School
Charter

Strategic and Annual Plan for Whangamata Area School

2017 -2020

Vision

Creating connected, engaged lifelong learners through positive, productive partnerships and authentic learning experiences

Values – K.O.R.U.

Overview


Whangamata Area School is a co-educational school which offers a unique educational opportunity with schooling from Year 1 through to Year 13.  With a roll of  480 students the school is large enough to have the advantages of a range of specialist teachers and facilities, yet small enough to retain the flexibility and pastoral support individual students need. We are able to offer small class sizes throughout the school. 

Our four core values form the acronym KORU (Knowledge, Organisation, Respect and Unity). The school prides itself on offering excellent opportunities for academic success, and extension and growth of each student as citizen through a range of sporting, cultural, and club opportunities. Many of these are founded on partnerships with local clubs and organisations. 

Area schools have a unique nature; our senior classes are small and provide opportunities for small group and individual support. Most year 11 classes are less than 20 students and many of our year 12 and 13 classes have less than 10 students. Attending an Area School, our students enjoy advantages not offered in other schools:

  • Continuity in their education avoiding the disruption of starting new schools at intermediate and secondary levels;
  • Significant leadership opportunities throughout the school with student voice groups in four different areas.
  • A small senior school giving our students the chance to construct 'tailor made' courses, with close and full support of highly professional staff - the success of which can be seen in our NCEA results
  • Year 1-6 students have access to specialist facilities and staff usually only available for secondary students.

The Board of Trustees and senior management of the school are committed to fostering high expectations of student achievement, uniform and behaviour; student leadership opportunities; and positive, productive relationships with Whanau, parents and friends of the school.

Values

Baseline Data
2017

Students’ Learning

Primary Achievement

  • 191/243 Students At or Above expected level for Reading
  • 183/243 Students At or Above for Writing
  • 184/243 Students At or Above for Mathematics.

Lower Secondary Achievement PAT Scale Scores

  • Cohort Average of 77.0 (76.5) for PAT Reading Comprehension in year 10
  • Cohort average of 64.1 (65.4) for Mathematics in year 10
  • Cohort Average of 71.2 (67.0) for PAT Reading Comprehension in year 9
  • Cohort Average of 57.7SS (60.6) for mathematics in year 9.

(National averages in brackets).

Upper Secondary Achievement

  • NCEA Level One 31/34 Year 11 students achieved Level One
  • 28/30 Year 12 students achieved Level Two
  • 12/19 Students achieved level Three
  • 12/19 Students achieved University Entrance.

Knowledge &
Organisation

Strategic Section

Strategic Goals

Core Strategies for Achieving Goals 2017 – 2020


Students’ Learning

Strategic Goals

  • To increase achievement and progress of boys and Maori students across a range of indicative outcomes data including New Zealand Curriculum Levels, NCEA, Retention, Transition and Destination.

Core Strategies for Achieving Goals 2017 – 2020

  • Focus on accelerated progress for boys in mathematics and writing against Curriculum level indicators
  • Implementation of research based literacy strategies with history of benefit for boys.
  • Continuation of Culturally Responsive Pedagogy Development through Kahui Ako (COL).

Student Engagement

Strategic Goals

  • To increase retention of students into years 12 and 13 and increase the number of students leaving school into further education or vocational training
  • To increase student engagement in positive school and community activities
  • To improve transition experiences at key points, particularly ECE to School, and Year 8 to year 9.

Core Strategies for Achieving Goals 2017 – 2020

  • Increase diversity of curriculum offerings focussing on student centered, responsive curriculum
  • Develop transition programme for students moving from school directly into employment
  • To formalize transition programmes for students moving from ECE to School and Primary to Secondary School.

School Organisation and Structures

Strategic Goals

  • To develop a school organisation that is flexible, responsive, culturally inclusive, and student centred.

Core Strategies for Achieving Goals 2017 – 2020

  • Increase learning organisation flexibility for students from year 7 to 13
  • Increase contact time between students and KORU Teachers to support this as the key relationship and interface between home and school.

Personnel

Strategic Goals

  • To build a personnel portfolio that is diverse, and supports the offering of a flexible, responsive curriculum which maximises local natural resources.

Core Strategies for Achieving Goals 2017 – 2020

  • Retain flexibility within staffing to respond to areas of student interest
  • Develop internal leadership capacity through targeted PLD.

Property

Strategic Goals

  • To modernise learning spaces to promote flexible, student centred instruction and activities
  • To continue with Cyclical maintenance projects as per schedule.

Core Strategies for Achieving Goals 2017 – 2020

  • Dispose of surplus non-core housing and reinvest into learning facilities.

Finance

Strategic Goals

  • To maintain the healthy operating capital and capital reserves of the school and to develop an investment plan for improving facilities for student learning.

Core Strategies for Achieving Goals 2017 – 2020

  • Maintain operating surplus each calendar year
  • Maintain profitability of international programme whilst seeking further income streams.

Annual School Improvement Plan
– SUMMARY

Strategic Goals

Target


Students’ Learning

Strategic Goals

  • To increase achievement and progress of boys and Maori students across a range of indicative outcomes data including New Zealand Curriculum Levels, NCEA, Retention, Transition and Destination.

Target

  • To accelerate the progress of males in writing so that 20 move onto a trajectory to be at their expected curriculum level at the end of year 8.
  • To accelerate the progress of males in Mathematics so that 20 students below their expected curriculum level move onto a trajectory to be at their expected curriculum level by the end of year 8.
  • For all participating students to gain NCEA levels one and two in 2018.
  • To maintain no gap between the achievement of Maori Students at that of non-Maori peers in NCEA.

