Charter, Strategic and Annual Plan for

RANGIORA HIGH SCHOOL

Te Kura Tuarua o Rangiora 2020 – 2024

‘Naku te rourou, nau te rourou, ka ora ai te iwi.’

With your basket and my basket, the people will thrive.

Principal’s Endorsement Board of Trustees Endorsement

Date of submission to Ministry of Education 1 March 2020

Contents INTRODUCTION ...... 3 SCHOOL PROFILE ...... 3 SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2020 – 2024 ...... 4 A.STRATEGIC FOCUS ...... 4 B.PRINCIPAL’S STATEMENT ...... 4 C.STATEMENT OF MISSION ...... 5 D.STATEMENT OF VISION ...... 5 E.ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT ...... 5 F.STATEMENT OF VALUES ...... 5 G.THE UNIQUE POSITION OF THE TANGATA WHENUA ...... 6 H.PRIORITY LEARNERS ...... 6 I.GIFTED AND TALENTED STUDENTS ...... 6 J.STRATEGIC GOALS ...... 6 K.ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE ...... 7 L.CRITICAL SUCCESS FACTORS ALIGNED TO GOALS ...... 7 M.PUKETERAKI KĀHUI AKO (RANGIORA COMMUNITY OF LEARNING) ...... 11 SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN ...... 11 A.ANNUAL PLANNING & REPORTING ...... 11 B.RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES ...... 11 C.USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY ... 12 D.ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW ...... 13 E.STRATEGIC PRIORITY 2020 – 2024 ...... 13 F.DEVELOPING THE STRATEGIES FOR ENGAGEMENT ...... 13 G.CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION ...... 13 H.ANNUAL PLAN 2020 ...... 15 1.Student Success and Achievement ...... 15 2.Student Engagement ...... 17 3.Leadership of Teaching and Learning ...... 21 4.Connected Curriculum ...... 25 5.Learning Opportunities ...... 29 6.Self Review ...... 34 Appendix ...... 37 Glossary including Acronyms ...... 37

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 2 INTRODUCTION The Charter is the key planning document for schools in New Zealand. It includes strategic aims and annual plans which:

• reflect the goals and aspirations the community has for the school and its students for the next three to five years • outline how the school is implementing the government’s priorities as set out in the National Education Guidelines and the National Administration Guidelines • identify the key areas the board will focus on, both in the longer term and the coming year, to improve the progress and achievement of all students.

In the words of the Education Act, Section 63:

A school charter has effect as an undertaking by the board to the Minister to take all reasonable steps (not inconsistent with any enactment, or the general law of New Zealand) to ensure that -

a) the school is managed, organised, conducted, and administered for the purposes set out in the school charter; and b) the school, and its students and community, achieve the aims and objectives set out in the school charter.

The strategic plan, and thus each year’s annual plan, focus on what is most important to achieve the school’s vision or mission and the government’s priorities.

SCHOOL PROFILE Rangiora High School, Te Kura Tuarua o Rangiora, is a state co-educational secondary school located in Rangiora, New Zealand. Established in 1881 by an act of parliament and opened in 1884, the school has a roll of 1724 students from years 9 to 13 as of 28 February 2020. On 28 February 2020 the school roll's gender composition was 47.3% male and 52.7% female, and its ethnic composition was 80.2% New Zealand European (Pākehā), 13% Māori, 1.6% Pacific and 5.2% other.

The school has a socio-economic decile rating of 9.

Rangiora High School operates an enrolment scheme to prevent overcrowding. The school's home zone, in which students residing are automatically entitled to be enrolled, covers much of the coastal half of the Waimakariri District and southern Hurunui District, extending north to Waipara, east to the Pacific Ocean, west to Cust, and south to the Waimakariri River. However, the zone excludes the towns of Kaiapoi, Woodend, Pegasus and Waikuku, which are instead served by Kaiapoi High School. Students residing outside the zone are sometimes accepted, as roll places allow in accordance with the enrolment scheme order of preference and secret ballot.

As a state school, Rangiora High School follows The New Zealand Curriculum. Rangiora High School’s ‘Connected Curriculum’ includes a number of learning approaches: connecting the curriculum to create authentic learning contexts; connecting the teachers in a collaborative co-teaching model; connecting students within and across flexible learning spaces; and connecting students in collaborative and flexible models of learning.

In Years 9 and 10 students are organised into house groupings. The learning areas involved in delivering ako are English, Mathematics, Science and Social Studies. Year 9 students select six half-year elective subjects, which must include one Arts subject, one Technology subject and one Language subject (French, Japanese, and / or Te Reo Māori). Year 10 students select either two full-year electives, one full- year elective and two half-year electives, or four half-year electives.

In Years 11 to 13, students complete the National Certificate of Educational Achievement (NCEA). Levels 1,

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 3 2 and 3 of NCEA are usually completed in Years 11, 12 and 13 respectively, although students can choose subjects from different levels depending on their progress through the NCEA level system.

In Year 11, students study one semester of both English and Mathematics and 10 half year semesters of other subjects. Students in Year 12 study 12 half year semesters of elective subjects. Students in Year 13 study five full-year elective subjects, with study for an additional four periods per week. STAR, Gateway and Trade Academies provide students with the opportunity to explore vocational pathways. Students have the opportunity to study through ARA, MITO, PITO as well as 3+2 programmes of learning.

SECTION 1: RANGIORA HIGH SCHOOL STRATEGIC PLAN 2020 – 2024

A. STRATEGIC FOCUS 1 (a) Under the National Administration Guidelines (NAG2(a)), a Board is required to develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, assessment and staff professional development.

(b) The charter also assists the Board of Trustees to prioritise its aspirations for students, with a specific focus on Māori students, Pasifika students and students with special needs.

(c) This charter sets out our obligations and our aspirations to being a dynamic, caring, community- based environment inspiring life-long learning to our community of learners. It also documents our commitment to continuously improving our education provision on behalf of every student.

2. Students are at the centre of our work and we have an obligation and a commitment on behalf of our community to ensure every student has a meaningful and relevant learning journey and that they experience success and gain achievement to effectively transition to further learning and training.

3. The school is also strongly focused on the three great challenges that have a significant impact on how we view and deliver education:

 pursuing excellence and equity simultaneously and aggressively  combining flexibility in delivery with accountability for results  meeting the demand that universal services should have a personal focus. B. PRINCIPAL’S STATEMENT Rangiora High School has, since 1884, provided the families of this district with quality co-educational secondary education. The school’s philosophy is underpinned by our Latin motto “Lux Cum Amore”, translated in English as “Enlightenment with Friendship” or in Te Reo Māori as “Kua Puawai te Hoahoatanga”. As an educational institution, we are committed to providing a high quality learning environment, which promotes the best possible educational, social, cultural, and recreational development of the individual.

Rangiora High School recognises that it is the right of every student to enjoy an education based on traditional values that promote personal excellence and success in all areas. A Rangiora High School education embraces a wide range of experiences, interests and opportunities that enhance learning, acknowledge individual needs and differences, and challenge individuals to achieve personal standards of excellence.

Our aim as a school is to equip all students for today’s rapidly changing society. Student need drives our diverse and challenging curriculum and underpins all teaching programmes and assessment methods. As a school we embrace the spirit of the Treaty of Waitangi, Te Tiriti o Waitangi, and encourage bi-cultural and multicultural perspectives.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 4 Rangiora High School is a successful school that ensures each student has an equitable chance to succeed and to meet the challenges of the 21st Century with confidence. We provide students with the skills, abilities and values needed to participate in and contribute to New Zealand society in an equal, positive and constructive manner.

Rangiora High School is proud of its past and continues to be strongly focused on its future.

C. STATEMENT OF MISSION We create inclusive, equitable and relevant learning opportunities with clear pathways. We empower deeply engaged and connected lifelong learners. We contribute positively to our community.

