School Charter Strategic and Annual PlanMotueka High School

2018 -2020

Principals’ endorsement:

Board of Trustees’ endorsement:

Submission date to Ministry of Education:

Contents of this charter:

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Introductory Section:Beliefs, purpose and vision. What our community values…. 3-7MHS in practice…. 8Maori dimensions and cultural diversity…. 9Supporting documentation…. 10The Motueka Kahui Ako vision and opportunities…. 11-12

Strategic Section:Baseline data 13-16Strategic Aims, Annual Targets and Implementation 17-22Summary of Targets 23How Systems Connect 25

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Our place.Motueka High School sits at the heart of the Motueka community and is a vibrant and lively school.  With a roll of over 700 students and

growing, students at Motueka High School enjoy diverse programmes full of opportunities both within and outside the classroom.  We are

very proud of outstanding and sustained student achievements in academic, cultural, sporting, outdoor education and leadership areas

and know that this school has much to offer.

At the Heart of the Community

A distinctive feature of Motueka High School is the strong sense of belonging of students, whanau and community.  This is evident all

throughout the school in the way that students care for each other and take on roles which support fellow students through their time at

school.  This helps maintain an environment which is safe and secure for all students and makes Motueka High School a great place to

be.  This is further enhanced by active support from the wider community.

Our school boasts a high number of notable academic successes every year, celebrated regularly within the school. Academic, sporting,

cultural, musical and community achievements are publicised and actively supported by the community with local businesses and

individuals sponsoring generous contributions at prize-giving. However, as not every student will have published successes, our general

emphasis is for all students at Motueka High School to become well-rounded citizens who will contribute positively to our society.

We are very proud of all of the curriculum areas that are offered to students at Motueka High School. One in particular is our world-class

Outdoor Education Programme. Being on the doorstep of three National Parks and access to coastal, alpine and cave environments,

means our programme is unique and sought after by both domestic and International students. All of our Outdoor Instructors are

nationally qualified specialists and our Outdoors Mark certification means that our programme meets the very highest safety standards.

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Opportunities for leadership at Motueka High School are plentiful including the ‘Whānau Class’ which provides an effective, supportive

environment for all students who choose this option.

We are fortunate at our school to attract dedicated and skilled teachers, several of whom have been formally recognized with National

Excellence in Teaching Awards. Motueka High School has more NEiTA Foundation National Excellence in Teaching Awards than any

other state secondary school in the country. This is a real achievement.

Our original and polished school productions, our hugely popular Talent Quest and the large plethora of co-curricular and extra-curricular

activities are excellent examples of the high standard of teaching and learning that extends beyond the classroom.

We Believe it is important that…

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All members of our school community should feel culturally safe and well connected.

Everyone reaches their potential Effective teaching and learning occurs consistently

All students feel safe and connected to their community and culture in order to achieve

All students are supported to develop the skills, dispositions and attitudes they need to achieve at school and in the future

Teachers know and use teaching practices that involve all students in their learning so they can achieve.

Student’s agency, engagement and ownership in their learning is developed and expected as a key element to their achievement and progress.

So at Motueka High School our Purpose is to …

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Embed values in teaching programs and PB4L

Show the value of and support co-curricula activities as vehicles and opportunities, this includes Arts, Sport, Cultural, Social, Environmental, Community, Leadership, Mentoring, Student Contact…….

Ensure Orientation, House Sports, Leadership training have an explicit focus on core values.

Connect to agencies, groups, clubs and employers

Use local resources, contexts and knowledge in program design and delivery (Whenua based education) and the Nature of Science project

Maintain and further develop strong links to Ngati Rarua and te Atiawa through Te Awhina Marae.

Provide cultural, gender and sexuality training (staff) and education (students)

Promote recognition in assemblies and processes

Encourage student representation, voice and support

Move towards personalized learning Reflect diversity in school policies and

planning, eg uniform, forms, bathrooms. Maintain a strong and diverse International

Student program Work within our CoL and in our school to

gather and use information about our students and their whanau that will guide us in designing and delivering programs that will see them reach their potential.

