Middleton Grange School

Transcription

1 Annual School Report 2016 The School s Vision Statement Middleton Grange School assists families in the education of their children by providing an environment in which the Biblical truths of Jesus Christ are taught and lived.

2 Annual School Report 2016 Contents Executive Reports Principal... 3 Finance... 4 Property... 6 Heads of School... Primary School... 7 Middle School Senior College International College Maori Community Report Pasifika Community Report Strategic Goals : Analysis of Variance National Standards : Analysis of Variance Parent Voluntary Donation and Special Character... 85

3 Principal Pupil achievement to the Glory of God is the central purpose of the School CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD The school motto Character, Excellence, Service for the Glory of God encapsulates the fullness of what we desire for the pupils of Middleton Grange School. Evidence abounds of pupils growing in wisdom and stature (character); of pupils faithfully excelling in the use of their God given gifts and talents; of pupils with a heart to serve God and others; all for the blessing and praise of God. This year a favourite phrase of mine has been Middleton Grange School should not strive to be the best school in New Zealand, rather to be the best school for New Zealand. This phrase places the focus on others and our society. This is also reflected in the Ephebic Oath that young men of Athens recited at the age of 18. The key phrase in that Oath is I will not leave my country smaller when I die, but greater and better, so far as I am able by myself and with the help of all. The work of the staff this year has been to grow the character of our pupils to serve others. One of our Strategic Goals in 2016 was to deliver a Curriculum that provides opportunities for Service. Lord willing, our pupils while they are at Middleton Grange School and when they leave, will be of blessing to society and add value to the community and support the laws of the land that uphold Christian values. During 2016 the Principal was on a Sabbatical for Term 2. The focus of the Sabbatical was to research how to reduce in-school variation. As part of the research the Principal visited a number of schools in England which were regarded as high performing schools. This was of great benefit but also gave confidence that what we are doing here at Middleton Grange is of equal high standard. In 2016 we were blessed with a strong prefect team, ably led by Josiah Rees and Vicky Reid, supported by Galen Erickson and Loisi Talivakoala. Throughout the school body many pupils found opportunities to lead. Examples of this include World Vision, Middle School Leadership Conference and assemblies. William Stedman represented New Zealand (and Middleton Grange School!) at the Rio Paralympics and performed to an incredibly high standard winning Bronze in both the 400 m and 800 m events. Olivia Podmore, (graduated 2015) represented New Zealand at the Rio Olympics in three cycling events. Sadly, Shayden Gibbons-Kingdom passed away during the year and this had a profound impact on our pupils. Rachel Smith (graduated 2012) also passed away during the year. While the school community grieved, it was not without hope, as both loved the Lord. The school was blessed with a strong Board of Trustees and welcomed Glen Buckner and Melanie Hikuroa onto the Board mid-year. Ruth Coapman stood down after many years of service to the Board. On 28 October Hamish MacClure passed away after a battle with cancer. Hamish was well-loved by the pupils and highly respected for his care and compassion towards the pupils. Many pupils have spoken of the way Mr MacClure encouraged me academically and spiritually. The school and its community have been blessed by Mr MacClure s service over the past 10 years. As with each year, new staff arrive and others leave. Two retirees of note this year are Marion Gudsell (33 years of service) who has been the welcoming face for new Primary School pupils in Year 1. Her commitment and contribution to the school cannot be adequately measured - any measure would come up short. Marion McQuillan retires after 21 years of full time service, and during her time as teacher in charge of Food Technology has grown that Curriculum Area. Notable in my eyes of Marion, is her selfless willingness to serve others. Our gratitude to all other staff leaving in 2016 must be noted. Without the caliber of staff we have, we would struggle to deliver an authentic high quality Christian education. My thanks to the parent community for your support and in all things, my thanks to our God for his hand and care over the school. Richard Vanderpyl Principal In Your Light Shall We See Light Psalm 36: Annual Report P3

4 Summarised Financial Report 2016 Middleton Grange School (Exc IC) Actual (Subject to audit) Budget Actual (After audit 25/05/16) Government Grants 9,054,318 8,401,106 8,786,477 Investment Income (Interest Recvd) 108,186 82, ,337 Other Revenue * 4,576,774 4,453,177 5,126,026 Total Revenue 13,739,278 12,936,420 14,044,840 Learning Resources 7,992,217 7,459,128 7,842,058 Administration 966, , ,852 Property Management * 3,633,370 3,648,289 3,990,565 Other Expenses 934, , ,639 Depreciation and Amortisation (+ Loss on Sale) 216, , ,958 Total Expenses 13,743,020 13,039,856 13,691,072 Main School Surplus/(Deficit) (3,742) (103,436) 353,768 International College Revenue 2,100,913 1,796,724 2,098,389 Expenses 1,880,677 1,497,605 1,980,576 International College Surplus 220, , ,813 Total Comprehensive Surplus/(Deficit) for the Year $216, ,683 $471,581 Extracts from the Balance Sheet Cash and Deposits 4,081,331 3,354,667 Working Capital 1,857,961 1,734,498 Fixed Assets (Includes Equitable leasehold interest) 722, ,054 International fees paid in advance (Exc GST) 1,823,643 1,251,107 Special Character Donation (65% Split) Parent Donations & Others 287, ,891 Less Expenses (314,535) (266,438) Special Character Donation Surplus/(Deficit) (27,399) $48,453 School roll (1 March) 1-Mar-16 1-Mar-15 Domestic students International fee-paying students In Your Light Shall We See Light Psalm 36: Annual Report P4

5 Summarised Financial Report Notes Note: * 1. The Revenue and Expenses figures showing above are high (by $2,720,900) when compared against our normal MGS F/Stmts as we are required to add in a nominal value for the "use of land and buildings". This figure represents 7% (Was 8% in 2015) of the school s total property value, as used for rating purposes. This is used as a 'proxy' for the market rental yield on the value of land and buildings. Consequently although recorded within the above figures we do not physically receive nor payout such funds. Very similar to the Teacher salaries being paid direct by the MOE to the individual teachers although recorded as a revenue item plus matching expense item ($6,510,943). 2. The auditors are completing budgets for 2016 Statement of Financial Position at 01/05/2017 In Your Light Shall We See Light Psalm 36: Annual Report P5

6 Board of Trustees Property Annual Report 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD A YEAR IN SUMMARY In keeping with our 10 ear cyclic painting maintenance plan the following major painting was carried out: Performing Arts Centre High use areas around the Theatre only. The other buildings that were scheduled to be painted were put off for this year owing to us not having received the Detailed Evaluation Reports showing any building strengthening work required. This year the Board of Trustees and the Proprietor (Christian Schools Trust) jointly developed a 10-year Property Plan. This plan seeks to link the timing of scheduled painting of a building and look at the whole building with regards to any upgrades required to the physical building and also any furniture and equipment required. The Plan was adopted at the end of the year with the first buildings to be looked at in Other major maintenance and modernisation projects were carried out by The CST (Christian Schools Trust): Senior Primary Playground was fully refurbished and extended to create a further play area with new equipment. Work was done to enhance the main Acacia Ave entrance to the school. Earthquake strengthening work was done to D Block & F Block An extra staff toilet was provided for Primary staff A full disabled toilet was provided upstairs in G Block. New Carpet to Rooms 9 & 10. Summary: The complex continues to be well maintained and provides a suitable learning environment for pupils at this school. Through the newly created 10-year Property Plan the school and the Proprietor will seek to continue to provide appropriate facilities for the school. I would like to thank the dedicated property team who work hard to maintain and care for the complex. Kevin Wakeham Property Manager In Your Light Shall We See Light Psalm 36: Annual Report P6

7 Board of Trustees Primary School Annual Report 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD Pupil Achievement Targets 2016 The following table displays the summary data for pupils in years 1 6 who were at or above the National Standard in Reading, Writing and Mathematics at the end of Years 1 6: At or above NS All pupils Maori Pasifika Reading 88% 75% 82% Writing 81.5% 69% 82% Maths 85.5% 75% 73% Comparison to 2015 National Averages (Year 1 6 OTJs) National average (2016 National Averages published in June) MGS Maori: National Maori: MGS Pasifika: National Pasifika: MGS Reading 78% 88% 68.8% 75% 66% 82% Writing 71.4% 81.5% 61.6% 69% 60.6% 82% Maths 75.5% 85.5% 65.4% 75% 63.3% 73% = Above national average Commentary on Pupil Achievement Targets: Reading: Achievement Target Result Met? Comments To increase the number of Pasifika achieving at or above the NS by at least 9% to 75% or better To reduce the % of boys below the NS to 60% or less All groups to increase the number of pupils achieving at or above from 80% to at least 85% Year 5: To increase the number of pupils at or above the NS from 80% to at least 85% 88% Yes The number of Pasifika pupils is small (11) so an improvement by 2 or 3 pupils can make a big difference 54% Yes Number of males below/well below = 19 Number of females below/well below = 16 88% Yes Very pleasing results. 90% of Asian pupils at or above the NS. Summer reading programme has been an ongoing feature in the Primary School that keeps children reading throughout the year. 80% No We were unable to make substantial gains with this cohort, despite additional learning support In Your Light Shall We See Light Psalm 36: Annual Report P7

8 Writing: Achievement Target Result Met? Comments All classes: to increase the number of pupils achieving at or above the NS by at least 5% from 79% to 84% or better To increase the number of Maori and Pasifika pupils achieving at or above the NS from 71% - 75% (or better) for Maori and 75% - 80% (or better) for Pasifika To reduce the number of boys who are below or well below the NS in writing from 70% to 60% or lower Year 4: to increase the percentage of pupils at or above the NS from 75% to at least 80% 81.5% No Ambitious target. We made a pleasing gain of 2.5% Maori: 69% Pasifika: 82% No Yes Mixed results. The 5 Maori pupils who are below or well-below continue to receive additional help and support in writing 65% No We have made some progress by lowering the percentage of underachieving boys 83% Yes Pleasing gains made with this cohort Mathematics: Achievement Target Result Met? Comment To reduce the percentage of Maori pupils who are below or well below the NS from 26% to 20% or lower To reduce the percentage of Pasifika pupils who are below or well below the NS from 37% to 30% or lower Year 6: To increase the percentage of girls achieving at or above the NS from 81% to at least 85% 25% No Only very minor movement. Extra help and support continues 27% Yes Big improvement, but we would like to see this at the same level as all other pupils (18.5%) 85% Yes One girl has moved from well-below to below, and another from below to atstandard Recommendations for 2017 Targets: READING: Baseline data 2016 National Standard OTJs 88% of all pupils were at or above the NS at the end of (84% in 2015) 75% of Maori and 82% of Pasifika pupils were at or above the NS at the end of % of pupils below or well below the NS are boys, and 46% are girls (65% and 35% in 2015) Asian pupils are performing well in Reading, with 90% at or above the standard There are significant groups below/well-below in this year s Year 5 cohort (8) and this year s Year 6 cohort (10) Pupil Achievement Targets 1) All classes: To maintain the percentage of pupils achieving at or above the NS at more than 85% 2) Maori pupils: To increase the number of Maori achieving at or above the NS to a similar level as non-maori 3) To support the year 5 & 6 pupils who are below/well-below in Reading in order to move them up one or more sub-levels 4) - To ensure that boys continue to perform well in Reading (at about the same level as girls) In Your Light Shall We See Light Psalm 36: Annual Report P8

9 WRITING: Baseline data 2016 year-end National Standard OTJs 81.5% of all pupils are at or above the NS at year-end (79% in 2015) 17% are below the NS and 1.5% well below Male pupils below or well below (34) almost double that of female (18) Asian pupils are slightly over-represented in the below category. 19% of Asian pupils are below (15 pupils out of the 80 Asian pupils in the Primary School many of whom receive ELL support) Maori pupils are over-represented in the below categories. 31% of Maori pupils are below or well-below (5 pupils) The achievement of Pasifika pupils is similar to that of all other pupils Pupil Achievement Targets 80% MATHS: 1) All classes: to maintain the percentage of pupils achieving at or above the NS at more than 2) - To increase the percentage of Maori achieving at or above the NS from 69% to at least 75% 3) To increase the number of boys who are at or above the NS to at least 40% of the total (currently 35%) 4) To continue to provide ELL and other targeted support to Asian pupils in order to increase the percentage who are at or above the NS in writing Baseline data 2016 National Standard OTJs At the end of % of all pupils were at or above the NS in Maths (83% in 2015) At the end of % of Maori and 27% of Pasifika pupils were below or well below the NS, down from 2015, but still a concern. (2015, 26% and 37% respectively) Asian pupils are performing well in Maths, with 95% at or above the NS 6.5% of male pupils and 8% of female pupils were below or well below the NS in Maths There are two significant groups of low achievers 32% of year 5 pupils (this year s year 6 cohort) were below or well-below, and 22% of year 6 pupils (this year s year 7 cohort) were below or well below Pupil Achievement Targets 1) All classes: To maintain the percentage of pupils achieving at or above the NS at more than 85% 2) Maori and Pasifika pupils: To increase the number of Maori and Pasifika achieving at or above the NS to the same rate as the Primary School average 3) To address the needs of this year s year 6 pupils that are below/well-below in maths in order to reduce the number in this group Supporting Priority Learners in 2016 (This section of the report written by Susan Meredith, December 2016) 2016 has been another busy year in the Primary Learning Centre (PLC). Not only did we continue to provide many of the same quality interventions as previous years, but we have also trialed three new programs. Three new teacher aides joined our team extending it to seven part-time staff, and Judith Anthony joined the Primary Teaching staff as English Language Learner Co-ordinator. In Your Light Shall We See Light Psalm 36: Annual Report P9

