1

NelsonCityCommunityofLearning(CoL)–KāhuiAkokiWhakatū

2015–2018

ExecutiveSummary–(WorkingDocument)

2

NgāWawata---Vision

CommunityofLearningVision-OurCommunityofLearningwillcollaboratetoenhanceengagementandachievementforallākonga/learnersinWhakatūsothatourrangatahi/youngpeoplehaveequitablelifechoices.Wewillfocusonlearningpathways,wellbeing,evaluativecapability,culturalcompetencies,teacherpedagogyandwhānau/communitypartnerships.ThiswillalsoenableustobuildcollectivecapacitytoadvocateforWhakatūākonga/learners.Whakataukī-(Thisisaninitialwhakataukīaswedevelopworkingtogetherasagroup)Kauaerangiruatiatehāpaiotehoe;ekoretōtātouwakaeūkiuta.‘Donotliftthepaddleoutofunisonorourcanoewillneverreachtheshore.’Thisproverbservestoemphasisetheimportanceofallworkingtogethertosucceedinanyjointproject.

NgāUara-Values

1. Whanaungatanga/Relationships-Skilledinbuildingandnavigatingrelationalspaces.Eharatakutoaitetoatakitahi,engarihetoatakitini2. Whakapapa/SenseofBelonging-Livingconfidently-withaffinitytowhakapapaandateasewithagrowingculturalcompetenceinlanguage,

tikangaandidentity.Kiatūmāiakirungaiarātouakeahureatuakiri.3. Whakatoro/Courage-Thinkingrespectfullyandcriticallyabouttheworldandideas.Whakarongokiteao.Māterongokamōhio,mātemōhioka

mārama,mātemāramakamātau,mātemātaukaora.4. Whakatōmene/Exploration-Articulateandconfidentinexpressingthoughts,feelingsandideas.Ngākaiaterangatirahekōrero.Metūrangatira

ai.5. Ako/PersonalisedLearning-Kiawhāiītetaumata:Achievingqualificationsfromschoolandwiderlifethatleadtofutureoptionsandchoice.Whaia

tetaumatamōtekoingatangaheiaraorangamōhou.Kotepaetawhiti,whaiakiatata.Kotepaetata,whakamauakiatīna.

3

Ko wai Mātou? Who are we?

NelsonCommunityofLearning12schools/centresintheNelsonRegion:

Inalphabeticalorder:

AucklandPointSchool,CliftonTerraceSchool,HampdenStreetSchool,HiraSchool,LakeRotoitiSchool,NelsonCentralSchool,NelsonCollege,NelsonCollegeforGirls,NelsonIntermediateSchool,NelsonTasmanKindergartens,StJosephsandVictoryPrimarySchool.

TheNelsonCoL’sarepartoftheNelsonPrincipalsAssociation(primary).Thereareonlytwosecondaryoptionsinthisarea:NelsonCollegeforGirlsandNelsonCollegesothepathwayforthemajorityofstudentsinthese9schoolsistooneofthetwocolleges.

TheNelsonregionhasbecomeincreasinglyculturallydiverse,presentingbothopportunitiesandchallengesforschoolstorespondtoandeffectivelyengagestudentsintheirlearning.DiversityisparticularlyreflectedintheincreasednumberofPacificstudents,childrenofrefugeefamiliesandinternationalstudentsattendinglocalschools.ThereissomedisparityintheachievementlevelsofMāoriandPasifikastudentsbothatprimaryschoolandsecondarylevelsandthisisanareathatschoolsaregenerallytargetingthroughdataanalysisandplanning.ERO2015

TeTīmatanga–TheBeginningTheNelsonCityCoLmetregularlytodiscussprogressbeforethedraftplanwaspresentedtotheBoardsofTrusteesforreviewandthenfinallytothecombinedcommunityforfeedback.TheNelsonCityCoLusedtheGoogleDrivetoshare2014dataandinformation,witheachschoolenteringitsachievementdataandtheplanninggroupsharingitsprogressandgivingopportunityforeachschooltogivefeedback.SchoolsagreedtotakeindividualresponsibilityforsharingtheinformationwiththeirownBoardsandstaff.