Student Engagement

Strategic Goals

  • To increase retention of students into years 12 and 13 and increase the number of students leaving school into further education or vocational training
  • To increase student engagement in positive school and community activities
  • To improve transition experiences at key points, particularly ECE to School, and Year 8 to year 9.

Target

  • All students completing year 11 or 12 at WAS to be either retained into the following year or moved into further education, apprenticeship employment, or work based training.
  • Every student to be involved in a sport or activity connected with school or a club
  • Play based learning curriculum to be implemented in years 1-3 and primary- secondary transition programme with contributing schools established and formalised.

School Organisation and Structures

Strategic Goals

  • To develop a school organisation that is flexible, responsive, culturally inclusive, and student centred.

Target

  • Develop a programme for a middle school in years 7-10
  • To investigate models for further flexibility in senior curriculum
  • To initiate a play based learning programme in years 1-3.

Respect &
Unity

Improvement Plan
- Domain: Learning

Strategic Goal

  • To increase achievement and progress of boys and Maori students across a range of indicative outcomes data including New Zealand Curriculum Levels, NCEA, Retention, Transition and Destination.

Annual Target

  • To accelerate the progress of males in writing so that 20 move onto a trajectory to be at their expected curriculum level at the end of year 8
  • To accelerate the progress of males in Mathematics so that 20 students below their expected curriculum level move onto a trajectory to be at their expected curriculum level by the end of year 8
  • For all participating students to gain NCEA levels one and two
  • To maintain no gap between the achievement of Maori Students at that of non-Maori peers in NCEA.

Key Improvement Strategies

When

What

Who

Indicators of Progress


When

Term One

What

KORU Groups established and academic tracking protocols and formal intervention dates set with Deans.

Who

Alu

Indicators of Progress

Underachievement or risk of under performance recognized at formally indicated intervention points. Home school contact established early in the year.


When

Term One

What

Mathematics progressions shared with staff and working across years 1-8.

Who

Bho

Indicators of Progress

Teachers using progressions to identify curriculum priorities and next learning steps for students.

When

Term One

What

PLD programme established within the COL driven by Culturally Responsive and Relational pedagogy.

Who

Alu COL

Indicators of Progress

Teachers continuing to improve pedagogy as indicated by Te Wananga measurement tools.


When

Term Two

What

PLD Journal application submitted for PLD in Pause, prompt, praise literacy strategy.

Who

Alu

Indicators of Progress

Teachers undertaking professional development in research based improvement strategy. Teachers adopting a common pedagogy around this, particularly in years 7-10.


When

Term Two

What

Semesterised curriculum in year 11 to cater for a broader and more engaging curriculum.

Who

Alu/teachers

Indicators of Progress

Student learning choices reflecting a broader curriculum offering and opening up further pathways to success.


When

Term Three/Four

What

Formal interventions in place for students at risk of not reaching their potential and those in positions to gain endorsement.

Who

Indicators of Progress

Improvement Plan
– Domain: Engagement

Strategic Goals

  • To increase retention of students into years 12 and 13 and increase the number of students leaving school into further education or vocational training
  • To increase student engagement in positive school and community activities
  • To improve transition experiences at key points, particularly ECE to School, and Year 8 to year 9.

Annual Targets

  • All students completing year 11 or 12 at WAS to be either retained into the following year or moved into further education, apprenticeship employment, or work based training
  • Every student to be involved in a sport or activity connected with school or a club
  • Play based learning curriculum to be implemented in years 1-3 and primary- secondary transition programme with contributing schools established and formalised.

Key Improvement Strategies

When

What

Who

Indicators of Progress


When

Term One

What

Careers education and advice formally offered through careers department and KORU Groups.

Who

Bsc, Alu

Indicators of Progress

Student feedback reporting increased knowledge around career options and associated academic requirements.


When

Term One

What

Database of student participation in activities established. Targeted seeking of opportunities for non-engaged students.

Who

Alu

Indicators of Progress

Increase in student engagement in activities through school or club.


When

Term One – Four

What

PLD programme focused on play based early years curriculum established within COL.

Who

Alu COL

Indicators of Progress

Teachers embedding play based learning pedagogies over the course of the year.


When

Term One – Four

What

Relationships with ECE’s and feeder primary schools established. Regular visits by key staff and students to each provider.

Who

Alu, Phu

Indicators of Progress

Feedback from providers and Whanau indicating a positive transition process.


When

Term One – Four

What

Continued gathering and analysis of transition and destination data for school leavers. Facilitation of school – work transition through careers and Gateway programmes.

Who

Alu, Careers Department

Indicators of Progress

Students transitioning into further education, training, or employment based training.

Other 2018 Key Improvement Strategies
to Achieve Strategic Vision

Property

  • To modernise learning spaces to promote flexible, student centred instruction and activities
  • To formulate new 10 Year Property Plan in accordance with 5YA property cycle
  • To continue with Cyclical maintenance projects as per schedule.

Finance

  • To maintain the healthy operating capital and capital reserves of the school and to develop an investment plan for improving facilities for student learning.

Personnel

  • To build a personnel portfolio that is diverse, and supports the offering of a flexible, responsive curriculum which maximises local natural resources.

Community Engagement

  • To upgrade website and update content with increased frequency.
  • To engage with community on an informal and formal level in a targeted manner.

Financial Statements

2017

Auditor's Report

Please see below Whangamata Area School's signed Auditor's Report for 2017.

Audited Financial Statements

Please see below the 2017 Audited Financial Statements for Whangamata Area School.

Resource Links

Contact

Port Road,
Whangamata

Phone:
+ 64 7 865 8557

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

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