MORRINSVILLE KĀHUI AKO Community of Learning INTRODUCTION Pūkeko Koru A wading bird which historically inhabited the The koru is a Māori symbol used to convey swampland around Piako, Pūkeko are now are the idea of perpetual movement, in which familiar sight in agricultural farmland around  life both changes and stays the same. the area. Its circular and unfurling shape is associated Their distinctive features and colourings make with nurturing, and represents the purity and an easily identifiable icon that is well recognised strength of the bond between people. by all local cultures and age groups. A koru is symbolic of tranquility, personal Pūkeko are known for their boldness and growth, guardianship, awakening and determination. They live in communal groups positive change. Our Purpose Whakataukī and all collectively assist in the raising of their young. Ki te whai Ao Ki te Ao Mārama Te pae tawhiti, whāia kia tata The pursuit of the world of light Te pae tata, whāia kia ū. and of enlightenment. That which is on the distant horizon, Colour pursue it to bring it close; The purpose of the Kāhui Ako The colour blue is of the Community of Learning is embodied in our That which is near at hand, Pūkeko and also of the sky. It is often associated with statement of purpose which is to create a pursue it too, to its completion. community-wide empowering culture of learning depth and stability and dedicated to achieving success for every learner. The Whakataukī above was gifted to us by Kaumātua symbolises trust, loyalty, and Associate Professor Tom Roa who has close wisdom, confidence, whānau links with Ngāti Hauā and Ngāti Wairere. intelligence, faith and truth. Tom’s great wisdom and mana has guided the Green is the colour Our Vision formation of our purpose as he considered our associated with agriculture journey, past, present and future. in the Piako area, a lifeline Empowering Learning for All The Whakataukī speaks to our vision and purpose. for the community. Green is It helps give us meaning, strength and motivation Enlightenment the colour of life, renewal, Our Vision, ‘Empowering Learning for All’ nature, and energy. It is for the work ahead. The white split in the clearly signals our intent to raise student associated with meanings of logo between the Pūkeko achievement within a culture of empowerment. growth, harmony, freshness, (sky/Ranginui) and earth safety and environment. Our challenges have been developed following (Papatūānuku) depicts Tāne and extensive consultation and reflection with all key the separation he created, allowing stakeholders. They are designed to promote a culture light to shine into the world. of learning where every learner gains the attitudes, Light penetrates the logo, with values and beliefs that they can, and will, learn. the yellow sun bringing a new day over the horizon. Areas of white MORRINSVILLE space suggestive of bright and Earth/Papatūānuku illuminating light, bringing fresh KĀHUI AKO and renewed hope. Representative of Papatūānuku, the landscape is formed from the belly of the Pūkeko - revealing rolling hills that The Pūkeko, representative of the Communityare frequently of Learning seen in the landscape of the Piako region. OUR LOGO INSPIRATION people, is flying in front of the sun These shapes also give an organic impression of an ‘M’; to the right - toward the future, in for Morrinsville, Maungatautari and Maungakawa - the the pursuit of the world of light local Maunga. The design brief for the MKA-CoL logo was Earth Mother, Papatuanuku, and Sky Father, Ranginui, and of enlightenment. It’s upward to reflect a tone of positivity, connection and being separated by Tāne. facing, positive and hopeful. The two layers of green give an indication of two horizons, collaboration through the representation The metaphor for Tāne’s separation of Sky Father one near and one distant. The lines are representative of of local social, cultural and environmental and Earth Mother is in itself empowering for all the learning journey path: each student and teacher is on the ‘wave’ of their learning. The overall direction is that features including the rural, farming who would follow him, and is an encouragement for all to seek that empowerment from his providing which is moving forward together cohesively. landscape of Morrinsville, the , our of ‘space’. Without his action there would be Maunga and the local flora and fauna. no horizon. The design process was collaborative amongst each This logo is a promising illustration of our vision of the founding schools and their staff members. to raise individual achievement within a culture of This logo is particularly inspired by the story of empowerment: Empowering Learning for All. 3 OUR SCHOOLS COMBINED SCHOOL Tauhei Marae | Kaumātua: George Hopa Vision: Combined learning for personal excellence Website: www.orini.school.nz

ST JOSEPH’S CATHOLIC SCHOOL Vision: St Joseph’s promotes quality learning within a Catholic environment Mission: Always faithful to the teachings of Jesus Christ DAVID STREET SCHOOL Values: Care Manaaki, Respect Whakaute, Integrity Ngakaupono, Faith Whakapono Ngāti Hauā | Kai-a-te-Mata Marae | | Kuia: Te Ao Mārama Maaka Website: www.stjoes.school.nz Vision: A Community of Courageous Learners Motto: Kia Maia – Have Courage Website: www.davidst.school.nz TAHUNA SCHOOL Ngāti Paoa | Waiti Marae Vision: To develop dynamic learners who make a positive contribution SCHOOL to our community Ngāti Hauā | Rukumoana Marae Website: www.tahunaschool.school.nz Vision: Working together to develop confident, connected

