1

CROMWELL COLLEGE SCHOOL CHARTER

2012

OUR VISION

“On a journey to be the best rural secondary school in New Zealand”

CROMWELL COLLEGE SCHOOL CHARTER SCHOOL PROFILE Cromwell College began in 1978 with the change from Cromwell District High School into a Year 7 – 13 College. The College has been at the current site since 1984. The College is a decile 8 state co-educational school with no enrolment scheme. Students from Cromwell and the surrounding areas including Bannockburn, Lowburn, Tarras and Ripponvale attend the school. The school provides education for 405 students. Approximately 10% of the school’s population identify themselves as Maori or Pacifica students. In recent years students from other nationalities have moved into the Cromwell area and the school has a small but growing multicultural population made up of immigrants from Fiji, South Africa, Zimbabwe, Scotland, England and other countries. In 1995 the College instituted a specialist academy and lifestyle programme known as the Outdoor Pursuits Programme. This programme has a capacity for 30 Year 12 and 13 students each year who live at the Cromwell College Apartments. These additional students have been instrumental in allowing the school to maintain viable numbers at the senior end of the curriculum.

2

The College also maintains a small international fee-paying students’ programme with a proposed upper limit of 5% of the school’s roll. Currently we have students from Germany, Brazil and Sweden enjoying being educated at our school. The College is sited on eight hectares in the centre of Cromwell. The school is spacious with well-maintained grounds. In addition to our teaching facilities the College also has an excellent gymnasium and a 400-seat auditorium. Adjacent to the College, and available for student use, are the town’s playing fields, hockey turf and swimming pool. The College also maintains an Aquatic Centre on the shores of Lake Dunstan. This unique facility is home to a wide variety of watercraft. Students from Cromwell College and from other schools around the South Island make extensive use of this resource. COMMUNITY PROFILE The town of Cromwell is well-sited in the heart of Central Otago. Queenstown, Alexandra and Wanaka are all within easy reach. The town has approximately 4000 residents and in recent years there has been significant development in viticulture, horticulture, tourism and associated support industries. The town is in a growth phase as a result of this business investment. There is a strong community spirit with many clubs and organizations which contribute positively to the town’s maintenance and development. MISSION STATEMENT “Cromwell College will encourage all students to accept responsibilities and achieve to their maximum potential in a safe, supportive and

caring environment.” The main aim of the College is to provide students with the opportunity to maximise their potential by the provision of courses, programmes and activities which promote the development and enrichment of their academic, physical, social and cultural skills. Our mission ties in with our resurrected school motto “Deserve Success” and whakatauki – “Whaia te taumata” that urges us all to pursue the highest peaks and “realise our full potential”.

3

AIMS, EXPECTATIONS AND VALUES We expect members of our school community to pursue their full potential, Whaia te taumata, to pursue the highest peaks, and Deserve Success. We want them to be proud of themselves, their achievements and this place. Our aim is to provide an environment where mutual respect and honesty underpin all dealings. We endeavour to develop young people of character and integrity - people who are compassionate, respect diversity and aspire to contribute positively to the school and wider community. We seek to instil the ability to think critically, accept responsibility and know what is right. We value the pursuit of excellence and high expectations and we encourage persistence in the face of challenges. Our aim is to produce well rounded individuals who are able to actively participate and contribute in a wide variety of academic, sporting and cultural endeavour. We also value self discipline, initiative, creativity and the courage to take responsible risks and give things a go. There are 5 fundamentals that we expect all in the school community to value:

Mutual respect, honesty, goodwill and courtesy in all dealings and at all times. All members of the College community thinking, acting and behaving responsibly.

Honest effort, self discipline, courage, persistence and success that is deserved.

Being ready to learn – being prepared and on time, looking our best, with the right gear and the right attitude.

High expectations of ourselves and others and the pursuit of excellence.

We are on a learning journey to fulfilling our potential so that we may become the best that we can be and Deserve Success.

