analysis of variance reporting - nelson collegeanalysis of variance reporting outcomes (what...

Ministry of Education | Analysis of variance reporting

Analysis of variance reporting


School name: NELSON COLLEGE School number: 294

Focus: Academic Excellence

Strategic Aim: Students will achieve their intellectual potential by striving for and attaining the highest standards of academic excellence

Annual Aim: Establish a coherent relationship between curriculum, assessment and reporting

Targets:

• Coherence in curriculum and reporting.

• Achieving potential-Student engagement and pathways

• Achieving potential-Retention and academic performance

Baseline data: Benchmark data eAdmin including

Baseline data – Nelson College

Maori Achievement (Level 1) 2009 - 76% 2010 – 71% 2011 - 62% 2012- 82.2% 2013- 62% 2014 -47%

(Level 2) 2009 - 67% 2010 – 77% 2011 – 72% 2012-71.2% 2013 – 65% 2014- 60%

(Level 3) 2009 - 45% 2010 – 81% 2011 - 40% 2012 -52.6% 2013- 64% 2014 – 47%

Pasifika

(Level 1) 2009 - 60% 2010 – 57% 2011 - 75% 2012-100% 2013 - 28% 2014- 25%

(Level 2) 2009 - 83 % 2010 – 72% 2011 – 63% 2012-25% 2013 - 50% 2014-100%

(Level 3) 2009 - 25% 2010 – 50% 2011 – 13% 2012-75% 2013 - 67% 2014-0%



Analysis of variance reporting Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)

Evaluation (where to next?)

1. Utilise the Mentoring

and LT support systems

for HoD’s to provide

professional

development

opportunities and

pathways.

2. Use the mentoring and

appraisal system to

identify and develop

leadership potential

within the staff.

3. Roll out the

Departmental review

feedback system through

LT support network to

improve the consistency

of Departmental Reports

and derive maximum

benefit from this

process. To include

specific actions that are

requested or suggested

by the Dept report

(resourcing, PD,

support, timetabling

etc.)

Establish a documented support

system and programme.

Completed

Have a summative appraisal TRC

question that records interest and

readiness for leadership roles, take

this into consideration in FTMU

appointments…trialed successfully

Have documented feedback recorded

through LT/HoD support network.

Actions undertaken due to Dept

report attributed to that in subsequent

reviews.

Feedback well documented but not

consistently across all departments

Improved monitoring and

communication needed

Establish an internal / external

programme of middle management

leadership development.

Establish consistency of response

and development in all

departments.

Ministry of Education | Tātaritanga raraunga

Tātaritanga raraunga

Continue discussions and trial

new report formats and timing

to achieve the purposes of

parental communication,

guidance for students and

recording of results

Develop a system of “value”

measurement that acknowledges

the reality that not all pathways

lead to NCEA UE or level three

and use this to evaluate student

performance and programme

success.

Develop more individual targets

for Maori and Pasifika students

as well as refugee groups.

Embed mentoring as a

mechanism to develop, work

towards and monitor these

goals.

Trial new reporting timeline in 2014

and end of term yr 11/12/13 NZQA

tracking reports.

Completed insufficient parent

feedback

Investigate this in 2014 to make

recommendations for 2015. Attend

KAMAR conference this year to see

what untapped functionality exists

there. Appoint Data specialist with

this in mind.

Conference attended

Work with KL on establishing and

monitoring students through

Dreamcatcher and KAMAR to set

and measure goals for these groups.

incomplete

Improved external and internal

communication needed

An insufficiently detailed target

requiring more work in 2015

Pilot system was devised for

mentoring individual at risk

students but not implemented

Improved use of the website and

app to facilitate this.

Priority for Term 1 2014



Establish a more specific

Learning Support teaching

syndicate which could include

IEP or group education plans.

Audit pathways and courses to

ensure that current and planned

pathways offer opportunities for

students to achieve their

potential.

Work through the existing

timeline in the redevelopment

of junior options to encourage

breadth of experience at year 9

and 10 while allowing for the

development of foundation

skills.

Use Student Engagement survey

data to develop strategies for

target groups of Maori and

Pasifika and year 10.

in place and evaluated by individual

reports

Conduct a formal review of how well

our courses work in combination to

gain UE literacy, Entrance or pre-

trade requirements… partial

completion

Finalise junior options and pathways

ready for publication in the course

book by end of Term One.

completed

Pick out low points from school

climate student surveys to develop

action plans through Depts and SCT

for targeted groups and cohorts.