Knowledgeable, Inquiring, Willing, Interacting, Self Managing Mission: Kia Kotahi – Working Together SCHOOL Website: www.kiwitahi.school.nz 3 Ngāti Hauā | Kuia: Te Ao Mārama Maaka

Vision: Empowered 21st Century Learners Mission: Reaching our Full Potential MORRINSVILLE COLLEGE Values: We CaRe 3 Ngāti Hauā | Kai-a-te-Mata Marae | Rukumoana Marae | Kuia: Te Ao Mārama Maaka Website: www.tatuanui.school.nz Vision: Working together to provide a quality education in a caring environment Motto: Alios Iuvare Sibi Fidere Be of service to others and be truthful to yourself Mahia Te Pai, Ki Te Katoa TAUHEI COMBINED SCHOOL Me Te Whakapono Hoki Ki a Koe Ano Ngāti Wairere | Tauhei Marae | Kaumātua: George Hopa Website: www.morrcoll.school.nz Vision: Through meaningful learning opportunities, nurture a love of learning where children will develop an open and inquiring mind and interact positively with others MORRINSVILLE INTERMEDIATE SCHOOL Website: www.tauhei.co.nz Ngāti Hauā | Kai-a-te-Mata Marae | Rukumoana Marae | Kuia: Te Ao Mārama Maaka Vision: Empowering Learners to Succeed Mission: To provide opportunities for students to learn and grow in ways that SCHOOL acknowledge and value emerging adolescence Ngāti Wairere | Tauhei Marae | Kaumātua: George Hopa Motto: Kia U Ki Te Pai – Whatever you do let it be your best Vision: Children Learning the Whitikahu Way Website: www.mi.school.nz Happy caring atmosphere, Getting the basics right, Give it your best go Mission: Our children will be lifelong enthusiastic learners, ready to face challenges, explore opportunities and make informed decisions about their future Motto: Community Learning at its Best SCHOOL Website: www.whitikahu.school.nz Vision: Empowering our children with life skills of caring, cooperation and creative thinking in a changing world and rural environment Te tiaki, te mahi tahi, te akiaki, te tipu Website: www.motumaoho.school.nz

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3 3 SCHOOL INFORMATION THE JOURNEY SO FAR The Morrinsville Kāhui Ako-Community of Learning (MKA-CoL) leaders began the journey of moving from cooperation to collaboration in a strategic and deliberate way during the initial formation process in October 2017.

Leaders began by sharing their beliefs about Opportunities have arisen through increased THIS MAP leadership, pedagogy and the culture of learning. collaboration enabling teachers the desire and INDICATES THE A founding cornerstone was that each school’s autonomy to engage in professional dialogue; independence and their unique governance, leadership, these informal networks are continuing to grow. APPROXIMATE history, culture and identity would be preserved while This has also led to strengthening transitions along LOCATION embracing new challenges and ways of working. the learning pathway. OF THE MKA-COL Leaders built an understanding of each other’s school At the end of 18 months of operating, we have shaped a SCHOOLS: context by holding meetings in every school, visiting our Achievement Challenges, and are ready to begin classrooms and environments. Trust has grown as the process of appointing our community’s ‘across- a Tahuna School b leaders worked together in collaborative workshops school’ and ‘in- school’ lead teachers. Leaders have building a foundation and organisation that would agreed that a critical aspect of their work is their b Orini Combined School withstand the challenges that come with ‘building a capacity to influence teaching practice, school culture plane while flying it’. and its core values to lift student achievement. c Whitikahu School d c e By the end of the first year we had begun an extensive A programme of professional learning has been d Tauhei Combined School programme of consultation (outlined in the next planned and is about to be implemented. This initiative e section). The success of our MKA-CoL to date, is thus will strengthen leaders’ capability to be a collective Tatuanui School h founded on the consultation process and relationship driving force for change. f building undertaken to ensure all stakeholders’ voices Motumaoho School f are heard. The data generated from the consultation g Kiwitahi School g has informed decisions made in relation to identifying the Achievement Challenges ‘Four Levers of Change’. h Morrinsville College A most successful whole-day professional learning opportunity, ‘Challenging Learning’ facilitated by h St Joseph’s School James Nottingham was held for all teachers, learning h Morrinsville Intermediate School support teachers, RTLB and ECE teachers across the community. This certainly gave us a glimpse of what is h David Street School possible when a community collaborates for the sake of learners. A MKA-CoL Board of Trustees (BoTs) training evening focusing on property matters was also successful. Kahui Ako July Māori % Pasifika % No. 99131 2017 Māori Pasifika ID no. Morrinsville Kahui Ako - 11 Schools 2114 457 22% 24 1% 126 Morrinsville College 658 176 26.7% 7 1% 1709 David Street School 472 105 22.2% 5 1% 1780 Kiwitahi School 44 17 38.6% 0 0% 1833 Morrinsville Intermediate 276 53 19.2% 3 1% 1835 Motumaoho School 30 4 13.3% 0 0% 1869 Orini Combined School 119 27 22.7% 1 1% 1949 St Joseph’s Catholic School (Morrinsville) 198 27 13.6% 6 3% 1972 Tahuna School 95 15 15.8% 0 0% 1983 Tatuanui School 104 12 11.5% 1 1% 1985 Tauhei Combined School 44 6 13.6% 0 0% 2090 Whitikahu School 74 15 20.3% 1 1% 7 MANA 1. What are the key attributes and values that WHENUA a student graduating from the Morrinsville Community of Learning would have to succeed in the world beyond?✦

The schools in the MKA-CoL sit in the mana whenua of Ngāti Hauā, Ngāti Wairere and Ngāti Paoa. Every school has their own mana motuhake – they maintain their own mana within their local community as hou kainga.

