strengthening of the Three of the AS T positions in the K ahui Ak o w ere a warded member of SL T. facilitators has mean t some adjus tments in Rolleston K ahui Ak o to R olleston Colleg e St aff in the Ar eas of R elationships, staffing. Wellbeing and T ransitions. Personal participa tion in documen t writing gr oup. Our school is w ell r epresented a t all K ahui Ak o e vents. Late in 2019 W ST r oles w ere also appoin ted.
Rachel Sk elton w as a member of the AS T appoin tments committee and will be a member of the appoin tments Managing the r oles in the K ahui Ak o and the r ole committee f or the ne w K ahui Ak o Lead Principal. within school with be import ant
Involvement in r egional Staff and learner s pr esenting their learning s tories a t a Our in volvement in PB4L and other pr ojects has Present our W ellbeing s tories a t appr opriate educational f orums and variety of e vents and in a v ariety of mediums. provided a v ehicle f or this de velopment venues and e vents. institutions including presenting Asked t o pr esent a t the na tional PB4L c onference. Present our Digit al St ories a t appr opriate v enues and e vents. Profile incr eased via Disrup tED online c ommunity. Gr ow Waitaha - particularly within the W ellbeing Community of practice.
Bronwyn Ho y has had a signific ant impact in the ar eas of digital educ ation thr ough her in volvement in the the Boma scholarship. She has been in volved in the implemen tation of the r evised Digit al T echnologies & Hang arau Ma tihiko (DT&HM) curriculum c ontent Digit al T echnologies curriculum school based e xamples
Ensuring all school hour Visitor da ta is as f ollows We w ere able t o filt er visits mor e. W e also w ere The lar ge number of visit ors needs t o be c arefully visits ar e meaningful better a t k eeping t op specific da ys f or visits managed over the ne xt thr ee y ears as it is not and based on learning sustainable. 2017 2018 2019 not jus t buildings. We need t o g ain some thing fr om the visits not always be mer e hos ts Term 1 33 11 4
Term 2 21 14 11
Term 3 17 12 9
Term 4 10 5 5
Ministry of Education | Tātaritanga raraunga Page 21 Informing Council of Establishing a dir ect line of c ommunication be tween us Still spor adic c onnection. We need t o mo ve fr om a de veloping r elationship important Colleg e and the c ouncil. to a sense of partner ship. related ne ws, upc oming Council has used c ollege f acilities f or some events e tc Assisted b y ha ving tw o learner s on the Y outh Council. community e vents. Continue t o look f or opportunities wher e the Council hos ted e vents held a t the Colleg e. council c an access our f acilities.
Continued participa tion Not pur sued as w e ar e de veloping our o wn In ternational There seemed t o be lit tle pr ogress in the Attend the fir st scheduled mee ting t o see wha t with sis ter student pr ogramme development of sis ter schools fr om an educ ational possibilities e xist f or the de velopment of this cities/schools perspective relationship. programme.
Partnering with Council Specific partner ship e vents ha ve t aken place within and Still spor adic c onnection. We need t o mo ve fr om a de veloping r elationship for appr opriate beyond the Colleg e. to a sense of partner ship. events (CASE) Assisted b y ha ving tw o learner s on the Y outh Council. Continue t o look f or opportunities wher e the Council ha ve a ttended some school functions. council c an access our f acilities.
Use of c ouncil f acilities ma y bec ome mor e important in 2020 and be yond with the impact of the building w ork and possible gym e xtension.
That c ommunity use of Being a PPP school has mean t tha t the pr ocess f or Look f or further opportunities t o r ealise the College f acilities after hour s use is c omplicated. W e ha ve t aken a vision of the Boar d of T rustees f or R olleston Facility Hir e increases as the y ear conservative appr oach t o f acility hir e t o be tter College t o be a c ommunity school. progresses. understand impacts t o bank of hour s, security and Term 1 Term 2 Term 3 Term 4 growing school and c ommunity use. 2017 0 3 15 4 We ha ve c ontinued t o e xplore the pot ential and issues ar ound use of f acilities out of school hour s. 2018 2 7 6 4 We ha ve adop ted a mor e fle xible hir e pr ocess and 2019 2 2 2 4 looked a t w ays w e c an pr ovide a mor e c ost e ffective approach t o c ommunity gr oups and loc al school and organisations in t erms of gifting some of our bank ed hours on a c ase b y c ase basis. This occur ed in the production of P eter P an wher e the school partner ed with Cen trestage R olleston.