D. STATEMENT OF VISION Each and every learner will thrive in a centre of learning excellence.

This vision will be achieved through the implementation of a dynamic curriculum using innovative teaching and learning within an enriched environment and by empowering and supporting each learner to achieve personal excellence. The school will also engage the community in partnerships for learning and in the life of the school to enable our learners to be actively connected, culturally aware and caring citizens.

At the heart of our vision and at the centre of our work are students and we want the best for them. We want to see them profoundly engaged in learning and through this engagement to have them experience success and gain achievement in qualifications so that they can effectively transition to further learning and training.

To achieve our vision, the school must continuously improve to ensure our vision matches our practice. We have a commitment to implement and maintain a culture of rigorous critical reflection and self-review that will contribute effectively to sustaining the school’s positive performance and continuous improvement. This will involve building a culture of organisational renewal and transformation.

E. ASPIRATIONS FOR THE DEVELOPMENT OF A SUCCESSFUL STUDENT Rangiora High School has a commitment to develop students so that they have the skills and attributes to be successful learners and members of our society. These skills and attributes are grounded in the New Zealand Curriculum.

While we recognise that every students learning journey is very personal and that they will be at different places on that learning journey our aspirations for all of them is clear and transparent.

We want every student at Rangiora High School to be:

 Confident in their identity, language and culture as citizens of Aotearoa New Zealand.  Socially and emotionally competent, resilient and optimistic about the future.  A successful lifelong learner.  Participating and contributing confidently in a range of contexts – cultural, local, national and global.

To assist us with the implementation of these aspirations the school will use the indicators and descriptors developed by the Education Review Office. These indicators and descriptors give further meaning and understanding to the above four aspirational statements.

F. STATEMENT OF VALUES Rangiora High School’s values are its basic beliefs about what really matters, which guide how things should be done. These values are based on the school’s culture of being a dynamic, caring, community based environment, inspiring lifelong learning.

Our work at Rangiora High School will be guided and informed by our beliefs and commitment to:

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 5  Aspire (Wawatahia): Aspiring to achieve your best.  Respect (Whakautea): Respect yourself, others and the environment.  Contribute (Tohaina): Actively contribute to the community.

G. THE UNIQUE POSITION OF THE TANGATA WHENUA Rangiora High School through its culture, policies and practices reflects the unique position of the Māori culture. We have a commitment to undertake the implementation of the National Education Goals with specific reference to NEG 9 and NEG 10.

 Increased participation and success by Māori through the advancement of Māori education initiatives, including education in Te Reo Māori, consistent with the principles of the Treaty of Waitangi, Te Tiriti o Waitangi.  Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a member of the international community of nations.

The school is also committed to the Ministry of Education’s vision of ‘Māori enjoying success as Māori’. This vision recognises the widespread aspirations of Māori to live and succeed as Māori in te Ao Māori in Aotearoa New Zealand society and in the wider world. This means providing Māori learners with the opportunity to get what they require to realise their own unique potential to succeed in their lives as Māori.

Rangiora High School is also committed to the concept of ako. This is a teaching and learning relationship in which learning is reciprocal between teachers and students. It acknowledges that high-quality teaching is the most important influence on education for Māori students and that incorporating culture and productive partnerships into learning leads to student success. In recognising the unique position of Māori, Rangiora High School takes all reasonable steps to provide instruction in Tikanga (Māori culture) and Te Reo Māori (Māori language) for all students and actively works to raise the achievement levels of our Māori students.

H. PRIORITY LEARNERS Rangiora High School is committed to making a difference for priority learners. Priority learners are groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pacific learners, those from low socio-economic backgrounds, and students with special education needs.

To make a difference for these priority learners requires the school to understand and action the background of these learners, that is their identity, language and culture. It also requires a commitment to having a curriculum that is relevant and tailored to the needs and aspirations of learners, their culture and their strengths.

I. GIFTED AND TALENTED STUDENTS An enhancement programme is offered in Years 9 and 10 where students inquire and follow an area that they have identified of interest. In Year 11 – 13 students are provided with the opportunity to excel and enroll in multi-level courses, including tertiary enrolment.

J. STRATEGIC GOALS There are seven strategic goals that are derived from Rangiora High School’s vision statement. These seven strategic goals are the planned outcomes that the school strives to achieve for its students. These goals encompass our plans and vision for the school. These goals are achievable and reflect a realistic assessment of the current and projected school environment.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable and relevant with clear pathways to future learning, training and employment.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 6 2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for all students. 3. Innovative Teaching & Learning: Teachers making a difference to students learning through effective and innovative teaching practice to improve student retention, achievement and transitions. 4. Enriched Environment: Developing diverse environments that stimulate the engagement of students to enrich their learning. 5. Student Engagement: Empowering and supporting learners through their involvement and wellbeing to achieve personal excellence. 6. Student Success & Achievement: Students experience success, gain achievement in qualifications and effectively transition to further learning. 7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation through rigorous reflection and self-review.

K. ALIGNING THE STRATEGIC GOALS TO THE SENIOR LEADERSHIP TEAM INFRASTRUCTURE Each strategic goal is developed as an independent portfolio. There are seven portfolios in total. Each portfolio has a clearly identified senior leader who has the responsibility and delegated authority to act in their assigned portfolio. All of these portfolios do not work in isolation and strong connections and collaborations are required for effective implementation. This strategic collaborative work will be the responsibility of the Strategic Leadership Team (SLT). As senior leaders they are empowered to enact the schools vision through the strategic goals.

The Importance of Leadership

Rangiora High School wants its students to be much more deeply engaged in learning, staff to be more engaging practitioners, and for the school to be rich in engaging learning opportunities for the whole community. We look to our middle and senior leaders to be prepared to redesign our school to achieve this aspiration.

Leadership is essential to initiate, develop and implement this change and to sustain it, and to ensure that students and learning remains at the centre of innovation at Rangiora High School. This requires vision, but also design and strategy to implement it. A transformative leadership approach is key in developing and guiding this team. This transformative leadership involves: creating an inspiring vision of the future; motivating people to buy into and deliver the vision; managing delivery of the vision; and building ever- stronger, trust-based relationships with the community.

Professional learning and development is critical to acquire the expertise to contribute to learning leadership, orchestrate teaching and learning activities, shape content and learning resources, so that middle and senior leaders become confident formative evaluators and researchers to develop Rangiora High School as an engaging school. Learners themselves can and should importantly shape content and direction. Information about the learning taking place should be constantly fed back to the different stakeholders, and into revised strategies for learning and further innovation.

L. CRITICAL SUCCESS FACTORS ALIGNED TO GOALS Each of the seven strategic goals has a number of critical success factors. These critical success factors are limited in number and have a tremendous impact on the effectiveness, efficiency and viability on

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 7 achieving the strategic goal. Activities associated with critical success factors (CSF) must be performed at the highest possible level to achieve the intended overall objectives.

