MANGERE COLLEGE

CHARTER - 2016

INTRODUCTION

Mangere College is a school at the heart of its community. The board and staff celebrate the school’s multicultural composition. In particular, the school acknowledges the significant pasifika student community, and staff emphasise a strong sense of whanau, aiga and family within the college. This work was affirmed by the ERO report of 2012:

Pacific identity and pride are strengths in the school. Samoan, Cook Island Mäori and Tongan are the major pacific groups and each of these languages, together with te reo Mäori is offered in the school’s curriculum. The school’s emphasis on language, culture and identity has been enhanced by the recent development of a new languages learning centre... The school provides an attractive educational setting and is well supported by parents and the local community.

The school, through the AIMHI (Achievement in Multicultural High Schools) Forum, has developed a strong and supportive learning culture that acknowledges the emotional needs of its students. A wide range of support services provides students with strong pastoral care, health, careers and transition education.The Review Office recognised that “the school’s provision of career services is strength of the curriculum. Careers staff work with form teachers, deans and curriculum managers to help students make appropriate course decisions. Careers education is woven through the curriculum as a result of high quality planning and reporting. School leavers are individually monitored and tracked in association with external transition services. “

Teachers understand their students well and actively support them to achieve their goals. Students are friendly and have pride in their school.Staff are reflective and highly committed to developing their teaching skills, as recognised in the 2012 ERO report:

The school has a stable staff and many of the teachers know students and their families well. Students and staff refer to the family-like environment that nurtures their well-being and sense of belonging. The school’s supportive environment provides a positive climate for learning. Good relationships between students and teachers and amongst the staff are highly evident. School managers are strengthening culturally responsive teaching and learning practices. The school's values are displayed prominently and underpin an inclusive and respectful culture.

The board is supportive of the school’s vision, values and development.Trustees have a shared vision and a willingness to continue to improve the governance and management of the school through effective communication.

The college’s Strategic Plan is reviewed annually and remains wedded to the College’s Vision Statement, Goals and Values.

VISION:

Excellence in Education for the Students of Mangere

GOALS:

Mangere College staff will provide

  • a quality education for the young people of Mangere that meets their educational needs and challenges, motivates and prepares them for future learning, training and employment.
  • effective guidance systems that support students in their learning and their social, emotional and physical development within a positive, safe and supportive learning environment.
  • a range of co-curricular activities that broaden the experiences offered to students outside the classroom.
  • regular meaningful reports on the progress of students that provide opportunities for liaison between the college, students and parents / caregivers.

VALUES:

  • Students will develop a sense of self-responsibility and identity that encapsulates their academic, sporting, social and cultural obligations in the school setting, and they will be able to transfer this learning into the wider community.
  • Students will be good role models who are connected with others, and who show respect, confidence and pride in supporting others, and the environment.
  • Students will be members of a multi-cultural society that accepts all peoples, seeks to promote self-esteem and shows a willingness to contribute and communicate by making a positive contribution with pride in all things.
  • Students will be confident and independent life long learners who are capable of making sound moral and ethical judgements, treasuring all opportunities for creating a positive learning environment both at school and beyond.

NATIONAL REQUIREMENTS

The Mangere College Board of Trustees is guided by the requirements as set out in the National Education Goals and National Administrative Guidelines.

The Board is committed to the delivery of the New Zealand Curriculum.

STRATEGIC SECTION:

Priorities 2016 - 2019

  1. Teaching and learning:

Improve the achievement outcomes for our students

  • Identify and support groups of students who need guidance to achieve their academic goals
  • Continue to enhance senior qualification and career pathways
  • Improve academic achievement of Mäori students refer Ka Hikitia
  • Improve academic achievement of pasifika students refer Pasifika Education plan:
  • Achievement data is used to effectively plan and teach groups of students with identified needs or gaps
  • Attempt to use National Standards data on entrance to identify student needs

Priority 1. Teaching and learning
2016 / 2017 / 2018 / 2019
All senior students participate in Academic Counselling and ensure that senior pathways are meeting students’ need. / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year
Health Pathway cohort 1st and 2nd
All curriculum areas report on Junior achievement according to curriculum levels / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year
Health Pathway cohort 3rd and 2nd
All curriculum areas review reporting on curriculum levels for Junior school / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year
Health Pathway cohort 4th and 3rd
All curriculum areas use revised reporting against curriculum levels for Junior school / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year
Health Pathway cohort 4th and 3rd
All curriculum areas review reporting against curriculum levels for Junior school
  1. Governance:

Meet goals of Pasifika Education Plan and Ka Hikitia - Increase Pasifika board rep and increase BOT understanding and management of Mäori and Pasifika issues in education

Priority 2. Governance
2016 / 2017 / 2018 / 2019
To meet the targets of the Pasifika Education Plan and Ka Hikitia / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year / Refer PEP and KH literacy and numeracy expectations, Level 2 achievement, UE, and suspension targets
AND annual cohort data for each year
  1. Information Technology

To ensure that MC students have an up to date computer network

To have an active ICT committee within the college

Priority3. Information Technology
2016 / 2017 / 2018 / 2019
Replace one computer room of computers each year / H5 / H4 / H1 / D block
ICT committee / Implement ICT plan / Use ICT Plan / Review ICT plan
  1. Property and Environment

Implement 10YP in association with school’s architect

Priority4. Property and environment
2016 / 2017 / 2018 / 2019
The school will follow the 10YP and cyclical maintenance plan / Final stage of D block refurbishment
H block heating / Complete final stage of D Block refurbishment / Library refurbishment commenced / Library refurbishment concluded

