Kaiapoi High School

Annual Variance 2018

for the 2017 School Year

Annual Target One Management of the Kaiapoi High rebuild Goal We are the school of choice for our community

We will measure this goal by: e. Success implementation of Education Renewal Rebuild

Outcomes: Outcome 1. Completion of Tawera for the start of Term One 2018 Achieved 2. Completion of Karetu for the start of Term Two 2018 Achieved Early3. FF&E expenditure finalised Achieved 4. Decanting of A and S blocks for deconstruction Achieved 5. Community meeting Achieved 6. Integration of cultural narrative including names Work in progress

Actions:

1. Attend PCB meetings with OCTA and SOUTHBASE 2. Work with the EO, MOE, OCTA, students and staff to priortise expenditure

of FF&E 3. Advertise community meeting to wider community 4. Management of issues during deconstruction and construction

Outcomes:

1. Completion of Tawera for the start of Term One 2018 Achieved 2. Completion of Karetu for the start of Term Two 2018 Achieved Early

At the start of the year the Executive Officer and the Principal attended the fortnightly site meetings for the project. It was decided that these meetings were not appropriate for our attendance as they were more about variances in contract and negotiations in payment, rather than progress from a school perspective. After discussions with the Project Manager, it was decided that Kaiapoi should attend the monthly Project Meeting Group (PMB) meetings along with the project managers, architect and Ministry personnel. These meetings were focused on informing the school with respect to updates and any decisions that needed to be made, and were highly effective. Minutes from the site meetings were still circulated. There was an excellent relationship between the school, Southbase, OCTA and the Ministry of Education. During the year our Ministry property person was replaced. Both have been excellent and extremely supportive. In August OCTA informed the school that were to lose P-Block (4 more classrooms) at the end of the term three. This created even more pressure on the school over the first three weeks of Term Four, until our seniors were on leave for examinations. Our staff and students simply took this in their stride, readjusted and carried on. We we very fortunate to have such an understanding staff. The expected finish date for the buildings was the 25th November for Block N and the 18th January for Block M. Block N was delivered only two weeks late on the 8th December and Block M was delivered on time. This was an outstanding effort by all those involved. Very little progress was made with the Young Parents Centre refurbishment. After a long period of consultation, a design was created and agreed upon by all parties. Once this design was completed the project was put out to tender and came back at almost 200% of the budget. A second tender is being delivered at the start of the school year in 2018, using smaller companies that may be able to deliver the project in a more cost effective way. At the end of Term Three, Southbase removed the covered walkway from the Administration block to the Library. There were significant issues around this, including power and heating, and came with quite a high cost. This should open up the spaces and allow easier growth in the future. When Southbase removed the covered walkways they also demolished the school canteen, which was unfit for repair. The canteen was moved to the students’ common room at the start of 2018. We expressed our disappointment to OCTA over the placement of the backflow for the water at the main gate. It is ugly and was never supposed to be placed there. This was a Council decision and one that we are still unhappy about. In September we had some success in shifting a number of FF&E items from School to the Ministry of Education including the Lundia storage system ($40,000), whiteboards ($37,000) and blinds and curtains ($20,000). In December the school was passed the keys to Block N, now named Tawera. This was an exciting time for the school. Furniture was delivered shortly after and the staff and students finally got to see what the building was going to look like. We are now in the phase of defecting, which is quite large simply due to the size of the buildings. We are expecting Block M (now named Karetu) to be ready on the 18th Janurary, with furniture arriving the following week. Both a community day and an official school opening will happen early in the new year before the start of school.

Due to the buildings coming in under budget, we reintroduced the landscaping and wayfinding plan.

3. FF&E expenditure finalsed Achieved There were concerns around the amount of Furniture, Fittings and Equipment (FF&E) budget allocated to the school. FF&E is only 40% for a rebuild and 100% for a new build. Our building programme was approximately 70% rebuild. Whilst the intent from the Ministry is for you to use your existing FF&E, in reality most of our old furnitiure did not suit a more modern learning environment. Our budget did not allow us to furnish the buildings with the most appropriate furnishing, and our staff did not have the capacity to make critical decisions around the need and placement of furniture. Due to this, the school funded the engagement of a interior designer through Jasmaz. This expenditure was highly effective and a full FF&E plan was created. The budget was well beyond the MOE allocation and due to this the Board had to use uncommitted funds to enable the furniture and fittings the school needed. In some areas old furniture was repurposed, such as the Art rooms. The school also decided to upgrade the entire wireless system and all of the projectors. Jazmaz worked hard with our staff to make sure that the internal fitout supported learning for the school. She presented to the staff the layout of the building on the 7th September. The buildings were fitted out at 80% occupancy. Our Assistant Principal (Teaching and Learning) had the responsibility of implementing our information technologies plan. She worked beyond expectations and was exceptional at learning how this implementation worked, especially considering that TorqueIP was completely useless at explaining what was required. It is sad that by the time we have come to the end of the project, all the expertise that she has gained will simply be put away, not to be used again. We have offered her services to the MOE if required as it doesn’t make sense for another AP in another school to go through the entire process blind again and again. This offer has yet to be taken up. Disappointing really.

4. Decanting of A and S blocks for deconstruction Achieved After the demolition of S-Block, the school was faced with an increasing roll and a decreasing capacity for classrooms. Classes were sharing spaces in the library and alternative classrooms were created in areas, such as the boardroom and Te Kohiko, our cultural learning centre. At the end of Term 3 the school lost an additional four classrooms. This placed the school under immense pressure with three weeks before the senior students left for examinations. The staff of Kaiapoi High School managed this exceptionally well. In October we transferred out of our last main

teaching block to make it ready for deconstruction. The following decanting plan was created and followed:

5. Community meeting Achieved Community meetings were held during the year. These were incorporated into our school visits to our contributing schools. They were well received. The general consensus was that our community were not in favour of a complete open plan model and were happy with the direction the school had chosen. At the start of 2018 there is a community day planned for anyone to attend.