1. Learning Opportunities: Creating learning opportunities for students that are inclusive, equitable and relevant with clear pathways to future learning, training and employment. a. The effective use of educational environmental scanning to identify and monitor changing trends and patterns in education and to assess their organisational impact on the school’s curriculum. b. The gathering and use of information about the needs, wishes and aspirations of the parents, whānau and the wider community to support the development of an engaging school. c. The identification and application of key programme and course design characteristics for the development of a robust and relevant curriculum profile that meets the needs of students. d. The establishment and implementation of a range of curriculum models to meet the diverse needs and circumstances of learners. e. The development and implementation of new programme and course initiatives based on effective programme design and curriculum models. f. The redesign and implementation of an integrated and comprehensive infrastructure to break down barriers to student engagement and to align resources with programmes and courses of learning. g. An analysis of programmes and courses to evaluate their performance in providing effective learning opportunities for students. h. The effective engagement of the community in the life of the school and the development of the school as a ‘learning commons’ and ‘learning hub’. i. The implementation of business and industry partnerships that are negotiated to create effective learning opportunities, pathways and transitions for students. j. The building of collaborative, trustful relationships to empower people to think and do things differently, and to develop a ‘can do’ attitude where anything is possible. 2. Dynamic Curriculum: Developing and implementing a dynamic, relevant and responsive curriculum to create an engaging school for all students. a. Leading curriculum design implementation to ensure student engagement in learning. b. The gathering and use of information about the needs, wishes and aspirations of the parents, whānau and the wider community to support the development of an engaging school. c. The identification and application of key programme and course design characteristics for the development of a robust and relevant curriculum profile that meets the needs of students. d. Developing and implementing innovative programmes based on effective programme design and curriculum models that are responsive to the diverse learning needs of students across the school and which create effective learning pathways and improve engagement. e. Applying current thinking and research into best and next practice in student learning to inform curriculum design and implementation. f. Leadership of curriculum leaders (Heads of Faculty) within the school and the ‘learning hubs’. g. An analysis of programmes of learning to evaluate their performance in providing effective and meaningful learning opportunities for students. h. Developing and leading innovative NCEA assessment practices integrated with teaching and learning. i. Developing and implementing curriculum timetable structures that meets the curriculum design of programmes of learning. j. The building of collaborative trustful relationships to empower people to think and do things differently, and to develop a ‘can do’ attitude where anything is possible. 3. Innovative Teaching & Learning: Teachers making a difference to students learning through effective and innovative teaching practice informed by ‘inquiry’ to improve student retention, achievement and transitions. a. Build a culture of collaboratively-designed pedagogy involving teachers and students.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 8 b. The school implements a responsive curriculum to enable students to learn, progress and achieve in the breadth and depth of the New Zealand Curriculum. c. The implementation of effective and culturally responsive teaching through high expectations, personalised learning, collaborative learning relationships and effective assessment for learning. d. Students have effective, sufficient and equitable opportunities to learn. e. Teachers build caring and inclusive learning communities by embracing the principles of ako and Kia Eke Panuku where each student feels that their contribution is valued and that they can participate to their full potential. f. Through ‘spirals of inquiry, the development and use of a wide range of teaching strategies and models of best practice to effectively engage students in their learning. g. Teacher professionalism is paramount and the building of professional capability and collective capacity. h. A strong impact on the emotional health of the school through the quality of internal relationships, the sense of collective agency and the passion for the work. i. The building of collaborative, trustful relationships to empower people to think and do things differently, and to develop a ‘can do’ attitude where anything is possible. j. The development and active participation in the Puketeraki Kāhui Ako to assist students on their learning journey through collaboration around student pathways and achievements, and the sharing of best practice and next practice across schools. 4. Enriched Environment: Developing diverse environments that stimulate the engagement of students to enrich their learning. a. The creation of innovative learning environments to enhance effective curriculum design and support diverse learning opportunities for students to meet the ILE principles. b. The development of a master property plan to align with the school’s vision for the future. c. The design and maintenance of the physical landscape to create environments that are stimulating and engaging and support students in their learning and connectedness to school. d. A planned property maintenance programme to sustain the requirements of learning programmes and support services. e. The implementation of all legislative requirements to ensure the safety and well-being of students and employees. f. An active sustainability and energy efficiency programme to support the effective maintenance of the environment. g. The building of collaborative, trustful relationships to empower people to think and do things differently, and to develop a ‘can do’ attitude where anything is possible. 5. Student Engagement: Empowering and supporting learners through their involvement and wellbeing to achieve personal excellence. a. The gathering and use of information about the needs, wishes and aspirations of the parents, whānau and the wider community to support the development of an engaging school. b. The development and leadership of a coherent vision of student engagement across Rangiora High School based on the premise that engagement is centered on students’ wellbeing and involvement in their learning. c. The development and implementation of specific models of student engagement that incorporates the key strategies of student wellbeing and student involvement. d. The development of a strategy around three profound influences on student involvement in learning that include: the relationship teachers have with their students; the classroom environment; and the quality of the experiences teachers provide for their students. e. The provision of explicit learning opportunities for students to develop skills, abilities and understandings important to the development of wellbeing for learning based on evidence- informed practices adopted within the school in partnership with families and community. f. The implementation of a learning environment and culture in which students believe that adults in the school care about their learning and about them as individuals.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 9 g. To establish evidence based data measures of student engagement and to use this data to inform student outcomes of retention, achievement and transitions. h. The implementation of the PB4L and restorative justice initiative to build a culture where positive behavior and learning is a way of life for students. i. The development and application of the ‘cultural narrative’ for Rangiora High School to develop metaphors, models and structures to create relevance and understanding that link the past, the present and the future. j. The extension of learning experiences for students through community service and global citizenship. k. The building of collaborative, trustful relationships to empower people to think and do things differently, and to develop a ‘can do’ attitude where anything is possible. 6. Student Success & Achievement: Students experience success, gain achievement in qualifications and effectively transition to further learning. a. Junior School Value Added: The school has effective learning frameworks and infrastructures to identify, analyse and report junior students’ progress in learning engagement and achievement. b. Qualification Achievement: The school analyses the achievement of students across the school and uses a range of performance standards and benchmark data to compare how students are performing internally, regionally and nationally and uses this analysis to facilitate improvements. c. Communication: The informing of parents about their children’s engagement, achievement and learning pathways, the learning opportunities the school provides and the new opportunities it is creating. d. Retention: The school effectively retains students in their programmes of learning across all Year levels between years and throughout the year. e. Engagement: Rangiora High School meets the characteristics of an ‘engaging school’ and has developed diverse strategies to improve the learning engagement of all students. f. Transitions: All school leavers next steps destinations (transitions) are identified including any qualifications they are undertaking within this next destination. g. The development and active participation in the Puketeraki Kāhui Ako to assist students on their learning journey through collaboration around student pathways and achievements. h. Building Relationships: The school builds successful relationships across the community and within the school by connecting all participants to the performance and development of the school. i. Planning and Reporting: The school successfully disseminates all performance data to accurately present how students are achieving and being successful, and how the school is responding to areas of development. 7. Self-Review & Evaluation: Building a culture of organisational renewal and transformation through rigorous reflection and self-review. a. The school has a documented and approved Charter (BOT and MOE) that identifies strategic goals, strategic priorities and critical success factors for effective performance. b. Every strategic goal (portfolio) in the Charter has an annual performance plan that sets targets, key activities, and achievement objectives for the year. c. The school annually reviews all portfolio areas within an established model of self-review and evaluation in conjunction with ERO ‘best practice’. d. There is comprehensive reporting on school performance and improvement for the benefit of students and the impact on their retention, engagement achievement and transitions. e. A comprehensive analysis of variance is undertaken on the school’s annual strategic priorities and strategic goals. f. There is effective educational leadership that builds the conditions for equity and excellence necessary for successful learning and teaching.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 10 g. The BOT regularly reviews and evaluates its governance roles and responsibilities and its effectiveness in realising the vision for the school.

M. PUKETERAKI KĀHUI AKO (RANGIORA COMMUNITY OF LEARNING) Rangiora High School belongs to the Puketeraki Kāhui Ako (community of learning) made up of 17 schools and the North Canterbury early childhood centres.

Our vision is to create a community of learning in the heart of the wider Rangiora District where learning is engaging, relevant and responsive to the needs of all students. We will strive to produce lifelong learners who participate and contribute positively. Our students will be taught to Collaborate, Communicate and Create. We will do this by building highly effective working relationships between our teachers, our students, our parents and our communities. We will ensure that all students have their learning needs met. We will enable students, parents and whānau to develop educational pathways to success.

SECTION 2: RANGIORA HIGH SCHOOL ANNUAL PLAN

All New Zealand state schools are required to set annual targets and take actions for improvement within a strategic planning and review cycle. Every school’s charter must contain an annually updated section that states the board’s targets for student outcomes, its aims, directions, and objectives for school performance and its plan for resource use.

A. ANNUAL PLANNING & REPORTING The 2020 annual plan for Rangiora High School establishes the planned priorities, goals and targets for student achievement. The annual plan is one of two key accountability documents that the Board of Trustees is required to use to inform and report to stakeholders such as the Ministry of Education, Members of Parliament and, most importantly, parents and the wider school community.