Ministry of Education | Tātaritanga raraunga Page 22 Appropriate r esourcing Appropriate individual learning plans and CAP ’s ar e in Further K aiwhakatere w ere emplo yed. This will c ontinue t o be a priority . W e ha ve to mee t learner needs place and being r egularly r eviewed. (See div erse learner increased K aiwhakatere r oles t o ensur e t argeted is jus tified and information abo ve) IEP’s w ere link ed t o tr acking shee ts. learner needs ar e me t. equitable. Using our Push, P ause and St op appr oach w e ha ve, wher e Tracking shee ts w ere r edesigned t o ensur e tha t all Further r efinement of tr acking shee ts/data necessary, de veloped individualised c ollaborative action valid da ta and in formation w as link ed. sheets t o ensur e link s be tween planning / plans. monitoring and tr acking and r eflection. We ha ve c ontinued t o r efine our c ommunications t o Overall our in tervention s ystems ha ve de veloped and our ensure appr opriate assis tance is pr ovided f or learner s The ne xt s tage is drilling do wn in to the da ta t o range of r esponses incr eased t o mee t needs. identified or self iden tified as needing support. see wh y cert ain individuals f eature/continue t o feature/ ar e esc alating in need. Careful monit oring of who is accessing our guidance s taff In 2019 2 Senc os w ere emplo yed on a part time basis and wh y. to r eplace our f oundation SENC O who w ent t o w ork at the Minis try of E ducation.
Appropriate planning t o Learners de velop a learner pr ofile tha t c ontains specific R2L, R2A and R2F s trategies ar e used t o assis t with The de finition of wha t being a r estorative school meet learner needs. information on them and ho w the y lik e t o learn. Ex ample learning, beha vioural and w ellbeing needs - needs t o be further de veloped via the R2L below: co-constructed with s taff. programme and appoin tment of wh ānau leader s.
● Learner Pr ofile Further PD in restorative pr actices and implementation of our in tervention pr ocesses. More specific needs iden tified thr ough tr ansition pr ocess
and positiv e r elationships with f eeder primar y schools in Emphasise on g ood pedag ogical pr actices t o
order t o iden tify those learner s r equiring e xtra support. meet learner needs.
● Learning Support da ta since 2017 - 2019 Ensuring tha t r egular PD is pr ovided t o all s taff t o enable them with s trategies t o mee t learner needs.
Planning f or ne xt y ear:
We need t o c ontinue t o ensur e tha t w e ar e e xploring and de veloping a r estorative and not a punitiv e appr oach t o beha viour manag ement a t the Colleg e. We need t o ensur e tha t our r elationship with T e T aumutu and loc al Iwi r emains s trong and is nurtur ed. While c ontinuing t o nurtur e and gr ow our r elationships with Maori and P asifika Whanau. We need t o ensur e tha t c ommunity use of f acilities is de veloped and gr own while c onsidering PPP c ontractual elemen ts. This supports learner tr ansitions and aligns t o the Boar d of T rustees vision and planned use of the Colleg e.. We need t o ensur e tha t our in teractions and partner ships with the wider c ommunity is de veloped in a c ohesive and planned manner tha t ensur es mutual bene fits f or the c ommunity and the school. W e need t o t arget r esources t o a t-risk learner s in a mor e dir ect manner .
Ministry of Education | Tātaritanga raraunga Page 23 All of these ar e a c ontinuation of pr evious planning priorities.
School Name : Rolleston Colleg e School Number : 654
Strategic Aim : Our Purpose – T ransform Futur es: Gro wing with purpose.
Annual Aim : 1. Develop iden tity, pr ofile and cultur e. 2. Develop the curriculum t o ensur e tha t it is learner f ocused and time and place r elevant. 3. Gain appr opriate qualific ation accreditation. 4. Enabling pa thways within and be yond school.
Target: 1. Development of wh ānau iden tity. 2. Development of a positiv e school en vironment. 3. Continued per sonalisation of the en vironment. 4. Learner led initia tives r elating t o de veloping a positiv e and sa fe learning en vironment.