Completed

UE literacy changes and new

course profiles and pathway

analysis not fully completed.

Priority for 2015

Implementation and trial of respect

360 programme in Year 9 English

and in Year 13 Leadership.



Maintain retention rates at or

above 83% for senior students

but set targets based around

improvement of qualification

rather than % pass rates for all

year level cohorts.

Recognising the above, for

participating students, set

targets to maintain level 2

NCEA achievement above 85

(MOE) and endorsements rates

moving from 11%, 8% and 6%

(excellence at Levels 1, 2, 3) to

12% E through these levels.

Increase UE rates through

targeting students and reviewing

pathways

Develop an individualized measure

using KAMAR and interviews by AR

to show attainment of goal rather than

NCEA level.

incomplete

For targeted group (participants)

attain targets - level 2 NCEA

achievement above 85 (MOE) and

endorsements rates moving from

11%, 8% and 6% (excellence at

Levels 1, 2, 3) to 12% E through

these levels.

Increase level 3 and UE pass rates to

70% for participants.

Not achieved

Trialled with only a sample group

of Year 13s.

Achieved endorsement rate

improvement but participation rate

pass rates fell but roll based pass

rates improved.

Overall exit % of boys leaving

with Level 2 maintained in mid

80%.

Priority for 2015 to extend this to

all Year 13s

Detailed work needed on affective

assessment of students work

ethic/learning styles required



Planning for next year:

Agreed understanding of

definition and quantification of non-academic achievement data.

target student groups, both MOE specified and distinctive to Nelson College.

Individual targets specifying identification, differentiation and resourcing of GaTMO students

Priority learners

Maori: Increase achievement at level one to 60%, level 2 to 65%, level 3 to 55% and UE to 40% (roll based)

Pasifika: Increase achievement at level 1 to 60% at level 1, 65% at level 2, 55% at level 3 and 40 % at UE (low numbers may effect % here

however)

Special Learning needs: all special learning needs students & refugees have achievement monitored and reported to and IEPs have clear individual

attainment goals

Student’s achievement is individually tracked to monitor potential and achievement and implement interventions.

All staff meet all TRC criteria, set dept and individual prof dev goals that improve educational achievement for students and professional growth for

teachers.

Completion of a curriculum pathway and student course placement report on potential models for change



Focus: Personal Development

Strategic Aims:

Will demonstrate respectful and caring attitudes at school and in the community, as well as the courage to stand up for what is right.

Students will develop the skills they need to form genuine relationships in our diverse society and to make contributions to our community.

Annual Aims:

Will demonstrate respectful and caring attitudes at school and in the community, as well as the courage to stand up for what is right.

Students will develop the skills they need to form genuine relationships in our diverse society and to make contributions to our community

Students will develop the skills they need to form genuine relationships in our diverse society and to make contributions to our community

Targets:

Increased participation in student led committees & an expansion of the communication channels for a meaningful ‘student voice’ in the

College.

Improved careers advice and goal setting.

Creating a respectful school – development of a school culture which supports a positive school climate.

Baseline data: benchmark

Attendance, Standdown, Suspension data



Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)


Develop a shared leadership

approach towards a common

goal

Housemasters to use a broader

leadership system.

Feedback from Y13 Leaders re

the Leadership Programme –

Not just mentoring and

workshops.

House Leadership spreading out, not

just a select few leading but more

delegation to all Y13 leaders.

Partial success

Leadership service documented and

recording through the KAMAR

system

Improved feedback in terms of

numbers of year 13s responding and

depth of responses

House colours/badges extending to

House Service Award… piloted

Only some housemasters engaged

with this concept

Not universally accepted, needs to

be re thought through.

Improved communication and

liaison with the housemasters

needed

Reinforcement of the process and

movement of leadership into Year

12



LG to Trial Y10 Dreamcatcher,

linked to careers research.

Delivering Careers unit in Y9

SS

Deliver goal setting programme

through Dreamcatcher in Y10

Health – also looking at

personal interests and linking to

option choice.

Y13 students to continue

working with Dreamcatcher,

setting goals through LG

working with small groups and

also the Leadership Programme

through KL.