4

TheNelsonCommunityconsistsoffivecontributingschoolswithstudentsinYears1to6,onefullprimary,oneintermediateschool,twosecondaryschoolsandisworkingalongsidetheNelsonTasmanKindergartenAssociation.Theconfigurationprovidesopportunitiesforastrengthenedstudent---centredpathway.Therearenosignificantperformanceconcerns,withtwooftheschoolshavingafour---to---fiveyearreturntimefortheirnextEROvisitandtheothersevenschoolshavingathreeyearreturntime.Schoolsinthiscommunityhostarangeofeducationalfacilitiesandcommunityservices.Oneschoolsharesitscampuswithcommunityservices,socialagenciesandakōhangareo.OtherschoolshostavarietyofservicesontheirgroundsincludingalocalPasifikafonocluster,akindergartenandTeenParentUnit.TwoschoolsofferbothtereoMāoriandEnglish---Mediumclasses.SecondarystudentsbenefitfromtheestablishmentofaTradesAcademyatNelsonCollege.Thecentrewasbuiltwithbusinessandfinancialsupportfromthelocalcommunityandoffersawidevarietyofcoursessuitedtothedifferentpathwayrequirementsofstudents.StudentscanalsoparticipateinTopoftheSouthAcademycoursesofferingstudentsvocationalpathwayswithNelsonMarlboroughInstituteTechnology.Bothcollegeshaveschoolhostels,andinternationalstudentsstayineitherthehostelsorhome---stays.ERO2015

WeroAngitū---AchievementChallenges

1.Writing:Attheendof2014,20.89%(226/1082)ofboysachievedbelowandwellbelowtheNationalStandard.Ourchallengeistoraiseboys’achievementfrom79.11%achievingat/above,to85.11%in2017.

BaselineData2014

%Gain

(BPSTarget)

2015 %Gain 2016 %Gain 2017 %Gain

2018

79.11%(856/1082)

+2%

#22

81.11%

(878/1082)

+2%

#22

83.11%

(900/1082)

+2%

#22

85.11%

(922/1082)

+2%

#22

87.11%

(944/1082)

5

2.Writing:Attheendof2014,37.94%(129/340)ofMāoriākonga/studentsachievedbelowandwellbelowtheNationalStandard.OurchallengeistoraiseMāoriākonga/studentachievementfrom62.06%achievingat/above,to85%in2017.

BaselineData2014

%Gain

(BPSTarget)

2015 %Gain 2016 %Gain 2017 %Gain

2018

62.06%(211/340)

+10%

#34

72%

(245/340)

+8%

#27

80%

(272/340)

+5%

#17

85%

(289/340)

+2%

#7

87%

(296/340)

3.Tuhituhi:Attheendof2014,51%(40/79)ofākonga/studentsachievedbelowandwellbelowNgāWhanaketanga.Ourchallengeistoraiseākonga/studentachievementfrom49%to85%achievingat/above,to85%in2017.

BaselineData2014

%Gain

(BPSTarget)

2015 %Gain 2016 %Gain 2017 %Gain 2018

49%(39/79) +16%

#13

65%

(52/79)

+10%

#8

75%

(60/79)

+10%

#8

85%

(68/79)

+2%

#2

87%

(70/79)

4.Maths:Attheendof2014,23.18%(249/1074)ofgirlsachievedbelowandwellbelowtheNationalStandard.Ourchallengeistoraisegirls’achievementfrom76.82%achievingat/above,to85.82%in2017.

6

BaselineData2014

%Gain(BPSTarget)

2015 %Gain 2016 %Gain 2017 %Gain 2018

76.82%(825/1074)

+3%

#32

79.82%

(857/1074)

+3%

#32

82.82%

(889/1074)

+2%

#21

85.82%

(922/1074)

+1%

#11

86.82%

(933/1074)

5.Maths:Attheendof2014,31%(41/133)Māoriākonga/studentsachievedbelowandwellbelowtheNationalStandard.OurchallengeistoraiseMāoriākonga/studentachievementfrom69%to85%in2017.

BaselineData2014 %Gain(BPS

Target)

2015 %Gain 2016 %Gain 2017 %Gain

2018

69%(92/133) +6%

#8

75%

(100/133)

+5%

#7

80%

(107/133)

+5%

#7

85%

(114/133)

+1%

#1

86%

(115/133)

7

6.Pāngarau:Attheendof2014,35%(21/60)Māoriākonga/studentsachievedbelowandwellbelow.OurchallengeistoraiseMāoriākonga/studentachievementfrom65%to85%in2017.

BaselineData2014 %Gain(BPS

Target)

2015 %Gain 2016 %Gain 2017 %Gain 2018

65%(39/60) +10%

#6

75%

(45/60)

+5%

#3

80%

(48/60)

+5%

#3

85%

(51/60)

+1%

#1

86%

(52/60)

7.NCEALevelTwo:Attheendof2014,17.5%(76/434)ofākonga/studentsleftschoolwithoutNCEALevel2.Incomparison31%(13/42)ofMāoriākonga/studentsleftschoolwithoutNCEALevel2.OurchallengeistoraiseMāoriākonga/studentachievementatNCEALevel2from69%to85%in2017.