5. Learning t eams plan challenging and appr opriate learning e xperiences. 6. Learner acc ountability, o wnership and self -regulation is f ostered and de veloped. 7. Development of c ontinuous tr acking and r eporting pr ocess. 8. Successfully c omplete NZ QA accr editation pr ocess. 9. Appropriate men toring is pr ovided b y Ak o Learning Coach f or all learner s. 10. Learners ha ve been guided about appr opriate learning and subject decisions f or 2019.
Baseline Da ta: See tw o r eport belo w: eAsT TLe and NCE A ( E Asttle r eport 2019 / NCE A 2019 Analy sis)
The use of eas ttle pr ovides a snap shot t o assess students’ achievement and progress. It does not pr ovide a whole pictur e of r eading or ma ths ability or breadth. This analy sis should not be used without other da ta sour ces and discussion.
Key findings ● 2018 in take c ohort sho wing g ood pr ogress in ma ths, ho wever, 2019 do not appear t o be f ollowing this tr end. ● 2019 in take c ohort ma y be sho wing pr ogress a t the the t op end (L4 mo ving t o 5 NZ C) in r eading, ho wever, 2018 in take c ohort appear s t o be lit tle change. ● Maori learner s ar e r epresented c omparatively a t NZ C le vels in ma ths, ho wever, ther e appear t o be pr oportionally higher number s of Maori learner s a t L3 and belo w in r eading.
An o verall summar y of our NCE A achie vement f or 2019 sho ws tha t in man y ar eas including certific ation, lit eracy, numer acy and achie vement of our Eur opean
Ministry of Education | Tātaritanga raraunga Page 24 and Asian learner s w e ar e doing v ery w ell. The ar eas f or further analy sis ar e our endor sement r ates and r aising the achie vement of some of our priority learners.
Actions Outcomes Reasons f or the v ariance Evaluation What did we do? What happened? Why did it happen? Where t o ne xt?
Development of wh ānau iden tity Manifestations of wh ānau r elated artif acts and Whānau c ompetition has been br oadened and ar e Canvas the c ommunity c ontinues f or support in iconography wh ānau log os f eatured on much developing a health y le vel of in ternal c ompetition. managing and c oaching sport. iconography ar ound the school as w ell as within These c ompetitions g o be yond sport t o include learner w ork e tc - lar ge wh ānau flags f eatured singing/ deba ting e tc. Engaging with other schools - 2020 pr oposal t o in the libr ary, wh ānau g azebos pur chased - P AG share Rugb y c oordinator with Darfield and fundraising funded pur chase. ● Whānau Compe titions Elleemere in or der t o ha ve mor e c ontact between schools - hope t o enc ourage mor e “friendly'' junior g ames.
Development of a positiv e school There is a s trong pr ocess f or g athering learner Emphasis on positiv e initia tives such as Be Br ave Be We need t o be a ware of wha t in terest our environment. voices prior t o c ommencing Y ear 9. Kind, Lo ve and be lo ved. learners ha ve and pr ovide opportunities f or ● Enrolment pr ocess them t o use these in terests t o enable ● Learner T ransition Model engagement with the wider lif e of the c ollege. ● Akonga “ Year 8” In terview T emplate Community link ed activities incr eased in planning. We ha ve a number of v ehicles f or g athering Internship da y allo wed f or c onnections with learner v oice and f eedback. Learner F eedback community. We need t o r eview learner leader ship Examples structures and opportunities especially mo ving ● Connected Learner V oice Emphasis of RFL R eady t o Flourish Pr actices into the Senior Y ears t o ensur e tha t leader ship ● Global V oices Senior Learner modelled and pr omoted school wide. e. g. Check and structures and s ystems ar e appr opriate t o all Feedback e xample Connect. year le vels. ● Dig it Junior Learner V oice e xample Ensuring w e c ontinue t o embed R eady t o Learn Learner v oice is then in tegrated in to c onnected and R eady t o Flourish fr ameworks acr oss planning and r eview shee ts. Ak o learner v oice learning v ehicles school wide. collected and analy sed.
Additionally, w e ha ve se veral channels f or gathering par ent v oice t o further enhance our learning including our P arent Action Gr oup (PAG).
