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
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
2018
Annual Report
Please see below Whangamata Area School's signed Annual Report for the year ending 31 December, 2018.