Timetable one hour per week of

Tutorial time towards careers

guidance with LG for each year

13 student

Staff PD on the use of

Dreamcatcher

Y9 & 10 students to have

documented pathways/goals going

forward into their senior years.

Successfully trialled

All Y13 students to have

recorded/documented career,

academic and personal goals for

2014. completed

All staff enabled to offer

advice/guidance on the use of

Dreamcatcher.

Poor uptake.

Year 13 results don’t mirror the

extensive goal setting and support

they received.

Patchy support and PD

opportunities.

Embed in to the Year 9 and 10

programmes and reinforce.

Priority for 2015 – mentoring and

affective assessment of Year 13s

introduced/supported.



Continue the theme of

restorative/relational whole staff

training.

OE sabbatical data on Pastoral

care – need to continue with Y9

surveys.

Exit surveys for Y13 based on

pastoral care.

Extend the process of maintaining

strong pastoral relationships. –

Manaakitanga.

Used occasionally

Ensure a continuation of data

gathering and documentation of

incoming Y9 students in terms of

personal safety and pastoral care.

Successful data collection and

analysis. Positive workshops leading

to a commitment to positive school

climate and culture

Continue to gather feedback from the

exiting Y13 to allow for meaningful

review and modification of the

Leadership Programme… successful

improvement in the number and

quality of the feedback gathered.

Reluctance on the part of parents

to participate.

Better communication and PD

required

This is still not universal and will

required increased support staff

involvement in 2015

Respect 360 programme to be

implemented in 2015 Term 1.

Restructuring of leadership

programme support.



Continue with recognition,

achievement assemblies.

Continue with CACTUS and

Whenua Iti - type programmes.

Gather feedback from

community re service given by

boys – Plunkett, SPCA, Cancer

Society, Purple Cake Day, 40

Hour Famine, Relay for Life

etc.

Set up a data base of service

Development of a positive culture of

support and recognition of student

achievements (academic, sporting and

cultural).

Continues to be a strength.. good

communication and links to the

community.

Documented records of all service by

students to transfer to leavers records,

references etc.

In place and successful

Not completed

Poorly communicated and needs a

re-evaluation of its purpose and

value




Respect 360 launched in Term One 2015 by English with new themes for year 9 classes each week.

Reinforced by year 13 leaders during mentoring time and also during whole school assemblies.

Effectiveness measured using the Year 9 climate survey results 2015

Academic effort as a criteria for prefects to be put in place.

Attitude and effort in the classroom and beyond.

Community Service for a selected specific charity to be associated with Nelson College in place.

The College to decide on a charity and then run their own event(s) or campaign.




Focus: Sense of Belonging

Strategic Aims:

Students will take a part in a range of activities, both sporting and cultural in enhancing their personal skill development, confidence and

awareness of other cultures. The underlying principal of balance will be maintained

Annual Aims:

Improvement in the level and quality of support for all co curricula activities

Improved quality, involvement and frequency of links with the community.

Improved quality, reliability and responsiveness of our IT infrastructure

Targets:

To establish a sports council with overview of all sports at Nelson College

To embed the place of specific Sports committees

To engage community experts to support targeted sports

To continue the support and development of the Sports Coordination portfolios

The College will establish a new website with three key improvements; one universal calendar, ease of use for external stakeholders and

integration with all existing IT.

Ultranet and Office 365 will become basic tools for communication with students and parents.

Information technology will be used in the classrooms to enhance quality teaching

Staff will be provided with targeted support, IT team, IT MMA people, IT PD and PD contestable fund

The infrastructure and administration will facilitate the strong encouragement of BYOD



Baseline data:

School roll size (yr 9>) 1230 # of staff coaching 8

5. # of female students (yr 9>) 76 11. # of teaching staff coaching 5

6. # of male students (yr 9>) 1154 12. # of support staff coaching 3

# of school rep students 680 % of staff coaching 6%

7. # of female school rep sport students 0 % of teaching staff coaching 5%

8. # of male school rep sport students 680 % of support staff coaching 8%

% of students - school reps 55% # of staff involved in sport 19

% of females students - school reps 0% 13. # of teachers in sport 10

% of male students - school reps 59% 14. # of support staff in sport 9

Total staff 135 % of staff involved in sport 14%

9. # of teaching staff 95 % of teachers involved in sport 11%

10. # of support staff 40 % of support staff involved 23%



Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why

did it happen?)