Schoolwide learner led e vents
Ministry of Education | Tātaritanga raraunga Page 25 ● Pink shirt da y ● Exhibition nigh ts ● School T ours ● Celebrations
Well being sur vey c ompleted and c ollated.
Rolleston Colleg e’s R eady t o Learn (R2L) programme f ollows the MoE’ s P ositive Behaviour f or Learning (PB4L) fr amework and supports learner s t o mak e positiv e beha viour choices. Supporting school pr actices include
● R2L R eward Car d S ystem ● R2L Senior Badg e S ystem ● Teacher Learner R elationship Guide ● Restorative Pr actice: St aff Handbook ● Restorative In tervention
Overall, ther e has been a g eneral decr ease throughout 2019 with r egards t o the number of referrals. Consis tent implemen tation of the R2L processes and c ontinued s taff PLD c an be attributed. Thr oughout 2020 this will need t o remain the f ocus as a signific ant number of ne w staff join R olleston Colleg e and an e xtra 250+ learners. The R2L St aff Handbook will be prin ted and giv en t o each s taff member t o help with implementation.
● R2L High Le vel in terventions R eport ● Term 2 R2L Big 5 R eport 2019
Analysis of pas toral c are s tatistics, a ttendance and R2L r eports submit ted t o the Boar d.
Ministry of Education | Tātaritanga raraunga Page 26 Continued per sonalisation of Evidence of learner o wnership on w alls and More e ffective a t in tegrating displa ys with learning Continue t o de velop the g arden as a f ocal poin t environment development of g arden ar ea. programmes and gr eater utilisa tion of space as a for per sonalisation and o wnership. Gr eater use result. of digit al displa ys t o sho wcase learner w ork Significant de velopment of Gar den - especially through Select ed Learning Dig it class- ar ea Continued pr omotion of learner w ork displa ys. during the y ear and ong oing. Learner art and photography on displa y. Provision within e xtension t o ha ve mor e permanent Art displa ys. In 2019 the Y r 11 Art learner s held an Art Auction. The y sold w ork tha t then g enerated money t o pur chase w ork fr om pr ofessional artists.
Learner led initia tives r elating t o Learner-driven school-wide positiv e indic ators As the y gr ow accus tomed t o the school learner s see Develop Ques t t o ensur e tha t learner initia tives developing a positiv e and sa fe new opportunities t o t ake o wnership in a v ariety of are further enc ouraged. learning en vironment. ● Daffodil Da y areas fr om unif orm design, sports unif orm design ● Community Da y through t o c ommunity initia tives. ● Sports Gear - Learner s dis tributing ● Character Str engths E vening Continue t o f oster opportunities f or learner s ● Pink Shirt Da y and t o allo w them the space and opportunity ● March 15th Video to cr eate opportunities of their o wn.
Learning t eams plan challenging and Evidence in e-portf olios of deep learning a t all Teams c onstantly r eview pr ogrammes and r eflect via Continue t o e xplore ho w dif ferent appropriate learning e xperiences year le vels. the planning docs. environments c an be utilised t o cr eate Reviewed and gr eater o wnership t aking place. challenging learning e xperiences. Evidence of planning and r eviewing b y learning Greater use of the out doors as a learning r esource teams tha t pr ovides appr opriate challeng es. evident in Connect ed pr ogrammes. Continue t o look a t w ays t o e xtend learner s Planning and r ecording s ystems within learning and enc ourage them t o aim f or Ex tended Evidence of incr eased E OTC e xperiences. vehicles r efined. Abstract r ather than multi-s tructural or Increased use of c ommunity and c ommunity e xperts Excellence r ather than achie ved. T o aim f or - Lo ves me not pr ogram, Loc al libr arian in volved in “Personal Bes t” Research Assignmen t.