The annual report, the second accountability document, contains an analysis of any variance between the planned aims, objectives, directions, priorities, or targets (as set out in the previous year’s Annual Plan) and what the school has actually achieved during the year. The analysis of variance describes how the school has addressed the Board's priorities for improving student achievement, and how successful the school's approach has been. The analysis of variance also provided the basis for plans for the coming year. The annual report, also contains the annual financial statements that show how the board has applied its financial resources to achieve its charter goals.

B. RESEARCH ON BEST APPROACHES FOR ACHIEVEMENT CHALLENGES There has been a marked increase in recent years in research outlining the factors that contribute to achievement and actions that counter underachievement in schools.

International research on school leadership shows that pedagogical leadership has a key influence on improving student outcomes for diverse learners. Target or goal setting is important within pedagogical leadership because it creates high expectations. Pedagogical leaders take key actions that make the link between direction setting and wider school processes of strategic and curriculum planning, pedagogical development and focused resourcing.

New Zealand research on effective school improvement shows that schools need to combine processes of target setting based on achievement information, with planning in-school actions. To succeed, schools need to apply their time and money strategically, so that they build teacher capacity. Student achievement and engagement is improved through the resulting improved learning opportunities.

The Education Review Office’s School Evaluation Indicators (2018) are drawn from an analysis and synthesis of research and evaluation findings linked to student outcomes.

The Education Review Office analysis of the conditions and practices in successful schools in raising achievement found four key differences between the planning and actions of successful and less

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 11 successful schools. The successful schools demonstrated:

 an explicit commitment to equity and excellence  the effective targeting of progression  leadership at multiple levels  capability building for school improvement.

These four themes guide and influence Rangiora High School in its planning process and target setting for 2020.

Meta-analyses pulling together large international studies of learning and teaching show that to accelerate learning, in-school conversations need to focus on defining progress and implementing interventions for students at risk of underachieving. Educational officials, school leaders and teachers need to work together more collaboratively than they have in the past for successful educational reform.

Rangiora High School has a commitment to understanding and applying this research to its annual planning through the strategic priorities, strategies and targets to improve the achievement and successful outcomes for students.

C. USING DATA ANALYSIS TO INFORM THE ANNUAL PLANS AND ESTABLISH THE STRATEGIC PRIORITY The analysis of the data from different sources and perspectives leads the school to the conclusion that student retention across the Year 12/13 transition, throughout the Year 13 programme and for Māori students beginning at Year 11 especially related to the compulsory / non-compulsory learning interface is having a significant impact on their achievement in qualifications and the transition to further learning.

The school recognises that retention is not a problem within itself but rather is a symptom of student engagement in learning. Students leave ‘early’ because they become disengaged or disconnected with their learning. Based on analysis of data the school has identified student engagement as a barrier to students gaining the highest qualifications and raising their achievement to transition to higher qualifications and employment.

The major areas of focus continue to be:

1) The engagement, achievement and retention of Māori Students to Year 13 2) Year 9 and 10 students who need to have their learning accelerated 3) Improving NCEA results with a focus on boys 4) The transitions of students from Year 12 to Year 13 and the retention of students throughout Year 13.

The retention of students in appropriate programmes of learning and having students closely connected to their learning environments is vital to student success. Rangiora High School is committed to retaining students in their programmes of learning until they have reached their goals. These goals will include qualifications, pathways and transitions to further learning, training or work.

The school is acutely aware that early interventions for Māori students in their Year 9 and Year 10 learning programmes are necessary to provide an appropriate environment to build their engagement, achievement and transitions to further learning. This is being developed through MOE funded PLD that is focussing on:

 building leadership teacher and school-wide capability to enable Māori student success;  developing culturally relationally responsive teaching and practice that enables Māori students to achieve success as Māori;  building and strengthening Iwi and whānau relationships with schools; and  providing the school with access to tools that ensure Māori success.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 12 D. ALIGNING THE FINDINGS WITH THE RANGIORA HIGH SCHOOL EDUCATION REVIEW In 2018 ERO carried out a review of Rangiora High School. In the areas of review and development, the Education Review Office made the following recommendations for the school to develop and improve:

 Continue to build culturally responsive practices so that Māori students’ culture, language and identity are well represented and valued  Strengthen the analysis of learner information to get a school-wide picture for groups of students  Use this information to improve outcomes for these students, particularly at Years 9 and 10  Internal evaluation is not yet effectively contributing to shared understandings of what works most effectively and what needs further development  Leaders now need to develop and implement a rigorous process of internal evaluation to determine the effectiveness of recent initiatives  The professional learning and development programmes need to focus on developing shared understandings across the staff to lead to greater collaboration and consistency of practice.

These recommendations have been integrated into the annual plan to address the school’s strategic priorities.

E. STRATEGIC PRIORITY 2020 – 2024 The identified strategic priority for 2020 – 2024 is to improve and enhance engagement through inclusive, equitable and relevant learning opportunities with a strong focus on students who are ‘at risk’ of not achieving to their potential. The strategic priority is specifically targeting the engagement of Year 9 and 10 students, the retention of Māori students beyond compulsory age, the transitions of students from Year 12 to Year 13, and the retention of students throughout Year 13. The outcomes for this strategy will identify improvements in student retention, achievement and transitions. All teaching staff are fully involved in the unpacking of this priority to identify diverse strategies to improve student engagement in learning.

In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education. The concept of student engagement is predicated on the belief that learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise disengaged. When students are deeply engaged in their learning they care not just about the outcome, but also the development, of their learning. They take responsibility for their learning and they bring discretionary energy to their learning task(s). Students also see the value in, and show a desire to, learn beyond the school walls and the school day.

F. DEVELOPING THE STRATEGIES FOR ENGAGEMENT In developing the model for Rangiora High School’s annual planning, the school has established an agreed position based on having a strong, dynamic, single focus, which is centred on the strategic priority. This is to ensure every staff member is focused and committed to the one priority for improvement. However, as education is holistic it is important that the priority is addressed from a number of different perspectives and so the school is using multiple strategies.

G. CONSULTATION ON THE STRATEGIES FOR IMPLEMENTATION Teaching staff and the community and self-review has been used to inform the development of the 2020 Annual Plan.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 13 Faculties and Departments will develop their annual goals and targets from the Rangiora High School Strategic Goals, Strategic Priority and Annual Goals and Targets. The Puketeraki Kāhui Ako Strategic Objectives and Achievement Challenges; and the Rangiora High School Strategic Goals, Strategic Priority and Annual Goals and targets have informed the development of the 2020 Professional Learning and Development Programme for teaching staff. Teachers’ inquiries will be developed to build the schools capacity in making a real difference to the strategic priority of ‘student engagement’ and to ensure every staff member feels connected and understands the impact that they are making to improving the success and achievement of students.

It is also important that staff have strong ownership of their role in addressing the strategic priority and therefore their personalised inquiries will provide for staff choice and encourage commitment and ownership. Every ‘teacher inquiry’ will have a direct line of sight to the strategic priority and a target. In this way staff can see directly the influence their work is having on bringing about change and improvement. From a school-wide perspective it gives the school the ability to analyse the impact of all this work from different strategic perspectives.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 14 H. ANNUAL PLAN 2020 1. Student Success and Achievement

Priority: Students experience success, gain achievement in qualifications and effectively transition to further learning.

Focus:

● Developing an unrelenting focus on accelerating progress and achievement, particularly for Māori learners, Pasifika learners and learners with special education needs. ● Leaders are proactive and skilled in early identification of priorities and implementing best-fit solutions promptly. ● There is a clear understanding of what each group of learners needs to achieve the next level in their learning, and a strategic approach to responding to those needs.

Strategic Aim: Effectively capturing and using evidence to make sound decisions that accelerate progress and ensure valuable outcomes for all learners

Annual Aim: Building the ‘best practice’ evaluative capabilities among leaders and teachers.