4

Our core values have been identified through input from staff and students and reinforce our Aims and Expectations. They form our Cromwell College Kawa:

Personal Excellence Respect Courage Persistence Trust Responsibility Honesty Learning for Life

The College recognises that success in secondary education is a partnership between 1 the school and its staff 2 the parents and the wider community 3 the students 4 the Ministry of Education Each partner has a role to play if students are to realise their full potential. NATIONAL EDUCATIONAL REQUIREMENTS The Board of Trustees of Cromwell College acknowledges its obligations to fulfill the requirements of the National Educational Goals (NEGs) and the National Administration Guidelines (NAGs). The Board of Trustees also has a commitment to ensure the delivery of the New Zealand Curriculum through the eight essential learning areas which emphasise key competencies, attitudes and values. The Board of Trustees adheres to the requirements of the principles of learning and assessing student achievement against national achievement objectives.

5

CULTURAL DIVERSITY AND THE MAORI DIMENSION Cromwell College reflects New Zealand’s cultural diversity by acknowledging all cultures within our community:

We have an environment that accepts and celebrates cultural difference We ensure that children from other cultures have equal opportunities to succeed We will actively engage with parents and communities of other cultures to ensure best outcomes for s tudents.

Cromwell College will reflect the unique position of the Maori culture by:

Acknowledging the place of Maori in New Zealand society through the acceptance of the use of Maori and respect for tikanga as part of our daily school life.

Ensure that te reo and tikanga are well spoken and accurately represented in our school. Knowledge of our whakatauki – Whaia te taumata. Use of Maori greetings and language in newsletters, assemblies and classrooms. This is supported through professional development.

Through the daily life of the school our action s will reflect respect as part of the schools Kawa. Staff commitment to realising Maori potential.

What reasonable steps will the school take to incorporate tikanga Maori (Maori culture/protocol) and te reo into the curriculum? We will: Deliver Maori language and tikanga to all students in Year 7 and 8 and provide an option for this in Year 9.

Establish and maintain a Kapa Haka group, encouraging all children to participate. Attending Kapa Haka festivals. Continue to incorporate the study of Maori history, customs and legends into the curriculum programme where appropriate. Eg the

korero pūrākau of Kaiamio and Koopuwai, Treaty of Waitangi Oragnise occasional wānaga with surrounding schools. Take an active part in the Mana Pounamu Awards with tautoko for our winners. Use of Mihi whakatau, and our school waiata and haka at appropriate events. Run a student careers hui.

We will actively engage with our Maori community on a regular basis to and encourage families to build upon the children’s knowledge and experience of their own culture within the home environment as well as at school. What steps will be taken to keep informed of the views and goals of the schools Maori and Pacifica community? On-going review of Maori and Pacifica student achievement data and the implementation of strategies in, consultation with whanau, to reduce barriers and improve outcomes.

6

Requests for Te Reo and Tikanga At the request of a parent, the school would undertake to provide further learning opportunities in Tikanga Maori and Te Reo Maori, subject to available resources. Such a request would be referred to the resource teacher of Maori for advice and assistance referred to Correspondence School for available resources. STRATEGIC AND ANNUAL PLANNING The Board has recently reviewed its 3 year strategic plan and this is detailed below. As part of its overall strategic planning, the Board of Trustees approves an annual plan developed by jointly by the Board, Senior Leadership Team and staff of the College. The annual plan is an outcome of a range of self review and consultation undertaken by the Board of Trustees and Senior Leadership Team. The annual plan sets outcomes and indicators for raising student achievement. These targets and indicators will relate to the school’s cornerstone goals, the national educational priorities and the learning needs of the students. These targets will be evaluated to help inform future goals and targets. The Board will make an annual report to the Ministry of Education on progress towards the identified outcomes. This is an outline of how it all fits together. OUR VISION

1. Ultimately it is to be the best rural secondary school in New Zealand. We are on a journey to achieve this audacious goal.

2. Our students accepting responsibility and maximising their potential in a safe, supportive and caring environment. This is our mission statement, another name for vision for our students.