6. Integration of cultural narrative including names Work in progress The school engaged with Ngai Tuahuriri to develop the cultural narrative for the school. This was completed with our contributing schools. There was then a follow up meeting with Corban Ti Aika to delve into the narrative and see how the school could implement the narrative into our buildings. It was decided by our whanau that we would name the buildings based on local mountains, rather than waka. The decision was based on the fact that as the school grows there would be a need to introduce more names. We also have the capacity to rename our old buildings and new gymnasium. Each of the buildings has a colour scheme based on the mounga and awa. Following this we worked with Morgan Mathews, an ex head student who now works with Ngai Tahu. She created our manifestations for the windows and doors. The doors have been numbered only in Te Reo.

Buildings: Tawera

Karetu:

7. The new gymnasium Work in progress During the year we were waiting for confirmation from central government as to the decision on a full sized gym. Our marketing manager made real progress with the Waimakariri Council to support the school with the gym project. They did not wish to be involved with a Ministry stock standard gym and wanted to provide funding to ‘up-spec’ the gym so that it could have better community use. We received confirmation that a full sized gymnasium would be built during the year. As the gymnasium would be a standard size and not include ventilation, high grade flooring, run-off space and seating the need for the council to be involved and provide additional funding was critical in providing a space that could be used for the community. In July the council approved the support of the school gymnasium for $1million. In August the design phase began and a MOU was created with the Waimakariri Council. The school will have to cover all expenses of running the gym and receive all revenue.

A concept plan has been created by OCTA and we are now waiting for final plans and council consent. Once this has been achieved early in 2018, we will be in a place to tender for the project at the end of March 2018. The school is hoping that the project can be completed by the end of the year.

Annual Target Two Pathways Goal There are opportunities for everyone

We will measure this goal by: a. Increased engagement c. Mutiple pathways are provided

Outcomes: Outcome 1. Map of pathways and allocated funding available to all

students Not Achieved

2. IEPs created for Academy students in 2017 by the end of term one and other programmes progressively completed by 2018.

Achieved

3. IEPs will clearly state who has responsibility for tracking the student.

Achieved

Actions:

1. Review current options provided by alternative providers to enhance student choice.

2. Investigate funding options/opportunities to facilitate these programmes 3. Evaluate appropriateness and success of these programmes for individual

students. The Academy class was reviewed and students were provided with mentors who are tracking their progress. In 2018 the students will need to take 4 subjects as well as their course. They will need to opt into a maths/numeracy course, an english/literacy course and one option. This will ensure we can get the numeracy and literacy credits they need to complete NCEA Level 1, as well as their course credits. This pathway was designed to help students for whom school is not a long term option. They will be guided into a full time course/work/apprenticeship at the end of each year. Further review of results indicated success for many students. Feedback indicated that the course is best suited to Level 2 and above because students who opt in at Level 1 have limited school pathways open to them for Level 2. The maturity of students to self-direct is also minimal. At the end of 2017 students were encouraged not to particate in the Academy class at Year 11, but rather to focus on gaining the needed literacy and numeracy credits which are the foundation for further study. This did cause some friction with parents, but the reasons were clearly explained in the course evening the school provides. We expect to have fewer numbers in 2018 as many of the students completed the course in 2017 at Year 11. These numbers are expected to pick up again in 2019. Where we were trying to open the doors for these students earlier, we were infact closing them as they had limited options in Year 12. Many of these students had gained enough credits for Levels 1 and 2, but these credits were limited to the academy courses and did not provide the breadth of learning that was needed to enter into Level 2.

Annual Target Three Maori and Pasifika Goal We are committed to excellent student achievement

We will measure this goal by: c. Maori and Pacific achievement

Outcomes: Outcome 1. Whanau hui every term Achieved 2. Students identified as ‘at risk’ and an individual plan created

for each student Achieved

3. Creation of draft MRP including what it means to be Māori or Pasifika at KHS by end of term 1 2017

Achieved

Actions:

1. Identify Māori and Pasifika students in the school 2. Identify what it means to achieve as Māori 3. Analyse Tātaiako and how it applies to KHS 4. Create a Māori Responsiveness Plan 5. Create strong connections with our Whanau 6. Provide positive role models for our community 7. Work with contributing schools to create a transition plan for Māori and

Pasifika students entering KHS Whanau huis still remain popular and are well attended. Our Maori focus teacher analysed our school data and delivered a survey as to what it means to be Maori for our students, staff and whanau. These results were the basis of a professional development focus for our staff. This was then followed by the deconstruction of Tataiako as it applies to Kaiapoi High School. Both these documents were used to create the school’s Maori Response Plan. In June a professional development day was held where our students spoke to our staff about their experiences of learning at Kaiapoi High School, and what enabled them and what hindered them in their learning. Tataiako played a prominent part in school professional development in 2017 and will continue in 2018. Students at risk were identified, and as they were predominately make the school engaged in the “Bros for change” programme early in Term 1. This had a very positive effect on the young men who took part. The opening of the Cultural Learning Centre (Te Kohiko) gave not only our Maori students a home, but also those of many different cultures. Feedback from our students is that there is a perception that this whare is Maori only, and this will have to be addressed in 2018. The most appropriate way to do this would be by allocating a head student portfolio to it. The school now has a Pasifika staff member attached to our Pasifika students. We are expecting to see our students become more involved in Pasifika activities, and in 2017 we had two students recognised for their leadership potential at the Pasifika awards. One was a head student and one was voted into the role by her peers at the end of 2017 for the 2018 school year. We had a large group of students attending the

National Manu Korero competition in New Plymouth, where we had a student speaking. Currently our Maori students are performing academically better that our non-Maori students, with the sole exception of Level One, and better than the National Average across all levels based on roll, rather than the easily manipulated participation base.