The MKA-CoL is made up of representatives from a In 2017 Morrinsville College signed a Memorandum diverse range of contexts, from small farming areas of Understanding with Tainui as part of the to larger town schools, each with different needs and Kawenata o te Mana Maatauranga, establishing a experiences, yet they have the same wider aspirations commitment to work together in achieving mutual for their students, which has been captured through our educational objectives. vision and purpose. These three iwi all also played a major role in Our three mana whenua iwi, Ngāti Hauā, Ngāti formulating the Morrinsville College vision and desired Wairere and Ngāti Paoa, all sit under the auspices of outcomes document, ‘Te Ao Mārama’. Each iwi has Tainui Rohe. The Kaumātua we have been engaged indicated their continued support for this document with during the development of our Achievement and its relevance to our MKA-CoL moving forward as Challenges have placed value on Whakatupuranga a community. 2050 – the Waikato-Tainui Education Plan.

2. Imagine that we can create the perfect ENGAGEMENT & CONSULTATION Community of Learning focussed on success for all of our students. WITH OUR COMMUNITY What would this look like? The MKA-CoL believes that the strength in our combined success will be in the effective empowerment of community networks we have available to collectively work together for the benefit of our students.

We have deliberately engaged with the many stakeholders in our community, in formal and informal ways, prior to the formation of our Achievement Challenges. The following page is an outline of the engagement, and a summary of some of the results so far.

Combined Boards of Trustees and Staff Meetings During June 2017 Boards of Trustees and teaching staff from all eleven schools met together and provided input into the following two questions:

9 Staff Meetings at Each School Learning Support Business After Five Staff meetings at each school In August 2017 staff were asked to identify the strengths, needs, challenges There is a strong network established for specialists Connections with businesses and employers in the and opportunities across the MKA-CoL. Some of the ideas featured are identified below. working with children who have learning support MKA-CoL are highly valued by schools, particularly needs within the MKA-CoL. Resource Teachers of at the Secondary level. Leaders of the MKA-CoL met Learning and Behaviour (RTLBs), Special Education with Morrinsville Business After Five to present the Needs Co-ordinators (SENCOs), school leaders aims and aspirations of the MKA-CoL. • Staff collegiality • Student Well-being and Ministry of Education (MoE) Learning Support During this information sharing time, support • Developing leadership • Transience Advisers, have been meeting once per term in order was offered for working together in the future to • Development of digital • Genuine engagement to share best practice and continue networking promote the best interests of the students and the STRENGTHS technology CHALLENGES with Whānau opportunities. community. • Positive learning support • Equity of access to This work has further built transparency and connections technology and life understanding of access to appropriate support for experiences students with learning and behavioural needs in line Tertiary with the new model of Learning Support delivery. Morrinsville College has current links with numerous • Developing student • Sharing resources Opportunities have been identified for teachers to Tertiary providers including Wintec, the University agency across the community network around things like PLD to upskill teachers of Waikato and Te Wānanga o Aotearoa. Vocational • Positive role models • Improved cultural around supporting students with autism, dyslexia, Pathways and Careers Guidance play a major role • Timely access to ‘expert’ awareness NEEDS OPPORTUNITIES and other identified support needs. in supporting our students at this level. We will specialist intervention • Identification and support e.g. dyslexia, autism continue to develop those links to extend our or priority learners learners’ pathways into the tertiary sector. • Digital literacy • Across-community Early Childhood Education shared expectations There is an established network of Early Childhood Education (ECE) centres, Community-wide Consultation Parent and Whānau Survey Iwi which has met together to discuss ways that they on Draft Achievement Challenge would like to be involved in the MKA-CoL. School Parent and Whānau survey During Terms 3 There have been ongoing formal and informal iwi leaders have welcomed and encouraged this Our extensive consultation greatly influenced and 4 2017, parents and whānau were invited to conversations with Kaumātua and whānau. Some of involvement, to the extent that they the writing of our Draft MKA-CoL Achievement respond to an online survey asking questions about the collective reflections and notes from these hui have engaged with the MoE in a Change Challenges. The completed Draft was then widely their experiences around their child’s education. are outlined below: Management contract. The goal of this activity is circulated among all MKA-CoL stakeholders for There were a total of 252 responses. Results from to liaise and build connections and relationships comment and approval including Iwi, parents What skills and attributes would we want for our this survey have been included in the baseline data between schools, ECE providers including Kōhanga and whānau, BoTs, the Morrinsville Chamber of tamariki when they leave school at the end of College? for our Achievement Challenges. Reo and parents, family and whānau. Commerce, Morrinsville health professionals, RTLB. • Positive sense of identity, successful as Māori, An outcome of this Change Management is to The document received wide approval, and following contributing to community develop, within the sector pathway, a cohesive minor amendments made in response to feedback, Student Survey • Knowing local histories, marae, mountains, rivers, transition plan for learners moving within the stories and tikanga this final document has been now completed. During Terms 3 and 4 2017, all students were invited MKA-CoL. In ongoing consultation with iwi, the to respond to an online survey, with 1101 responses • Confidence and resilience by accepting challenge Rukumoana Kōhanga Reo teachers reminded the recorded across Years 1 to 13. This included and failure as opportunities to grow stronger CoL lead principal that their kaupapa is focussed conversations between student leaders assisting • Aspirations and dreams of ongoing success on supporting the Te Reo Māori pathway to Kura Kaupapa Māori, and see no formal connection with younger students in the gathering of their voice. • Respectful of all people and backgrounds the MKA-CoL. However they asked that we ‘keep Results from this survey have been included in the • Tolerance baseline data for our Achievement Challenges. communication open’. This view was supported • Adaptable in both worlds by Kaumātua. • Whānau engaged in education from ECE NZCER Teaching and School to College • Good knowledge of the ‘basics’ – reading, writing Practices Survey and mathematics During Term 3 2017 all teachers and leaders across Kaumātua from Ngāti Hauā, Ngāti Wairere and Ngāti the community participated in the online NZCER Paoa all played a major role in formulating the Teaching and School Practices Survey. There were a Morrinsville College vision and desired outcomes total of 88 responses from teachers and principals. document ‘Te Ao Mārama’, which is well established Results from this survey have been included in the at the College and has been endorsed as an ongoing baseline data for our Achievement Challenges. guide to the work moving forward. 11 OUR JOURNEY MOVING FORWARD THE FOUR LEVERS OF CHANGE Four levers of change were identified as being most likely to impact positively on learning outcomes for students, which is what we aim to develop and strengthen in our Kāhui Ako CoL.