10 Professional Learning Once a fortnight the staff of the PLC meet together for a devotion, and professional learning. The devotions have often been a summary of one of the morning staff devotions so that there is a link to what teaching staff are hearing and being challenged by. Always the connections are made to how we engage with our pupils and colleagues in order to foster relationships and give honour to God. Some of the themes of the professional learning this year have been: fostering independence, effective communication with teaching staff, characteristics of learning difficulties and strategies that support pupils, conflict resolution, providing support in inclusive classrooms and the Support Staff Collective Contract. An opportunity is always given for staff to share any concerns and to collaboratively share approaches that have been found useful. Next year both Judith Anthony and myself will take responsibility for the professional learning and plan the topics a term in advance. Mid-year review As a result of teachers completing their mid-year class review, we looked at how the PLC was providing support for at risk pupils, and how we could better target both pupil and teacher needs. Acknowledging the generous provision of teacher aid hours for the Primary School, it was decided we could allocate hours more strategically i.e. in Years 5 and 6, interventions outside of the classroom were seen as being more useful, where as in class support was very useful for Year 1 to 4 classrooms. At the beginning of the year, support in Y2-3 classrooms was very important, while support in the NE/Y1 rooms when their numbers were smaller was not always necessary. Other recommendations, such as consistency of teacher aides and suitability of support times was also noted and adjusted where possible. Already there has been positive feedback from teachers due to the changes made. An end of term review was also put in place which Learning teams complete together so that the SENCO is not having co-ordinate meeting multiple different staff at the end of each term. This allows for patterns to be seen, new needs to be expressed and creates an opportunity for teachers to have collaborative conversations about strategies they find useful with particular learning needs, as well as highlighting support that has worked well. Lexia Trial Several classes in the Primary school trialed a computer based literacy programme for ten weeks over term 3 and 4. Lexia is a research proven programme that provides differentiated instruction and targets skill gaps as they emerge. It provides teachers with the data and student-specific resources they need for individual or small-group instruction. Initially getting consistent access to ICT was the most significant difficulty for some classes particularly due to variability with the Laptops in the Year 3/4 pod. Most classes were able to timetable their use so that they had access for at least minutes three times per week. Overall teacher feedback was very positive with teachers commenting on how much children loved using the programme and as a result how engaged they were. Most teachers saw significant gains in spelling ages for all pupils and in reading for at-risk pupils and English Language Learners in particular. Pupils often made connections to class learning with what they had been learning on Lexia. E-asTTle reading results did not demonstrate as positive an effect, but this may be due in part to the limited time of the trial. Lexia was a successful intervention for most pupils (73%) with over 50% of pupils making 6 months to over 2 years gain in reading or spelling ages. This is a significant increase, which would normally take more than ten weeks to occur. The Year 4 results are an anomaly, in that while 40% made good progress, 48% had a decrease in spelling age. Almost all at-risk spellers in that group made gains from Lexia. When looking at the spelling data from the beginning of the school year, all pupils in the Year 4 class made significant gains in their spelling age, indicating a very good class program, but for some reason the Lexia program did not positively impact their spelling age. In Your Light Shall We See Light Psalm 36: Annual Report P10

11 Overall pupil learning and progress was enhanced, although somewhat limited by the time restraints of the trial. Looking forward the Primary Learning Centre will invest in 20 licences to use in It will be limited to pupils who are at-risk in literacy, due to the cost of the programme. We will use some licences for longer periods in order to monitor the impact on progress pupils who are below or well below the National standards. We will also look at trialing Lexia with at-risk New entrant/year 1 pupils, in order to see the impact on progress when used as an early intervention. Maths with PR1ME This year the Year 3 and 4 team began using PR1ME Maths alongside the Numeracy program, and as part of this we trialed an intervention using PR1ME with two groups of Year 5 and 6 pupils who were either below or well below National Standards in Maths. The intervention was run three times a week, in addition to one in class independent session for 13 to 15 weeks. The staff running the program worked closely with the Curriculum Leader of Mathematics, Lindsey Thoroughgood. Most pupils made significant progress within the Maths with PR1ME assessments, demonstrating greater confidence in using their number knowledge and the ability to apply a range of strategies within addition, subtraction and multiplication operations. It was noted that several pupils would have benefitted from Readers for the Maths assesments due to the demands of the written word problems. This will be implemented for pupils next year, to ensure we are testing pupil Math ability and not their reading ability. Six out of the nine Year six pupils made one or two NS sublevel gains from midyear to end of year. Whilst eight of the ten Year 5 pupils moved one or two PR1ME levels, this was no noticeable change in their NS level. Two pupils from each year group remain well below in their Maths learning, suggesting a longer term and individualized programme would have been beneficial, but was not possible within the constraints of available resourcing. HPP Hei Awhiawhi Tamariki ki te Panui Pukapuka (HPP) means Supporting children s oral language development within English-medium storybook reading contexts. HPP is a story reading programme where adult tutors support at-risk pupils by reading story books with them. Pupils are able to make links between hearing oral language, and connecting this vocab to the pictures and language in story books. Research indicates that pupils who participated in HPP made substantial gains in reading, phonological awareness, rhyme recognition, and vocabulary knowledge. We began this trial early in Term 4 with one pupil, who had significant gaps in his oral language development which impacted his literacy learning. The pupil responded very positively to the story reading opportunities, and we very quickly observed an improvement in his ability to use new vocabulary from the stories in a retell. We will continue with this programme in 2017 so we can monitor the impact on his literacy progress after a longer period of intervention. In Your Light Shall We See Light Psalm 36: Annual Report P11

12 Fine and gross motor We have continued to run a variety of fine and gross motor programmes for Year 1 to 3 pupils who needed skill development for writing and motor planning. Two pupils participated in a scissor skills programme, while five others focused on strengthening the fine motor skills necessary for developing writing and letter formation, accuracy and speed. Significant improvement was seen when contrasting pre and post cutting and writing samples, and improved legibility, control and formation was seen in general classroom written work. Pupils also made links to the shared expectation between the Learning Centre and the classroom, particularly when the same language for instruction was used. The gross motor programme was designed by the RTLB, and focused on skills such as walking along and two feet jumping over a line, hopping, skipping, throwing and catching with large and small balls. The pupils involved all made significant progress in all of the skill areas with two pupils now being able to skip and hop confidently when previously they could not. These skills are very important for developing co-ordination, balance, awareness of body in space and strength in large muscles in order to support fine motor actions. They also help develop neural pathways that are essential foundations for more complex brain functions. MultiLit Two Year 5, Year 4 and Year 3 pupils were involved in this literacy program which uses systematic and explicit instruction to develop word attack skills, and sight word recognition in conjunction with supported book reading. Three pupils made excellent gains in both reading age levels and decoding skills, and one will carryover to 2017 but progress has already been seen in the classroom. One pupil made gains but is still at-risk so continues to be supported, and one pupil, who did not respond to the programme was discontinued early on in the lesson series so he could participate in another literacy programme more suited to his needs. Reading Recovery Six Year 1 and 2 pupils (including 1 carry-over from 2015) participated in Reading Recovery. Four pupils were discontinued at a level at or above National Standard for their time at school. One pupil will be carried over to 2017 and is at a level which suggests she will discontinue successfully early in the year. One pupil was referred to the Resource Teacher of Literacy service as his rate of progress was very slow and he required much longer intervention. Unfortunately there is a substantial back log for this Ministry of Education service, which means that although this pupil was referred in early August they will not be seen until some time in This pupil has continued to be supported in their classroom program by individual teacher aide assistance several times a week. Pupils who have participated in Reading Recovery in previous years, continue to be monitored. While many pupils continue to be at National Standard in Reading, there are several who are now below. They have continued to make gains in their reading levels but their rate of progress has slowed. It is interesting to note that several of these pupils have now been diagnosed with specific learning difficulties, and require on-going support. It is impossible to know what their current reading levels would be if they had not received Reading Recovery, but perhaps they might not be as far along as they are now. In class Reading, Writing and Maths support As well as providing individual and group interventions, Teacher Aides have also supported teachers in their classroom Reading, Writing and Maths programmes. In some classes Teacher Aides provided one to one support for pupils who were well-below National Standards, but they also assisted with Reading and Maths groups as well as roving throughout the class. This assisted teachers in providing needs based groups and enabled them to provide more individualised teaching where needed. It is an essential resource that is highly valued by teachers. In Your Light Shall We See Light Psalm 36: Annual Report P12

13 Emotional and Behavioural concerns Several pupils in Year 4, 5 and 6 have accessed the School Counsellor service this year, either as a carry-over from last year or as new referrals this year. Each referral is made by teacher request for class/school concerns, and is reviewed by the SENCO or Head of Primary. Whilst we saw significant growth in some pupil s emotional resilience, for others it has been a year of fluctuating well-being. The demand on teacher time and energy is substantial with these pupils. Counselling is not available for all pupils who need it. (See Concerns below) External Support We accessed external support and/or assessment information from Ministry of Education specialists for several pupils. This included Speech Language Therapy for one Year 4 pupil, RTLB for one Year 6 pupil, two Year 5 pupils and one Year 3 pupil, and Assistive Technology for one pupil in Year 5. Advice for the classroom and at home was provided for teachers and parents, and in some cases specific programs were provided for Learning Centre staff to implement. Looking forward As well as continuing with the newly trialled programs over a longer period, the focus for 2017 will be to: Continue to upskill support staff in effective practice in classrooms and the implementation of new programs Consider how best to manage the demands of pupils who are at-risk emotionally and behaviourally. Currently this requires substantial time from the SENCO and Head of Primary. Review the recording and communication of pupil progress and goals for teaching staff, to ensure effective generalisation of skills learnt in the Learning Centre Continue to seek out effective and research based interventions that support the increasing diversity of pupils that attend Middleton Grange School Thank you to our very dedicated team of Teacher Aides that work so professionally with individuals and groups of pupils: Rachael Bainton, Claire Bosma, Leanne James, Tristan Reddell, Jo Gracey, Jo Hall, and Debbie Smit. A special thank you to Rod Thompson, Head of Primary, for his on-going support and acknowledgement of the staff and work of the Learning Centre. Thank you also to the Board of Trustees for their on-going provision for the Primary Learning Centre, and their active commitment to aiding the progress of our at-risk pupils. Other programmes, initiatives and special character Our 2016 theme be bold, be strong, be steadfast and sure has encouraged pupils to stand up for their faith, to stand up for others (especially those less fortunate) and to do the right thing. We have frequently used examples of Christian role-models to demonstrate what this looks like in practice. The Primary School Council has continued to be a valuable mechanism for pupil voice. In 2016 this group had a major role in the redevelopment of the Year 3 6 adventure playground, which is now completed. In Your Light Shall We See Light Psalm 36: Annual Report P13

14 2016 has been our first full year of distributed leadership. Instead of having a Deputy Head of Primary who oversees curriculum development, we have shared out the role amongst staff. We have leaders in Maths, Literacy, The Arts, ICT and PE/Health & Sports. Each leader has a small allocation of release time to assist them to develop their curriculum area, and this is also recognized through MMAs. This change has led to better accountability, involvement, and leadership in each area, and enabled us to focus on Authentic Christian Teaching throughout the curriculum because there is someone monitoring many of the key areas. A good example of successful distributed leadership was the Visual Arts Show organized by Christine Buckley and others at the end of term 3. It was a vibrant display of pupil work that brought pleasure to the participants and those that came to view it, and pointed strongly to an awesome creation and creative God. Funding was made available in 2016 for Exploration Groups a slightly different take on extension programmes that have been run in the past. We ran Art, Writing, Science and Technology groups for a variety of pupils to encourage them to further explore areas of interest or strength. It s important that pupils learn to use their strengths to serve God and serve others. My thanks to Karen McCormack for leading this initiative. Richard and I reviewed the Primary Appraisal and Professional Learning programme in term 4. The teachers reflections showed that PLD was being used wisely. Teachers were making the most of what was offered to improve their practice, to upskill, and to deliver high-quality programmes in a Christian context. Te Reo Maori classes have been a feature of our programme in 2015 and Whaea Em-Hayley and Brett Hitchens are both no longer available, so looking forward to 2017, we are unable to continue until we find a suitable tutor. Our Kapahaka group has continued to grow, both in numbers opting in, and in the quality of their performances. Our group won two awards at this year s Tuhono Festival as well as the being the overall junior champions. My thanks to Rebecca Thompson and Steve Reid for their commitment to this group. Camping is another successful feature of our Primary School programme. Year 4 enjoyed 3 days at Woodend Christian Camp, and Year 6 spent 4 days in the outdoors at Hanmer. My thanks to Lindsey Thoroughgood, Rebecca Thompson, Nick Pomare, Geoff Wallis, and a big team of parent helpers for creating such a wonderful experience for these classes. Concerns It is still very difficult to get access to counselling for those that need it, as the Primary School seems to be at the end of the list our pupils can only be accommodated if the counsellors aren t busy with Middle School and Senior College pupils. ICT continues to be an area of frustration for Primary Staff. The timing and resourcing of upgrades (at the start of each year) can make it very difficult for staff who are trying to use devices, access data, and get things set up for the coming year. Having said that, we now have sufficient devices for whole-class access to on-line learning tools, when everything is working properly. The quality and speed of technical support in 2016 was very high, and greatly appreciated by those needing it. At the beginning of the year, our colleagues in other schools, using Student Data Management Systems such as Link-Ed and E-Tap can easily access all the assessment data from the previous year in January, set up instructional groups, find out about those needing learning support, read specialist reports etc. At Middleton, we are still unable to do this using KAMAR, despite considerable effort from Alistair McKinnon In Your Light Shall We See Light Psalm 36: Annual Report P14

15 and others to provide instructions and templates that will allow easy access. In 2016 we worked collaboratively with Aidanfield School with the aim of making a combined approach to the KAMAR team. We identified some similar needs and similar areas of frustration, but this has not been actioned. Workload is another area of huge concern to me, as I see teachers struggling to cope with a myriad of tasks. It is important that we don t continue adding new tasks and requirements without removing things that are no longer important. Tired and over-worked teachers can t be at their best in the classroom. Recent research indicates that this is a serious problem right across the teaching profession. Summary We have had another productive and busy year in Levels of achievement are generally very pleasing, with skilled support being provided for priority learners, and groups who at risk of underachievement. The Board and parents should have confidence that a high quality Christian education is being delivered in the Primary School, by a skilled team of teachers who are very committed to what they do. Rod Thompson Head of Primary School In Your Light Shall We See Light Psalm 36: Annual Report P15

16 Board of Trustees Middle School Annual Report 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD Introduction: The following Annual Report outlines the Highlights, Special Character, Achievement, Attendance, New Initiatives that occurred in 2016 as well as planned initiatives for It was another year in which we experienced the Lord s blessings despite a number of challenging situations. In a year where we had some significant staffing changes as well as the experience of another major natural event, His provision and sustenance was both welcomed and relied upon. It was with great sadness that we experienced the passing of Mr Hamish MacClure. Mr MacClure s service at Middleton Grange School saw him be a faithful contributor who impacted the lives of many pupils during his tenure. He will be dearly missed. Despite the times we experienced loss, the Lord has blessed the Middle School community in numerous ways and has contributed richly to the vibrancy and richness of people and programmes at this, His school. MIDDLE SCHOOL OVERVIEW: Classes New to Maori Pasifika IC Pupils MGS Year Year Year Year Total SPECIAL CHARACTER The promotion and development of Special Character in the Middle School was a continued priority in This was done through curriculum via the Scripture programmes at each level but also in all other curriculum areas through the incorporation of the Foundational Principles for Curricula (FPC), the Scriptures themselves and other pedagogical initiatives. As a Middle School we also worked hard on providing opportunities for pupils to be involved in service and other special character initiatives. Some particular highlights included: The establishment of an external service group who ran a can drive for the City Mission and focussed on poverty and homelessness. The Year 10 Cohort spent a day building tracks for the Department of Conservation at Godley Head. A good relationship was built with the DOC team who are keen to work with us on an ongoing basis in the future The Year 8 classes put together 20 Christmas Treat hampers which were delivered to families in Kaikoura who were significantly affected by the November 7.8 Earthquake. Donations were generously given by families from the Middleton community and some local businesses. The Year 10 Service and Projects Committee ran a variety of on-site initiatives that promoted special character. Year 7 classes ran the recycling service and made Christmas cards for new pupils and members of the surrounding community. The Year 9 camps had a specific focus on devotions and special character development through interactions with creation and the Year 13 Leaders. In Your Light Shall We See Light Psalm 36: Annual Report P16