Whilst our Pasifika students are increasing quite dramatically, they stiil have a small population that makes analyzing the statistics difficult as a body of students.

Annual Target Four Improved academic success Goal We are committed to excellent student achievement

We will measure this goal by: a. NCEA results improve and are above benchmarks for: i. Pass rates ii. Merit and Excellence Endorsements iii. Level two literacy and numeracy c. Maori and Pacific achievement Outcomes: Outcome 1. Level 1 to be at 85% plus Achieved – 90.8 2. Level 2 to be at 85% plus Achieved – 86.23. Level 3 to be at 75% plus Achieved – 78.8 4. U/E to rise from 39% Achieved – 45 5. A pathway that provides students an opportunity to attend

university, if that is their intention. Achieved

Actions:

1. Junior Curriculum to be reviewed and updated and to comprise of NCEA credits in all faculty areas in Year 10.

2. HOF reports to the BOT to be analysed for the undertaking of actions and influence on outcomes.

3. Connect with Māori response committee and use Tātaiako to improve outcomes for Māori and therefore outcomes for all.

4. Structures to be set up for: Tutor teachers to track senior students’ results Timely entering of results on kamar.

5. Review of Academy programme with actions implemented this year based on review.

6. Working with Deputy Principal in support of achievement of Māori and Pasifika students.

Whilst our Pasifika students are increasing quite dramatically, they stiil have a small population that makes analyzing the statistics difficult as a body of students. In March the Academy programme was reviewed and changes were made to ensure Literacy and Numeracy components were covered, as this was identified as the main barrier for our students in 2016. New procedures and structures were put in place to track student achievement and to ensure the entering of NCEA results were within a two week window following assessment, as this was critical if we were to successfully track our student perfornance. In May the Head of Faculty reports on Achievement in 2016 were presented to the Board of Trustees. The two Assistant Principals analysed the template of the report, with a view to improve its structure so that outcomes are more robust, targeted and achievable for each faculty.

A teacher only day was held in June dedicated to:

• Māori Responsiveness Report feedback and introduction of Tātaiako.

• NCEA tracking and Classroom Specific Planning for senior students. This allowed much more reliable information to be available to all teachers, and especially tutor teachers, to be better informed of likely student success and be able to support their students in making changes if necessary.

In June our NCEA tracking process was introduced to staff on the teacher only day. Our database manager facilitated the presentation. Staff updated the credits that students had gained and, for the first time, made an estimate as to the number of credits students should gain during the year. This information was used in week 9 by the deans to support them in putting strategies in place to better support our students. Deans were able to link in with tutor teachers to monitor progress of students and the ‘Student Profile - Credit Estimations’ document in Kamar was used by both deans and tutor teachers to monitor progress. Staff were required to make comment on students who they perceived would struggle to gain 14 credits in their subject. The comment was about how the teacher would better support the student in improving their current estimations. Based on initial responses more planning was needed to enable staff to complete this task effectively.

The first round of NCEA tracking was focused on the deans having data to support tutors, students and community discussions and decisions. These discussions were centred on strategies to support particular students that were at risk of not meeting the criteria for the qualification they were aiming for. The outcome of this saw a number of students better connect with their teachers and take ownership of their learning and achievement. Some students gained additional support from our Careers Advisor when it was agreed that more suitable pathways were available outside of school, while other students gained support in considering a two year pathway in gaining a particular NCEA level qualification. A second round of NCEA tracking was undertaken. This time there was involvement from our Literacy and Numeracy Coordinators, our Māori and Pasifika Responsiveness Coordinator, the Deans, the Careers Advisor, and our newly appointed Mentoring Coordinator. VAK mentioned it as being one of the best meetings she had been a part of. People were working together on every student that was identified as needing additional support. Strategies were developed for every student and every student was picked up by someone to enact the strategies, in consultation with the student and community. Deans kept a record of all of these students and have made this available to all tutors with information (and sometimes actions they need to undertake). This NCEA tracking data is also being used to support (or not) students in decisions of the actual standards they were going to be entered in for external exams. The strategies to support students that were highlighted in the second round of NCEA tracking continued throughout the year. Specific students are still being targeted for specific literacy and numeracy NCEA credits. Contact with caregivers has been more focused on academic success; how the school can help and what behaviours and attitudes of the student needs developing. With the ERO visit, there was an acknowledgment that we now have the capability to better track students in gaining Merit and Excellence endorsements and that this was to be a focus for us next year. ERO supported this. ERO was impressed with our NCEA tracking mechanism and would like to see a similar tracking opportunity in our junior school, especially around numeracy and literacy. Moving forward into 2018, having a commitment to excellent student achievement, the overall ‘strategicness’ of the goal needs to stay. Our focus has been to lift NCEA achievement and pass rates have improved. What could be added to this goal is the ERO recommendation of strengthening of assessment practices at years 9 and 10. The recommendation needs unpacking and it would seem appropriate that some aspects of the strategic nature of ERO’s recommendation would fall within the goal of improving academic success. Therefore it would flow through that new actions are needed to support the new strategic intent. With the ability to better track students during the year, a smaller and more targeted group of students were contacted and offered time during exam leave to work with staff on gaining extra credits that could get them ‘over the line’ in gaining a Level qualification. It was pleasing to see that some students could take the initiative themselves and ask their teachers if this opportunity was available for them. This has come about due to the work tutor teachers have done during the year in tracking their students and holding conversations with them about their progress and concerns.