Sports Council to meet and

develop a governance type role

for sport at nelson College

To identify sports in need of

committees and to review the

current committee structure.

To identify Sports which could

benefit from expert community

support and where possible to

engage the experts in a

leadership role within the sport

at school.

To review and restructure the

sports office in light of new

personnel and existing

strengths.

An established Sports council has a

clear vision based on consultation

with all stakeholders and the needs of

the school.

Review completed

Key sports have expert coaching staff

All roles within the Sports office are

understood by the relevant

stakeholders.

In place and a Strategic plan

developed

Only partially completed

Key job descriptions completed.

Implementation of this Strategic

plan.

Establish common expectations for

the main codes through these

committees.

Needs further development in

2015

Communicate the roles clearly to

all stakeholders in 2015.



To engage a specialist web

designer to pay attention to the

priorities listed.

Train several staff members in

using the new site to enable

more timely and accurate

information

Train staff in the use of one

universal calendar

Offer group and individual

training opportunities for both

packages.

Training opportunities will be

on Thursday mornings, during

the week and on teacher only

days

Inform parents of the potential

of both packages and how to

use them.

A well informed community which is

easily able access up to date and

relevant information online

Staff can maintain the website in a

user friendly manner

Cloud based computing becomes an

integrated part of learning and of

teaching. Staff are equipped to lead

this.

Website designed and in place and

the App

Staff trained and web site updated

regularly

Completed

IT staff support group of mentors

in place and functioning well.



All IT professional development

to be based on the IT vision

‘ To integrate and use

information technology to add

to the quality of teaching and

learning at Nelson College’

IT to one of the three key

professional learning topics for

the year, Specific contestable

PD fund available for teachers

seeking to develop their IT

skills. New positions created to

assist staff in their use of IT.

Between three and five

assistants to be appointed. A

systems administrator added to

the IT team

Parents to be informed of the

goals for IT and for devices

being brought to school.

Continual upgrading of systems

and hardware to make device

usage ubiquitous and easy.

IT is part of quality teaching and

learning as a result of staff and

infrastructure development

Devices are common within the

school. Connecting devices is user

friendly.

Parents well informed

Ongoing development

Ultranet in place with good

reliable access by parents to the

information.

Further leadership training needed

for this group to develop a vision

for IT in the classroom and then to

support staff PD to realise that

vision.

IT in the classroom overall vision

and its relationship to BYOD

policy and implementation needs

articulating further.




Staff IT expertise and knowledge shows a focus on and progression up the IT integration taxonomy.

IT leaders to be further embedded and expanded into a multilevel support and PD development group

BYOD timeline and process for introduction clearly signposted.

IT support team restructured to better meet the IT support needs of staff and students

Development of and detailed plans for a high quality IT framework

Improve the use of the following avenues for enhanced and improved connection with our stakeholders -

Social media/Newsletter/Ultranet/Website/Mobile App/Email Communication.

Sports 2015 (extracted from the sports council strategic plan)

Vision; to be one of New Zealand’s leading secondary school in providing opportunities for participation and excellence in sport

Better and more accurate use of Data/Development of Coaching Capacity/ Facilities development.

Music 2015 (extracted from the Music draft strategic plan)

Facility development/Specialist staffing/Relationship with the wider community.

Performing Arts 2015

To have students represent the college at Vast Dance Festival, Shakespeare Festival and Theatre Sports.

To encourage and acquire new junior members to participate in Theatre Sports an Shakespeare Festival.

To help facilitate house drama as an extra house activity. SL and LW volunteering to judge and organise the competition (if approved by

Management).



Maori Performing Arts 2015

To prepare and enter Te Kura Tamatane o Whakatu ( Nelson College Kapahaka) for the regional kapa haka competitions.

Build capacity for Te Rourou Kura 2016 to attend the Kapa Haka Tuarua National Competitions.

Prepare and enter students for Nga Manu Korero 2015 – Marlborough Boys College

Oversee quality and development of school haka/ house haka competition.

Maintain school Kapa Haka for school events. (Powhiri, prizegivings)

analysis of variance reporting - nelson collegeanalysis of variance reporting outcomes (what...

Documents