Track student’s progress towards goals

Use and develop the following processes: Policies and procedures Property plans MLE Tikanga Maori programs Whanau class PB4L GATE Support classes Knowing the learner PL and inquiry SENCO, House, Base and HUB Identify Priority learners and develop

strategies Develop Inquiry cycles

(teachers/Depts) Conduct effective self-review that

includes student voice Engage Whanau in their student’s

progress and achievement

To achieve our Vision of students who are…

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Are able to manage themselves, are independent and confident

Respectful, empathetic and considerate Motivated and strive to learn Well educated and informed about and

involved in our School and Community Capable and willing to contribute to the

wider community through as employees, volunteers, citizens

Proud of their school and community and ambassadors for them

Comfortable, secure and supported in being themselves

Supportive advocates for the individuality of others

Appreciative of diversity and are empowered in adding their perspectives to our school and community

Able to access a wide range of educational and co-curricula opportunities and be successful in them

Passionate, skilled, capable and qualified to participate, succeed and lead in their chosen fields.

Independent, resilient and confident learners

Performing to their various potentials Passionate and engaged Open to new experiences and learnings

Safe, comfortable and happy at Motueka High School, and well prepared to be so in the wider world outside our gates.

Learning in engaging environments that reflect their identity and aspirations

Supported and valued in their cultural identity and empowered to lead others

Having individual needs, interests and passions catered for and nurtured.

Our Values-Described and enacted through MHS

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Maori Dimensions and Cultural Diversity.

Our community has a rich history and strong cultural identity. The land the school sits upon is owned by the Wakatu Corporation and we have powerful links to Ngati Rarua and Te Atiawa that we value greatly.

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As a school we have worked hard on improving our capacity as staff and students in engaging in tikanga Maori and the effective teaching and learning of Maori students.

Strategies include:

A whanau form class that focusses on Tikanga Maori and supporting Maori learners The use of Te Whare Taikura o te Maatu (opened in 2016) as a cultural education centre for our community. Regular Runanga Maatua meetings to engage with Maori learners and their Whanau The co-option on to the BoT a representative for Te Awhina Marae Student on the Abel Tasman Youth Trust representing Te Awhina Marae A heavy focus on cultural knowledge and competence in professional learning including a marae based day every year. Various combined projects that include Kapa Haka and carving to create links with mana whenua Expect and model appropriate tikanga in school events and occasions including powhiri or mihi whakatau. Maintaining a diverse international student program that promotes respect and understanding of cultures and beliefs.

In terms of achievement Motueka High School has seen steady improvement in Maori achievement in recent years yet a gap between Maori achievement and other groups remains.

Supporting Documentation not Within the Charter

NCEA analysis and Departmental Reports PL Plan and inquiry documentation

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Financial Management Policies Delegated Authorities list 10 Year Property Plan School policies and staff handbook. Charter Development work plan and consultation notes.

The Motueka Kahui Ako

VisionConnected learners, achieving confidently, contributing positively

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Through Quality Learning Relationships

Connected learners – working together

Achieving confidently –mana enhancing

Contributing positively –aspiring for success

ValuesKotahitanga, Trust, Commitment.

Kotahitanga – Knowing that by working together we are stronger and more effective to meet the needs of and improve the outcomes for our students, their families, whanau and wider community.

Trust – Knowing that we can we can rely on each other’s honesty and confidentiality; respecting each other’s unique contributions in a respectful and safe environment.

Commitment – Knowing that we all will take a positive and pro-active role to ensure we maximise our opportunities for success

Summary of Motueka Communty of Learning/Kāhui Ako Achievement Opportunities

Quality Learning Relationships –To achieve equitable outcomes for all students

For Boys Year 1-10 particularly in writing (Reflected in Literacy targets and strategies and identification of priority learners).