Annual Target Five Classroom Specific Planning Goal We are committed to excellent student achievement

We will measure this goal by: a. Years 9 and 10 improved culture and academic success Outcomes: Outcome 1. Each Year 9 Student will enter Kaiapoi High School with a

precise Academic Data Set Achieved

2. Each Year 9 Student will increase their Achievement in Numeracy and Literacy.

WIP

3. Each Year 10 Student will increase their Achievement in Numeracy and Literacy.

WIP

4. Careers week/ NCEA intro will promote decisions leading to successful pathways, based on a student’s desired career.

Achieved

5. Each Faculty will provide NCEA opportunities in Year 10 for the Broad Band Classes.

Achieved

6. Attendance rates will improve in the Senior School. Achieved Actions:

1. Junior School create a precise set of Mathematics, Reading and Writing Profiles for all incoming Year 9 students.

2. Track progress of all students in the Junior School. 3. Active promotion of academic success in the Junior and Senior School. 4. A pathway to academic success in future learning is displayed.

Evaluate attendance and look patterns linking into achievement in the Senior School.

At the start of 2017 all Year 9 students arrived with Mathematics, Reading and Writing profiles that were used to create our classroom specific plans. An academic assembly was held in March to celebrate those students who achieved an Endorsement in NCEA. This was well attended by families. All senior students were given a careers interview and pathways to achieve their desired outcome were created. Weekly reports now include an attendance rate and a suggestion that this must be at least 87.5%. Attendance is one of the key performance indicators for the Board of Trustees report. Attendance improved on 2016 rates. A growing number of faculties are offering NCEA credits in Year 10. The school needs to follow up with this and decide whether this is an appropriate course of action, as the students that gain these credits are more often than not the students who do not require additional credits when they reach Year 11.

Annual Target Six Pedagogy in a modern learning environment Goal We are committed to excellent student achievement

We will measure this goal by: a. Years 9 and 10 improved culture and academic success There are opportunities for everyone

We will measure this goal by: a. Increased engagement Outcomes: Outcome 1. Academic Data Set Classroom Specific Planning

documentation in place. Achieved

2. Faculty unit planning documentation linked to students’ needs within a class so that CSP continues to take place.

WIP

3. Professional development plan in place and aligns with current goals

Achieved

4. Effective teacher profile created to be our guide on Teaching and Learning at KHS.

WIP

Actions:

1. At the start of this year, Class Specific Planning (CSP) was put in place, to have a consistent structure across the School, to support teachers in better knowing, differentiating and connecting with learners. During this year, this will be further developed to connect CSP data to units of learning.

2. Provide professional learning opportunities for staff to: - use technology tools to cater for the differentiation of learners, - collaborate and share pedagogy and resources, - develop consistent expectations across the school

3. Develop the ‘Effective Teacher Profile’ through gaining student voice and aligning this with staff voice and research to develop a school-wide pedagogy for teaching and learning.

4. Support and connect Leaders of Learning (LOLs) priorities to increasing student engagement and achievement.

In March our CSP has data was made available to all staff for junior and senior subjects. Training was provided by our database manager on how to produce Mark Book Summaries that supported HOFs to provide data for staff of senior subjects, especially data that is beyond that of their own faculty. Feedback from staff was very positive especially, with data available for new year 9 students. At the start of each term there was time for staff to reflect on junior students that they initially highlighted as needing a differentiated programme. Reflective responses were based on:

- Are term results as expected – explain? - Next steps for this student (Group)

CSP for senior students was ‘housed’ within Kamar and was combined with NCEA tracking of students. On the teacher only day in June staff were introduced to the ‘NCEA Credit Estimates’ document that is a central place for teachers to estimate the number of credits students are expected to gain in subjects, comment on issues with students not being able to gain at least 14 credits, and strategies to further support students. This supported a teacher’s CSP while, most importantly, better supporting students during the year to improve their outcomes. CSP for our senior students continued to be a focus throughout the year. Staff completed their NCEA tracking of their students and deans analysed this data so that strategies can be put in place to better support our students. This led our staff into further becoming more solution-orientated, and further away from blaming the student for poor outcomes. It was pleasing to see that we rigorously analysed the data in June so that outcomes could be improved for our current students in the current year. As part of our Appraisal process, staff were required to do their own inquiry. In 2018, for most staff, the inquiry involved collaboration with other staff and a focus on staff together determining who they wanted their students to be the focus of the inquiry. This was another way that our school supported staff in:

becoming more collaborative, connecting with our students, using data to support decision making.

Six staff, including the three leaders of learning (LOLs) attending the Delving Deeper Conference in April. This was well received and created a number of discussion points with respect to not only our own pedagogy, but also the pedagogy that was happening in Primary schools and the flow on impact it was having on teaching and learning in our own school. There seems to be a lack of connection as to what self-managing learners look like. Participants from the Delving Deeper Conference fed back to staff on one of our Thursday PD sessions. From this, there was overall confirmation that we are ‘doing the right thing’ by moving our pedagogy forward, that all schools are different, however there was learning to be gained through sharing experiences. Our three LOLs and Assistant Principal visited Rolleston College, while the six staff at Delving Deeper each attended workshops facilitated by Rolleston College. We all took away pieces of learning that can be applied to our environment. The LOLs developed a plan of action, based on three areas they wanted to focus on during the year. Each LOL will lead one of the areas. Collaboration Timetable Experiential learning. In March the LOLs ran two professional development sessions with a focus on collaboration, and have connected with the inquiry the staff were working on. There has been reflection on last year’s collaboration learning and a visit to Rolleston College supported our LOLs in continuing to move forward in better engaging our students in the 21st Century. Our LOLs attended a PD session based around their Incubator project of 2017, which was facilitated by Grow Waitahia. The LOLs mentor was Linda Tame and she has met twice with the LOLs and AP. She has indicated that our LOLs are taking on a different ‘school’ approach in moving pedagogy forward, yet they seem to be more structured and further ahead than some more traditional SLT led projects of other schools. Collaboration led by a LOL has developed two teams of core teachers. They developed a theme-based connected curriculum for Year 9. Our volunteer collaboration group fed back to staff about what