3. Our students and staff aspiring to our whakatauki or Maori proverb, Whaia te taumata which means to pursue the highest peaks

and to Deserve Success. Respecting our Kawa or values - Personal Excellence, Respect, Courage, Honesty, Trust, Persistence, Life Long Learning

7

STRATEGIC PLAN – THE BIGGER PICTURE FOR THE NEXT 3 YEARS Our plan is made up of 6 Cornerstones all aimed at achieving our vision.

i. Excellence in learning and achievement ii. Collective ownership of core values iii. An exceptional team iv. Maximising resources v. Outstanding communication vi. Quality experiences beyond the classroom

ANNUAL PLAN – WHAT WE ARE DOING THIS YEAR TO ACHIEVE OUR VISION Each year the Board of Trustees (BOT), Senior Leadership Team (SLT) and staff discuss where our focus within each cornerstone should be in order to achieve our strategic plan and ultimately our vision. This is based on our self review during the year including surveys of staff, students and parents. In 2012 our theme is ‘Valuing High Standards For All” and we have 3 major annual plan goals:

1. Promoting High Expectations of Achievement – eg year 7-10 focus on student centred learning 2. ICT to improve school systems and student learning and engagement – eg Google Docs, Moodle Development 3. It’s Cool To Care At Cromw ell College – PB4L Contract, shared values and expectations and aspirations, lateness, absence

systems NAGS – THE NATIONAL ADMINISTRATIVE GUIDELINES – THE BOARD OF TRUSTEES CORE BUSINESS The school is required to meet the requirements of the NAG’s. These are strongly linked to our Cornerstones above. The BOT policies and practises are aligned with the NAGS.

a) Curriculum— the big one, fostering student progress and achievement b) Developing a strategic plan—consulting and reporting on student achievement c) Personnel—being a good employer d) Finance and property—efficient use of resources eg 5YA – the Ministry funded

building redevelopment plan for the next 5 years. e) Health and Safety—emotional and physical f) Complying with legislation.

8

Other terms MRC – The Maximising Resources Committee of the BOT. This group works closely with our sponsors and considers how all the schools resources are used. Our Cromwell College Business Sponsors generously donate around $60,000 in cash and kind each year. This money is allocated to staffing and ‘extra’ capital items. Kawa – our protocol or values. Charter – Details of the plans on how the College will achieve its vision for the coming year. It includes our Vision, Strategic Plan 2012-2014, Annual Plan for 2012 and our Values and Expectations or Kawa. CODES OF CONDUCT

Effective governance and management is a successful blend of community involvement and professional competence.

BOARD OF TRUSTEES THE PRINCIPAL The Board of Trustees agrees to

adhere to the following code of conduct.

In carrying out his or her duties, the principal will:

1 Ensure that the needs of the children

and their learning are given full consideration when planning, developing, resourcing and implementing the school’s curriculum,

1 Ensure that the needs of the children and their learning are given full consideration when planning, developing, resourcing and implementing the school’s curriculum.

2 Ensure that all students are provided

with an education which respects their dignity, individuality and which challenges them to reach the highest standards of personal achievement.

2 Show a commitment to the belief that each student is of equal value and is entitled to an education which respects their dignity, individuality and which challenges them to reach the highest standards of personal

9

achievement. 3 Serve their school and their

community to the best of their ability and be honest, fair, reliable, trustworthy and loyal.

3 Be loyal to the charter and fully committed to achieving its purpose, aims and objectives.

4 Respect the integrity of staff, the

principal, parents and students. 4 Respect the integrity of staff,

members of the Board of Trustees, parents and students, and show a commitment to the continuing development of the staff’s professional skills.

5 Maintain the confidentiality and trust

vested in them. 5 Work cooperatively with school staff,

but take final responsibility for decisions within the principal’s authority as delegated by the Board.

6 Ensure strict confidentiality of papers

and information related to the Board’s position as employer.

6 Provide all information on a student to any person with legal rights to the information who requests it, and respect confidentiality by keeping information on students from people who have no right to it.

7 Ensure that individual trustees do not

act independently of the Board and its decisions.