In 2017 key stakeholders were surveyed using a variety of tools to collect both qualitative and quantitative data. This included the NZCER Teachers and School Practices Tool [TPS].

This survey generated quantitative percentage-based end of 2019 in response to our ‘pulse surveys’ and data to inform our measures of success moving emerging student achievement data in Writing, Challenge A A teacher’s Challenge B forward for our four levers of change. The survey Mathematics and NCEA Level 2. belief in their data required responses to a four-point scale. We The following plan gives an overview of the four own ability to have used the highest and second highest points of levers of change, a summary of baseline data and a positively affect the scale to set our targets and measure growth over high order of intent moving forward. This is followed students time. We have done this deliberately as evidence by the students’ achievement data that we will use shows we need to be highly effective in our practice Students to measure the impact of the programme of work in in order to accelerate the progress of our learners. becoming more relation to our challenges, on learning, over time. Ko tā te kaiako Ngā Moemoea active participants To measure the impact of the ‘Four Levers of We also present a model of how we envisage the kōkiri ako in the decisions Change’ over time a Results-Based Accountability learners in our MKA-CoL to learn and grow through - about their own [RBA] framework will be used. RBA is a common these efforts and develop into empowered learners. - Student Agency learning sense data-driven process that reports on progress, Teacher Efficacy is transparent and helps to measure success over time. It is our intention to review our targets at the

OUR CHALLENGES

Our challenges emerged from the synthesis of our A shared consultation data which was collated using the responsibility Taking care Challenge C focusing on building Challenge D Teaching and School Practices Tool (TSP). of the whole success for every person learner The TSP Survey gathered data around four major aspects, viz. CoL Participation, Principal Leadership, School Practices and Teaching Practices. The key for each survey is as follows: Hauora Whakawhanaungatanga - COL PARTICIPATION Not at all Not well Well Very well - Health & Well-being Somewhat Family, Whānau and Not well Well Very well PRINCIPAL LEADERSHIP well Community Partnerships

Not at all like A little like Moderately like Very like our SCHOOL PRACTICES our school our school our school school

Somewhat Not well Well Very well TEACHING PRACTICES well 13 CHALLENGE A: Ko tā te Target: Ko tā te kaiako kōkiri ako - Teacher Efficacy High Level Plan kaiako kōkiri ako To improve teachers belief in their own Why this is important for our community and how it According to the Visible Learning research (Hattie, to Develop and - ability to positively affect will support student achievement? 2016) collective teacher efficacy is the number students by at least 10% Strengthen: Teacher in relation to baseline one factor influencing student achievement with Collective teacher efficacy is a staff’s shared measures by November an effect size of 1.57. Hattie (2016) notes that by belief that through their collective action they can Efficacy 2019 increasing the effectiveness of all teachers there will positively influence student outcomes, including be a marked overall increase in student achievement. those who are disengaged and/or disadvantaged.