they have been doing in both: organising themes to use next year as a collaborative activity in our junior school, and different forms of collaboration they have undertaken with classes this year. It is very helpful for our staff to see their professional peers working outside their comfort zone and showing us all as to what collaboration could look like and how they have made it work. Another LOL presented to staff three different timetable plans. Each plan achieved our goal of bringing in 100 minute periods. Our LOL and Principal presented updates of the timetable to the staff at the end of week 9 term 2. This presentation addressed questions raised about the three options. Three options quickly went down to two and finally to one, based on staff consultation. Our community was consulted on the one new timetable and feedback was sought about the movement to 100 minute periods and whether a later start time was preferable. The decision was made on the timetable to:

1. Start school at 9am and finish at 3pm.

2. Staff will have time from 8.30-9am to collaborate/assess/tutorials

3. Some classes will have double periods to trial 100 minute long periods

4. Review implementation of long periods at the end of Term 2 2018.

The school chose not to pursue the experiential learning pathway due to workload. Our strategic plan and annual targets were presented to staff early Term 2 by our Principal. His presentation detailed the connectedness and interlinkages of each of our targets, the responsibilities of key staff in implementing actions to achieve the targets, and how our actions are better supporting our students academically and pastorally. The school’s PLD plan was confirmed in June. Although this took some time, it was worthwhile holding off in confirming a term by term process so that leaders of annual goals could formulate their plan and interconnections could be developed. School-wide literacy support was picked up exactly where it left off in 2016. Jo Collins was instrumental in facilitating both school-wide and faculty specific PD opportunities. She was successful in gaining literacy support for our school from the MOE Central PLD fund and the school has developed a relationship with the University of Canterbury, with further specialist support becoming available. Our Specialist Classroom Teacher (SCT) surveyed staff to explore some of the issues facing staff with our junior students with respect to their attitude towards learning and their behaviour in class. The purpose of this was to develop a profile of how to address issues before they go beyond the capability of the classroom teacher. This supported our students and our staff in developing more consistency throughout our school of student expectations and systems. The outcomes of the survey was presented to staff and centred on core class behaviour, learning and relationships. Staff were very thankful of this as it was another way of staff sharing some of the concerns they are working with within their own classes and it was a powerful way of sharing those concerns, especially for the core class teachers to see that their individual concerns were, at times, very similar to other teachers about the same core class. The SCT worked closely with our PB4L team in developing strategies for staff to be introduced at the start of 2018. These strategies will support improving culture and academic success, along with improved consistency across the school.

Annual Target Seven Relationships Goal Positive relationships are both modeled and encouraged

We will measure this goal by: a. Focus on reducing unpleasant interactions ie bullying and harassment. Outcomes: Outcome 1. Analysis of NZCER Survey to provide 3-5 indicators for

school to focus on. Achieved

2. All teaching staff will feel confident in facilitating a class hui. Postponed3. Replace Gold Card reward system with cards that reinforce

expected behaviours and reflect our school values. Achieved

4. Introduce school badges that reflect consistent demonstration of the school values.

WIP

Actions:

1. NZCER survey “Wellbeing @School” – to be used and analysed 2. Restorative – All teaching staff to have some training in facilitating a class

hui. 3. PB4L – Implementation of strategies to reinforce positive behaviour.

All new staff to Kaiapoi High School had a 2.5 hour session after school with Greg Jansen on Restorative Practice (RP). This session focused on the underlying philosophy of RP and requires staff to self-reflect on where they are themselves in terms of the importance of relationships and making connections. This session was followed up by professional development where we role played and practised restorative chats. Two of the new deans, the Specialist Classroom Teacher and Director of Karanga Mai all completed the the three day Restorative Training with Marg Thorsborne. The new positive behaviour reinforcement system was implemented. The staff had professional development and Manu cards now replace the old Gold card system. Each card has the four school values on, and the person giving the card is required to tick the value that is being rewarded. This created a positive buzz around the new system and we have noticed that seniors are taking a greater interest in Manu cards. The NZCER Survey was completed by staff and the key finds were:

Decision making and initiatives: • Discuss and explain decisions • Stick to the plan…plan-implement-review

Workload: • If you add something...try and take something out. • Try and create time to plan (outside of teaching hours)

Professional development: • Professional development on diversification of learners and

teaching strategies • Increase the feedback on teacher performance

The PB4L SET was undertaken. This gave us information on how well we are progressing with PB4L. The raw data was presented to the staff at PD in March. The PB4L team analysed the data. The overall score of the Set data shows an incremental increase in evidence that strategies put in place to improve systems have been successful.

2014 48.9% 2015 59.5% 2016 68.1% 2017 91.6%

An NZCER “Me and My School” Survey was completed by years 9 and 10 students. The findings were shared with the School and COL. As a pastoral team we considered the results of this survey and the deans further unpacked the results with a group of years 9 and 10 students. Under the headings of:

• I Feel Safe at School • I Am Comfortable Talking to Teachers at this School About My Problems • Engagement in Class • Most of The Time School Puts Me in a Good Mood • Relevance Of What Is Taught At School • The students were asked two questions for each heading. What needs to

change? What are some barriers? • Then a solution brainstorm was offered.