7 Not vote in Board of Trustees decisions in relation to the Principal’s employment.

CHARTER UNDERTAKING

10

In accordance with Section 64 of the Education Act, the Cromwell College Board of Trustees will take all reasonable steps to achieve the purpose, aims and objectives in this charter which have been approved by the Board following consultation with the community in terms of Sections 61 and 63 of the Education Act, and to take full account of the National Education Guidelines and all statutory obligations. The Board of Trustees accepted this charter as its undertaking to the Minister of Education on: 26 January 2012.

This charter was submitted to the Ministry of Education for the Minister’s approval on:

1 February 2012.

_________________________________________ _______________ Chairperson, Cromwell College Board of Trustees Date _________________________________________ _______________ For the Minister of Education Date

11

Cromwell College Strategic Plan 2012 – 2014

Our Vision: On a journey to be the best rural secondary school in New Zealand Our six cornerstones: Excellence in Learning and Achiev ement Expected Time Emphasis

1. Promoting high expectations of achievement 2012-14 Credit card, goal setting, NCEA focus 2. Quality delivery and breadth of curriculum 2012-13 ICT, student centred delivery

differentiation, homework yrs 9,10

3. Recognition of excellence and improvement, in and out of class, of both students and staff 2012-13 Scholarships, letters home 4. Identification and realisation of the potential of individual students 2012-14 PB4L, careers, pastoral, assessment

timelines

Collectiv e Ownership of Core Values 1. Strong promotion of the College’s values/kawa On-going focus + PB4L 2. Instil l ing a sense of pride in all the College does, stands for and achieves 2012-13 PB4L 3. Valuing and encouraging leadership 2012-14 Student voice, school council 4. Promoting a spirit of healthy competition and teamwork 2012-13 House competition enhanced

An Exceptional Team

1. Enthusiastic, passionate staff and Board On-going focus 2. A culture of continuous improvement 2012 Registered Teacher Criteria used 3. Collaborative and professional relationships to achieve our vision 2012-13 Staff review, BOT links 4. Util ising learning from relevant professional development. 2012-13 Walk throughs, NCEA alignment 5. Valuing and appreciating contribution On-going focus

12

Maximising Resources Expected Timeline

1. Stimulating learning environments 2012-15 MLE in B block, science labs 2. Access to high quality learning resources 2012-14 Annual MRC resourcing, ICT 3. Proactively managing growth 2012-13 New Apartments Ag/hort course,

Polytechnic Trades Academy 4. Achieve a strong financial position 2012-13 Marketing new apartments course 5. Using the College assets to the best advantage On-going focus 6. Accessing the full range of community resources 2012-14 Volunteers, MRC, Trades Academy

Outstanding Communication

1. Actively consult and listen to feedback 2012-14 Effective consultation, yr 10, 13 focus 2. Effective collation, utilisation and dissemination of information 2012 Reporting, ICT staff systems, Google

Transfer of assessment information 3. Vigorously promote ourselves and our brand 2012-13 New prospectus 4. Welcoming and encouraging the engagement of the school community 2012 Strategic plan review 2012

Quality Experiences Beyond the Classroom 1. Access to a wide range of quality opportunities beyond the classroom 2012-13 O. Ed. Leadership, Outdoors Mark 2. Encouraging committed participation 2012-13 Lunch activity, House competition

Last reviewed March 2010

13

Annual Plan for Cromwell College 2012 “VALUING HIGH EXPECTATIONS FOR ALL”

Cornerstone 1: Excellence in Learning and Achievement

Promoting high expectations of achievement Actions Who When Resources Measured by Creating a dynamic learning focused classroom and school environment PB4L Contract focus on shared expectations, absence, lateness and aspirations. Team established and action plan developed. A review of absence and lateness systems. Implementing homew ork guidelines w ith a focus on year 9 and 10. ‘Credit Card, C4’ continued for 11 - 13. Monitoring NCEA Achievement and providing regular feedback for students and parents.

Jsc, Asi, all staff Kin, HOFs, Deans and all staff HOF’s w ith all staff. Year 9 and 10 deans Kin w ith Lbr and Tst. NCEA teachers updating markbooks regularly

Term 1 established, then all year All year, a 3 year contract Established in Term 1 then all year. One in Term 1. Tw o Term 2, 3-4 in Term 3 and one in Term 4

Agreement on w hat this looks like from staff and students. MOE funding allocated eg appoint lead teacher Communication of guidelines. Lbr Tsts MUSAC markbook information.