Learner acc ountability, o wnership Quality and dep th of Ques t pr ojects, artif acts Learners ar e incr easing their c onfidence in t aking Continue t o e xplore ho w w e c an ensur e tha t and self -regulation is f ostered and and celebr ations of learning. ownership. less eng aged learner s ar e c aptured and ha ve developed. the opportunities t o use their passions t o We ha ve emphasised allo wing per sonalisation access learning via Ques t and NCE A. within tigh t s tructures tha t allo w learner s ag ency
Ministry of Education | Tātaritanga raraunga Page 27 Diversity of pr esentations a t Exhibition nigh ts but tha t do not allo w them fr ee r eign if the y ha ve and mor e Ques t pr ojects tha t ha ve a difficulty self managing community emphasis. Explore ho w a gr eater le vel of self dir ected learning migh t be possible f or some learner s Learning Con versations and Advisor y. ( Advisor y going in to their senior 2 c ourses. timetable)
Yr 11 Learner s in volved in mor e self dir ected time and planning Ak o time t o fit their need Develop further dual partner ships with outside within t erm 4 providers.
Learners self selecting Gap s and Str etch courses.
● Gaps and Str etch Time table ● Gaps and Str etch ● Weekly T racking ● Where ar e m y Gap s?
Development of c ontinuous tr acking Three w ay c onversations ar e deep and The r efining of tr acking and r eporting pr ocesses t o Continued de velopment of the tr acking r ecord and r eporting pr ocess meaningful as w ell as being learner led. include c omments. to inc orporate the v arious s trands of da ta/ Two cy cles c ompleted. planning and r eflection tha t ar e oper ating. e-Portfolios ar e main tained and c ontain Reporting occur s 4 times per y ear. All learner s c an evidence of deeper learning.. also access ong oing/live r esults thr ough the K amar Learners ask ed t o r eflect on their learning Reviewed and gr eater o wnership t aking place. portal. during learning advisor y and Ak o but also within Select ed and Connect ed using the language fr om the Critic al Skills, The Solo Taxonomy and the R olleston Spirit.
Successfully c omplete NZ QA Successful signing of f fr om NZ QA. In our fir st y ear of NCE A w e ha ve cen tralised Monitor tha t our pr ocesses c ontinue t o be accreditation pr ocess Completed appoin tment of PN. processes t o ensur e c orrect implemen tation. efficient and e ffective r egarding the SLT member appoin ted in in terim implementation of full NCE A. First y ear of NCE A c ompleted This has been success ful o verall but is not Appointment of PN assis tant in 2020 sustainable in the long t erm. Review/update and impr ove curr ent A g ood selection of Y r 11 c ourses w ere of fered with documentation ar ound NCE A pr actices. booklets pr ovided t o s taff ar ound NCE A pr ocesses
and pr ocedures
Ministry of Education | Tātaritanga raraunga Page 28 ● Student Bookle t Look a t w ays t o further empo wer middle ● Staff Bookle t leaders t o assis t in the NCE A pr ocess.
Appropriate men toring is pr ovided b y Evidence of men toring pr ogress r eporting is In man y ar eas this has been v ery e ffective but ther e Develop pr ocess f or Senior Learner s t o men tor Ako Learning Coach f or all learner s. within Learner e-P ortfolio. are some inc onsistencies acr oss Ak o gr oups Junior learner s - P eer Support depending on the learner c omposition and t eacher Learning Con versations ar e r ecorded within learner r elationships and c onnection. Examine ho w Learning c onversations will w ork Learner Pr ofiles. differently in 2020 with Y r 12 Advisor y.
Advisory sessions implemen ted t o allo w each Year le vel equit able Learning Con versation time.
Learners ha ve been guided about All learner s fill out subject selection f orms tha t All learner s w ere sc affolded thr ough a pr ocess f or Ensure our s ystems f or the implemen tation of appropriate learning and subject have been check ed f or 2019. course selection and these selections w ere NCEA ar e e ffective and e fficient. decisions f or 2019. monitored and check ed. Full pr ocess f or the cr eation of the Senior Learning pr ogramme f ollowed. Communic ation of pr ogrammes with all s takeholders on a variety of le vels.
Parent mee tings early in t erm 1 r elated t o course selection.
Planning f or ne xt y ear:
We need t o w ork t owards gr eater c onsistency acr oss all in terventions.
Maintaining and enhancing s ystems r elated t o NCE A and learner achie vement is a high priority . Whils t our certific ation r ate f or NCE A le vel 1 w as high it w ould be in teresting t o e xamine and enhance our endor sement r ate.
We need t o ensur e tha t w e main tain and cr eate s ystems of tr acking tha t allo w the learner t o be within the cen tre of all w e do.
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