Baseline Data:

● School wide data tracking of Year 11-13 engagement and achievement data introduced in 2018. ● School wide data tracking of Year 9 and 10 engagement introduced in 2019. ● Tracking of identified at risk Year 12 Māori and Pasifika learners (MoE ART Project). ● ‘Internal evaluation is not yet effectively contributing to shared understandings of what works most effectively and what needs further development. Leaders now need to develop and implement a rigorous process of internal evaluation to determine the effectiveness of recent initiatives. The professional learning and development programmes need to focus on developing shared understandings across the staff to lead to greater collaboration and consistency of practice’. Rangiora High School Confirmed Education Review Office Report January 2019

2019 RHS Decile 8-10 Schools

Level 1 72.3% 77.5%

Level 2 80.1% 83.4%

Level 3 64.8% 75.3%

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 15 UE 45.6% 62.4%

Scholarships 5

Targets:

1. RHS Students achieve at the national average for decile 8-10 schools 2. Each tracked group in the school - males, females, Māori and Pasifika students achieve at or above the national average rate for their peers in decile 9 co-educational schools

Review Cycle:

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Action Steps By when Who will lead Indicators of Progress

To further develop tracking systems to ensure all Each term – Week 8 Deputy Principal Student ● Students tracking own achievement. Teachers informing Learners, Year 9 - 13, are tracked over time to Success, Achievement and Resourcing conversations with Form Teacher / teachers responsible for tracking ● Learners taught the critical and reflective skills that enable them to

● Produce useful, consistent and robust contribute / lead to learning conversations ideas in mana-enhancing information about all learners, in particular ways the priority groups, across the curriculum and ● PLD for teachers to build their capability to lead learning year levels to inform teaching practice (and conversations with Learners and for Leaders with responsibility for next steps in tracking) tracking priority groups to strengthen their understanding of what ● To inform school-wide dialogue about the data means at a deeper level and to develop a strategic attendance, behaviour, progress, approach to responding to student nee achievement and respond ● PLD summary provided in BoT Personnel Reports ● To monitor the impact of actions taken ● BoT ARTE reports provide termly analysis of student achievement and next steps ● Years 9-13 showing shifts achievement over time

Student Achievement Function (SAF) Project to Week 10 Term 2 Deputy Principal Student ● Analysis of learner and teacher practice data provided to SLT, HoFs Success, Achievement and Resourcing and Teachers to inform the development of next steps to address ● accelerate achievement levels of priority the ‘puzzles of practice’ student groups including Māori students, ● Feedback on the progress of the project to SLT and HoFs

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 16 Pasifika students, students with special ● Analysis of learner and teacher practice data including agreed next education needs and boys steps provided in BoT ARTE Reports ● Develop a good understanding of the ● Summary of progress to date included in BoT ARTE report each term multiple factors contributing to learner outcomes and how to use these to select a mix of change levers to address the most important causes preventing the priority groups from realising their potential

2. Student Engagement

Priority: To develop Rangiora High School as tūrangawaewae where students can stand tall, be proud of who they are and achieve success

Focus:

● To create a sense of belonging for all learners, in particular Māori and Pasifika Learners ● To create a welcoming and inclusive environment for parents, whānau and aiga to engage them in their child’s learning

Strategic Aim: Leaders promote the development and implementation of strategies, plans and policies to realise learners’ potential and their educational success

Annual Aims:

● To improve Māori engagement, retention and achievement ● To improve Pasifika engagement, retention and achievement ● To continue to explore and implement effective wellbeing practices to support the physical, mental and emotional wellbeing of all learners

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 17 Baseline Data: Māori Success as Māori

Attendance (%) Retention Achievement READING 2019 E-ASTTLE Mathematics 2019 E-ASTTLE Year Group Female Male Total Year 9 (November) Year 10 (November) Year 9 (November) Year 10 (November) Māori (33) Māori (33) Māori (33) Māori (35) CL AT AT AT AT Year 9 90.4 89.1 89.8 12.3 % 2 6.1 0.0 0.0 0.0 increase 3 21.2 12.1 33.3 14.2 4 33.3 30.3 42.5 37.2 Year 10 88.0 86.1 87.0 +4.1% 5 30.3 48.5 24.2 42.8 6 6.1 6.1 0.0 2.9

NCEA

Level 1 Level 2 Level 3

Year 11 86.1 88.2 87.2 +4.7% 61.9 0

Year 12 86.9 85.9 86.5 +3.6% 88.6 68.6 0

Year 13 83.4 48.7 68.0* +3.1% 100.0 85.7 50.0

Note: Attendance data - * Year 13 have 30.1% Justified absence - this includes Independent Learning Study periods and school trips, study leave

There were four whānau hui in 2019 – attendance numbers varied between 5 and 40

NOTE: Pasifika numbers are too small (i.e. below five students at each year level) to allow for meaningful analysis

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 18 Targets:

1. Māori and Pasifika students attending regularly (90% attendance for all students at each year level) 2. Māori and Pasifika students achieving at the same level as their RHS peers 3. Māori student retention rates are the same as that of their RHS peers.

Review Cycle:

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Action Steps By when Who will lead Indicators of Progress

Achievement, Retention and Transition Project Ongoing Deputy Principal Student ● Meeting dates and summary of mentoring session recorded on Engagement KAMAR student records To work with the Ministry of Education to identify ● Termly reports to Ministry of Education and mentor Year 12 and 13 Māori students at risk of not achieving NCEA Level 2 or 3

To further develop the relationship with whānau Ongoing Deputy Principal Student ● Supporting new kaiako to develop links with whānau with a focus on Engagement ● Through Kāhui Ako, connections with Ngā Rākau e Rua (Rangiora Borough School’s Bilingual Unit) strengthened ● Identifying how we can strengthen whānau Kaiako Māori ● Whānau capabilities consulted and Māori Education Plan input when transitioning students into high reviewed / rewritten school, particularly those learners ● Establishment of a whānau tautoko group (whānau advisory transitioning from bilingual units ● Working with whānau to support their group) and Kāhui amokura (Māori student executive team) children’s learning ● All support groups have been identified, collated and accessed ● Mana whenua identity is reflected in all Term 1 aspects of the school - including curriculum; ● Signage in Te Reo throughout the school tikanga; pastoral systems and the physical ● Implementation of outcomes of Mātauraka Mahaanui reported environment to whānau and BoT

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 19 To co-construct the local curriculum and graduate End of Term 3 Deputy Principal Student ● Build a comprehensive list of opportunities and knowledge around profile with whānau Engagement local issues and contexts for inclusion in curriculum design ● Whānau feedback and contribute to curriculum design and have Deputy Principal Dynamic opportunity to provide expertise where relevant Curriculum

Kaiako Māori

To further refine the Attendance Systems to Ongoing Deputy Principal Student ● Minutes of Pastoral meetings - Leaders and House Engagement ● Minutes of Rock On Meetings ● enable earlier identification and intervention ● Refinements to attendance systems as outlined in the RHS Staff for students at risk Handbook and RHS Pastoral Handbook ● grow the capability of form teachers and ● MoE generated termly attendance report for RHS Attendance pastoral leaders to engage with at risk Matters included in BoT ARTE Report students and their parents / whānau ● Use data from contributing schools to early identify students with known attendance issues

To further refine school systems and processes to Ongoing Deputy Principal Student ● Minutes of Pastoral meetings - Leaders and House promote and respond to Student Wellbeing by Engagement ● Analysis of National Survey Health and Wellbeing results presented to pastoral networks, staff and Board ● planning a programme including Head of Guidance ● Refinements to PB4L, referral and Student Management systems activities such as Awareness weeks, as outlined in the RHS Staff Handbook and RHS Pastoral Handbook RHS ASL Teacher with Assembly presentations, Guest speakers ● Convene Student Wellbeing group - staff, students, external responsibility for PB4L ● Using student, staff and parents / agency - in conjunction with Student Council whānau voice ● Well Being plan for the year developed by group ● Investigate possible next steps including Growth Mindset, Travellers’ Programme...