Classroom inspections by HOF’s, SLT, feedback from students. Improved quality of absence data and reduced student lateness and absence. Values confirmed and shared Referrals and stand dow n statistics measurably low er than 2011. Increased aw areness of the benefits of homew ork. Regular homew ork set and completed by students. Credit card received regularly. Positive student feedback in impact

14

Continue to run the high performance class programme year 13 ‘FACES OF THE FUTURES’

Kin, Dfe, Job w ith community mentors

Term 2 and 3, once per w eek

Room, mentors, gifts

Programme completed Students attending, positive feedback.

Quality delivery and breadth of curriculum

Actions Who When Resources Measured by Rigorous delivery of an engaging student centred curriculum - Year 7 10. SCT and PD/HOF focus on increased feedback to enhance learning, using student ideas, appropriate level of challenge, effective differentiation, more choice for students in their learning. HOF’s lead unit review as an initial check. Then set up an action plan to ensure that all units meet this goal. Then check delivery. Development of long term plans in year 7 & 8. Targeted numeracy support investigated. Identify students requiring support and setting up teacher aide support for them. Grouping students? NCEA standards alignment National standards assessed. Moderation w ith local primary schools. Lift in achievement in year 8 Numeracy and year 7 and 8 w riting.

Jsc, HOF’s, all staff Junior team Gth, Lgr, All NCEA staff Junior staff and HOF’s

Staff PD Tuesdays TOD, HOF meetings. All year Terms 2 and 3 All year, 2 * TOD’s during the year. All year

Time, unit resources. Time Teacher aide funding, testing? NZQA, Jumbo day. Release time

Unit checklist developed, Units checked. Observations, appraisal. Unit review and student feedback. Long term plans in place A programme of numeracy support trialed and review ed. Standards aligned. Assessment information moderated, reported and collated.

15

ICT—digital literacies to enhance learning and engagement. Staff PD through E-Central cluster, IT snippits and follow up. Google Apps focus. BYOD protocols drafted, MUSAC online systems.

Lead teachers Kph, Gth. Lbr assisting

2 PD afternoons in term 1 and 3. Thursday morning IT snippits w ith follow up in afternoons.

ICT cluster facilitators, IT manager and lead teacher, release time.

Increased staff confidence w ith ICTs. This transferring into class teaching and student engagement. eg Remote access, f lip video, Google apps, U tube video

Recognition of Excellence

Actions Who When Resources Measured by Business Sponsors Academic Scholarships for NCEA Endorsements, and Top achievers for each year level 9-13.

Mst, MRC of the BOT.

Prize givings 2012 and 2011 NCEA results.

MRC funding - $6000

Funding in place. Measurable increases NCEA Endorsements 2011 to 2012.

Realisation of student potential

Actions Who When Resources Measured by Careers programme review . Subject selection improved, pre-requisites and pathw ays. Maintaining engagement w ith emphasis on year 9 – a year 9 certif icate investigated, part of PB4L contract – passport to NCEA. Key Competencies, opportunity for student self review .

Mst, Cpa, Ape, students PB4L team Year 9 dean HOF’s and their teams

Term 2 Term 1 and 2 Self review for term 2 and 4 reports

Time, space Release time to develop Form time and HOF time Self review templates

Careers subject selection afternoon in place, improved advice for students/parents A system w ith currency for students established. Pupil feedback, reduced referrals in year 9 and improved student satisfaction in Me and My School Survey. Students have the opportunity to self review against the key

16

Assessment timelines available for year 11-13 NCEA students. Clashes and pressure points managed Further enhancing goal setting systems to encourage motivation. Academic mentoring for year 13 academic students continues.

Gth, HOF’s Pastoral team, Kin Mst, year 13 mentors TS, CP and SLT

Week 5 Term 1 For Interim Reports, form teacher time. Term 1 mentors established and initial meeting.