17 MIDDLE SCHOOL HIGHLIGHTS IN 2016 There has been a significant number of activities, occasions and events occurring in the Middle School during A snapshot of these is provided below. South Island Middle School Leadership Conference. Approximately 300 Middle School pupils from around the South Island, Auckland and Sydney were hosted by Hillview Christian School for this bi-annual conference with the theme of Leadership with Compassion. The Conference Team had two Middleton Staff members (Matt Barlow and Alistair McKinnon) as well as significant contributions from the PERCO worship team and Year 12 pupil leaders. Year 9 Camps, where pupils were able to build class culture and develop character through challenging activities and environments. Year 9 and 10 Dance. This again raised some funds for the Middle School Council to invest in back into building culture in the Middle School. The theme was The Oscars with approximately 140 pupils attending. The Year 8 cohort enjoyed their annual trip to Adrenalin Forest The Year 7 cohort found immense value in the peer support programme and their activities day at the beginning of the year. A significant number of Middle School pupils participated in the World Vision 40 Hour famine. Middle School classes made significant contributions to their class piggy banks for World Vision. The Middle School Picnic Days were a wonderful way to end the year with the Year 10s going to Woodend Christian Camp; Year 9s to Glen Roy and the Year 7 and 8s having a combined day of fun at Jellie Park. PUPIL ACHIEVEMENT ANALYSIS This section outlines pupil achievement across Years 7-10 in both Literacy and Numeracy. This includes the National Standards in Reading, Writing and Mathematics for Years 7 and 8 as well as English and Mathematics for Years 9 and 10. Achievement in other core subject areas is contained in the Curriculum Area annual reports. National Standards: Years 7 and 8 National Comparison (all levels Years 1-8) National Average MGS Maori: National MGS Pasifika: National MGS Reading 78.0 % 78.0 % Avail. June 80% % avail. June 67% % avail. June 76% Writing % Avail. June 79% % avail. June 56% % avail. June 71% Mathematics % Avail. June 83% % avail. June 75% % avail. June 77% Key: Below the most recent National Average Above the most recent National average In Your Light Shall We See Light Psalm 36: Annual Report P17

18 National Standards: YEAR All Pupils (%) 96 pupils Māori (%) 5 pupils Pasifika (%) 5 pupils Female (%) 45 pupils Male (%) 50 pupils Reading Above 43% (41/95) 17% (1/6) 50% (2/4) 57% 53% At 36% (34/95) 33% (2/6) 50% (2/4) 34% 32% Below 20% (19/95) 50% (3/6)- - 9% 15% Well Below 1% (1/95) Writing Above 21% (20/96) % 8% At 47% (45/96) 33% (2/6) 75% (3/4) 54% 40% Below 31% (30/96) 67% (4/6) 25% (1/4) 9% 52% Well Below 1% (1/96) - - 2% - Mathematics Above 55% (50/96) 67% (4/6) 50% (2/4) 62% 43% At 33% (37/96) 33% (2/6) 50% (2/4) 30% 47% Below 12% (9/96) - - 9% 10% Well Below Analysis / Commentary: Mathematics continued to be an area of strength in Year 7. It is pleasing to see that 88% of Year 7 pupils were at or above the National Standard. Further analysis has also shown that 100% of the pupils who were below the National Standard actually progressed 1 3 curriculum sub-levels. The work that has been done during our 2-year focus on Maths has been worthwhile and effective. We continue to be above the National Average in both overall (Years 1-8) and Year 7 results. It is also pleasing to see that in Mathematics a similar percentage of boys (90%) and girls (92%) are at or above the Standard. Writing continues to have a higher percentage of pupils below or well below the National Standard with 32% of pupils. Boys (26 of 30 pupils) still make up a significant portion of these pupils has again highlighted a higher number of pupils who joined Middleton Grange at the beginning of the year contributing to those below or well below the standard. In 2017 Writing is due to be a focus as part of our 2-year cyclical National Standard subject foci (Reading 2013/14; Maths 2015/16). This will be coupled with a deeper internal evaluation of the teaching of literacy that will occur in 2017 as a result of some poor results in 2016; particularly at Year 8. Year 7 Writing results remain above the National averages. Reading results at Year 7 were consistent with previous years which have hovered between 75 and 85%. In % of Year 7s were at or above the standard and deeper analysis shows that 100% of these pupils are making progress, moving 1 3 curriculum sub-levels over the course of the year. Reading will also benefit from the internal evaluation into Year 7 and 8 Literacy that will be carried out in Results in Reading at Year 7 continue to be above the National average. Some work will need to be done in 2017 (as Year 8 pupils) to support the 4 Maori pupils and 1 Pasifika pupil that were below the National Standard for Writing in 2016, as well as the 3 Maori pupils who were below the National Standard for Reading. The Year 7 team worked hard in 2016 to ensure accuracy and consistency of judgements was high in each of the National Standards areas. The team, including two beginning teachers are well lead by Tony Kendrew. In Your Light Shall We See Light Psalm 36: Annual Report P18

19 National Standards: YEAR All Pupils (%) 98 Pupils Māori (%) 5 pupils Pasifika (%) 6 pupils Female (%) 50 pupils Male (%) 48 pupils Reading Above 4% (4/98) - - 8% - At 56% (55/98) 60% (3/5) 50% (3/6) 64% 48% Below 24% (24/98) 40% (2/5) 17% (1/6) 18% 31% Well Below 15% (15/98) - 33% (2/6) 10% 21% Writing Above 10% 10/ % - At 38% (37/98) 40% (2/5) 50% (3/6) 48% 13% Below 35% (34/98) 60% (3/5) 17% (1/5) 26% 44% Well Below 17% (17/98) 33% (2/5) 6% 29% Mathematics Above 2% (2/98) % At 60% (59/98) 60% (3/5) 67% (4/6) 78% 42% Below 28% (27/98) 20% (1/5) - 16% 40% Well Below 10% (10/98) 20% (1/5) 33% (2/6) 6% 15% Analysis / Commentary: Results in Reading, Writing and Mathematics in 2016 are all much lower than we had hoped for. In all three areas there are higher numbers of pupils that are below or well below the National Standard than we have had in previous years. There are a variety of factors that have contributed to this and while this was the case we must take ownership of these results and target significant improvements for 2017 in both the incoming Year 8 and incoming Year 9 cohorts. Achievement in Mathematics was the highest of the three subject areas with 62% of pupils at or above the National Standard. Deeper analysis shows that in a number of cases pupils did not progress a curriculum sub-level; for example, 23 pupils who were below or well below the National Standard. While Maths is streamed and some pupils may not have had their form teacher for Maths, data shows that a high percentage of pupils who showed little progression came from the form classes that experienced significant staffing changes over the course of the year. A significant number of pupils who did not progress were also in Maths classes that experienced significant staffing changes over the course of the year. This information is not included as an excuse for lack of progress but is highlighted as a contributing factor. The overall percentage of 62% of pupils at or above the National Standard is lower than the National Average. Achievement in Writing was significantly poorer than in previous years with 48% of pupils at or above the National Standard. More pupils progressed 1 2 curriculum sub-levels in Writing than in Maths; for example, 13 pupils who were below or well below the National Standard. While overall achievement against the National Standard was much lower than in previous years, 72% of pupils showed progression (either 1 or 2 curriculum sub-levels). As year 7s, 71% of this cohort were at or above the National Standard. There will be a correlation between those pupils who did not progress a sub-level and the increased number of pupils who were below the standard (4P, A) in Year 8. As with Mathematics a higher proportion of those pupils below or well below the National Standard were Boys (68.5%). Writing will benefit in 2017 from the 2-year cyclical focus as well as an internal review into the results in literacy in In Your Light Shall We See Light Psalm 36: Annual Report P19

20 In Reading, 60% of Year 8 pupils were at or above the National Standard in This is also a drop from the 76% of this cohort as Year 7s. 72% of Year 8 pupils progressed 1 or 2 curriculum sub levels which was the same as the result in Writing. Of the 28% of pupils who did not progress 68% were in the classes that experienced significant changes in staffing over the course of the year. The percentage of pupils (60%) at or above the National Standard in Year 8 in 2016 was lower than the most recent National Average. The Year 8 team will benefit from the appointment of permanent staff in 2017 which will provide a much more stable environment for pupils and the team alike. They have worked hard under the acting Leadership of Juliet Cruz to ensure consistency and accuracy of assessment judgements. YEAR 9 & 10 The tables below show the results for English and Mathematics. All other Curriculum Leaders (Including CLs in English and Maths) conduct their own analysis of the achievement of all pupils, including priority learner groups. This analysis is shown in their 2016 Curriculum Area Report. YEAR 9 English Year 9 pupils are assessed according to Curriculum Levels In English Results are calculated by combining assessments in Reading and Writing to give an average level of achievement at a curriculum sub- level. Year 9 should be working in the region of 4a to 5b. Reading: 4B or Less 4P 4A / 5B 5P and above All Pupils 28% 27% 39% 6% Maori 38% 48% 15% - Pasifika 33% 20% 40% 7% Males 38% 30% 29% 3% Females 21% 23% 28% 9% Writing: 4B or Less 4P 4A / 5B 5P and above All Pupils 20% 24% 50% 8% Maori 28% 39% 33% - Pasifika 33% - 55% 12% Males 23% 28% 47% 2% Females 17% 19% 53% 12% Analysis / Commentary: More detailed commentary and analysis can be found in the Annual Report from the English Department. For the purpose of this report I have made some general observations. Girls are continuing to out-perform boys in both reading and writing. This is a common trend through Years 7 and 8 and nationally. In Your Light Shall We See Light Psalm 36: Annual Report P20

21 It would be good to see more assessments achieved at 5B or above. In Reading, just over half of assessments are achieved at below 5B and in Writing just under half are achieved at below 5B. It is pleasing to note the efforts of the English Department in reporting on Reading and Writing to align it with the reporting of National Standards in Year 7 and 8. Significant progress has been made in 2016 to align assessments and marking schedules accurately with curriculum sub-levels. I commend the English Department for their work on this. In 2017 the Department will focus on the development of an Overall Teacher Judgement that is a single Curriculum Level judgement based on a range of samples over the course of the year. This will provide excellent baseline data for comparison to previous years to show both achievement and progress. YEAR 9 Mathematics Year 9 pupils are assessed according to Curriculum Levels In Mathematics, six assessments are combined to give an average percentage of assessments achieved at a particular curriculum sub-level. These assessments are based on strands and some strands are only assessed once per year. This makes it difficult to determine progress from Year 8 as pupils in Year 8 are given an Overall Teacher Judgement. Year 9 Mathematics: 4B or Less 4P 4A / 5B 5P and above All Pupils 26% 23% 32% 18% Maori 43% 20% 23% 14% Pasifika 32% 35% 32% 1% Males 22% 21% 35% 21% Females 29% 25% 31% 15% Analysis / Commentary: More detailed commentary and analysis can be found in the Annual Report from the Mathematics Department. For the purpose of this report I have made some general observations. Boys seem to be out-perform girls in Mathematics with more assessments achieved in the higher curriculum sub-levels. This a reversal of the national trend for pupils in Years 7 and 8 in It would be good to see more assessments achieved at 5B and above. As this data looks at the percentage of assessments achieved at a particular curriculum sub-level and because the data is drawn from assessments across the year; it is difficult to ascertain progress made by cohorts. In 2017 it would be beneficial to consider the development of a method to determine an overall judgement for a pupil in Mathematics. YEAR 10 English: (Reading) 3 Achievement Standards per pupil All Pupils (%) Māori (%) Pasifika (%) Female (%) Male (%) Excellence Merit Achieved Not Achieved In Your Light Shall We See Light Psalm 36: Annual Report P21

22 English: (Writing) 2 Achievement Standards per pupil All Pupils (%) Māori (%) Pasifika (%) Female (%) Male (%) Excellence Merit Achieved Not Achieved Analysis / Commentary: More detailed commentary and analysis can be found in the Annual Report from the English Department. For the purpose of this report I have made some general observations. It is pleasing to note that 87% of assessments in Reading were achieved or higher and 85% for Writing. Achievement for Pasifika pupils was pleasing with no assessments receiving a Not Achieved grade. Girls appear to be slightly ahead of boys in both Reading and Writing which is similar to the trends observed nationally. It is pleasing to see that the English Department have provided separate data for both Reading and Writing. This allows for accurate analysis of progression from previous years. It will also allow them to access useful data in preparation for Level One NCEA and targeting specific literacy needs for pupils. Mathematics: 6 Achievement Standards per pupil All Pupils (%) Māori (%) Pasifika (%) Female (%) Male (%) Excellence 25 (14) 14 (8) 14 (-) 26 (13) 24 (15) Merit 38 (44) 62 (38) 53 (23) 40 (47) 36 (41) Achieved 27 (33) 10 (46) 47 (45) 26 (33) 29 (34) Not Achieved 9 (9) 15 8) - (32) 8 (8) 10 (10) Analysis / Commentary: More detailed commentary and analysis can be found in the Annual Report from the Mathematics Department. For the purpose of this report I have made some general observations. It is extremely pleasing to see in an increase in the percentages of standards achieved at the Merit and Excellence Level. I have included the previous year s results in brackets in the tables above for comparison. While it compares a different cohort, it gives testament to the work of the Mathematics Department to push pupils to achieve at higher levels. It is also extremely pleasing to note that in all cases pass rates at Achieved or better are 85% or above (including 100% for Pasifika pupils. ATTENDANCE Pupil Group % Attendance All Pupils Male Female Maori Pasifika Year Year Year Year Overall(Y1-13) In Your Light Shall We See Light Psalm 36: Annual Report P22