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 20 3. Leadership of Teaching and Learning

Priority: To build educational leadership capacity, capability and performance

Focus: To develop the education capabilities of Senior and Middle Leaders to shape and critically reflect on programmes of learning, individual student learning pathways, overall practice, organisational strengths and needs, with a view to informing decisions about priorities.

Strategic Aim: Educational Leadership philosophy and practice places student at the centre to realise the Rangiora High School Vision.

Annual Aim: ● Leaders inspire a strong shared vision of accelerated learner progress and achievement and drive through change to realise the Rangiora High School Vision ● To grow staff confidence in developing cultural relations for responsive practice ● To create a responsive and culturally inclusive environment

Baseline Data:

Māori Success as Māori

● Rongohia Te Hau (August 2019) ● teacher observation data August 2019 - of the staff observed 44% were classified as showing a lot or full evidence of cultural relations for responsive pedagogy in their classroom; 56% - little or some evidence of CR4RP ● 44 staff who were observed as part of Rongohia Te Hau. Analysis of observations indicated that 91% using some culturally responsive teaching practice with 15% observed using only culturally responsive pedagogies. ● Analysis of survey responses from Māori students and their whānau identified that there is a need for a greater focus to turn from relational to culturally responsive practice

● 34 teachers shadow coached in 2019 ● Staff professional development ▪ 22 staff completed NCEA Level 3 He Papa Tikanga. Another 12 working towards completion in 2020. ▪ 5 staff participating in Te Ahu o Te Reo Māori

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 21 Leadership of Culturally Responsive Pedagogies

● PLD application to the Ministry of Education (Term 3, 2019) to further develop Curriculum Leaders’ capability to coach teachers in identifying and developing cultural relations and responsive pedagogies i.e. Leadership for equity and excellence ● Leadership Spirals of Inquiry were introduced. These were informed by the Teaching Council of Aotearoa New Zealand (2018) Educational Leadership Capability Framework, Leadership: Insight to Action Tool and VIA Character Strength Survey. Leadership inquiries were completed by Heads of Faculties, Puketeraki Kāhui Ako Within School Lead Teachers and the Strategic Leadership Team

Universal Design for Learning (UDL)

● There is no baseline data - the Learning Support Coordinators (LSC) are currently using the PB4L Tier 2 observation tool to establish baseline data on classroom practice.

Targets:

● Rongohia Te Hau data has 60% of teachers showing a lot or full evidence of cultural relations for responsive pedagogy in their classroom ● Staff understand the Principles of Universal Design for Learning ● Term 4 analysis of PB4L Tier 2 observation data shows improvement in classroom practice and collaborative practice

Review Cycle:

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Action Steps By when Who will lead Indicators of Progress

Māori Success as Māori - Cultural Relations for Responsive Pedagogy (CR4RP)

Development of a Strategic PLD Plan 2020 - 2024 Week 4 Term 1 Deputy Principal Innovative Teaching ● PLD Plan 2020-2024 presented to the Board of Trustees Term 1 week 4 includes 2020 PLD Plan for further developing and Learning ● Ministry of Education centrally provided PLD progress reports leadership of cultural relations for responsive ● Resources on staff PLD Google Classroom pedagogy (CR4RP)

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 22 Universal Design for Learning

A variety of PLD programme delivery approaches Week 8 Term 4 Deputy Principal Innovative Teaching ● LSC analysis of Tier 2 PB4L observation data shows improvement over to meet the diverse and variable needs of Leaders and Learning the year and informs next steps. and Teachers ● Analysis of Rongohia Te Hau data presented to ● Teaching staff with a view to informing next steps ● Workshops for HoFs and SLT on further RHS ASL teacher and Poutama developing their understanding of how as Pounamu Facilitator ● Presented to term 4 Whānui Hui leaders they can coach staff in CR4RP ● Presented as part of the Term 4 ARTE report to the Board of ● Coaching and mentoring of Puketeraki Kāhui CORE Facilitators Trustees Ako Lead Teachers to develop their ● Reporting to Whānui Hui each term on PLD and school actions to understanding of how as leaders they can support Māori students to succeed as Māori. Feedback sought at each coach staff in CR4RP meeting. ● UDL principles, strategies and tools Deputy Principal Innovative Teaching ● Personnel Report to BoT includes the numbers of staff involved in embedded within all PLD opportunities to and Learning different Puketeraki Kāhui workshops - both Te Reo in the classroom develop / strengthen teachers and leaders’ and CR4RP inclusive practices External providers - through Deputy ● PLD to develop the capability of Year 9 and 10 Principal Innovative Teaching and teachers and Year 11-13 Technology Teachers Learning to teach the Digital Curriculum ● PLD for Teachers to deliver Learning Advisory Deputy Principal Innovative Teaching from 2021 and Learning

Learning Support

To work with the Puketeraki Kāhui Ako to develop Ongoing Head of Learner Support Ministry of Education Induction workshops and facilitated meetings an understanding of the role of the Learning Support Coordinators in developing the capabilities Deputy Principal Innovative Teaching Puketeraki Kāhui Ako Learning Support Coordinator Meeting Minutes of teachers to be responsive to the varied and and Learning Reports to RHS BoT diverse needs of Learners

To develop the processes and systems to enable Ongoing Head of Learner Support Processes and systems written into school documentation - RHS Staff the Learning Support Coordinators to work Handbook and Learner Support Faculty documentation effectively with Teachers to engage students and Deputy Principal Innovative Teaching accelerate progress and Learning Processes and Systems introduced to staff and embedded into practice ● Referral ● Advice and Support ● Reporting

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 23 End of Year review informed by student voice, Week 8 Term 4 Head of Learner Support ● Findings and next steps presented to SLT parent and whānau voice and staff feedback ● Summary of review findings included in the Board of Trustees Review Deputy Principal Innovative Teaching Report and Learning

Head of Learner Support

To identify and implement the recommendation in End Term 2 2020 Deputy Principal Innovative Teaching ● Review of curriculum to support development of ‘taster programmes’ the Alternative Education review, (completed Nov and Learning ● Identification of external resources - people, agencies…. 2019) ● Review of resource allocation Director AE ● Reports to North Canterbury Alternative Education Consortium

To further develop staff and students; strategies to Ongoing Deputy Principal Innovative Teaching ● Complete external Wellbeing audit reported to Board of Trustees follow/ use in their everyday life to support their and Learning along with next steps collated in a Wellbeing Handbook own wellbeing ● Action the practices of a RHS Well-being Handbook MMA Wellbeing ● Development of Wellbeing handbook ● Identified strategies Incorporated into Learning Advisory Curriculum HoH with responsibility for Wellbeing ● Monitoring staff wellbeing through leavers data and the NZCER

Teacher workplace survey and Wellbeing@Schools survey ● Analysis of the surveys presented to Wellbeing Committee and staff a view to informing next steps and PLD ● Included in term 3 newsletter ● Presented as part of the Term 3 ARTE report (Wellbeing@Schools Report) and Personnel Reports (Teacher Workplace Report) to the Board of Trustees

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 24 4. Connected Curriculum

Priority: To further develop the implementation of the Connected Curriculum to improve engagement and value-added in learning

Focus:

● To make explicit the natural connections that exist between learning areas and that link learning areas to the values, principles, and key competencies. ● To further explore opportunities to communicate the intent of the Connected Curriculum ● To further explore opportunities to embed connections to North Canterbury within the RHS Connected Curriculum ● To ensure that the right assessment and reporting tools and practices underpin teaching and learning in our school

Strategic Aim: to develop a dynamic, relevant and responsive curriculum to create an engaging school for all students

Annual Aim: To improve Learner engagement and accelerate progress through providing learner choice and agency.

Baseline Data:

● 2019 Yr 9 Engagement values

2019 Year (Aspire) - Average Engagement Marks

1.0 1.1 - 1.9 2.0-2.9 3.0 -3.9 4.0

0% 0.3% 16.2% 82.6% 2.8%

2019 Year (Respect) - Average Engagement Marks

1.0 1.1 - 1.9 2.0-2.9 3.0 -3.9 4.0

0% 0% 9.5% 85.3% 6.4%

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 25 ● CEM data - shows normal distribution, with lower reasoning and lower Maths stanine abilities.