Time, Google calendars Agreed templates. Mentoring resources shared. Time.

competencies. Timelines in place and clashes and pressure points better managed for students Goals on Interim Reports and commented on by form teachers High student satisfaction. NCEA year 13 target met.

Cornerstone 2: Collective Ownership of Core Values

Strong Promotion of the Colleges values/kawa

Actions Who When Resources Measured by ‘A College that Cares’. Manaakitanga. Peer mediator training. PB4L contract, embedding our kaw a and impacts on improved classroom focus especially in year 9-11.

Vpa, Pastoral, PB4L team, student council

All year

MOE funding and expertise. Training material, time. Surveys.

Measurable Me and My School improvements. Reduced referrals in year 9 and 10.

17

Instilling Pride

Actions Who When Resources Measured by Appropriate visual Maori presence around school. Quality physical environment, high quality art w ork displayed. A system of selection and display

Mst, Kin, Kapahaka group. HOF’s, Lcl

Term 3 Maori presence. HOF guidelines term 3. Term 2-4.

Funding for materials Time and some funding for posters and materials. Frames?

Ideas for Maori presence. Greater visual presence HOF guidelines in place. Work displayed.

Valuing and Encouraging Leadership Actions Who When Resources Measured by Promoting and valuing student voice through - effective running of the student council - regular meetings w ith prefects and

delegation of tasks

Asi, Prefects and student council, Mst

All year. Regular meetings for the student council and prefect team w ith staff oversight

Class time for student council. Principal attendance.

Regular meetings. Prefects and student council impacting positively on school decision making.

Cornerstone 3: An Exceptional Team

Collaborative and professional relationships

Actions Who When Resources Measured by Registered Teacher Criteria integrated into appraisal processes. Portfolios established – digital?

Asi, all staff

All year.

Time, Teachers Council materials

RTC incorporated into appraisal system, portfolios set up.

18

Improving feedback systems for teachers through staff appraisal. Peer observations and w alk through w eeks?

SLT, Appraisers, Students

All year

Templates, Time

Independent feedback from students for 2 classes per appraisee. Follow up by Appraiser.

Continuous Improvement

Actions Who When Resources Measured by Gifted and Talented review First Aid for staff

Job, Kin, parents and students in the HDS All staff, EOTC priority

Term 3 Term 2

Time Funding for trainers, TOD?

Report completed Training completed

Cornerstone 4: Maximising Resources

Stimulating learning environments Actions Who When Resources Measured by Modern Learning Environments, B common room planning, Science Labs, English A5 A4, year 13 study space. Refurbishment of 2 more classrooms. Heat pumps for some classrooms. 3 sets of furniture.

Mst, Rdu, BOT P & F committee. School Support Rdu

All Year By Term 3.

5YA MOE funding. Time 5YA funding

Works completed. Works completed

19

MRC Capital spend on learning resources and IT items eg new computers, tri pods, Ipads, f lip and digital cameras, BYOD Junior playground constructed

Mst, Rdu, BOT P & F committee. Mst, Rdu, BOT H & S committee.

By end of term 3 Term 1

MRC funding, BG. 5YA, BOT, charity and Home and School funding

Capital items purchased. Playground in place.

Maximising use of our assets

Actions Who When Resources Measured by Review ing Apartments programmes – Ag Hort option investigated. Aiming for 26 students for 2013. Productive allocation of MRC sponsorship funds, teaching and learning support programmes. Review ing the sustainability of the Aquatic Centre Establishing a netw ork of volunteers to assist learners Strengthening links w ith the Otago Polytechnic Trades Academy CLTA

Mst, BOT, Kbo, Pw e SLT, MRC, BOT, Rdu BOT sub committee, Gw i, Nw i, Jdu Lgr Mst, Cpa Gth, Lcl

Term 2 and 3 All year Term 1 and 2 All year All year

Time, $$ for promotional material Funding from MRC Time Morning tea thank you Otago Polytechnic resources

Promotional material review ed. 26 students in apartments. Allocated funds spent of prioritised projects. Appropriate charges, a balanced budget, plan for sustainability in place Volunteers involved w ith students 6-10 students completing CLTA programmes

20

Accessing community resources

Actions Who When Resources Measured by Re-launching MRC programme. Maintaining mutually beneficial links w ith the business community. ‘Get togethers’ 1 per term. Monthly sponsors new sletters

MRC, BOT, Mst, Jro, Rdu

All year

MRC, speakers, venues, drinks nibbles.