Strategic Improvement Steps taken in 2015

  • Completed the fifth year of involvement in the PB4L contract
  • Revised Goals and Values of Charter
  • Completed fifth year of involvement in the University of Auckland Starpath project that saw Academic counselling and goal-setting embedded in the senior school.Use of the EDB (Evidential Data Base)
  • Professional Learning Groups based on Year 9 and 10 form classes used asTTle data to collaboratively plan for the diverse groups of students in each form class.
  • Continued targeting of specific groups of students to enhance achievement – support from Starpath at years 9 and 10, and Secondary Student Achievement contract via Siliva Gaugatao and Team Solutions, and Rose Mose MOE

Annual Section follows:

Level 1, 2, 3 NCEA Target 2016

Strategic priority: Improve the achievement outcomes for our students.
Annual goal: All senior students participate in Academic Counselling and senior pathways are meeting students’ need.
2016 targets:
  1. All senior courses will endeavour to have assessed at least one Internal AS/US by the end of Term 1
  2. All cumulative AS will have clear published progress points thatHODs will monitor.
  3. The learners with significant learning support needs will continue to be encouraged to gain appropriate standards.
  4. Subject teachers will begin to identify students who should be aiming for M/E in individual standards by the end of Term 1.
  5. Academic counselling by the end of Term 2 willidentify senior students at risk of not attaining 40 credits in that year and strategies will be put into place in appropriate curriculum areas.
  6. Academic counselling by the middle of Term 3 will
  • identify year 12 and 13 students at risk of not attaining Level 2 and these students will be targeted.
  • Further develop those students aiming for M and E.
  1. OnlyYear 13 students who have achieved at least Level 2 and have more than 85% attendanceand punctuality will have an automatic right to graduate at the end of the year.

Māori / Target / Pasifika / Target
Baseline data: MOE School Leaver 2014 data / L1 53.8
L2 34.6
L3 26.9 / L1 55
L2 40
L3 30 / L1 81.2
L2 66.7
L3 32.1 / L1 85
L2 70
L3 35
Actions to achieve target / Led by / Resourcing / Time frame / Ongoing Monitoring /Review
Academic counselling / Lk/La / Meeting schedule
T/t adjustments
MOE via Siliva Gaugatao’s team / Ref year planner / After P/S/T meetings
EOY
Careers Education programme / Lk / Via T/t / Whole year / P/S/T meeting points and senior reporting
G&T project / Cs / Student support budget / Terms 1 - 3 / Early T4
LSC apportion appropriate TA time to senior classes / Wn / SEG and RTLB Yr 11 - 13 / Whole year / Termly reports
Specific targeting of students in points 3 - 7 / Deans and F/t / Meeting schedules
MOE via Siliva’s team / Whole year

Year 9 and 10 literacy and numeracy targets 2016

Strategic priority: Our goal is to have all junior students ready to access NCEA level 1 in their third year of secondary schooling.
Strategic priority: Our goal is for all junior students to have a clear learning pathway through to post-secondary.
Annual goals:
  1. To implement PB4L strategies in the junior school so that positive behaviours to schooling and self provide the basis to learning.
  2. To use cross curricular PLGs to allow core staff to put into place shared differentiation strategies that enable learners in Year 9 and Year 10 to accelerate their acquisition of literacy and numeracy skills.
  3. All learners who are identified with special education needs demonstrate achievement related to their individual numeracy and literacy goals.

2016 Year 9 / 10 targets:
  1. The lower quartile learners identified as being well below the national standard in reading and/or writing and/or mathematics will have made at least two sub-levels progress by the end of the year.
  2. Move at least 40% of students up two asTTle sub-levels with at least 35% of year 9s at 4P and year 10s at 5P or better by the end of the year.
  3. The group of learners identified as having special education needs will make progress in relation to their literacy and numeracy learning plans and goals for the year.

Actions to achieve target / Led by / Resourcing / Time frame / Ongoing Monitoring /Review
LSC to allocate TA to Junior classes where there is identified need / Wn / Annual funding / Whole year / Termly reports
Trial of Home room students / Wn / Annual funding / Whole year / Review end term 3
PB4L strategies utilised by all teachers / Ta/Pt / PB4L pamphlet
Meeting schedule / Whole year / Feedback at meetings
PLG meetings – use of e-asTTle data, collective planning and targeting / Hy / Regular meetingcycle / Refer meeting schedule / Feedback from PLG

Governance targets 2016

Strategic priority: To meet the targets of the Pasifika Education Plan and Ka Hikitia
Annual goals:
  1. Increase proportion of Mäori and pasifika with Yr 12 Qual or higher
  2. Increase proportion of Yr 11 Students studying Te Reo and pasifika languages (July 1 data)
  3. Maintain participation rate of Mäori students engaged in Mäori language education (July 1 data)
  4. Reduce suspension (school data)

2016 targets:
Baseline data / Māori / Target / Pasifika / Target
Proportion of school leavers with NCEA L2+ qualifications (MOE participation data 2014) / L2 34.6
L3 26.9 / L2 40
L3 30 / L2 66.7
L3 32.1 / L2 70
L3 35
Proportion of Yr 11 Māori students studying Te reo 2015 / 53% / 55%
Proportion of Yr 11 Pasifika students studying Pasifika Languages 2015 / 34% / 40%
Participation rate of Māori engaged in Māori language education 2015 / 53% / 60%
Suspensions– 2015 (as of October) / 0 / <2 / 2 – both reinstated / <5
Actions to achieve target / Led by / Resourcing / Time frame / Ongoing Monitoring /Review
Refer NCEA and Literacy/Numeracy above / HOD / Refer above / Whole year / BOT reports
Pasifika Team / Fe / Continues from 2015 / Whole year / Termly reports

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