Targets:

1. Year 9 and 10 students working at or above expected curriculum levels 2. To accelerate Year 9 students who are below expected curriculum levels at entry Yr 9 to curriculum level 4A /5B 3. To accelerate Year 10 students who are below expected curriculum levels at start of Year 10 to curriculum level 5P

Review Cycle:

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Action Steps By when Who will lead Indicators of Progress

Connected Local Curriculum

Further develop the RHS Connected Curriculum Deputy Principal Dynamic Curriculum ● Student, staff, parent and whānau consultation on the through: development of the next iteration of the Year 9 and 10 Associate Principal - Learning Advisory curriculum ● Developing the next stage of Connected Week 10 Term 2 model ● Student, staff, parent and whānau consultation on the Curriculum model i.e. Connected and development of the next iteration of the Year 9 and 10 Selected subjects Term 1 / Term 2 student curriculum

● Consulting with students, parents and achievement days

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 26 whānau to answer the questions does RHS ● Consultation findings are used by HoFs to plan next steps - offer NCEA Level 1 from 2021? Does RHS planning is written into Faculty and school-wide Curriculum offer connected courses at Level 1? Does documents, teaching and learning programmes and the RHS offer internals only at Level 1? development of the Library Strategic Plan ● Review informing next steps in the Week 10 Term 2 ● Course selection materials updated development of semesterisation to enable ● Consultation findings and next steps reported in the BoT differentiation and provide learner choice Curriculum Report ● Subject Selection documentation rewritten Week 1 Term 3 to including Vocational Pathways information ● Providing further extension opportunities Ongoing for gifted and talented students

Further develop a local curriculum that is Deputy Principal Dynamic Curriculum ● Analysis of review of local curriculum content findings are responsive to the needs, identities and feedback to staff aspirations of our learners and whānau by: ● Findings and next steps reported in the Term 3 BoT Curriculum Report Week 10 Term 1 ● Audit of local curriculum ● Review findings are used by HoFs to plan next steps - ○ Current use of local planning is written into Faculty and school-wide Curriculum resources / people documents and teaching and learning programmes ○ Local Curriculum Toolkit Week 10 Term 2 ● Focus on local curriculum clarified and strengthened across all ako Week 8 Term 4 programmes and subject areas

To continue to review progress and embed the Termly Deputy Principal Dynamic Curriculum ● Findings and next steps reported in the BoT Curriculum Digital Technologies Curriculum with a Report particular focus on Years 9-10 Deputy Principal Innovative Teaching and Learning

Associate Principal

Assessment and Reporting

Review of how assessment information is used Deputy Principal Dynamic Curriculum ● Review findings are feedback to staff

to inform teaching and learning ● Review findings are used by HoFs to plan next steps - planning is written into Faculty and school-wide assessment ● Stocktake of assessment tools Week 10 Term 1 programmes

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 27 ● Analysis of Teacher understanding of the Week 10 Term 2 ● Next steps in the development of assessment practice in progress and achievement of students termly BoT Curriculum Reports across the curriculum to include an evaluation of effectiveness of moderation processes across all year levels ● Analysis of how current practices is Week 10 Term 2 supporting Student Agency and Assessment Capability ● Development of school-wide Assessment Week 8 Term 4 and reporting statement

Review of Reporting with a view to creating Deputy Principal Dynamic Curriculum ● Review findings and feedback to staff conditions where parents, whānau and students ● Review findings are used by HoFs to plan next steps - are active partners in learning Deputy Principal Student Success and planning is written into school-wide reporting programmes Achievement ● Next steps in the development of reporting practice in ● Surveying parents and whānau to find out Week 10 Term 1 termly BoT Curriculum Report what they want to share, when and how ● Create and publish a visual timeline on Week 10 Term 2 information sharing about goals and progress for different year levels

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 28 5. Learning Opportunities

Priority: To create / implement models of learning to improve Student Engagement, Retention and Transition

Focus:

● To develop relevant programmes of learning, not subjects ● To create coherence and context for learning ● To inspire students to develop as independent lifelong learners ● To gain and build relevant qualifications

Strategic Aim: to develop programmes of learning that enable students to enter the workforce, training or further education with the dispositions / competencies to be successful in this rapidly changing world

Annual Aim: to further develop the senior curriculum based on analysis of current programmes of learning, student outcomes and learning pathways

Baseline Data:

A narrowing curriculum in the senior school - diminishing opportunities.

Pathways leading to Year 12 Year 13

Tertiary Study 41 41

Vocational 10 8

Workplace 12 7

A limited range of opportunities on offer for students to explore vocational pathways

Youth Guarantee Number of Students 2019 Programmes on offer at RHS Year 12 Year 13 Total

Gateway 20 27 47

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 29 STAR year courses 145 229 118

STAR Taster Courses 0 0 0

Three Plus Two 1 2 3

Trades Academies 171 229 108

A significant number of students still leave school before the end of Year 13

Learners who Year have left before the end 2017 2018 2019 of Year 13

Male 94 94 113

Female 54 69 68

NZ European 124 132 150

Māori 23 26 28

Pasifika 1 5 3

Targets:

1. To develop a coherent meaningful profile of learning dispositions (Year 9 - 13) 2. To develop Learning Advisory Programme ready for implementation in 2021 3. To increase student participation in youth guarantee programmes by 10% 4. At least two new vocational programmes of learning identified and strategic plan for implementation in 2021 finalised.

Review Cycle

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 30 Action Steps By when Who will lead Indicators of Progress

Learning Dispositions

Dispositions and Year Level rubrics embedded Term 1 Week 7 Associate Principal ● Dispositions aligned with the Puketeraki Kāhui Ako Ahuatanga into the RHS Connected Curriculum Learning Whaiaro. Programmes ● Consultation with the school community. ● Draft a rubric for each disposition Level 0 - 9.

Teachers collaborate to establish learning Week 10 Term 1 Associate Principal ● Analysis of where ‘dispositions’ are currently taught contexts and pedagogy for implementation of the ● Agreement in which learning contexts school wide dispositions will

dispositions be taught ● PLD school wide focus on developing pedagogical practice and reporting of dispositions

Establish targets based on self-assessment and Week 10 Term 1 Associate Principal ● Analysis of consultation with staff and students reported to Heads teacher assessment for student achievement of Faculty, Heads of House, SLT and Principal

based around the dispositions ● Develop an agreed understanding of ‘progress’ and identify what is ‘accelerated progress’ ● Matrix for assessing dispositions developed ● KAMAR markbooks and report templates developed ● Moderation systems developed ● Board of Trustees ARTE committee report reviewed to report on key dispositions attainment

Create a ‘celebration model’ to recognise Term 4 Week 5 Associate Principal ● Exploration of celebration models accelerated progress and achievement of ● Recommendations presented to Staff for feedback dispositions ● Model selected

Learning Advisory

Establish the curriculum for Years 9 -13 Term 2 Ongoing Associate Principal Presentation to HoFs and Pastoral Team for feedback incorporating wellbeing, goal setting, PB4L, Deputy Principal Dynamic Staff Consultation Curriculum

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 31 digital citizenship, vocational education, thinking Term 2 2020 Board of Trustees Curriculum Report includes an outline of tools, passion projects …. the Year 9 -13 Learning Advisory Programme

2021 Budget submitted Term 3 Identification of and development / purchase of Term 3 Associate Principal resources to support Learning Advisory teachers Learning and Teaching Programme developed by end of Term 4 Deputy Principal Dynamic Curriculum

Professional Learning and Development Associate Principal Term 3 2020 Board of Trustees Personnel Report includes an outline of the PLD programme for 2021 Learning Advisory Teachers ● Identifying staff capabilities and needs Term 2 Week 6 Deputy Principal Innovative ● Development and delivery of PLD Teaching and Learning Feedback from Teachers on Learning Advisory PLD informs next iteration programme for different year level Ongoing of programme form teachers