High level of satisfaction from sponsors. Sponsors retained.

Cornerstone 5: Outstanding Communication

Effective use of information

Actions Who When Resources Measured by Effective transfer of student learning information from year to year. Central storage of key data. Developing a parent portal for notices, new sletters, assessment information. Enhancing staff IT skills, LMS, Moodle, w eb absence, calendars, remote reporting.

Kin, Lbr, Pastoral and HOF’s Kph Kph, SLT, Mw a, Tst, HOF’s

Term 2. Term 2 and Term 4. All year All year

Time, coordination in MUSAC. External support, time, External support, time for staff

Data shared more eff iciently. Recommendations addressed Portal accessible and utilised by parents and students. Progress on Moodle and Google Apps. Greater staff use.

21

Actively consult and listen

Actions Who When Resources Measured by Hold a consultation evening, year 9 and 13 survey, Maori student and parent hui and year 8 parent student interview s. Staff surveys repeated. An open night in late Term 2 or 3?

BOT, SLT, Mst, Kin

Term 2 and 3.

Funds for supper, surveys, time.

Public meeting held, year 9-13 survey completed and analysed. Student hui held, Year 8 interview s completed, information fed to BOT. Open night completed

Promoting Our Brand

Actions Who When Resources Measured by New prospectus produced Changing focus of Apartments investigating Ag Hort option. Marketing to ensure 26 students in 2013.

Mst, Pw e, Kbo BOT, Mli, Pw e, Mst

Term 1. By Term 2

Funding for promotions and material BOT promotional funds.

New prospectus At least 5 Ag Hort enrolled. 26 in the Apartments programmes.

22

Cornerstone 6: Quality Experiences Beyond the Classroom

Access to quality experiences Actions Who When Resources Measured by Greater provision of lunch activity, both sporting and cultural. Links to house competition Appointment of a lunch time activity coordinator. On-going support from MRC for sport and culture funding. Gain accreditation for Outdoors Mark. Investigate appointment of TIC Outdoor Education.

Mw a,Tmu, Kga Kbo. Prefects and house captains MRC, Sports Council Mst, Bro, Sho, SLT BOT.

All year All year By June for OM. All year for TIC OE position

Time, Budget for sport and arts coodinator. MRC funding Time, funding for OM preparation. Unit and time for TIC OE

Target for participation met. Organised lunch activity increased. Funds allocated. Job description and tasks for TIC OE. OM accreditation completed.

Encouraging committed participation

Actions Who When Resources Measured by Investigating a Blues system to recognise high level academic, sporting and cultural achievement. Increasing staff involvement in sports management through communication of need and encouragement.

Mst, Tmu, Kbo, Head prefects Tmu, Mst, Sports Council

All year All year

Time, Travel to other schools to review systems Staff meeting, koha?

Plan in place for 2013. Increased numbers of staff involved in the sports management.

23

School Wide Targets 2012 The 3 main school wide goals “Valuing High Expectations For All” Through:

4. Promoting High Expectations of Achievement – eg year 7-10 focus on student centred learning

5. ICT to improve school systems and student learning and engagement – eg Google Docs, Moodle Development 6. It’s Cool To Care At Cromwell College – PB4L Contract, shared values and expectations and aspirations, lateness, absence systems

Many targets are implicit in the statement of the actions above. Below are some specif ic measurable areas of focus. EXCELLENCE IN LEARNING AND ACHIEVEMENT

1. Realisation of student potential NCEA Results

a) Midyis value added results for year 11 show a measurable improvement from 2011.

In 2010 our MidYis results were significantly below expected. There was some improvement in 2011 and we want to see this continue. The action plan for this will centre around the PB4L contract re attendance and engagement, our incentives programme, goal setting, credit card, provision of assessment timelines.