23 2016 DEVELOPMENTS Schools are constantly reviewing, reflecting and changing their practice in response to the ever shifting needs of the learners in our care. While innovation and strategic modifications occur at every level of our school, the following list provides a snapshot of some of these developments within the Middle School: Introduction of a streamed Word Study period in Year 8 as a strategy to enhance literacy skills for pupils. The development of a form-teachers guide to outline the role of the form teacher in the Middle School. The guide aimed to reduce variation in approaches as well as provide key information crucial to fulfilling this important role. The 2 nd Year of the 2-year focus on Mathematics at Year 7 was undertaken. Helen Williamson picked up the work that Dave Phillips had started in 2015 and continued to work with Tony Kendrew and the Year 7/8 Teams. This group worked to create some common assessment tasks as well as looked at programmes of work and consistency / accuracy of judgements against curriculum sub-levels. This has been beneficial for the delivery of Mathematics in Year 7/8. Pupil Support Registers were embedded at Year 7 and 8. During the year the title of these documents was updated to early intervention register. The English Department have aligned Year 9 assessment rubrics more accurately with the Curriculum sub-levels and has changed its annual reporting to include judgements of Reading and Writing separately. This will allow for accurate monitoring of progress across the transition from Year 8 to Year Initiatives: The introduction of class profiles at Year 9 and 10 level. These will include valuable information for all teachers of that class that relate to academic, pastoral and behavioural developments for the class and individuals within it. These will include pupils who appear on our early intervention register and will include both specific details and strategies relating to those individuals. Year 7 and 8 Class Descriptions will also be modified to bring a consistent format across the Middle School. These documents have also been shared via OneNote so that the most up-to-date versions are available to all staff at all times. Year 7 will look to introduce a brief Transition Report aimed to provide information to parents on matters like, settling into MGS, establishing friendships, organisation and self-management etc. These will also allow for parent voice to gain their perspective on how the transition has gone for their children. Year 7 and 8 Pupil Achievement Plans will be developed slightly differently and shared in a more collaborative way with staff. This will include separate plans for Years 1-6 and Years 7 and 8. A two-year cyclical focus on Writing will begin. This is due, having been through Reading in 2013/14 and Maths 2015/16. The focus will also include an inquiry project looking at PD for staff, review of programmes and improving achievement. An internal evaluation looking into the achievement of Year 8 in literacy in 2016 will also occur as part of this initiative. The English Department will look at developing a system of assessment at Year 9 which allows teachers to make an overall end of year judgement based on Reading and Writing. The Head of Middle School, along with the Assistant Head of Middle School (Curriculum) will approach the Mathematics Department to explore the possibility of generating similar overall judgements for the same benefits as outlined for English. In Your Light Shall We See Light Psalm 36: Annual Report P23

24 CLOSING COMMENTS Another year has progressed and I would like to close this report by reiterating my comments from the 2016 Middle School Prize-giving Ceremonies. Within the Middle School there is a richness which is observed in the activities, friendships, partnerships and opportunities for pupils to grow and learn. We must be certain to ensure that this richness is developed and maintained first and foremost for the Glory of God, followed by the benefit of each young person within the Middle School community. I would like to take this opportunity also to formally recognise the work of Mrs Jenny Addison who has resigned from her role as the Assistant Head of Middle School with oversight of Pastoral Care and Pupil Leadership. In Christ, Matt Barlow Head of Middle School In Your Light Shall We See Light Psalm 36: Annual Report P24

25 Board of Trustees Senior College Annual Report 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD SPECIAL CHARACTER The steadfast love of the LORD never ceases; his mercies never come to an end; they are new every morning; great is your faithfulness. Lamentations 3:22-23 The 2016 focus in the Senior College was on CELEBRATION celebration of who we are as a school; of the diversity of gifts and abilities represented by our senior pupils; of events that drew us together as a school, both Senior College and whole school; of the variety of pupil successes enjoyed through the year; of individual and collective effort in various ways; and of the raft of opportunity available within and outside of school, especially those that stretched our arm into the community through service and helps. Most significant, and over all of these, was the celebration of the blessing, favour, mercy and faithfulness of God to us. In many respects, 2016 was a year of an abundance of sorrow and mourning which, thanks to the grace of God, rather than destroying the unity and faith we share as a community, brought pupils and staff together in a new and profound way. Pastoral care was even more critical in this year and all staff were sensitively attentive to the needs and fragilities of individual pupils and of one another. Missions trips to Tonga and Argentina highlighted the earnestness with which pupils long to share their faith and their skills to the point of risking discomfort and being personally and spiritually forced into complete dependence on God through the unfamiliar and unpredictable challenges to which these trips expose them. Character, Excellence and Service continued as a frame of reference for decision-making and as an exhortation to pupils to aspire earnestly to walk on the heights. All glory to God. NCEA 2016 Summary of Results Overall Results Level 1 Level 2 Level Including % 94.6% 94% 92% 96% 94% 96% IC % % % 87% 79% Excluding % 96.9% 97% 95% 96% 98% 97% IC % % % 91% 83% E Endorse 30% 32% 31% 25% 28% 28% 25% 26% 18% 15% 17% 11% M Endorse 41% 40% 41% 36% 38% 34% 35% 36% 35% 30% 39% 38% Maori % 100% 94% 86% 100% 100% % % % % % 87% Pasifika % 75% 88% 80% 75% % % % 100% 100% 83% 67% Male % 96.8% 93% 89% 94% 90% % % % % 78% 68% Female University Entrance 96.7% 96.2% 95% 94% 97.3 % In Your Light Shall We See Light Psalm 36: Annual Report P % 95% 98% 97.0 % 89.8 % 76% % 85%

26 NCEA Certificate Achievement At each level we met or exceeded almost all of our 2016 Pupil Achievement Targets and compare favourably with both National and Decile 8-10 statistics. In Your Light Shall We See Light Psalm 36: Annual Report P26

27 Cohort Graphs In Your Light Shall We See Light Psalm 36: Annual Report P27

28 Certificate Endorsements Level 1 endorsement Year M (MGS) (Nat) M (8-10) E (MGS) E (Nat) E (8-10) Total (MGS) Total (Nat) Level 2 endorsement Year M (MGS) (Nat) M (Decile 8-10) E (MGS) E (Nat) E (Decile 8-10) Total (MGS) Total (Nat) In Your Light Shall We See Light Psalm 36: Annual Report P28

29 Level 3 endorsement Year M (MGS) (Nat) M (Decile 8-10) E (MGS) E (Nat) E (Decile 8-10) Total (MGS) Total (Nat) Priority Learners Maori Achievement 2016 Level 1 Level 2 Level Number of pupils Certificate Merit Excellence Num Lit UE Lit UE Pasifika Achievement 2016 Level 1 Level 2 Level Number of pupils Certificate Merit Excellence Num Lit UE Lit UE In Your Light Shall We See Light Psalm 36: Annual Report P29

30 Special Learning Needs Achievement 2016 Level 1 did Level 2 Level 3 12 pupils attempted NCEA L1. 11 completed. 3 gained Merit Endorsement. The one who not gain Level 1 is doing catch-up standards and will complete these soon. 18 pupils attempted L2-14 completed. 3 gained Merit Endorsement. 1 left school during the year, 2 did not complete the L2. Both of these left school at the end of the year. 3 pupils attempted L3-1 completed. 1 left before mid-year. 1 left at the end of the year. 5 pupils were on IEPs with the Learning Centre and were unable to gain NCEA for a variety of reasons. Analysis of NCEA Results Significant Features Certificate Level 1 passes At 98% we have reached our highest pass rate yet at Level 1. International Student pass rate also increased. A slight but insignificant swing in gender achievement favouring the girls. Endorsements remain at the 2014 level of 72%, but with Excellence Endorsements continuing an upward incline. Only 1 Maori pupil (male) did not gain L1. Only 1 Pasifika pupil (female) did not gain L1. Level 2 Our highest domestic pass rate at this level. Endorsement figures up 4% to 66% with a rise in the percentage of Merit endorsements. Closer gender gap than last year and still favouring girls. Maori and Pasifika pupils profile well in this Level for achievement and Endorsement. Level 3 Substantial increase in achievement for both full cohort and domestic pupils. Significant increase in Endorsements to 53% (cf 45% in 2015). Explanation Tighter monitoring of pupil progress through the Estimated Grades process gave us a broader overview of pupils learning needs. Closer monitoring of IC pupils. Only 2 domestic males did not achieve Level 1 in the exams, but 1 has now done so through an alternative Standard sat at the start of the school year (this puts the percentage gained up to 96%). Likewise, 2 domestic girls did not achieve, but one is currently completing catch-up standards. 4 IC students did not achieve the L1 Certificate. Maori and Pasifika pupils are well represented in gaining both Merit and Excellence Endorsements at this level. The outcome of consistent solid teaching and learning on the part of staff and pupils. Y12 responded to the steady encouragement to set themselves up for further study. The benefits of gaining Endorsements were emphasized more strongly this year than previously in an attempt to encourage pupils to gain the best advantage for entry into course opportunities. A continuing increase in numbers of Y13 pupils gaining their L3 Certificate. The new Study class supervisor was proactive in providing a settled atmosphere and also in his willingness and ability to assist with pupils academic needs in their study periods. Female achievement crept upwards at a greater rate than that of males resulting in an increased gender gap in favour of females compared with In Your Light Shall We See Light Psalm 36: Annual Report P30

31 Level 1 Literacy and Numeracy 100% of domestic pupils gained Literacy 97.8% including Internationals. A high success rate in Literacy and Numeracy is being maintained. 99.3% (98.4 including Internationals) of domestic pupils gained Numeracy. UE Literacy 89% gained UE Literacy, up 1% from pupils did not gain UE Literacy this year. UE UE pass rate at 76% - up from 69.4%. 81.2% of those who gained L3 also gained UE. 8/10 Maori pupils gained UE 5/7 Pasifika pupils gained UE. Certificate Endorseme nts Scholarship General Comment Increases in Endorsements are seen in Levels 2 and 3, down 1% in Level 1 but all above Decile Our Ethnic Priority group has shown healthy Endorsement achievement. 1 pupil in the Regional Health School did not attempt sufficient Standards to gain Numeracy. 3 pupils in the Core Maths class who were aiming to complete Numeracy over 2 years ( ) achieved it this year. 100% of those who wanted to complete UE Literacy by the end of Y13 did so. Y13 Achievement Target 2016 was for 75% pass rate. A number of pupils were not aiming for UE, mostly because they were pursuing career choices other than university education. In most Curriculum Areas pupils were made aware of UE criteria for that subject. 4 pupils are seeking to gain UE through Hagley or Te Kura summer schools. Endorsements have been promoted strongly over the year Links between endorsements and entry to various courses were made explicit. Achievement at this level shows improvement on the previous year s results for both males and females. 18 Scholarships, including 1 Outstanding Scholarship. Decrease of one Scholarship could be attributed to the EQ disruption to Scholarship exams. Over the last 3 years the introduction of the Early Intervention Programme, the At Risk Registers and Y13 supervised Study classes have had a positive effect on improving the culture of teaching and learning. Pupils exhibit a demonstrably greater interest in determining a career pathway and match this with commitment to gaining the necessary qualifications. The Careers Department and Pastoral team are hugely instrumental in evoking this refreshment of hope in a meaningful destiny. ATTENDANCE Attendance issues arose for a very small group of pupils, whose parents worked successfully with Deans to remove the barriers to being in class. The number with ongoing non-attendance was very small. Pupils with expected absence due to illness or sporting commitments responded well to support provided through the Regional Health School, Deans and subject teachers and have achieved their academic goals. Attendance Comparison (%) Year Year Year Year Year Year Year Year Year Year 11 Year 12 Year All Male Female Maori Pacifica In Your Light Shall We See Light Psalm 36: Annual Report P31

32 SERVICE THROUGH LEADERSHIP 2016 was another year of opportunity for those whose bent is toward serving others. Missions trips included 2 teams to Tonga and a group of Spanish language enthusiasts headed off to Argentina to get involved extending their language expertise through serving various groups of people in various ways. The value to these pupils was more than evident in their report-back to the school. Many of the 2015 initiatives were picked up and consolidated by this year s Prefect team who were eager to continue to bring the whole school community together in an authentically relational way. Another outreach into the local Primary schools was exceptionally successful, with some very mature and wise presentations and activities to encourage leadership skills and confidence. The Sports Monitors and International Ambassadors were very busy with their efforts to draw pupils into participating in school activities and developing a sense of belonging. Year 12 Peer Support (36 pupils) made a wonderful difference to our new Year 7 pupils and established some lasting connections that will secure those pupils in appreciating the care and safety of their new school environment. Greater capacity to promote service and mission lies within the Vertical Group system and this is an area that will be managed more intentionally in Opportunities for leadership included: Service Area No. of pupils involved Highlights World Vision 14 Leaders from across Y9-13 $32,036 raised $2000 over target. New initiatives: Piggy Banks placed in classrooms for donations; premiere of Finding Dory. Perco Music Kapa Haka Polyfest Group Sports Monitors Soup Kitchen 7 pupils 5xY13, 2xY11 20 Y11-13 pupils 28 Senior College pupils 14 pupils 10 volunteers Leading worship at the Middle School Leadership conference held at Hillview. The group received the Haka Award during the Tuhono Festival 4 Y13 pupils received outstanding scholarships. SPACPAC Speech competition - 1 st places in Senior boys and Junior Tongan sections. 3 awards at the Supreme ceremony. Biz Challenge a win for our team Successful organisation and execution of: - Athletics Day, Swimming Sports, Cross Country and Sports Awards Assembly - New intra-school competitions 90 participants in each of 3 on 3 Basketball and Futsal Great interactions between pupils and clients. Pupils fears overcome and eyes opened. In Your Light Shall We See Light Psalm 36: Annual Report P32

33 Technical support Librarians 17 pupils 21 Senior pupils Commendation from the Shakespeare Festival for the quality of support given by pupils Primary Wearable Arts and Prize Givings in the gym rigged and operated by pupil technicians 2 pupil technicians have gained employment in the industry The Seniors are very comfortable in their roles, and most don t hesitate to help with issuing class texts. Some also volunteer to help out with textbook distribution on Course Confirmation Day. We literally could not do the job without them. International Ambassadors 36 pupils International Week activities STRATEGIC GOALS 5.2: The curriculum provides opportunities for service. Speakers from within our staff modelled ways at Senior College staff meetings in which service had been integrated authentically into their curriculum area. This was intended to inspire thinking through other Curriculum Areas and to show that it does not require a major overhaul of units in order to achieve this. These demonstrations were well received. SG 3.5: Pupil learning thrives in an environment of rigour and celebration of effort. Pupil achievement was celebrated in assemblies, through newsletters and through the presentation of awards. At times pupils spoke in assemblies of their pathways to success to encourage others in their disciplines. SG 3: Pupils are using their gifts to serve. Increasing numbers of pupils applying for service opportunities testify to the growing awareness that serving others is a rewarding pursuit. We continued to enjoy the spontaneous and planned efforts of individuals to make Middleton a place of joy, acceptance and appreciation. NEXT STEPS: IN 2017 Promote one service project per term in each Vertical Group All subject teachers and Deans make pupils thoroughly aware of which are the UE approved subjects Continue to promote UE as a desired qualification for all pupils Continue to apply the Early Intervention and At Risk programmes as effective strategies and tighten monitoring Ruth Velluppillai Head of Senior College In Your Light Shall We See Light Psalm 36: Annual Report P33