Regular communication to parents / whānau Ongoing Associate Principal Newsletter items through newsletters on what Learning Advisory is, the curriculum and its importance Deputy Principal Student Website updates Success, Achievement and Resourcing

Vocational Pathways

Analysis of Year 11-13 curriculum, student choice Term 1 Week 8 Associate Principal Report detailing analysis and recommendations presented to and leaver pathways to determine if we are meeting the learning needs and providing choice Future Pathways Leader ● Principal and SLT for all students ● Heads of Faculty ● Board of Trustees ARTE Committee

A range of specific models are identified that Term 2 Week 4 Associate Principal Exploration of models through meet the diverse and variable needs of all students ● Visits to other schools / providers ● Meetings with MoE, ITOs, community groups etc ● Review STAR model Head of Future Pathways ● Evaluation of research / best practice ● Review and Apply for increased places ● Gateway

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 32 ● Trades Academies Vocational Trades School Report evaluating the range of models presented to ● New programmes Including a transition Coordinator ● Heads of Faculty programme for ORS students Head of Mainstream Programme ● Principal for decision as to which courses are approved for next step i.e. investigation into whether RHS can resource i.e. if the course if viable

Curriculum for new programmes established in Term 2 Week 10 Associate Principal Analysis of Surveys / focus groups feedback / National Qualifications collaboration with students, parents / whānau, Framework requirements staff, tertiary providers and employers Head of Future Pathways Curriculum for each of the models presented to Heads of Faculty and the Vocational Trades School Principal – detailing learning outcomes, pedagogical practice and Coordinator assessment standards Gateway

Head of Mainstream Programme

Resourcing needs for each specific model Term 3 Week 2 Associate Principal Analysis of resourcing needs identified Vocational Trades School ● Funding streams / budgets Coordinator ● Learning Spaces / rooms ● Staffing Head of Mainstream Programme ● Timetabling Business Manager Decision made as to which courses will be included in Course Selection process TImetabler Course booklets developed for inclusion in the Course Selection process –

Establishment of Innovative Lead Teams to drive Term 4 Week 6 Associate Principal Presentation to Principal and HoFs the development of specific models with responsibility to: ● Teaching and Learning; and Assessment Plans for each model presented to Principal ● Develop teaching and learning; and ● Criteria for entry included in Subject Choice booklets assessment programmes ● Processes for collecting feedback and from who ● Establish criteria for entry ● Processes for evaluating the success of courses in meeting student ● To establish how feedback and from needs, engagement and achievement whom will be sought

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 33 ● To evaluate the success of courses in meeting student needs, engagement and achievement

Establish regular analysis of roll, student choice Ongoing Associate Principal Incorporation into self review programmes and student feedback for establishing senior curriculum profiles to inform next steps in ● Faculty Reports planning of learning opportunities ● Board of Trustees Curriculum Reports

6. Self Review

Priority: Building a culture of organisational renewal and transformation through rigorous reflection and self-review

Focus:

● Promotion of equity and excellence through identifying what works for students and why ● To support teachers, middle and senior leaders to develop RHS as a continuously improving organisation i.e. using a distributed leadership approach to build capability and capacity through collaborative inquiry and knowledge building ● To identify and address areas for improvement including prioritising resources based on information coming out of the evaluation processes ● To meet accountability requirements

Strategic Aim: Building the capability and collective capacity to do and use evaluation for continuous improvement

Annual Aim: Developing a culture of evaluation and inquiry that involves scrutinising quantitative and qualitative data to identify strengths and weaknesses, discussing solutions openly and critically and improving the effectiveness of professional practice.

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 34 Baseline Data:

● Teaching as Inquiry strengthened through the introduction of Spirals of Inquiry in 2018. Leadership and collaborative inquiries introduced in 2019 ● Triennial Faculty reviews introduced in 2018. External consultant worked with SLT to review largest Faculties in 2019 ● Templates created for form teachers to track student achievement that downloaded data electronically used for the first time in 2018. Refined in 2019 ● To enable the development of analysis and next steps - electronic template created for teachers to download class profiles, electronic template created for pastoral leaders to download attendance, engagement and achievement data and electronic template created for Faculty Report - used for the first time in 2019 ● The Board of Trustees consulted with parents, whānau and the wider community on the development of the RHS Strategic goals ● Design Framework introduced at a one-day workshop in December 2019 ● School Council was re-established in 2019. No other forum for student voice in whole school decision making

Targets:

● To strengthen student, teacher and parent / whãnau voice in the review process measured by: ● Student committees and community consultation informing development of learning opportunities models ● Students collaborating with staff as active participants in Kia Eke Panuku and PB4L committees and in, Library Strategic review ● To strengthen the evaluative capability of middle and senior leaders - SAF project with a focus on identifying and implementing the change levers to address the most important cause of underachievement ● To use student, staff and community voice to inform the development of Learning Advisory Programmes

Review Cycle:

Term 1: 25 March 2020 Term 2: 24 June 2020 Term 3: 11 September 2020 Term 4: 4 December 2020

Action Steps By when Who will lead Indicators of Progress

To document RHS review practices to provide Week 5 Term 1 Principal ● RHS Review document presented to the BoT Review Committee in clarity re evaluative and self-review processes Term 1 ● Voice is embedded in RHS Self Review processes. Tools to achieve this to include: ● Student voice on school-wide committees ● Student Committees ● Community Consultation includes a variety of workshops, surveys …

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 35 Continuous Improvement at Multiple Levels

Using the MoE facilitated Student Achievement Ongoing Principal ● Review of composition of Self Review Lead Team Function (SAF) Project to ● Job description for Lead Team written MoE SAF Facilitator ● SAF Project parameters written collaboratively with SAF Facilitator ● Identify what data inform decision making ● Minutes of SAF Project Meetings Deputy Principal Student Achievement ● further develop the evaluative capability of ○ informing discussion at HoF and SLT meetings Leaders to use data to make sound ○ Review of the PLD programme and PLD requests decisions that accelerate progress and ● Learning conversations lessons for Form Teachers ensure achievement of valuable outcomes ● Implementation and monitoring of IEPs for students identified for all learners? through RHS Tracking system as ‘at risk’ of not achieving ● refine the inquiry based approach at school and Faculty level ● to drive sustainable changes

Collective Sense Making

To introduce the Design Framework as a review Ongoing Principal ● Design framework used to gather, collate and analysis Student, tool building on the capabilities and capacity staff and community voice developed through Spirals of Inquiry work (2018- External Consultant ● Design Thinking workshops summary 9) to develop leaders’ capability to co-design with ● Design Thinking workshops presented to: ● Students ● Students ● Staff ● Teachers ● Community ● Parents and whānau the next steps in the development of the RHS ● BoT Connected Curriculum and staff capability to ● Learning Advisory Curriculum deliver

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 36

Appendix Glossary including Acronyms AE Alternative Education Ako Learning ASL Across School Lead Teachers ARTE Achievement, Retention, Transition, Engagement BoT Board of Trustees Building Learning Power Developing the habits and attitudes of curious, confident and independent learners BYOD Bring your Own Devices (laptops, Chromebook) CLs Curriculum Leaders Data Literacy The ability to create and derive meaningful information and communicate data ERO Education Review Office Growth Mindset When students believe they can get smarter; they understand that effort makes them stronger HOF Head of Faculty HOH Head of House IC In charge of ILE Innovative Learning Environments ITO Industry Trade Organisation Kāhui Ako Community of School Kete Basket of knowledge Kia Eke Panuku A journey towards success that is both dynamic and continuous, building from one's current location to where one aspires to be in the future

MMA Middle Management Allowance

MoE Ministry of Education ORS Ongoing resourcing PLD Professional Development and Learning RHS Rangiora High School Rongohia Te Hau Cultural Relationally Responsive Audit RS40 Roll Return The MoE collects March, June, July September roll returns from state with students in funding year levels nine to 15. SAF Student Achievement Facilitation SLT Strategic Leadership Team WSL Within School Lead Teachers

Rangiora High School Charter, Strategic and Annual Plan 2020 Page 37