CRITICAL FIRST STEP ACTIONS BY THE END OF 2019 LONG TERM SUCCESS FACTORS

Develop a shared TAI systems and processes Teaching and Leading as THROUGH 58% 41% 64% understanding of Teaching understood and embedded in Inquiry will become a ‘way THE TSP SURVEY, of teaching staff believe as Inquiry (TAI) through each school. of thinking and acting’. of teaching staff believe of teaching staff that teachers new to the MKA-CoL PLD. We will regularly engage OUR that they think critically TEACHERS & Evidence that a growing believe that they school are systematically in professional learning CONSULTATION and talk about what and LEADERS AS culture of formal and informal engage students guided into the effective conversations and continually INDICATES how they are learning INQUIRERS coaching and mentoring in specific and practices with our students seek to improve our practices while 18% do this relationships is identified in THAT: ✦ timely feedback and well while 22% do this and effectiveness to achieve very well each school. feedforward well on very well ✦ success for every teacher and their learning while 23% every student. do this very well ✦ 32% Reflect on the assumption Teachers and leaders will Teachers and leaders will that the way we have always have begun to regularly have increased capability 40% 46% of teaching staff recognised done things is the best way to collect and consider evidence, and motivation to use their own ability to improve do them. including student achievement evidence-based decision of teaching staff of teaching staff EVIDENCE-BASED 43% the learning outcomes for all data, student voice and making to evaluate, improve, believe that they teach indicated that they DECISION MAKING Develop and document shared of teaching staff believe that students they teach well observations, to evaluate the and affirm their practices as in ways that promote analyse the impact of understanding on the range they use inquiry well to make while 62% confirmed impact their teaching practices they continually seek ways Māori students their teaching on students’ and use of data and evidence worthwhile changes in their that they can do this have had on raising student to improve success for belonging in school learning well while 26% to inform decision making. teaching and student learning very well achievement. every learner. well while 35% do believed this they do and 23% believe they do this very well this very well ✦ this very well ✦ MKA-CoL schools will visit Strategies will be developed to Teachers and leaders will 44% local marae and places of ‘uncover the identity’ of every demonstrate an individual cultural significance to further student especially those at risk and collective belief that of teaching staff believe our own understanding of of not achieving. every child can learn. that they understand the who our Māori students There will be a reportable lift THE BOT process of inquiry well and whānau are, and build in the percentage of teachers while 22% believe that appreciation of the unique CONSULTATION who believe in their own they understand BUILDING gifts and attributes they bring MEETING OF ability to improve learning very well BELIEF to the learning. 24 MEMBERS outcomes for all students. REPRESENTING ALL 75% Create MKA-CoL-wide 11 COL SCHOOLS agreement and understanding sought improved THE STUDENT about conditions that build a SHOWED THAT: teacher collaboration SURVEY successful culture of learning across schools to SHOWS THAT: ✦ for our diverse groups strengthen teaching of learners. practice and improve 47% 37% learning opportunities of students believe for all students. ✦ sought more data sharing that they have learning to improve and moderate strategies to help them the reporting of student understand new ideas achievement between / across schools. 15 CHALLENGE B: Target: Ngā Moemoea - Student Agency High Level Plan Ngā Moemoea To improve students’ active participation in Why this is important for our community and how it have some control of things that happen around to Develop and - making decisions about will support student achievement? them. They are active participants in their learning. their own learning by at Wenmoth says ‘One way of thinking of learner Strengthen: Student Agency Student agency is embedded in the least 10% in relation to agency is when learners have the power to act’ - baseline measures by Curriculum (NZC) key competencies described as when learners move from being passive recipients November 2019. “the capabilities that young people need for growing, to being much more active in the learning process, working and participating in their communities’ . actively involved in the decisions about the learning’. Student agency is evident when students feel they

CRITICAL THROUGH FIRST STEP ACTIONS BY THE END OF 2019 LONG TERM 52% SUCCESS FACTORS THE TSP SURVEY, of our students believe 54% OUR that they are very able Students will build confidence Agreed pathway progressions Students will be enabled of our students believe and resilience as we focus on developed to provide a MKA- through explicit teaching CONSULTATION to direct their own that they learn well from 49% learning pace, content STUDENTS their taking risks in CoL framework for explicit (such as goal setting, self- INDICATES taking risks or experiments their learning and seeing teaching of learning strategies monitoring, and collaborative of our students believe and goals well while THAT: ✦ that do not succeed while AS LEARNERS mistakes as opportunities that enable students to take capabilities) to develop that they can clearly set 14% believe that 26% learn from these for new learning. increased control of their self-efficacy and agency for challenging learning goals they can do this very situations very own learning. life-long learning. well with 32% believing that well ✦ well ✦ they can do this very well Teachers and leaders devise Every student across the Every student graduating a strategy to build tuakana MKA-CoL will have the from Morrinsville College will teina relationships between opportunity to undertake have the skills and attitudes 50% students across the learning explicit learning in relevant to embrace and succeed as pathway in a variety of aspects of leadership, and learners and leaders in their of our students indicate STUDENTS AS LEARNERS contexts. to have these applied in an own right, in their own lives that things used to improve authentic context. and in the lives of the families Document and share teaching and learning are and whānau, their community deliberate student THE PARENT/ going well while 28% and the world beyond. WHĀNAU SURVEY believe that they are leadership practices existing going very well in our schools. SHOWS THAT: 25% 43% believe their children All schools to participate in Students will have a Every student graduating understand and can talk believe that teachers are a collaborative event that developing understanding from Morrinsville College developing beliefs that they about their own progress, STUDENTS AS will benefit the wider that successful citizenship will have developed the key can learn and achieve their community e.g. ‘clean up our comes with rights and competencies and dispositions achievements and next CAPABLE CITIZENS learning goals goals in our children local environment’. responsibilities, and be able to to take their rightful place and identify these in various age make meaningful contributions appropriate contexts. in our community.