We now have the student voice around this and will be a catalyst for our next steps in exploring how we can increase and enhance student engagement at Kaiapoi High School. The Assistant Principal Pastoral attended the PB4L Secondary School cluster meetings, and North Canterbury Cluster PB4L meetings. These meetings were valuable for sharing success stories and supporting one another as interventions are introduced at various schools. The Wellbeing North Canterbury Team met with the Kaiapoi High School Pastoral team to explain the services that they provide.Meetings of the Health Clinic professionals were held near the end of each term. There was also a weekly meeting with the Youth Aid Officer and the School Attendance Officer. ROCKON meetings were held monthly. The Assistant Principal Pastoral also attends Northern Steps/ R13 meetings, Youth Justice Meetings and Vulnerable Childrens’ Team meetings monthly. A number of meetings were held with the Health Clinic staff and School Counsellors to draw up a wish list for the planned Wellbeing Centre, we now eagerly await the next steps. The Assistant Principal Pastoral, Head of Health and the School Guidance Counsellor attended the inaugural workshop/ hui with a focus on wellbeing for students and staff. This hui was attended by most secondary schools in Canterbury, West Coast and Nelson and is aiming at a collaborative response to increasing wellbeing across the sector. There will be a focus on developing connectedness and strengthening relationships at the start of 2018. The PB4L team worked on teaching what our school values looked like in practice. The PB4L SET data revealed that students are well aware of what our school values are, but said that we don’t teach them. All staff believed we are talking about what the values are with our students, but we are now focussed on being specific when we

talk about the values and ensuring what each value looks like. Each faculty was asked to include the teaching of school values within the curriculum, so as to embed even further the concepts of respect, integrity, community and excellence.The PB4L team looked at our matrix and updating what our school values look like, and therefore what our expected behaviours are various areas around the school, for example the canteen, auditorium and gym etc. The school has worked on embedding the school values, clearly defining them and ensuring that they are visible across the school. The SET measured 100% response to this in 2017, compared to 75% in 2016, and 50% in 2015. As school populations change, teaching the school values needs to be ongoing, and constantly referred to. The planned professional development in restorative circles, to build capacity in facilitating a class hui was postponed due to low numbers. Kaiapoi High School will ultimately benefit from this as a planned session early in the new year, on site, will allow us to have greater numbers participate. This target needs to remain in 2018. As relationships underpin everything we do at Kaiapoi High School, we need to keep this at the forefront. The relational approach is fundamental to our school values being upheld. Both Restorative Practice and PB4L build capability in positive and respectful relationships across the school community. We are on a continuum in the process of establishing capacity within our school community, and there is still work to be done.

Annual Target Eight Karanga Mai Young Parents Centre Goal There are opportunities for everyone

We will measure this goal by: e. Karanga Mai Outcomes: Outcome 1. For NCEA results at all levels to improve (including merit and excellence results) and be above those of Decile 1 schools

Varied

2. Students feel supported during transition into Karanga MaiEnsure cultural responsiveness for all student transition processes Transitions out of Karanga Mai are supported by clear plan including whanau teacher, ELC and external agencies/providers

Achieved

3. Student services encourage long term educational achievement and positive life outcomes Focus on Enhanced Environment practices & strategies Te Reo, Tikanga and Kawa are actively promoted and supported within the college Māori students are actively supported and encouraged in their cultural practices. Māori students are proud to be Māori and experience success in the Karanga Mai learning environment

Achieved

4. IEPs built around individual needs, goals and strengths for each student Increased learning resilience, growth mindset and independence in learners Citizenship programme development to maximise community connectedness Learning spaces are multi-functional and adaptive Building links within our local education community

WIP

Outcome One: Level 1 Maths and English teachers worked together to identify students’ literacy and numeracy needs and targeted individual standards accordingly. Documents for tracking achievement and completion timelines increased focus and guided next steps for students. Reward systems were put in place to acknowledge achievement in literacy and numeracy. In June achievement progress meetings were held with all staff involved. Whilst literacy and numeracy was undertaken, completion was still not at the desired level. In order to accelerate achievement in English the Level 2 teacher worked with some of the more capable Level 1 students. The less capable students focussed on completing the Literacy Unit Standards as soon as possible. Monthly celebration morning teas were instituted and by the end of term 2 we celebrated two students having achieved University Entrance and Level 3, and four achieving Level 2. Three students have also successfully achieved Level 1 Lit/Num.

Mid-year data analysis showed fewer credits have been achieved so far this year, with a significant reduction at Level 1 (nearly ⅓), however more than 50% of results overall were achieved at Merit/Excellence level. There has been a shift away from a “credit-grabbing” mentality focussed on easy unit standard credits, towards setting up academic pathways for students and raising expectations. We investigated ways to broaden our curriculum opportunities for students and would very much like to boost these via collaborating with the high school to meet our students’ needs more effectively. There are a range of ideas to canvas with relevant staff at the high school, with a view to improving access to a wider range of learning opportunities in 2018. Achievement stats are well down on 2016, however over 33% of achievement is at Merit and Excellence. It appears that results are very linked to teacher expectation and delivery of specific standards. There was a significant increase in the number of students completing Levels 2 and 3 for 2017. A huge push on Lit/Num finally paid off and our Level 1 students have had a very successful Term 4 in comparison to Levels 2 and 3. The foundation for this success has now been established and we are confident that 2018 will see Lit/Num achievement occur earlier and at higher rates than in recent years. We worked closely with the High School Careers department to involve our students in Gateway and Red Shirts in 2018, which is a great development. We will also have a new staff member teaching in both the YPC and KHS, which is demonstration of our commitment to building our collaborative relationship and we look forward to seeing how this evolves and develops over time. Dedicated timetable opportunities for project based/cross-curricular learning are planned for 2018 and teachers are beginning conversations about how they would like to work together to utilise that time in the most meaningful way for students.