BaselineData2014 %Gain(BPS

Target)

2015 %Gain 2016 %Gain 2017 %Gain 2018

LeaverswithNCEALevel2orabove---69%Māoriākonga/students

+5% 74% +6% 80% +5% 85+% +2% +87%

8.NCEA Level TwoEndorsement: At the end of 2014, 31% (9/29)Māori ākonga/students achievedNCEA Level 2withMerit orExcellenceendorsement,whichisbelowthelevelofNon---Māoristudents(50%).OurchallengeistoraisetheproportionofMāoriākonga/studentsachievingExcellenceorMeritendorsementtoatleast50%in2017.

8

BaselineData2014 %Gain(BPS

Target)

2015 %Gain 2016 %Gain 2017 %Gain 2018

31% +4% 35% +5% 40% +5% 45% +5% 50%

ReportingProgressAgainstAchievementChallenges

TheNelsonCityCoLwillmeeteachtermtomonitorandevaluatetheprogresstowardsmeetingtheachievementchallenge.AreportwillbesharedwitheachBoardofTrustees.

9

Whaiateitikahurangi---TakingAction(AchievingatStandard)

• Buildtherightevaluativecapabilitiesamongteachersandstaff• Consistentteacherjudgmentandformativeassessmentpracticeusedwithinschoolsandacrosstheprimary/secondarysectors• EducationallypowerfulrelationshipsdevelopedwithECEandTertiaryto:• Strengthenattainment• Strengthentransition• Strengthencommonunderstandingofgoodpractice.

TheCoLwillfocusonstudent’stransitiontoschooldeveloping:

• LeadersandteachersinearlychildhoodservicesandschoolsunderstoodthelinksbetweenTeWhārikiandNewZealandCurriculum(NZC)/TeMarautangaoAotearoa(TMoA)andprovidedacurriculumthatwasrelevantandmeaningfulforchildren

• Children’spreviousinterests,strengths,priorknowledgeanddispositionsforlearningwereknownandusedtodeveloprelevantandresponsivelearningforchildren

• Culturallyresponsiveteachingandassessmentcontributedtochildren’ssenseofthemselvesasconfidentlearners• Stronglearningpartnershipswithparentsandwhānausupportedchildrenastheyapproachedandtransitionedtoschool.ER0(2015)• Manyschoolsareatthepointof,orintheprocessofreviewingtheircurriculumtoensurethatthecontent,processesand

deliverymatchthediverseneedsandinterestsoftheirstudentpopulations.Thereisplentyofscopetosharesomeofthehighqualityplanninganddeliverypracticesoperatingindifferentschoolsacrossthecommunity,particularlyinareassuchastheuseofintegratedandinquiryapproaches,theuseofliteracyandmathematicsacrosslearningareas,andcriticalthinkingandauthenticlearningexperiences.ERO2015

10

Whaiateitikahurangi---TakingAction(AchievingPotential)

• DevelopaconsistentshareddefinitionwithinschoolsandacrosssectorsofMāoristudentsenjoyingeducationalsuccessasMāori• Developaconsistentshareddefinitionwithinschoolsandacrosssectorsofstudentswithspecialeducationneeds(usingarangeof

culturallenses)• Developaconsistentshareddefinitionwithinschoolsandacrosssectorsofgiftedandtalentedākonga/students(usingarangeof

culturallenses)• Co---constructagraduateprofilewithMāoriwhānau,pasifikafonoandELLparents• Studentsat&abovearemotivatedlearnersandachievingtheirfullpotentialacademically• Ākonga/Studentswithspecialeducationneedsaremotivatedlearnersandachievingtheirfullpotentialacademically• ELLstudentsaremotivatedlearnersandachievingtheirfullpotentialacademically• Consistentprogressandimprovedliteracyandnumeracyresults• IncreasetheretentionandachievementofseniorMāorisecondarystudentstoensuretheyhavetheabilitytomakea

successfultransitionfromschooltotertiarystudy,trainingoremployment.