24

b) The proportion of students gaining Excellence and Merit aw ards in NCEA level 1, 2 and 3 w ill be at least equivalent to national f igures.

This was achieved for year 11 Merits in 2011 and there was an improvement on the proportion and number endorsements gained by students from 2010. Although there has been improvement it remains an important focus for us. Our action plan is around the initiatives outlined above plus the on-going Business Sponsors Scholarship.

c) There w ill be an measurable improvement in Year 11 NCEA literacy and numeracy rates at Level 1

We have been above the national figures for the past 4 years but still seek further improvement. Regular monitoring through the credit card and the by HOF’s will be used to address this goal.

d) Maori students completing a full NCEA course year 11 to 13 to achieve at least equivalent to non-Maori students.

Our focus has been on Maori student pride, well being and identity and now it needs to focus specifically on achievement. Close monitoring by AP with Maori Student Achievement Responsibility.

National Standards Year 7 and 8

a) A measurable improvement in the proportion of students at or above the standard in Mathematics from year 7 2011 to year 8 2012. Our initial results show a decline from year 7 to year 8 in Mathematics. In 2010 just over half of Year 7 students were at or above the Mathematic Standard (56%) and this proportion declined to 42% in 2011 for year 8. In 2011 year 7 there were 72% of students were at or above the standard and the Junior Team and HOF of Mathematics will aim to measurably improve this result for year 8 in 2012. We have appointed a curriculum leader in year 7 and 8 with oversight of National Standards and initiated targeted numeracy support for the first time to support this goal.

a) For 50% of year 7 and 8 students to achieve at or above the standard for Writing in 2012. Achievement in writing is a challenge nationally. In 2010 there were 30% of students at or above the standard in Year 7 and 8 and in 2011 it was around 45%. Through targeted moderation, exemplar development and teaching we aim to improve this proportion of students.

25

2. Quality and Breadth of Curriculum

a) Further improvements in school measures of student engagement linked to PB4L - Referral f igures to not exceed 2010 figures, (the low est for last 4 years). Maori student referral rate to be comparable to non-Maori. - Attendance rate for year 11-13 at least 90%. - Maori student attendance rate to be comparable to non-Maori. - Measurable reduction in mean lateness of year 9-10 pupils based on averages from 2011.

26

Annual Report Targets 1. Realisation of student potential NCEA Results

a) Midyis results for year 11 show value added at least as expected.

In 2010 our MidYis results were significantly below expected. There was some improvement in 2011 and we want to see this continue. The action plan for this will centre around the PB4L contract re attendance and engagement, our incentives programme, goal setting, credit card, provision of assessment timelines.

b) The proportion of students gaining Excellence and Merit aw ards in NCEA level 1, 2 and 3 w ill be at least equivalent to national f igures.

This was achieved for year 11 Merits in 2011 and there was an improvement on the proportion and number endorsements gained by students from 2010. Although there has been improvement it remains an important focus for us. Our action plan is around the initiatives outlined above plus the on-going Business Sponsors Scholarship.

2. National Standards Year 7 and 8 National Standards Year 7 and 8

a) A measurable improvement in the proportion of students at or above the standard in Mathematics from year 7 2011 to year 8 2012.

Our initial results show a decline from year 7 to year 8 in Mathematics. In 2010 just over half of Year 7 students were at or above the Mathematic Standard (56%) and this proportion declined to 42% in 2011 for year 8. In 2011 year 7 there were 72% of students were at or above the standard and the Junior Team and HOF of Mathematics will aim to measurably improve this result for year 8 in 2012. We have appointed a curriculum leader in year 7 and 8 with oversight of National Standards and initiated targeted numeracy support for the first time to support this goal.

27

b) For 50% of year 7 and 8 students to achieve at or above the standard for Writing in 2012. Achievement in writing is a challenge nationally. In 2010 there were 30% of students at or above the standard in Year 7 and 8 and in 2011 it was around 45%. Through targeted moderation, exemplar development and teaching we aim to improve this proportion of students.