34 Board of Trustees International College Annual Report 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD At a Senior Leadership Meeting last year I shared the following: I wanted to talk about what makes Middleton, and the International College, a bit special. We have a modern campus, relatively speaking; we have good programmes with good resources; we have developed many new programmes and initiatives; we have excellent short term programmes; and the list goes on. But if we did not put the love and service into any of this, would we be successful? There are many schools in NZ with much better facilities, programmes etc. who aren t as successful as we are. So why is this? Obviously we have God on our side, but also When you go to a really flash restaurant where the food is renowned for its excellence, but the service is shocking and the waiters are unfriendly are you going to recommend that restaurant to friends or go back? Most probably not. When we have visitors to the school they always comment about the feel of the school how friendly everyone is, how happy the pupils and staff look. The education is good, but how we take care of the pupils is what leaves an impression. We have two boys joining us from another school in Christchurch. They visited MGS a few times because they have a friend here. The reason for their change the teachers are so friendly and helpful. They don t send the pupils away and are never too busy to help the friend. Below are some comments from two of our International Ambassadors. 1. Hey Miss Allison The highlights from this year were definitely just simply making new friends. As usual I made many new friends through the buddy systems and the lunchtime activities. It is such an honour to work as an ambassador and next year is going to be awesome! I think the things we could do better next year are more lunch time activities and games. This year they have been very effective and I have found that they have really helped in making the internationals feel very welcome and increased friendships. 2. Being an international ambassador has been by far one of the highlights of my time at Middleton. I am so grateful to have been given this opportunity to do what I love the most - I will cherish my time as an ambassador for many years to come. These are the things that make Middleton special. Of course the main reason for this is because we are absolutely Blessed by a great God, who loves us unconditionally. Hebrews 13:2 Do not forget to show hospitality to strangers, for by so doing some people have shown hospitality to angels without knowing it. 1 Peter 4 Therefore be alert and of sober mind so that you may pray. 8 Above all, love each other deeply, because love covers over a multitude of sins. 9 Offer hospitality to one another without grumbling. 10 Each of you should use whatever gift you have received to serve others, as faithful stewards of God s grace in its various forms. 11 If anyone speaks, they should do so as one who speaks the very words of God. If anyone serves, they should do so with the strength God provides, so that in all things God may be praised through Jesus Christ. To him be the glory and the power for ever and ever. Amen. In Your Light Shall We See Light Psalm 36: Annual Report P34

35 INTERNATIONAL BOARD OF TRUSTEES (IBOA) The IBOA met regularly throughout the year, with all major decisions and activities being discussed at these meetings. The advice and support of this group has been invaluable to the leadership of the International College. MARKET REPORT BACK By the end of 2016, we had welcomed 136 pupils in total. Some of these visited us for a week, some are still with us. We ended the year with 122 pupils. We enrolled EFTS (Equivalent Full-Time Students). For comparison, historical figures are: ; ; ; ; ; ; ; The composition of pupils for 2016 (2015 in brackets): Korea 11 (16); PR China 54 (36); Japan 27 (20); Thailand 15 (23); Germany 17 (3); Vietnam 5 (2); Hong Kong 1 (2); Taiwan 3 (3), Argentina 1 (0), Indonesia 2 (0). As a result of 2015 numbers, the target for 2016 was set at 98 FTE s. This largely depended on at least fifteen pupils coming from our sister school relationships in China. Unfortunately, this did not eventuate and so our numbers were considerably lower than the target. This drop in numbers from China was a New Zealand wide trend and has been reported in detail in reports during 2016 by myself, Immigration New Zealand and Education New Zealand. At the end of 2016 however, we did see the highest number of returning pupils (66) that we have seen in quite a few years. We saw a marked increase in numbers in the Primary School in In 2015 this trend had been predicted with more Chinese families wanting to move their young children to New Zealand for their education. We had seven Primary pupils over the year. The International College once again participated in Christchurch Educated and Education New Zealand marketing events during 2016 but also did extensive marketing on our own, especially in Germany, China, Vietnam and Japan. Richard Vanderpyl traveled to China as part of the Leadership Accord with University of Canterbury and ARA, under the umbrella of Education New Zealand. After working with them, Richard branched off and visited all our partner schools. Tibor travelled to China at the end of May, again to work in our partner schools. Stephen McConnachie travelled with him and they both taught at the various schools in preparation for the pupils transferring to Middleton Grange School. Tibor took part in an agent fair in Beijing and made valuable contacts, as well as visiting some new schools as part of a new arrangement with agents based here in Christchurch. Richard visited Germany while on sabbatical and made his regular presentation to the Nuremburg families interested in coming to New Zealand. The Hubei Education Fair took place in Christchurch in early June and Middleton Grange School was fortunate enough to be the only school involved in the formal part of this fair. We welcomed visiting dignitaries and schools throughout the year and cemented our relationships with friends in most of our feeder countries. I travelled to Vietnam in September to take part in the Education New Zealand fairs and then travelled to Japan, where Anita Meyer joined me in visiting our sister schools and taking part in the Education New Zealand fairs in Fukuoka and Tokyo. In both countries I was able to make contact with ex-pupils and meet many families and agents. In Your Light Shall We See Light Psalm 36: Annual Report P35

36 Middleton Grange School International College has developed quite a few initiatives to market the school. Our new smartphone application was completed and went live. We produced a short video that has been extremely well received by agents and families overseas. We were also able to advertise in publications in China, Japan and Thailand, which had positive feedback from many supporting agents. The International College developed various marketing items that can be easily distributed like bookmarks and postcards. Anita and I attended the New Zealand International Education Conference in Auckland in August. The conference is an excellent opportunity to network and meet others in the industry, but as well as this, it is an excellent opportunity to learn and understand what is happening in the international education market. One of the very interesting facts highlighted by numerous speakers was the speed in which technology is changing the face of teaching and international education. This is a challenge for us at the International College and we are looking at ways to develop our profile on social media, and how we provide quality education in this ever changing world. Part of my role as Director of the International College is to constantly analyse market trends and what we are doing as a school to meet these trends but still maintain our integrity as a Christian school, and support our pupils and staff. The market trends are like shifting desert sands and to be successful one has to move with these shifts and meet the needs as they are exposed. PUPIL ACHIEVEMENT Senior College One of the biggest hurdles international pupils face is achieving literacy for university entrance. At the University of Canterbury and the University s International College s (UCIC) open day Middleton Grange was acknowledged for the work our Curriculum Leader of ESOL has done in working with the two organisations to develop a course which allows international pupils to gain entry to university with slightly fewer literacy credits. From 2017, UCIC will accept pupils with 8 literacy credits instead of the 10, which is a much more achievable goal for our pupils. Year pupils 8 pupils gained full University Entrance 13 pupils gained NCEA Level 3 4 with merit endorsement and 1 with excellence endorsement and she also achieved a scholarship in Maths with Statistics. 3 pupils therefore did not gain NCEA Level 3. Two of our Year 13 pupils were offered a Dean s Scholarship to the University of Canterbury of $10,000 each. This was allocated as follows - $5,000 for the first year, $3,000 for the second and $2,000 for the third. Unfortunately, one of these pupils missed university entrance by one credit and has therefore started at UCIC for his first year. He will move to second year at the University of Canterbury in 2018 and they have very kindly indicated they will hold the second and third years portion of the scholarship for him. The three pupils who did not gain Level 3 or university entrance were not unexpected. Two have been accepted to UCIC for their first year at the University of Canterbury. All three were monitored regularly and given additional support and assistance. We have three pupils who will go to the University of Canterbury in 2017, three to UCIC, two to ARA and one who will be redoing Year 13 at Middleton. Another will join Auckland University and the remaining will attend university in their home country or other overseas countries. These are very impressive results and this is one area in which Middleton stands out above many schools in Christchurch. We aim to have our pupils end their time at school having achieved the necessary qualifications for further education. In Your Light Shall We See Light Psalm 36: Annual Report P36

37 Year 12 We had 26 pupils in Year 12 through the year. 11 achieved Level 2 with 5 achieving with merit and 1 with excellence. 9 did not achieve Level 2 but two of those pupils only started in July and achieved an impressive number of credits for the short time they were at school. 6 pupils were not enrolled to do NCEA due to only being with us for one year and not requiring this qualification. We offered Chinese Language classes to Years 12 and 13, with even some Year 11s joining. This was Level 3 Chinese and so has allowed pupils to bank these credits towards their Level 3 NCEA results. Year 11 This was by far our largest group of pupils through the year, with 48 pupils passing through our classes. 26 were not entered for NCEA predominantly because they were with us for one or two terms only. Of those who were entered for NCEA, 10 passed Level 1; three with Merit endorsement and three with Excellence endorsement. Of the remaining pupils, three started mid-year and achieved excellent results, just missing Level 1 by a few credits. In 2016 we were again able to offer the Cambridge PET (Preliminary English Test) for pupils in Year 10 and 11 who were with us for a year or less and did not require NCEA. We offered IELTS for Year 12 pupils with a lower level of English. We have continued to run our normal English for Internationals for all these levels and for pupils wanting to achieve literacy for university entrance. A challenge across the entire school has been to meet the learning needs of all these pupils, whether long term or short term. These numbers do create challenges in various curriculum areas and the International College staff have endeavoured to support staff through all these challenges. There aren t many teachers at other schools who would be willing to offer the support and care that Middleton teachers do, and for this the International College is extremely grateful. Hatsukaichi-Nishi High School in conjunction with the Hiroshima Board of Education, requested a web meeting for their international class. The discussion was around schooling in Japan and New Zealand, lives of young people in the two countries and the actual differences between the countries. Middleton s Year 13 Geography class took part in this web meeting in late February and due to the excellent outcome of this first meeting, Hatsukaichi-Nishi High School and the Hiroshima Board of Education have requested that this programme continue through Primary and Middle School The Primary School had 7 pupils enrolled, with 5 remaining for the full year. The International College provided additional support for the Primary School by appointing Judith Anthony as English Language Learning Coordinator (Primary) and increasing the teacher aide hours. The result of this was excellent with the majority of the pupils showing good progress and families feeling their children are well supported. We saw an increase in Middle School numbers as well, and so again made provision for this by having a combined International English Language classes at Year 7 and 8, and another at Year 9 and 10. Some of the short term Year 10 pupils joined the Cambridge PET class. Debbie Smit was employed as English Language Assistant for our Middle School pupils needing additional assistance. During NCEA external examination time in November, pupils from Year 10 that were part of the Cambridge PET class were given craft classes by Louise Whitehead, our Student Services Assistant. This proved to be a huge success with pupils making some very creative gifts for homestay parents and to take back to their parents in their home countries. In Your Light Shall We See Light Psalm 36: Annual Report P37

38 SPECIAL CHARACTER The International Assemblies and Christian Studies programmes delivered to the international pupils are designed to challenge non-christians and to encourage Christian young people in their walk with God. Felicia Erickson taught Christian Studies to a combined Year 11 and 12 international class to pupils with lower English language ability. The programme Felicia used was based on material developed by South West Baptist for their Rice Cube programme. The Chinese Church brought lunch to the Chinese pupils on one Tuesday a month, and then on the other weeks, came in to work with the pupils, mentor them, chat about Christianity and pray for them. We have seen many of our international pupils show interest and become involved with youth groups across the city. We had a large group attend Easter Camp and many joined South West Baptist and other youth groups permanently. We have quite a few who have given their life to the Lord and some very exciting discipleship is happening by these pupils as they mentor their fellow international pupils. Two of our international pupils even led staff devotions in Term 4. PASTORAL The International College took all new pupils on an overnight orientation camp at the end of their first week at school, to Living Springs. We were joined on the Saturday by some of the International Ambassadors. This proved to be an excellent opportunity for the new pupils to connect with each other and the Ambassadors. We decided that we would continue with this in future years. Rosemary Allison co-ordinated the International Ambassadors programme, and had a wonderful group of ambassadors who performed their duties to an extremely high standard. The ambassador group again welcomed all new pupils to the school, assisted as buddies to short term groups, welcomed guests to the school and took part in all the various activities put on by the International College. These activities included assisting with the International BBQ, co-ordinating activities for International Festival and many more. The International College had the annual BBQ early in the year to welcome all new pupils, families, homestay families and care providers to the school. This is always a successful event and was again very well attended. At least once a term a morning tea or lunch was provided for the international pupils as a way of getting the group together and interacting with the whole group. All school staff were invited and the Ambassadors ran most of these events. The Queenstown trip for pupils was again a success and took place in the April school holidays. This has become an annual event that the school has become known for. The trip is four days and three nights, with pupils enjoying all the activities that Queenstown has to offer as well as visiting Arrowtown and seeing the countryside along the way. We also offered a few day trips to Hanmer Springs and this will also become an annual event. Our International Festival was celebrated in the second term and was a success. We celebrated language focus days in Term 1, 2 and the final in Term 3, with the Chinese Language Week. International College staff carry out regular checks on the welfare of all international pupils. Included in this are the pupil interviews in Terms 1 and 3 and the student survey in Terms 2 and 4. There were some issues that arose through the year, but 2016 proved to be a very settled year for our pupils. Some of the issues that we dealt with were attendance, academic support and health support, to name a few. At Middleton Grange School we are extremely fortunate to have the staff to support and care for the international pupils. Our model is used by many institutions as good practice in the care of international pupils. In Your Light Shall We See Light Psalm 36: Annual Report P38

39 SHORT-TERM PROGRAMMES During 2016 we welcomed 8 groups to the school: St Paul Girls High School Korea Nonsan Boys High School Korea Seocheon Girls High School - Korea Doshisha Kori School Japan Mukogawa High School Japan Kwansei Gakuin Japan Jianghan Education Group China Dongguan Foreign Language School - China The redesigned International College Short Term house was put to very good use through the year. We continue to receive requests from many schools and agents for short term programmes, but as the timing of the trips is in the home countries school holidays, they all usually ask to come at a similar time. We unfortunately cannot host all and so choose to work with our regular groups for the most part. STAFFING I must again commend the dedication and commitment of the International College staff. They are hardworking and supportive of each other and the pupils that come under our care. We are a formidable team! Louise Whitehead started her role as Student Services Assistant and the beginning of She was thrown in the deep end as within the first few days she was required to help all the new pupils arriving. We appointed Alisha Woods and Joanna Bisseker to short term programme teaching for 2016 along with Felicia Erickson. Our long time English Language Support teacher, Michelle Gough, left us at the end of Term 1 to pursue a different career path. We employed Debbie Smit to work with our Middle School pupils. All staff undertook various forms of professional development. In the July school holidays a group of International College staff went away for a weekend to plan for the future and develop strategies and programmes and for some team building. GENERAL We were audited by Immigration New Zealand as online visa providers. This audit went well, with only a few issues requiring our feedback, mainly relating to the way we record attendance at Middleton. Anita Meyer is to be commended for her excellent work with visa processing and all related to this. The New Zealand Qualifications Authority requires that all institutions that educate international students are to have course approval for all their courses. The International College submitted the request for approval along with supporting documentation and our courses were approved. The new Code of Practice was released in July 2016 and all institutions providing international education were required to be code compliant by December. This new code is called The Education (Pastoral Care of International Students) Code of Practice It was therefore necessary to update all our documentation with the new name as well as review all our policies and procedures to make sure we met code requirements. We contracted the school lawyers to review our legal documentation to confirm that we met the new code s requirements. In December we were able to submit our attestation knowing that we had met all code requirements. We will be reviewed again when the whole school has the next ERO review. In Your Light Shall We See Light Psalm 36: Annual Report P39