Outcome 2: A Transition Working Group was established including YPC Director, YPC Careers/Transition teacher, Social Worker, and ELC Tumuaki. A Leavers’ Survey was offered to all students upon leaving (5 of 8 leavers have completed this since its creation mid-Term 2) and results will help inform future transition and other supports. As identified in notes on Target 8.1 above, transition planning was created for students that were not making sufficient progress and needed a different learning/employment context for 2018. We worked with their Youth Coaches/whānau where appropriate to assist a smooth and clear pathway for them. In May the mapping of the “Circle of Awhi” that exists around students began - the hope is that this will identify gaps, strengths and inconsistencies in practice. This is connected to our Teacher-Led Innovation Fund Research. Our mapping of the “Circles of Awhi’ around students continues as part of the TLIF research. Analysis of this data took place and concentrated on who is involved and how/what intentional actions have taken place to support change/what outcomes interventions have had. Unfortunately, the TLIF research became untenable given issues within the wider learning community. This had implications for some of the initiatives undertaken with

resourcing that was provided as part of the project, however we continued the focus of strengthening transition processes. Progress report conversations took place and transition plans were made to support students who moved on, and/or had been identified as not making progress. In the past, keeping their place at Karanga Mai was not dependent on academic progress and many of our students seemed unprepared to leave or transition on to employment or further study. We are hoping to raise expectations and results overall, and to build effective and supported transition out, through keeping a focus on learning goals, progress, and future plans for students at the forefront of our conversations with students. Transition processes for students that left were well-supported and all students that moved on had clear destinations/purposes. This was a huge improvement on past transition processes. All students transitioning out were offered the opportunity to feedback to KM about their experience at school and leaving. Outcome 3: In May Well-Being survey results were utilised to help direct programmes and initiatives for students. These included Tamariki Talks; Mums ‘n’ Bubs swimming; Smokefree Cessation Support; “Loves me Not” in conjunction with the NZ Police and regular Māori Student Hui and Class Huis. There were multiple activities for Matariki Week - including a trip to the museum to see the exhibition on Kai Tahu Wahine, rakau competition, shared lunch and kids disco in the ELC, and waiata time. Students were involved in organisation and co-construction of initiatives and were part of a working group looking at changing the culture around smoking at Karanga Mai. Four Hauora workshops gathered some helpful student voice and now our student Rūnanga is using that to help develop a Vision for Well-Being at Karanga Mai, some long-term goals and a short-term action plan. However, despite all the time put into the Hauora Workshops, students were not very engaged in following through on creation of an action plan, and long and short term goals. We are looking at a more structured approach to assist in the co-construction process with students so their needs are part of our aspirational plan. Well-Being Action Plan brainstorm sessions took place and the student Runanga will assist in prioritising 2018 actions and creating SMART goals around them. A longer term plan will come next. The are designated timetable slots for Well-Being/Parenting support and the action plan will feed into those. A non-violent, kaupapa parenting course was offered to students via Plunket and was well-received by students. In response to student voice, we timetabled a range of recreational, social and physical opportunities for students including gym sessions; Mums ‘n’ Bubs Swimming; Spring Picnic and internal whānau competitions. Renovation plans were completed but the process was stretched out into 2018. We shall wait and see where to from here. Outcome 4:

IEPs were all set up and used regularly for reflection/goal-setting and tracking by both teachers and students. Habit that Help Learning workshops were held and a reward system is now in place. Unfortunately, early enrolments within the high school were not successful with only one student successfully engaged in a mainstream class. Relationship with Highway Trust (local Christian group) developed and they supported us with production of cards; morning tea; citizenship opportunities and mentoring. Our partnership with Tuhaitara Coastal Park began, including assisting with planting. Citizenship day saw students engaging in volunteer weeding at Tuhaitara, and Highway Trust hosting a Pop-up Op Shop and morning tea for students. Whānau time was increased to two times a week, and was focussed on IEP reflections and goal-setting, and group relationship building. Visits to Hawkes Bay TPUs were once again thwarted - this time by fog. This trip is now on the back-burner. However, I had the opportunity to visit the Nelson TPU, which was extremely interesting and helpful to see how another TPU manages and organises things to maximise positive outcomes for students. The director attended the first of several PD workshops for Kaiapoi High School Head of Faculties with Greg Jansen. This was a great opportunity to build collaborative relationships. Contact with the Kātote CoL has been sporadic, but we are participating in collaborative planning and design days. Staff brainstormed a number of ways to broaden curriculum delivery and the YPC will endeavour to keep working with the school to ensure our students have increased access to new learning opportunities. Students indicated study intentions for 2018, and the timetable was arranged in response to this. There will be a focus collaborative, project-based learning three afternoons a week, which may create opportunities to link in with the school and other local community organisations/schools.

Crowe Horwath New Zealand Audit Partnership is a member of Crowe Horwath International, a Swiss verein. Each member firm of Crowe Horwath is

a separate and independent legal entity.

INDEPENDENT AUDITOR’S REPORT

TO THE READERS OF

KAIAPOI HIGH SCHOOL’S

FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 DECEMBER 2017

The Auditor-General is the auditor of Kaiapoi High School (the School). The Auditor-General has appointed

me, Michael Lee, using the staff and resources of Crowe Horwath, to carry out the audit of the financial

statements of the School on his behalf.

Opinion

We have audited the financial statements of the School on pages 2 to 19, that comprise the Statement of

Financial Position as at 31 December 2017, the Statement of Comprehensive Revenue and Expense,

Statement of Changes in Net Assets/Equity and Cash Flow Statement for the year ended on that date, and

the notes to the financial statements that include accounting policies and other explanatory information.