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For Māori and Pacific students Years 1- 13 (Reflected in targets for Maori students and NCEA targets)

For Males and Females particularly at Year 12 and 13. (Reflected in NCEA Targets)

These Achievement Opportunities are embedded in the foundation of our Strategic Plan and articulated in the form of Annual Objectives and Targets within this charter.

Baseline Data

NCEA Achievement Data (Roll Based %)

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L1 L2 L32013 65.5 55.2 46.62014 74.4 68.2 33.32015 58.4 76.7 47.62016 81.5 63.3 47.22017 73 67.6 55.6

NCEA Conversion Rates

This describes the % of students who, after achieving L1 go on to pass L2, or on passing L2 then pass L3. Numbers higher than 100% indicate that more students in a year group pass level that level than the previous. National comparison rates are included.

L1-2 MHS % L1-2 NZ % L2-3 MHS % L2-3 NZ %13

2013 Conv 104 108 60 762014 Conv 103 106 70 802015 Conv 108 106 62 802016 Conv 82 103 88 79

2013 Conv 2014 Conv 2015 Conv 2016 Conv0

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40

60

80

100

120

Passes as % of passes at previous level

L1-2 MHS % L1-2 NZ % L2-3 MHS % L2-3 NZ %

NCEA Tracked Cohort Data

Targets appear in colour, 2018 targets in red and 2019 (proposed) in blue

L1 L2 L3

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2013 Cohort65.

5 68.2 47.6

2014 Cohort74.

4 76.7 47.2

2015 Cohort58.

4 63.3 55.6

2016 Cohort81.

5 67.654.2

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2017 Cohort 73 80.364.2

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Maori Achievement Baseline

NCEA Level One MHS Maori (Roll) NZ Maori (Roll)2013 50.0 58.02014 52.2 63.72015 38.9 67.02016 64.0 69.42017 41.4 67.1

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Literacy Baseline Data

% at expected level Year 9 % at NZC L5 (Reading) Year 10Year 9 2016 Cohort 87 80Year 11 Maori Students (2018) 48 (6 F/4 M)

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Strategic Planning Section

Strategic Aims Annual Objectives 2018 Annual Objectives 2019 Annual Objectives 2020Ensure that all members of our school community feel culturally safe and well connected. All students feel safe and connected to their community and culture in order to achieve.

Consolidate system and process to ensure consistent PB4L practice

Review status of and develop a plan for relationships with community organisations

Consolidate policy management and development

Review and develop educationally powerful relationships with whānau

Consolidate plan for relationships with community organisations

Consolidate educationally powerful relationships with whānau

Develop ongoing and new relationships within our community and beyond (including internationally).

Effective teaching and learning Teachers know and use teaching practices that involve all students in their learning so they can achieve.

Students agency, engagement and ownership in their learning is developed and expected as a key element to their achievement and progress.

Review and develop individualised learning plans for year 9 and year 11 students

All teachers inquire into the effective teaching of writing in all curriculum areas

Develop and refine individualised learning plans for year 9 to year 13 students.

Review outcomes or teacher inquires to identify best practice

Review effectiveness of individualised learning plans.

Consolidate the use of school and teacher inquiry cycles appraisals.

Everyone reaches their potential All students are supported to develop the skills, dispositions

Students at risk of not achieving NCEA Level 2 will achieve this or an

Consolidate strategies to increase the proportion who achieve NCEA Level 3

Review changes in patterns of achievement to identify and use best practice

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and attitudes they need to achieve at school and in the future

equivalent qualification

Accelerate the progress and achievement of Year 9 and Year 10 who are unlikely to be working at Level 5 of the curriculum by the end of year 10

Review and develop the proportion who achieve NCEA Level 3

Develop and consolidate Year 9 and 10 tracking matrix

Review and develop a student profile

Consolidate use of student profile and monitoring of this an evaluative mechanism for individual students and the school.

consistently.

Develop evaluative practices derived from individual profiles and learning plans rather than NCEA summaries alone.

Implementation Plan and Annual Target

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Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators TargetEnsure that all members of our school community feel culturally safe and well connected. All students feel safe and connected to their community and culture in order to achieve.