40 From the beginning of Term 2 we offered English classes to the parents of pupils at Middleton Grange School. Initially this was to mainly international fee paying pupils parents, but we were thrilled to have some domestic international parents join us. These classes were a success and we were thrilled to see the English language development as well as the parents feeling part of the school community. We will continue to offer these classes in In this report I d like to mention Blake, who worked with Annelise Borger on the Alis Programme as an intern. Blake supported the International College by helping with translation of documents and letters, speaking to parents, mediating with pupils and even took on the task of teaching the parents in the fourth term. Blake will be missed. I would again like to express my gratitude to the International College staff for their support and hard work over I would also like to thank Richard, the Board of Trustees and the International Board of Advisors for their support. It is an honour and a privilege to serve the school, the young people we are blessed to receive and in so doing, Our Lord and Saviour. Colleen Steyn Director International College In Your Light Shall We See Light Psalm 36: Annual Report P40

41 ` Report to the Māori Community 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD Āhuatanga, Hiranga, Manaakitanga mō te korōria o te Atua Māori Pupil Numbers and Movement In 2016 there were 77 pupils enrolled at the start of the year and 75 pupils enrolled at the end of the year who identified themselves as Māori. This represented approximately 6.0 % of the total school roll. These pupils identified with a range of iwi from broad geographic regions. MĀORI PUPIL ROLL 2016 Māori Males Females Year Year Year Year Year Year Year Year Year Year Year Year Year In Your Light Shall We See Light Psalm 36: Annual Report P41

42 Curriculum PRIMARY SCHOOL Teaching of Māori within the Primary School Te Reo Māori continued to be a focus in the Primary School in 2016 starting with our theme for the year; Kia kaha, kia toa, kia manawanui- Be strong, be bold, be steadfast and sure. Classes received fortnightly specialist lessons with Em-Hayley Walker for Terms 1-3. Brett Hitchens took over this role in Term 4 and created interesting and interactive learning tasks. Both Em and Brett will be greatly missed next year. Classroom teachers were able to practise what had been learnt with their classes on the inbetween weeks, supplementing this with the programme from Sue Brown, which we have used in the past. The staff, having all practised their mihi/ pepeha, have been encouraged to use them in class when introducing themselves. Matua Steve Reid continued to take the Kapa Haka group for weekly sessions. This group is compulsory for all Year 4 pupils and voluntary for those in Years 5 and 6. The Kapa Haka performed at two Tūhono Festivals in 2016, the first being participation by all and the second a selected competitive group. The standard and atmosphere of the competitive event was a challenge to the group, who performed last. Their performance was outstanding, far above anything they had produced up to that point, and we were all very excited when they won 3 of the 4 awards; best haka, best action sing and overall points winner. Te reo Māori, and te ao Māori are more than a curriculum area, they are a component of who we are as New Zealanders. Part of the challenge at Middleton Grange is to integrate the importance of this into many cultures and to align beliefs with our faith. MIDDLE SCHOOL In the Middle School Te Reo Māori is taught across all Year levels. Year 7 and 8 pupils - it is a compulsory subject for 2 hours for 16 weeks. Year 9 and 10 - the course is a full year option Pupil Numbers: Year 9 Māori 4 pupils Year 10 Māori 5 pupils SENIOR COLLEGE In the Senior College, Te Reo Māori is offered across all Year levels as an optional class Pupil Numbers: Year 11 Māori -7 pupils Year 12 Māori - 7 pupils Year 13 Māori -8 pupils STAFFING Whaea Terri-Leigh Bennetts of Tainui descent teaches Years 7-13 Te Reo Māori. Katie Sterne teaches Year 7-8 compulsory Te Reo Māori. Matua Aidan Harrison teaches Yr 7-8 and Years while Whaea Terri-Leigh is on maternity leave Brett Hitchens (Years 7-10) 2016 while Whaea Terri-Leigh was on maternity leave. Matua Steve Reid continues in his role as Kapa Haka tutor, Assistant Teacher and a repository of tīkanga Māori for the school. Other staff who identify as Māori: Nick Pomare, Kai Tahu (Year 4 teacher); Kristy Hitchens (Year 7 teacher) Brett Hitchens (as above) Tūhoe In Your Light Shall We See Light Psalm 36: Annual Report P42

43 KAPAHAKA The Year 7-13 Kapa Haka group of 65 pupils practise every week, as preparation for various events in the school; for example, Founders Day Assembly, School Prizegivings and Cultural Festivals. A mixture of both Māori and non-māori pupils participate, including pupils of European, Polynesian, Indonesian, Philippine, Asian and African descent. Special Character Highlights 2016 The finishing of the Māori Graduate profile including a Christian dimension alongside academic and character descriptors. Whakapono Karaitiana Faith in Christ that is learned and lived. I live confidently and proudly as a Christian who is Māori and feel supported in developing my God-given gifts I am gaining confidence and pride in who I am as a Christian who is Māori and in being able to use my God-given gifts I am not yet confident and proud of who I am as a Christian who is Māori Gospel Māori songs- Incorporation of gospel songs in Kapahaka performances Whare Ako whakapaipai- Adorning the whare with artwork- A brief has been written and discussions have begun at leadership levels as well as with classroom teachers in planning the artwork for the interior of the whare with a particular focus on stories common to Māori, to the area and giving glory to God. Highlights 2016 Manu Korero Jireh Komene (Y12) came 1 st in Impromptu, 1 st in prepared and 1 st overall in the Senior English section at the Canterbury Secondary Manu Korero Speech Competitions. She then went on to represent Middleton and Canterbury at the National Competition in September in Whangarei. Jireh did very well at the National Manu Korero Speech Competition coming 2 ND in New Zealand for Impromptu speech and 4 th overall for Senior Māori section. In Your Light Shall We See Light Psalm 36: Annual Report P43

44 EDUCATION REVIEW OFFICE In 2015, the Education Review Office reviewed the school as part of its 3 year cycle. We continue to focus on their comments and recommendation and praise God for the positive and encouraging report. How effectively does the school promote educational success for Māori, as Māori? Māori students are very well supported to succeed successfully as Māori. Māori students in the senior school achieve well in national assessments in comparison to the national and regional levels of NCEA and UE. Students in Years 1 to 8 achieve well in relation to National Standards. Māori students have many opportunities to participate in cultural activities, including national competitions. Senior student leadership positions have been developed to enable students to have greater ownership and input into school practices. Māori whānau are actively involved in the school and are well informed about their child s progress. They regularly provide useful feedback and direction to the school for future developments for learning. The senior leaders and teachers have continued to build cultural capacity within the school. They have supported the increased use of te reo and tikanga Māori across the junior and middle schools. All students confidently participate in bicultural practices such as welcoming visitors to the school. The senior leaders have identified that continuing to build teachers confidence and use of bicultural practices is an area for on-going development. TŪHONO CULTURAL FESTIVAL Two groups represented Middleton Grange at the Tūhono Cultural Festival in Term 3; the Primary School Kapa and the Senior College (Year 7-13) Kapa Group. All performed to a high standard for friends and whānau. Middleton Grange scooped the majority of awards; testament to the discipline and practice the pupils put in as well as to the huge commitment of the staff who assist with Kapa Haka. Engagement with School and Specific Support for Māori Pupils School Support All pupils are cared for: Years 1 8, through their classroom teacher Years 9 13, through the pastoral networks which include teachers, Deans, Counsellors and Heads of School. In March 2016 the annual Whānau Hui was held and all Māori families were encouraged to attend. Approximately 20 families were represented at this hui and a discussion was had about the 2015 results, the Community Report, progress of the Māori Graduate Profile and areas for growth. We also heard from Aromia Merito, Career Development Consultant/Kaitohutohu. Attendance The school monitors attendance daily and provides a report to the Board of Trustees on a termly basis. Attendance by pupils is crucial to their academic success and engagement with staff and pupils. There are systems in place whereby the Deans identify patterns of absences and follow up on these. In 2016, we had no truancy concerns in the Primary and Middle schools for Māori pupils. Attendance overall for Whānau group was 88.0% [90.2% 2015] and the overall attendance for the school was 90.3% [91.6% 2015]. The small percentage of unjustified absences for Māori pupils at 3.3% [3.7% 2015] was slightly higher than the school overall at 2.6% [3.9% 2015]. Absence largely falls into two groups explained (parent note or contact) and unexplained. Every effort is made to contact parents by the School s Early Notification Service on the day of absence. Within the explained group of absences, not all are justified reasons for absence. Justified absences according to the Ministry of Education are for sickness, bereavement and exceptional family circumstances. A new code has been added that identifies absence from school for a holiday during term time and will be coded as G. In Your Light Shall We See Light Psalm 36: Annual Report P44

45 Discipline The school monitors and tracks discipline at two levels serious incidents that lead to Stand-Down or Suspensions, through to lower levels that lead to detentions. Stand-Downs and Suspensions In 2016 there were no suspensions for the whole school. There were 10 Stand-Downs, 3 of whom were Māori pupils. There were no formal discipline processes initiated for Māori females across all levels. All pupils returning from Stand-Down or Suspension are given counselling as of right when they return to school and are supported by their Dean and Head of School. These statistics do not give us any cause for concern for our Māori pupils. Detentions Detentions are either lunch-time detentions (minor discipline) or after-school for more serious discipline. All detentions are electronically recorded in the pastoral notes. Examination of patterns in relation to detentions does not highlight any concerns for Māori pupils in both the Middle School and the Senior College for Achievement National Standards year 1 8 The following tables display the summary data for all MGS pupils in Years and comparison data for Māori pupils in Reading, Writing and Mathematics. Reading Well Below Below At Above All Pupils 18 4% 21 4% 57 12% 73 15% % % % % Māori 3 10% 0 0% 1 3% 9 33% 16 52% 14 52% 11 38% 4 15% Writing Well Below Below At Above All Pupils 19 4% 23 5% 82 17% % % % 78 16% 55 12% Māori 2 6% 2 7% 7 23% 10 37% % 15 56% 5 6% 0 0% Maths Well Below Below At Above All Pupils 18 4% 15 3% 61 13% 75 16% % % % % Māori 2 6% 2 7% 6 19% 5 19% 17 55% 15 56% 6 19% 5 19% It is pleasing to note that as a percentage, the number At and Above comprises over 67% of the Māori pupils in total. Writing was identified as a specific area for strategic planning across the Primary School for 2016 and will continue to be so for Regarding Mathematics, In terms of numbers of pupils, the majority are At or Above the Standard with 75% which is a slight increase from the previous year [74% 2015]. In Your Light Shall We See Light Psalm 36: Annual Report P45

46 Primary School Achievement Most of the academic achievement is shown in the National Standards data, however, Primary staff keep comprehensive records of achievement and progress for every Māori pupil. Parents are warmly invited to meet and discuss their child s achievement with their teacher. Middle School Achievement In Years 9 and 10, academic results are shown in English, Mathematics and Science Curriculum Areas as these 3 subjects have all pupils included in their analysis. All other Curriculum Leaders conduct their own analysis where they have Māori pupils in their classes. This analysis is shown in the 2016 Curriculum Area Report. For the standards based assessments, the academic results below are calculated on the basis of how many standards were passed by Māori pupils, not how many Māori pupils passed a standard. For example, looking at Year 10 Science, there are 6 Achievement Standards available. For the Māori pupils in Year 10, with only 5% of the standards assessed were at Not Achieved, and 10% of the standards assessed were at Excellence level. YEAR 9: 9 PUPILS Science: 5 topics per pupil. Assessed to Curriculum Levels In Year 9 pupils should be at or above level 5b by the end of the year Level All Year 9 Pupils (%) Māori Pupils (%) p-5a b p-4a b and below English: 6 topics per pupil Level All Year 9 Pupils (%) Māori Pupils (%) p-5a 6 0 5b p-4a b and below Mathematics: 5 topics per pupil. In Year 9 pupils should be at or above level 5b by the end of the year Level All Year 9 Pupils (%) Māori Pupils (%) p-5a b p-4a b and below YEAR 10: 3 PUPILS Science: 6 Achievement Standards available per pupil % Passed at: All Year 10 Pupils (%) Māori Pupils (%) Excellence Merit Achieved Not Achieved 11 5 In Your Light Shall We See Light Psalm 36: Annual Report P46

47 English: 5 Achievement Standards available per pupil % Passed at: All Year 10 Pupils (%) Māori Pupils (%) Excellence 33 0 Merit Achieved Not Achieved Mathematics: 6 Achievement Standards available per pupil % Passed at: All Year 10 Pupils (%) Māori Pupils (%) Excellence Merit Achieved Not Achieved 9 15 MIDDLE SCHOOL PRIZE-GIVING AWARDS First in Māori Year 10 Helena Tulia Year 9 Amy Carpenter The Miles Kaukau trophy E Te Ariki o te Rangimarie Year 10 Isabella Hikuroa The Audrey Phillips trophy Te Taurapa Year 8 Maia Keepa Senior College Achievement NCEA LEVEL 1-3 The following information is based on the Participation Comparative Statistics made available by the New Zealand Qualifications Authority for Details are provided as follows: By percentage in text form As a % comparison to National statistics and Decile 8 10 school statistics Level 1 NCEA: 15 Pupils 93.3% Māori pupils gained Level 1 NCEA. 35.7% Merit Endorsement 21.4% Excellence Endorsement 100% gained level 1 and level 2 numeracy Māori Pupils Level 1 NCEA % Pass rate Maori Middleton Grange Maori National Maori Decile 8-10 National All pupils Level In Your Light Shall We See Light Psalm 36: Annual Report P47