In our opinion the financial statements of the School:

- present fairly, in all material respects:

- its financial position as at 31 December 2017; and

- its financial performance and cash flows for the year then ended; and

- comply with generally accepted accounting practice in New Zealand in accordance with Public Sector

– Public Benefit Entity Standards Reduced Disclosure Regime.

Our audit was completed on 28 May 2018. This is the date at which our opinion is expressed.

The basis for our opinion is explained below. In addition, we outline the responsibilities of the Board of

Trustees and our responsibilities relating to the financial statements, we comment on other information, and

we explain our independence.

Basis of opinion

We carried out our audit in accordance with the Auditor-General’s Auditing Standards, which incorporate

the Professional and Ethical Standards and the International Standards on Auditing (New Zealand) issued

by the New Zealand Auditing and Assurance Standards Board. Our responsibilities under those standards

are further described in the Responsibilities of the auditor section of our report.

We have fulfilled our responsibilities in accordance with the Auditor-General’s Auditing Standards.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our

opinion.

Crowe Horwath New Zealand Audit Partnership

Member Crowe Horwath International www.crowehorwath.co.nz

Building 4, 1 Show Place, Addington, Christchurch 8024, New Zealand

PO Box 33533, Barrington Christchurch 8244, New Zealand

Tel +64 3 343 5063 www.crowehorwath.co.nz audit.christchurch@crowehorwath.co.nz

Crowe Horwath New Zealand Audit Partnership is a member of Crowe Horwath International, a Swiss verein. Each member firm of Crowe Horwath is a separate and independent legal entity.

Responsibilities of the Board of Trustees for the financial statements

The Board of Trustees is responsible on behalf of the School for preparing financial statements that are

fairly presented and that comply with generally accepted accounting practice in New Zealand. The Board of

Trustees is responsible for such internal control as it determines is necessary to enable it to prepare

financial statements that are free from material misstatement, whether due to fraud or error.

In preparing the financial statements, the Board of Trustees is responsible on behalf of the School for

assessing the School’s ability to continue as a going concern. The Board of Trustees is also responsible for

disclosing, as applicable, matters related to going concern and using the going concern basis of accounting,

unless there is an intention to close or merge the School, or there is no realistic alternative but to do so.

The Board of Trustees’ responsibilities arise from the Education Act 1989.

Responsibilities of the auditor for the audit of the financial statements

Our objectives are to obtain reasonable assurance about whether the financial statements, as a whole, are

free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that

includes our opinion.

Reasonable assurance is a high level of assurance, but is not a guarantee that an audit carried out in

accordance with the Auditor-General’s Auditing Standards will always detect a material misstatement when

it exists. Misstatements are differences or omissions of amounts or disclosures, and can arise from fraud or

error. Misstatements are considered material if, individually or in the aggregate, they could reasonably be

expected to influence the decisions of readers taken on the basis of these financial statements.

For the budget information reported in the financial statements, our procedures were limited to checking

that the information agreed to the School’s approved budget.

We did not evaluate the security and controls over the electronic publication of the financial statements.

As part of an audit in accordance with the Auditor-General’s Auditing Standards, we exercise professional

judgement and maintain professional scepticism throughout the audit. Also:

- We identify and assess the risks of material misstatement of the financial statements, whether due

to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence

that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material

misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion,

forgery, intentional omissions, misrepresentations, or the override of internal control.

- We obtain an understanding of internal control relevant to the audit in order to design audit

procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on

the effectiveness of the School’s internal control.

- We evaluate the appropriateness of accounting policies used and the reasonableness of

accounting estimates and related disclosures made by the Board of Trustees.

- We conclude on the appropriateness of the use of the going concern basis of accounting by the

Board of Trustees and, based on the audit evidence obtained, whether a material uncertainty exists related

to events or conditions that may cast significant doubt on the School’s ability to continue as a going

concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditor’s

report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify

our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditor’s report.

However, future events or conditions may cause the School to cease to continue as a going concern.

Crowe Horwath New Zealand Audit Partnership is a member of Crowe Horwath International, a Swiss verein. Each member firm of Crowe Horwath is a separate and independent legal entity.

- We evaluate the overall presentation, structure and content of the financial statements, including

the disclosures, and whether the financial statements represent the underlying transactions and events in a

manner that achieves fair presentation.

- We assess the risk of material misstatement arising from the Novopay payroll system, which may

still contain errors. As a result, we carried out procedures to minimise the risk of material errors arising from

the system that, in our judgement, would likely influence readers’ overall understanding of the financial

statements.

We communicate with the Board of Trustees regarding, among other matters, the planned scope and

timing of the audit and significant audit findings, including any significant deficiencies in internal control that

we identify during our audit.

Our responsibilities arises from the Public Audit Act 2001.

Other information

The Board of Trustees is responsible for the other information. The other information comprises the

information included on page 1, but does not include the financial statements, and our auditor’s report

thereon.

Our opinion on the financial statements does not cover the other information and we do not express any

form of audit opinion or assurance conclusion thereon.

In connection with our audit of the financial statements, our responsibility is to read the other information. In

doing so, we consider whether the other information is materially inconsistent with the financial statements

or our knowledge obtained in the audit, or otherwise appears to be materially misstated. If, based on our

work, we conclude that there is a material misstatement of this other information, we are required to report

that fact. We have nothing to report in this regard.

Independence

We are independent of the School in accordance with the independence requirements of the Auditor-

General’s Auditing Standards, which incorporate the independence requirements of Professional and

Ethical Standard 1 (Revised): Code of Ethics for Assurance Practitioners issued by the New Zealand

Auditing and Assurance Standards Board.

Other than the audit, we have no relationship with or interests in the School.

Michael Lee

Crowe Horwath New Zealand Audit Partnership

On behalf of the Auditor-General

Christchurch, New Zealand