Consolidate system and process to ensure consistent PB4L practice

PB4L co-ordinator works with the PL committee and SCT to deliver training and review practice in classrooms

PB4L co-ordinator joins “Engagement Committee” to develop strategies to improve learning behaviours.

Me and My School Survey results

Student voice surveys in Dept plans and teaching inquiries

Attendance data Pastoral Data Sport participation

data Gold point and

praise postcard data

Review status of and develop a plan for relationships with community organisations

Sports Committee continue to meet to improve links to local clubs and groups.

Whenua Based education group work with Iwi and UC to create an implementation plan.

Patrick Smith continues his

Completion of a sport plan approved by BoT

Completion of whenua based education implementation plan

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contracted work to liaise with local employers and businesses.

Consolidate policy management and development

Draft and review school.doc policies for publishing

Completion and publishing of school.docs policies

Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators Target

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Effective teaching and learning Teachers know and use teaching practices that involve all students in their learning so they can achieve.

Students agency, engagement and ownership in their learning is developed and expected as a key element to their achievement and progress.

Review and develop individualised learning plans for year 12 and year 13 students

All teachers inquire into the effective teaching of writing in all curriculum areas

Utilise ASSAY and trial new data systems (MIDGES) to provide students and staff with clear achievement data (CoL positions)

Literacy leader and SCT work with staff to target at risk students and develop best practice.

IT contract with focus on literacy to effectively use IT as a literacy tool.

NCEA tracking data

Teacher reports Student self-

evaluation Dept Plans ASSAY and

MIDGES predictive tracking

NCEA L2 achievement is 110% of L1 achievement for the same cohort.

NCEA L3 achievement is 80% of L2 for the same cohort.

90% of Year 10 at or above NZC L5 in reading and writing by end of year 10

100% of Maori learners with NZC L5 at the end of yr 10 reading and writing gain NCEA L1

Strategic Aims Annual Objectives 2018 Implementation Plans Performance indicators Target

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Everyone reaches their potential All students are supported to develop the skills, dispositions and attitudes they need to achieve at school and in the future

Students at risk of not achieving NCEA Level 2 will achieve this or an equivalent qualification

Accelerate the progress and achievement of Year 9 and Year 10 who are unlikely to be working at Level 5 of the curriculum by the end of year 10

Review and develop the proportion who achieve NCEA Level 3

Develop and consolidate Year 9 and 10 tracking matrix

Review and develop a student profile

Priority students are identified by Deans and known to teachers.

All learners in years 12 and 13 will be engaged in identifying their own goals and monitoring their own progress with Deans and in school CoL staff support

Year 9 and 10 students at risk of not getting to L5 of NZC in writing and reading identified and strategies across the curriculum implemented and monitored by Literacy Leader and teachers.

SAF change team and CoL teachers develop 9 and 10 tracking matrix to capture and use meaningful

Student lists shared with staff and BoT and progress reported on in Dept Meetings and to BoT.

Learner profiles available and regularly updated and reported on by Deans

Literacy leader and teachers have priority student lists and report on progress termly to the Principal.

Student profile templates and matrix ready for use by end of Term Two.

NCEA L2 achievement is 110% of L1 achievement for the same cohort.

NCEA L3 achievement is 80% of L2 for the same cohort.

90% of Year 10 at or above NZC L5 by end of year 10 for Reading and Writing

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assessment data.

Summary of Targets

90% of Year 10 at or above NZC L5 by end of year 10 for Reading and Writing

100% of Maori learners with NZC L5 at the end of yr 10 reading and writing gain NCEA L1

NCEA L2 achievement is 110% of L1 achievement for the same cohort.

NCEA L3 achievement is 80% of L2 for the same cohort.

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How Systems Connect

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ImprovingStudent

Achievement

Strategic Plan and Annual Targets

Departmental Planning and

Reporting

Teacher Inquiry and appraisal

Professional Learning

Development of Teacher Practice

and School structures

Annual Report and next plan