48 Level 2 NCEA : 10 Pupils 100% gained Level 2 NCEA 50% Merit Endorsement 20% Excellence Endorsement 90% UE Literacy Māori Pupils Level 2 NCEA % Pass rate Maori Middleton Grange Maori National Maori Decile 8-10 National All pupils Level NCEA Level 3: 11 Pupils 100% Gained Level 3 NCEA 80% gained UE Entrance 20% Merit Endorsement 10% Excellence Endorsement 90 % UE literacy Māori Pupils Level 3 NCEA % Pass rate Maori Middleton Grange Maori National Maori Decile 8-10 National All pupils Level PRIZE-GIVING AWARDS First in Te Reo Māori Year 11 Rongopai Tickell Year 12 Jireh Komene Year 13 Grayson Keepa and Wairepo Te Hae Māori Award The Miles Kaukau trophy Te Ao Marama Year 12 Jireh Komene In Your Light Shall We See Light Psalm 36: Annual Report P48

49 Literacy and Numeracy All pupils are required to gain 10 credits at Level 1 in each of the Literacy and Numeracy Standards. 100% Māori pupils gained Level 1 Literacy 100 % Māori pupils gained Level 1 Numeracy For University Entrance, pupils need to gain 10 credits in Literacy. They can achieve these credits in Year 12 or, if needed, in Year 13. In % Māori pupils gained UE Literacy in Year 12 90% Māori pupils gained UE Literacy in Year 13 Destination of Māori Learners Out of 12 Year 13 Māori pupils, 3 have decided to have a gap year, 4 to work, 1 is looking into a fashion apprenticeship and 3 others are going to study. Sadly, one pupil Shayden Kingdom-Gibbon passed away during the year. Learning Support Years 1-6 In 2016, 5 Māori pupils were identified by their classroom teachers as being at risk in Literacy and/or Numeracy and/or Emotional/Behaviour. All of these pupils were on the Learning Support register and were supported by interventions at the Learning Centre (LEXIA, Maths with PRIME), by Teacher Aides in the classroom, the school counsellor or by external agencies (Deaf Advisor, Educational Psychologist, Behavioural Optometrist). Years 7-13 In Years 7 and 8, 3 Māori pupils were enrolled in the Learning Centre undertaking a Literacy Programme. Year 9 and 10 both had 1 Māori pupil involved with the Learning Centre twice a week. 3 Māori pupils were involved in Support Programmes in Years 11 and 12, with all 3 benefitting from having special assessment conditions identified. Reflections from 2016 Completion of the Māori Graduate Profile matrix. Aidan Harrison completed his postgraduate studies in 2015 and taught Te Reo Year 7 and 8 and Years He also led staff Professional Development. [see below] The Whānau Hui in term 1 was very well attended by parents. Staff PD stream- Raranga Harakeke for 2016 included Building Teachers Cultural Competencies [outlined in the Tātaiako document.] The aims and outcomes will be directed towards integrating the competencies into classroom practice that will benefit learning for all cultures and was led by Aidan Harrison. Staff met together regularly during Thursday lunchtimes to gain confidence in and learn about their mihi, karakia, instructional phrases, and phrases of encouragement. In Your Light Shall We See Light Psalm 36: Annual Report P49

50 Aromia Merito Career Development Consultant/Kaitohutohu spoke at the hui in April. Aromia works in the community to support young people and she shared useful resources to assist whānau in selecting career pathways. A Mihi Whakatau was added into our Founders Day Assembly for 2016 with Grayson Keepa the Kaikōrero. The assembly was repeated again in 2017 with the principal Richard Vanderpyl as the Kaikōrero for the hosts. Richard gave his mihi as well as a Christian pepeha (introduction) and the Māori translation of the theme for Karangahia te Aumangea/Called to courage school theme for Karangahia/ To call, is the passive form of the verb where the calling is done to the person it is said by. Ka- to light, spark a fire, burn, Ranga- to weave. The Ka-ranga is what starts the mihi whakatau/powhiri (welcome) process where waewae tapu (sacred/set apart feet/people) are made a part of the gathering/place/school/organisation. So the Karanga is the spark/beginning of the weaving people into a place/group of people. Karanga te Aumangea means the spark of weaving courage into the called! Forward Focus The Māori Graduate Profile matrix will be implemented for pupils entering the school and transitioning from Middle School to Senior College who identify as Māori We will engage with our Whānau group to continue and build on our strong school-community partnership with Whānau Committee hui throughout the year and a whole school Whānau bbq at the end of Connecting with our Māori whānau and wider community is an area identified to foster and develop. We have added in an extra step re monitoring absences and truancy in the Senior College by way of the Assistant Head of Senior College presenting an Attendance Report to the Associate Principal at the end of every term. This will focus on attendance of individual Māori pupils so we can more closely monitor and inform whānau quickly before negative patterns are established. General staff PD stream for 2016 will continue for 2017: Christian Bicultural Learning. Building Teachers Cultural Competencies [outlined in the Tātaiako document.] The aims and outcomes will be directed towards integrating the competencies into classroom practice that will benefit learning for all cultures. Whaea Terri-Leigh Bennetts has secured the Hōaka Pounamu Māori Immersion study award for 2017 Aidan Harrison has been awarded a study support grant in Leadership for 2017 Trip to China for the Kapahaka group planned for Primary staff pilot group have 2 full days professional development release for Christian Bicultural practice (with Aidan) followed by development of resources to share with Primary teachers. Megan Cassidy In Your Light Shall We See Light Psalm 36: Annual Report P50

51 Report to the Pasifika Community 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD Pasifika Pupil Numbers and Movement In 2016 there were 54 pupils enrolled at the start of the year and 52 pupils enrolled at the end of the year who identified themselves as Pasifika. This represented approximately 4.0 % of the total school roll. These pupils identified with a range of islands: Samoa, Fiji, Cook Islands and Tonga. PASIFIKA PUPIL ROLL 2016 Pasifika Males Females Year Year Year Year Year Year Year Year Year Year Year Year Year In Your Light Shall We See Light Psalm 36: Annual Report P51

52 Curriculum SENIOR COLLEGE Two Year 13 pupils were selected to attend the Pacific Youth Science, Technology, Engineering and Maths Fono at the Transitional Cathedral. They were awarded financially for their good grades in STEM (Science, Technology, Engineering and Mathematics) subjects in Year 13. In the Senior College, Tongan external and internal standards were offered across NCEA Level 1, 2 and 3 through a partnership with University of Canterbury Education Plus. Three pupils went to the Pasifika Teaching Room at UC once a week for Tongan Language learning and were successful at NCEA Level 1 and 2. One Tongan pupil also got Excellence for his Level 3 speech. NCEA pupils who participated in the Pasifika Cultural Group were awarded NCEA Dance Standard credits according to their level. Pasifika pupils attended the Pasifika Careers Expo. A select number were part of the XL Holiday programme, extra NCEA tuition offered by University of Canterbury students in the school holidays. All Pasifika pupils born in 1999 were offered motivational talks by ex-pupil Anastasia Taumiti, and the opportunity to get extra tuition to pass Level 2 NCEA through a Pathway Support Programme at Hagley College. Our pupils also attended a Fiafia at UC for Pasifika pupils interested in Education or Health and a Film-making workshop for Pasifika pupils. PASIFIKA CULTURAL GROUP This was open to all pupils from Year 7 to 13, and the numbers grew from 13 in 2014 to 23 in 2015 and 33 in It was encouraging to see pupils of European, African, Indian and Filipino descent joining the group and learning about Pasifika culture. We were fortunate to have Pana Soli, from St Paul s Church, teaching the pupils the Samoan dance, and Dara Nickel doing the drumming, and Lisa Akauola teaching the Tongan dances. Practices for Polyfest were intense but rewarding, and the final product was well-performed. The Associate Principal, parents, siblings and five teachers were at Westminster Park to support them. All those who participated in Polyfest were awarded a badge at a Principal s Assembly. In Your Light Shall We See Light Psalm 36: Annual Report P52

53 Highlights 2016 SCHOLARSHIPS We were delighted to hear that four of our Year 13 Pasifika pupils received outstanding scholarships. Vevesi Togiaso received the University of Otago Pasifika Scholarship, Loisi Talivakaola received the Achiever s Scholarship from Victoria University, Ta apega Solofuti was awarded an Emerging Leader s Scholarship from the University of Canterbury and Tiresa Perelini got the POPO Pasifika Foundation Year Scholarship. Vevesi also got NCEA Scholarship for Physical Education. We praise God for these blessings! SPACPAC SPEECH CONTEST Three pupils participated in the SPACPAC Speech contest this year, which was held at Papanui High School, and Makameone Malua (Year 12) was first in the Tongan Senior Boys section and Esmarelda Malua was first in the Junior Tongan section. Amelia Makaafi spoke in English about Pasifika leadership. SUPREME SPACPAC AWARDS We were delighted that three Middleton Grange pupils received SPACPAC Awards at a ceremony held at Linwood College. Vevesi Togiaso and Tiresa Perelini received High Achiever Awards, based on their NCEA results and Loisi Talivakaola and Tiresa Perelini received Emerging Pasifika Leader Awards. Tiresa Perelini was further honoured for receiving the top Pasifika academic results at Level 2 NCEA 2015 throughout all Canterbury schools. SAMOAN AND TONGAN LANGUAGE WEEKS Both languages were celebrated on different weeks with prayers and Bible readings in assembly, short video clips and a speech from a Year 6 pupil, Ana Togiaso. BizChallenge We entered two teams in this new event held at ARA, where pupils had to create a solution to a particularly Pasifika problem. We were delighted that one of them won the challenge and the pupils were awarded with vouchers and certificates. In Your Light Shall We See Light Psalm 36: Annual Report P53

54 PASIFIKA FONO About ten different families were represented, and parents received the Pasifika report 2015 as well as a report back on different activities provided for Pasifika pupils. Pasifika Liaison from University of Canterbury, Alana Batchelor came to speak to parents and pupils about the opportunities that are out there for Pasifika pupils in tertiary education. Parents and caregivers also completed a survey about what is perceived as gifted in the Pasifika context. The ability to bring a community together with unified purpose, the ability to listen, observe and reflect and a strong cultural identity were some of the characteristics highlighted in this survey. Light snacks and drinks were served for supper. MISSION TRIPS TO TONGA There were two trips to Tonga in 2016: one in April with 3 teachers and 10 Year 13s and one in July with 2 teachers, one spouse and 17 Year 12s. Both groups went into Tupou High School to help with Maths and English classes to pupils in classes from Year 7 to 13 and ran an assembly. They also helped with the Mango Tree project, which helps disabled children and adults with Physio and Speech Therapy. At the Alonga Centre and the hospital they raised the spirits of disadvantaged people who are unable to care for themselves. All the pupils were blown away by the hospitality of the Tongan people and loved serving the communities there. School Support All pupils are cared for: Years 1 8, through their classroom teacher Years 9 13, through the pastoral networks which include teachers, Deans, Counsellors and Heads of School. Year 7 13: six Pasifika pupils received learning support from the Learning Centre Attendance The school monitors attendance daily and provides a report to the Board of Trustees on a termly basis. Attendance by pupils is crucial to their academic success and engagement with staff and pupils. It has been said the 80% of success is being in class. There are systems in place whereby the Deans identify patterns of absences and follow up on these. In 2016, we had no truancy concerns in the Primary School, Middle School and Senior College for Pasifika pupils. Attendance overall for Pasifika was 93% in Years 1 6 and 88.8% in Years The overall attendance for the school was 91.6%. This shows us that we have no cause for concern re pupil attendance. Absence largely falls into two groups explained (parent note or contact) and unexplained. Every effort is made to contact parents by the School s Attendance Officer on the day of absence. Within the explained group of absences, not all are justified reasons for absence. Justified absences according to the Ministry of Education are for sickness, bereavement and exceptional family circumstances. A new code has been added that identifies absence from school for a holiday during term time and will be coded as Q. Discipline The school monitors and tracks discipline at two levels serious incidents that lead to Stand-Down or Suspensions, through to lower levels that lead to detentions. Stand-Downs and Suspensions In 2016 there were no suspensions for the whole school. There were 10 Stand-Downs, none of whom were Pasifika pupils. Detentions Detentions are either lunch-time detentions (minor discipline) or after-school for more serious discipline. All detentions are electronically recorded in the pastoral notes. Examination of patterns in relation to detentions does not highlight any concerns for Pasifika pupils in both the Middle School and the Senior College. In Your Light Shall We See Light Psalm 36: Annual Report P54

55 Achievement National Standards Year 1 8 Reading Well Below Below At Above Number Proportion Number Proportion Number Proportion Number Proportion All Pupils 21 4% 73 15% % % Pasifika 2 10% 3 14% 11 52% 4 15% Writing Well Below Below At Above Number Proportion Number Proportion Number Proportion Number Proportion All 23 5% % % 55 12% Pupils Pasifika 2 10% 4 37% 16 71% 0 8% Maths Well Below Below At Above Number Proportion Number Proportion Number Proportion Number Proportion All 15 3% 75 16% % % Pupils Pasifika 2 10% 5 19% 15 56% 5 19% 1. Reading It is very pleasing to note that as a percentage, the number At and Above comprises over 67% of the pupils in total. There is work to be done and concern, however, for the 5 pupils who are below the reading standard. 2. Writing It is pleasing to see the number At and Above comprises 79% of the pupils in total. 3. Maths In terms of numbers of pupils, the majority are At or Above the Standard with 75%. This is up 12% from last year Primary School Achievement Most of the academic achievement is shown in the National Standards data; however, Primary staff keep comprehensive records of achievement and progress for every Pasifika pupil. Parents are warmly invited to meet and discuss their child s achievement with the staff member. Middle School Achievement Prizegiving In Year 7 and 8 Folau Havea received an award for 1 st place in Physical Education Year 7 and the Under 13 Boys Athletics Cup, Madison Kalauta-Lene received a Diligence Award, Tapenisa Havea was 1 st in Physical Education and Health in Year 8 and received a Service Award as well as the Under 14 Girls Athletics Cup and Grace Neilson received the Under 13 Girls Athletics Cup. At the Year 9 and 10 Prizegiving ceremony Esmarelda Malua received a Scripture Award and Helena Tulia was 1 st in Maori Year 10 and also received a Scripture Award. In Years 9 and 10, academic results are shown in English, Mathematics and Science Curriculum Areas as these 3 subjects have all pupils included in their analysis. All other Curriculum Leaders conduct their own analysis where they have Pasifika pupils in their classes. This analysis is shown in the 2016 Curriculum Area Report. For the standards based assessments, the academic results below are calculated on the basis of how many standards were passed by Pasifika pupils, not how many Pasifika pupils passed a standard. For example, looking at Year 10 Science, there are 6 Standards available. For the Pasifika pupils in Year 10, 67% of the standards assessed were at Achieved, and 11% of the standards assessed were at Merit level. In Your Light Shall We See Light Psalm 36: Annual Report P55