THE STUDENT 53% SURVEY believe that they are SHOWS THAT: ✦ 51% 47% able to make choices of our students are willing to take risks about what and how believe that they and see mistakes as they learn can set and monitor opportunities for new their own learning learning goals 17 CHALLENGE C: Whakawhanaungatanga - Family, Whānau and Community Partnerships Target: Whakawhanaungatanga To improve the level High Level Plan of shared responsibility Why this is important for our community and how it parents, whānau and communities that focuses - focusing on building will support student achievement? on improving the educational experiences and to Develop and success for every successes for each child’. This report identified a Family, Whānau and In a report of 2008 the Education Review Office (ERO) learner by at least number of conditions for engagement that encourage Strengthen: described whānau engagement as ‘a meaningful, Community Partnerships 10% in relation to authentic partnership between whānau/families and respectful partnership between schools and their baseline measures by the school. November 2019

44% THROUGH of our teachers THE TSP SURVEY, 34% believe that they 44% OUR actively seek the CRITICAL FIRST STEP ACTIONS BY THE END OF 2019 LONG TERM CONSULTATION of our teachers expertise of the of our teachers believe that SUCCESS FACTORS INDICATES believe that they offer local community, they collaborate well with THAT: ✦ parents and whānau hapu and iwi well parents and whānau so that their Apply the Measurable Engagement plan to be Effective engagement with opportunities to while 28% feel expertise can be used to support EFFECTIVE Gains Framework and wider adapted to reflect student and of families, whānau and learn how to effectively that they do collective learning in class or ENGAGEMENT consultation to construct a community diverse need. Plan educationally powerful support their child’s learning this very well other school activities and OF FAMILIES, family, whānau, iwi, community implemented MKA- CoL wide networks results in an at school well while 53% 14% believe they do this WHĀNAU AND school engagement plan. to begin Term 3 2019. increased sense of belonging, believe they do this very very well efficacy, agency and Hauora well CONNECTIONS WITH Progress monitored using EDUCATIONALLY pulse survey Nov 2019. POWERFUL NETWORKS THE STUDENT THE BOT SURVEY CONSULTATION SHOWS THAT: ✦ MEETING OF 24 MEMBERS 62% REPRESENTING ALL sought improved 11 COL SCHOOLS communication and stronger SHOWED THAT: community relationships 49% between all stakeholders of students recognise that across the community their family and whānau are positively involved 32% in school life of our parents and whānau understand their child’s progress as they travel through the 37% school system sought more data sharing to improve and moderate the reporting of student 40% 46% achievement between and across schools THE PARENT/ of our parents and of our parents and WHĀNAU SURVEY whānau believe that the whānau feel supported teachers communicate SHOWS THAT: by their school/s to in an open and honest take an active role in way about student their child’s education achievement 19 CHALLENGE D: Hauora Target: Hauora - Health and Well-being High Level Plan - To improve the way we to Develop and ‘take care of the whole Why this is important for our community and how it will that investigation of and collaboration about our key Health & person’ by at least 10% support student achievement? transition points will strengthen our learning pathways. Strengthen: in relation to baseline Gluckman (2017) produced a youth suicide discussion Transition is the process that ‘enables students, their Well-being measures by November paper in which he notes that ‘…youth suicide is more parents, whānau and agencies to work in partnership 2019. than simply a mental health issue and that, with what we with the school to help learners develop a sense of know at present, the focus must also include an emphasis belonging and the confidence to participate within on primary prevention starting from very early in life’. new contexts’. Furthermore, ERO notes that ‘Effective The MKA-CoL gives us that opportunity to ensure that our transitions are critical to the development of children’s learners are resilient and have strategies to manage self- self-worth, confidence and resilience, and ongoing control and awareness of their own mental health status. We note the close and reciprocal nature of Hauora success at school’. For this reason the MKA-CoL feels with our other three challenges: Teacher Efficacy, Student Agency and Family, Whānau and Community Partnerships. In addition to the collective impact these 53% will have, consultation has surfaced the following 27% additional Critical Success Factors: 38% of teachers are able of teachers are able to draw on students’ of teachers are able to THROUGH take responsibility to draw on and add different languages, THE TSP SURVEY, to content relevant cultures, values, for the wellbeing of 45% CRITICAL OUR to identities of knowledges and all students they FIRST STEP ACTIONS BY THE END OF 2019 LONG TERM CONSULTATION Māori students in practices as of teachers are able to teach well while SUCCESS FACTORS curriculum delivery resources for the provide inclusive and 71% believe INDICATES Define and document each A plan to link and refine All learners will have increased well while 24% learning of all well equitable opportunities for they do this THAT: ✦ THE ‘DISPOSITIONS disposition in terms of agreed ‘Dispositions’ with each confidence to approach do this very well while 19% of teachers students in practice well very well behaviour that demonstrate school’s implementation of challenges by demonstrating do this very well ✦ while 32% are able to OF AN EMPOWERED do this very well LEARNER’ each one. the key competencies and the the appropriate dispositions as curriculum. necessary for success.