Schoolsaremakinggoodprogressinimprovingthequalityandconsistencyofteaching.Someschoolshaveclearguidelinesandexpectationsforteachers,andhaveaccessedappropriatePLDtosupportthemtoraisethequalityoftheirteaching.Thereisevidencethatteachersinanumberofschoolsworkcollaboratively,andprofessionaldiscussionsenhancetheconfidenceandconsistencyoftheirteachingpractices.Theseareapproachesthatcouldalsobesharedwithallschools.ERO2015

11

Whaiateitikahurangi---Wellbeing/Engagement(Whatwillwedodifferently?)

EstablishNelsonCoLagreedprotocolsandconsistentpracticefor:

• Supportinghighriskākonga/studentsandtheirwhānau• Transitioningstudentsbetweensectorsandschools• Managingbehaviourpositivelytoretainākonga/studentsinschool• Supportingnewlyenrolledtransientākonga/students• Effectivecrosssectorcollaborationtoembedcommonunderstandingsandstrongpastoralcarepractice• Improvedwellbeingindicators• Improvedattendancedata;especiallybeyond16yearsofage• Improvedretentiondata• Improvedengagementdata• Increasedengagementbywhānauintheirchild’slearningandthelifeoftheschool

Mostschoolshavewelldevelopedsystemsforgathering,collatingandreportingassessmentinformation.Theyusetheinformationtorecognisepatternsandtrends,andtodevelopstrategiesforteachingandlearninginresponse.Someschoolshaveastrongfocusonensuringthatassessmentisbothreferencedandactioned.Theyhavestrongmoderationpracticestoensurethatjudgmentswerebecomingmorereliableandconsistent.StudentsintheNelsonCommunitylearninschoolswheretherearehighexpectationsforthemtoachieveandtoengagesuccessfullywithlearning.Moststudentsenteringschoolhaveparticipatedinsomeformofearlychildhoodeducationandthemajoritymakesteadyprogressinreadingwritingandmathematicsduringtheprimaryyears.AtsecondarylevelstudentsareachievingatornearNationaltargets.ERO2015

12

Areasforimprovementinclude:

Tomake increaseduseof achievementdata to showprogressover time, enabling them tobetter evaluate the impactofdifferentinterventions.Otherareasfordevelopmentincludedensuringthatdatawaspresentedclearlyandconsistently,andwasbrokendowntoshowtheprogressoftargetgroups.ERO2015

Strengtheningappraisalsystemstobetteridentifyteachers'goalsandareasrequiringsupport---especiallyinrelationtoachievementchallengesDevelopingasharedunderstandingandmodelofself-review,againstclearindicatorsofsuccessStrengtheningtheabilitytorecogniseandrespondtotheneedsandaspirationsofaculturallydiversecommunity.

AlthoughthenumbersofMāoriandPasifikaākonga/studentsandyoungpeopleisrelativelysmall,thereisageneralneedtoincreaseawarenessoftheirperformanceandaspirations.Bothgroupsdowellincomparisontothenationalachievementprofilefortheirrespectivecohortsbutthereisagapatbothprimaryandsecondarylevelinoverallachievement.ERO2015

13

Whaiateitikahurangi---Achievementssofar

Theschoolshavebeeninvolvedinanumberofprofessionaldevelopmentandinitiativestoaddresstheabovechallenges.Thesehaveincluded:

RaisingAchievement:

• StudentAchievementFunction(SAF)• OTJworkshops• NationalStandards/NgāWhanaketangaworkshops• AppraisalWorkshops• FormativeAssessment–ShirleyClarke• KaHikitia–AcceleratingSuccess2013---2017• Tātaiako• TauMaiTeReo–TheMāoriLanguageinEducation2013---2017

HealthandWellbeing:

• PB4L• SocialWorkerinSchools(SWiS)• IncredibleYears• ModernLearningPedagogy• UseofInclusivePracticeTool• OpentoLearningConversations• Restorativepractice• WellbeingatSchoolTool

Literacy:

• ALL(AcceleratedLiteracyLearning)• ReadingTogether• ReadingRecovery

TumuakiandManagement

• TūRangatira–MāoriEducationalLeadership.MinistryofEducation(2013)

• CulturallyresponsiveandrelationalpedagogyfocusingonraisingMāoriachievement

• Tātaiakoschool---widedevelopment

14

Numeracy:

• NumeracyProject• Pāngarau• MathsSpecialistTeacher(MST)• ALIM1&2---AcceleratedLearninginMaths

Leadership/Governance

• AspiringPrincipalsProgramme(NAPP)• FirstTimePrincipalsProgramme(FTP)• GrowthMindset–CarolDweck/GuyClaxton• HautūNZSTA• PrincipalSabbaticals• TūRangatira