THE Establish and analyse baseline Current approaches to lifting A united and well- coordinated STUDENT ATTENDANCE data on community wide school attendance across the community wide approach to 18% attendance levels. community will be reviewed school attendance will result 45% LINKED TO STUDENT SURVEY 50% of our students and a new coordinated plan in a measurable increase in 70% of our students have ACHIEVEMENT SHOWS of our know some established and implemented attendance across the MKA- of our students feel opportunities to spend time THAT: ✦ students enjoy history and to begin Term 3. CoL over time. well-respected by learning with older and working with local stories their teacher(s) younger students people who are of this area 79% Extend the current MKA- A cohesive transition plan Learners will be supported by different from CoL review of EC – school will be established by the end an cohesive transition process of our students TRANSITIONS themselves transitions to across the entire of 2019 for learners moving at every level of the MKA-CoL. have good friends at education pathway. within the MKA-CoL. school THE BOT CONSULTATION MEETING OF THE PARENT/ 24 MEMBERS WHĀNAU SURVEY 51% REPRESENTING ALL SHOWS THAT OUR 11 COL SCHOOLS FAMILIES BELIEVE of their children love school and engage SHOWED THAT: 16% THAT: actively in learning stressed the need for individual schools to also maintain their individual history, 37% culture and 34% 50% 37% of their children identity. of teachers teach in ways sought improved talk about the that promote students transitions across the problems they are from all cultures’ sense learning pathway having at school of belonging in the school 21 STUDENT ACHIEVEMENT DATA MATHEMATICS

Our belief is that strengthening teacher efficacy, Background Information: student agency, whānau partnerships, and Hauora, will result in improved learning outcomes for Since 2015 statistics for Māori and non-Māori in ALL students. Mathematics across Years 1 - 8 have been of concern. 2015 data indicated 63% Māori were achieving at/ above the National Standards compared with 77% Mathematics Impact WRITING of non-Māori. The data in 2017 indicates: ✦ Monitoring Targets: Background Information: we are targeting all students currently achieving • There is growing disparity between Māori and below their curriculum levels, we have identified a non-Māori at primary level ✦ To increase the percentage of students achieving at/ cohort of students whose progress and Since 2015 statistics for boys in Writing across Years • Achievement starts a downward trend after above NZC from 74% (462/622) to 84% (524/622) 1 - 8 has been of concern. 2015 data indicated 61% achievement will be tracked over time, in order to therefore a shift of 10% from 2018 - 2019 for all measure and report the effectiveness and impact of Yr 4, with lowest achievement at Year 10, of boys were achieving at/above National Standards particularly boys. students in the cohort, in Mathematics. compared with 77% of girls. 60% of Māori students our interventions. This target is inclusive of a 8% shift for boys (from were achieving at/above the National Standards Our belief is that strengthening teacher efficacy, 232/312, 74% to 258/312, 83%). This target is compared with 70% European. student agency, whānau partnerships, and Hauora, What we want to achieve: inclusive of a 13% shift for Māori (from 78/115, Trends identified moving forward to 2017 suggest will result in improved learning outcomes for 68% to 93/115, 81%). Our aim is to raise achievement for ALL our learners, this has continued: 2017 National Curriculum ALL students. with particular emphasis on Year 6 students and Standards data indicated: beyond. While we are targeting all students currently • There is significant disparity between girls and Writing Impact Monitoring achieving below their curriculum levels, we have boys ✦ Targets: identified a cohort of students whose progress and • There is significant disparity between achievement will be tracked over time, in order to Māori and non-Māori ✦ To increase the percentage of students achieving at/ measure and report the effectiveness and impact of • Achievement particularly for Year 4 boys above NZC from 73% (454/622) to 83% (515/622) our interventions. and Year 8 students is low. therefore a shift of 10% from 2018 - 2019 for all students, in Writing. MORRINSVILLE KAHUI AKO This target is inclusive of a 13% shift for boys (from What we want to achieve: 195/312, 68% to 269/312, 84%). This target is Maths Did not meet NZC levels of Meeting Target to shift Total Achieving by Our aim is to raise achievement for ALL our learners inclusive of a 13% shift for Māori (from 73/115, expectation at end of 2017 or above 2019 2019 with particular emphasis on Māori and boys. While 64% to 88/115, 77%). expectation Number Out of % % No. of students % to shift MORRINSVILLE KAHUI AKO Yr 4 All 35 161 21.7% 78.3% 15 141 87.6% Yr 4 Boys 18 84 21.4% 78.6% 6 72 85.7% Writing Did not meet NZC levels of Meeting Target to shift Total Achieving by 2019 Yr 4 Māori 6 26 23.1% 76.9% 5 25 96.2% expectation at end of 2017 or above 2019 Yr 6 All 35 154 22.7% 77.3% 13 132 85.7% expectation Yr 6 Boys 17 78 21.8% 78.2% 6 67 85.9% Number Out of % % No. of students % % shift Yr 6 Māori 9 26 34.6% 65.4% 3 20 76.9% to shift from 2017 Yr 8 All 61 175 34.9% 65.1% 17 131 74.9% Yr 8 Boys 32 86 37.2% 62.8% 10 64 74.4% Yr 4 All 42 161 26.1% 73.9% 13 132 82.0% 8.1% Yr 8 Māori 15 30 50.0% 50.0% 5 20 66.7% Yr 4 Boys 32 84 38.1% 61.9% 8 60 71.4% 9.5% Yr 10 All 29 132 22.0% 78.0% 17 120 90.9% Yr 4 Māori 9 26 34.6% 65.4% 4 21 80.8% 15.4% Yr 10 Boys 13 64 20.3% 79.7% 4 55 85.9% Yr 6 All 37 154 24.0% 76.0% 16 133 86.4% 10.4% Yr 10 Māori 7 33 21.2% 78.8% 3 29 87.9% Yr 6 Boys 25 78 32.1% 67.9% 10 63 80.7% 12.8% Total All 160 622 25.7% 74.3% 62 524 84.2% Yr 6 Māori 9 26 34.6% 65.4% 2 19 73.1% 7.7% Total Boys 80 312 25.6% 74.4% 26 258 82.7% Yr 8 All 63 175 36.0% 64.0% 18 130 74.3% 10.3% Total Māori 37 115 32.2% 67.8% 15 93 80.9% Yr 8 Boys 40 86 46.5% 53.5% 10 56 65.1% 11.6% Yr 8 Māori 15 30 50.0% 50.0% 4 19 63.3% 13.3% Yr 10 All 26 132 19.7% 80.3% 14 120 90.9% 10.6% Yr 10 Boys 20 64 31.3% 68.8% 11 55 86.6% 17.2% Yr 10 Māori 9 33 27.3% 72.7% 5 29 87.9% 15.2% Total All 168 622 27.0% 73.0% 61 515 82.8% 9.8% Total Boys 117 312 37.5% 62.5% 39 234 75.0% 12.5% Total Māori 42 115 36.5% 63.5% 15 88 76.5% 13.0% 23 QUALITIES OF OUR NCEA EMPOWERED LEARNERS Impact Monitoring Target:

It is important to note that the NCEA Level 2 data These results below reflect the multiple pathways is not relative to the cohort of students identified which Morrinsville College assists our students to for tracking in Years 4 to 10. NCEA Level 2 data take. MKA-CoL is pleased to note 48% of Morrinsville will be used to show trends over time. The impact College student go into further learning and 34% go TIES ALI monitoring target will be to increase the % of straight into employment. QU R POWE students achieving NCEA Level 2 over time in line NE RF R R S UL with the targets set at the College. A E VE R Leavers’ Destination Data 2017 LE L EL U R A F O T Employment 34% R IO Morrinsville College U N O HĀNAU S Y12 Students with NCEA Level 2 University 23% W PA H

R I

T P

(Roll Based) 2017 N

Polytechnic 13% S

E

R s

Number Out of %

Other Course 12% S

S t

I m U H

All 109 148 73.6% Y n

Another School 9% O I U e

p I C P

A R d

Boys 41 60 68.3% International Students Returned Home 7% a A S N

U u

C t

Ā t C

Māori 25 37 67.6% I

Overseas 1% s

H

o F

L f F

Unknown 1% W

o

E

t

These results below measure the percentage of

h C G TOTAL 100% L

- R

e A

students that have achieved NCEA Literacy and N U

E A F L

Numeracy by the end of Year 12. This is set at Level 1 R O

L T K

h H NCEA (level 6 of the NZ Curriculum). The above results A R

C O a C T M

are generated independently of Morrinsville College E R

n A U S l

P

O l

E

and completed by NZQA. g S F A a

T e E

G R H r r IN E T o e M N f Y12 Students NCEA Literacy & Numeracy 2017 R S s PO EA E u WE G L s RIN N e Literacy 95.4% l E i t O t s X i Numeracy 90.8% C S H l in E T a L U i L D CY u m IN EN EN p G T AG T r r N e o IE rn SIL a ed RE RE le s SPONSIBLE e tud ti en osi t a nd p MONITORING OUR PROGRESS hieement a Action Plan:

• Short term indicators will be developed to measures against the four foci areas and the regularly monitor progress in key aspects of key achievement targets ✦ achievement challenge through pulse surveys ✦ • Targets will be reviewed at the end of 2019 • Annual data gathering (EoY) and progress reports to inform 2020 targets will be compiled in relation to baseline 25 2019 REVIEW

27 2020 REVIEW 2019 REVIEW

29 NOTES

31 MORRINSVILLE KĀHUI AKO Community of Learning