56 YEAR 9: 5 PUPILS Science: 4 topics per pupil. Assessed to Curriculum Levels In Year 9 pupils should be at or above level 5b by the end of the year Level All Year 9 Pupils (%) Pasifika Pupils (%) p-5a b p-4a b and below English: 6 topics were assessed to Curriculum Levels 2016 % Passed at: All Year 9 Pupils (%) Pasifika Pupils (%) p 5a b p -4a b and below Mathematics: 6 topics per pupil. Assessed to Curriculum Levels In Year 9 pupils should be at or above level 5b by the end of the year Level All Year 9 Pupils (%) Pasifika Pupils (%) p-5a b p-4a b and below YEAR 10: 3 PUPILS Science: 6 Standards available per pupil % Passed at: All Year 10 Pupils (%) Pasifika Pupils (%) Excellence Merit Achieved Not Achieved 11 6 English: 5 Standards available per pupil % Passed at: All Year 10 Pupils (%) Pasifika Pupils (%) Excellence 33 6 Merit Achieved Not Achieved 15 6 Mathematics: 6 Standards available per pupil % Passed at: All Year 10 Pupils (%) Pasifika Pupils (%) Excellence 26 0 Merit Achieved Not Achieved 1 0 In Your Light Shall We See Light Psalm 36: Annual Report P56

57 Senior College Achievement NCEA LEVEL 1-3 All pupils are required to gain 80 credits at the appropriate Level 1,2 and 3 and 10 credits at Level 1 Literacy and Numeracy. For University Entrance, pupils need to gain 10 credits in Level 2 Literacy. They can achieve these credits in Year 12 or, if needed, in Year 13. Level 1: 9 Pupils 89% of our Pasifika pupils passed Level 1: 50% gained a Merit endorsement and 25% gained an Excellence endorsement 100% gained Level 1 and Level 2 Numeracy Level 2: 5 Pupils 80% of our Pasifika pupils passed level 2. 50% gained a Merit endorsement 80% gained University Entrance literacy Level 3: 7 Pupils Pleasing results here with 100% pass rate and 71% University Entrance gained. 29% gained a Merit endorsement and 86% gained UE literacy The achievement of our Pasifika pupils at Middleton Grange School compares favourably nationally, especially at Level 3. NCEA Middleton Grange National Pasifika Decile 8 to 10 National (all ethnicities) (Pasifika) Schools (Pasifika) Level Level Level University Entrance At Senior Prizegiving, Natacha Varlet was awarded 1 st in French and Pedro Makaafi, Makameone Malua, Ta apega Solofuti and Loisi Talivakaola were given Service Awards. Destination of Pasifika Learners Of the 9 leavers, 7 are intending to study at university and 1 is working. The last pupil came to Middleton Grange from another school, and left halfway through the year. His destination is unknown, but he may be taking up an apprenticeship that he was given information about Nicole Bailey In Your Light Shall We See Light Psalm 36: Annual Report P57

58 Strategic Goals Analysis of Variance 2016 CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD NAG CURRICULUM See attached Analysis of Variance reports NAG 2 SELF REVIEW 2016 Annual Targets Complete 2016 Board of Trustees cycle of self-review o Completed Consult with Māori and Pasifika communities o Completed. o Consultation recorded in Report to Māori and Pasifika Communities 2016 Implementation of Pacific Education Plan o Targets for 2016 met NAG 2A NAG 3 NATIONAL STANDARDS See Analysis of Variance report in Section B PERSONNEL Review all Personnel procedures o Incomplete o Review Appraisal System o Review completed. New system implemented for 2017 NAG 4 & 5 PROPERTY, FINANCE, HEALTH & SAFETY Implement Health & Safety Legislation Completed Xero Implementation o Completed NAG 6 NAG 7 NAG 8 LEGISLATION Review International College Code of Practice o Completed CHARTER Complete 2015 Charter o Target met ANALYSIS OF VARIANCE Complete Analysis of Variance o Target met In Your Light Shall We See Light Psalm 36: Annual Report P58

59 STRATEGIC PLAN (Updated) CURRICULUM At Middleton Grange School pupils experience a seamless, biblically-based Curriculum that is authentic and encourages critical engagement with contemporary society. In 2019 our curriculum is Biblically-based and authentically infused by the Foundational Principles for Curricula (FPC) seamless across Years 1 13 innovative in meeting the needs of akonga challenging, develops critical thinking, and inspires action Turangawaewae encouraging confidence in pupil identity, language and culture with Christ as the foundation. BUILDING PROFESSIONAL CAPACITY At Middleton Grange School all teachers are reflective, lifelong learners. They deliver the highest quality teaching and learning within and across Year Levels and learning areas. In 2019: professional learning and development is regular, differentiated and of the highest quality a de-privatised teaching culture is built on trust and strong, professional relationships new and appropriate technologies are integrated into teaching practice effective practice is clarified, personalised and embedded achievement data (qualitative and quantitative) is easily accessed and regularly used in meaningful ways to improve the learning of all akonga pupil voice regularly informs planning and teaching through inquiry and reflective practice middle leaders are instructional leaders CULTURE At Middleton Grange School pupils, parents and staff work within a culture of excellence with Christ s character permeating every aspect of school life. As a connected family, we serve together, celebrate with one another, and realise the gifts God has placed in us. In 2019, our culture is: Christ-centred, striving for personal best in all endeavours "My utmost for His highest" one of personal and professional commitment to a rigorous learning community Ako respectful, restorative, and holds one another accountable whanaungatanga connected, practising hospitality and kindness manaakitanga one where effort, success and the school's ethos are appreciated and celebrated PARENT COMMUNITY At Middleton Grange School there is high quality communication and a strong partnership between home and school. Parents are actively involved in the life of the school for the benefit of pupils, and have a clear understanding of a biblically-based education. In 2019: parents are involved in the life of the school for the benefit of the pupils. two-way communication between home and school supports teaching and learning SERVICE At Middleton Grange School pupils, parents and staff are motivated by love and compassion to serve purposefully within school, local and wider communities. Opportunities for all pupils to use their giftings for practical acts of service are provided through our curriculum and school life. In 2019: an authentic culture of service exists across our school community the curriculum provides opportunities for service pupils are using their gifts to serve sustainable programmes of local, national and international mission operate parents serve within classroom, co-curricular and mission activity Learning with the Christchurch Christian Schools Network and the Riccarton Learning Community Cluster In Your Light Shall We See Light Psalm 36: Annual Report P59

60 Middleton Grange School Annual Plan 2016 Strategic Goal 1 CURRICULUM Middleton Grange School provides pupils with a seamless, biblically-based Curriculum that is authentic and encourages critical engagement with contemporary society 1.1 Biblically-based and authentically infused by the Foundational Principles for the Curricula [English A.C.T. programmme ] 1.2 Seamless across Years 1-13 [English A.C.T. programme ] 1.3 Innovative in meeting the needs of the akonga 1.4 Challenging, develops critical thinking and inspires action 1.5 Encouraging confidence in pupil s identity, language and culture with Christ as the foundation - tūrangawaewae Strategic Goal 5 SERVICE 5.2 The curriculum provides opportunities for service Strategic Goal Target Pupils are actively involved in their learning through effective use and application of teacher-led pedagogy and strategies that challenge and engage all parties. Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Across the year Terms 2 and 3 Term 4 The English Curriculum Area develops their pedagogy and body of work that intentionally and increasingly incorporates the FPC into their curriculum planning and documentation, moving into practice The English Curriculum Area audits and documents current processes around key transition areas Years 5/6-7, 8-9 and entry into Senior College Year 11. Scoping carried out for areas to improve eg: increased opportunities for shared curriculum planning/delivery and moderation meetings. Cs/ML Cs/ML KIS met On-going. Tracking well for 2017 SGs 1.1 and 1.2 Term 1 Term 2 Across the year Checkpoint End Term 2 Suggestions documented to trial and implement Potential template for other Curriculum Areas 2018 onwards. Years 7-10 Options Review undertaken. Findings and recommendations made to Curriculum Committee, SLT, Curriculum Leaders/Learning Team Leaders. If required, agreed changes communicated to staff, parents and included in Course Outlines for Curriculum content is reviewed to look for and develop more opportunities to serve within lesson topics: could be practical acts and/or in the theory of the content delivery. This will be added into and evidenced in the EoURs. Bw CC Cs/CLs /LTLs Review completed Term 2 KIS met [Check point held over to Term 3 within SLT/CL PLP meetings] Note: End of Year reporting template has this as a specific reporting requirement against each Curriculum Area s 2016 strategic goals In Your Light Shall We See Light Psalm 36: Annual Report P60

61 Across the year Checkpoint end Term 2 Terms 1 and 3 Term 3 Term 2 and 4 Resourcing: Pupil Voice and EoURs informing curriculum design, planning and delivery. SLT to monitor process and progress in their meetings with Curriculum Leaders by seeing specific evidence and links. SLT Learning Walks to continue focus on pupil engagement: rigorous learning culture, relatable curriculum, why they are learning what they are learning, confidence in their learning journey. Key Engagement Survey questions presented to Years 7-13 in pupil focus groups of ten per cohort. Graduate Profile introduced to the whanau at the Term 1 hui for consultation. Trialled with pupils in Te Reo classes Term 2. Document finalised and ready for implementation with all new entrant Maori pupils ACT Funding SLT SLT Cs Cs/Be KIS met for Term 1 KIS for CLs Learning Walks met KIS met KIS met for Term 1 KIS met for Term 2 [See feedback from trial below.] KIS met overall Commentary (added to during the year as the KIS are reviewed) Term 1: 1.3 Years 7-10 Options Review: this has not been completed at the end of the term as expected. The key personnel have met once to date and a plan of action has been developed. It is hoped that this will be completed mid-way through term 2 so that the Curriculum Committee has enough time to carefully consider the recommendations, if there are any, and then move them through to the CLs/SLT in time to be considered for 2017 staffing allocations. 1.4 The Learning Walks were undertaken in the last two weeks of the term with a slightly modified process and questions based on the 4 new engagement foci above. Instead of SLT going into classrooms of all teachers, we decided to remove the perceived focus away from the teachers and instead ensure all cohorts and curriculum areas were covered and that the focus was explicitly on the learner. This gave each SLT member approximately 9-10 classes to observe. Results will be collated by Bw and fed back to the Curriculum Committee and the SLT. It is pleasing to note that there did not seem to be any concerns about classroom interruptions and that the Learning Walks are now embedded in MGS practice. 1.5 The Māori Graduate Profile was tabled to the parents at the Hui March 30 th and was received with overwhelming support and appreciation. After discussion [to the biggest parent group we have had at a hui for 3 years,] there were no further suggestions made and it was accepted as a document to trial with Mrs Bennetts classes this year as per the SG above and then roll it out for every next entrant that identifies as Māori, with communication home so parents can discuss the document with their child. [Home/school partnership] Next Steps Ensure the Option Review takes place by Mid-term 2. [Actioned] Term 2: 1.1 The English Curriculum Area has been involved in the ACT programme every Monday afternoon and within small groups once a week. The development will be seen as they transform unit plans to incorporate the FPCs, as well as their own philosophy on teaching English within a Christian environment. From an anecdotal perspective, it has been very interesting to listen to the discussion within the C.A. about how to intentionally incorporate Christian values and ideas into lessons. There has been some good thinking around the intentional integration of Christianity into new unit plans; the next step, however, is to make that a more formal process through the use of adapted unit planners 1.2 Regular meetings have occurred between Shane McConnell [CL] and Juliet Cruz. [Asst Head of MS Curriculum and Acting LTL Year 8] These meetings have included moderation of Year 9 material in order that there is In Your Light Shall We See Light Psalm 36: Annual Report P61

62 consistency amongst Middle School marking, identification of extension pupils in Year 8 and work that can be given to extend them and work on the use of E-Asttle to maintain consistency. Shane McConnell met with the Literacy Coordinator (Karen Strijbis), in order to give her information about what is expected in the Year 9/10 programme with the intention of better preparing the Year 8 cohort for the years ahead. They shared work and textbooks to see what is current practice across the cohorts. Shane also met with Lydia Gardener, while she briefly took over Karen s role, in order to further cement the link between Year 7, 8 and 9. He has met with Karen (now at Aidanfield) and Luke Buxton (Hillview), in order to help them with MGS expectations and to moderate some work. The speech competition involving all 3 schools was very useful in this context. 1.3 The Options Review is completed and the pupil voice, parent feedback and recommendations are currently being worked through within the Curriculum Committee. In summary the current options delivery does not merit complete overhaul but could be refined to increase the potential for pupils to get their first two choices rather than be put in a subject they are not keen in. This will be looked at further over term 3 and 4 by Matt Barlow. 1.4 Learning Walks were scheduled for Curriculum Leaders end of Term 2 and they were notified of the expectations and task in their CL meeting. Owing to the end of term focus on reporting AND the production, we decided that these would occur over weeks 2/3 of Term 3. This is the first time we have given Middle Leaders the opportunity to conduct Learning Walks with a specific engagement foci. 1.5 The MGP was given to all pupils in Whaea Terri-Leigh s classes Years 9-13 at the end of Term 2. Pupils of both Maori descent and pupils without Maori whakapapa did the MGP. In summary, feedback was that the language used was easily understood, the exercise was a positive one and for those who were not Maori, it was just as useful for them to carry out. A small tweak to the profile was to the addition of macrons in the title and we are considering adding an instruction sheet for the teacher who will be facilitating the activity. The MGP is now ready for use! [It would be a good one to share with other schools in our network?] Term 3: 1.4 Learning walks were conducted by Curriculum Leaders for the first time. Results are still being collated by BW. The response and feedback from the CLs at their last meeting was overwhelmingly positive on many levels. They appreciated the ability to get into every classroom and especially to engage in talking with pupils rather than just observing teacher practice. CA meeting minutes show evidence of the general findings being discussed within the group. Pleasingly, one staff member identified as cause for concern has had a meeting regarding these concerns and the process has been documented by the CL. Pupil voice tends to have credence with teachers. When asked whether this was a useful process, the CL group unanimously agreed that it was and would appreciate doing Learning Walks again in Revised pupil engagement survey questions from 2015 were presented to small focus groups of year 7-13 pupils. Questions varied slightly depending on the age of the cohort. At a CL level, it was identified at the end of 2015 that pupils were not often sure of why there were learning content and how it related to them and their lives. They wanted the teacher to care about what they taught and the work to be relatable. This informed the changes to some of the original survey questions we have been collecting data from [2014, 2015]. 1.1The ACT programme in Term 3 has played a large part in the thinking that is happening around how to incorporate the FPCs in a meaningful and relevant way. Lectures and readings in Term 3 have been focused on English specific areas such as poetry, film, novels and writing. It is clear that a lot of thought needs go into the implementation of units that ask questions about what, why and how it is being taught. There is a tension between wanting to challenge students about the way they think and the understanding that not all pupils and parents are in the same place with regards to the content. Teachers have been implementing new ideas from the ACT programme into their classroom activities. Two teachers have used the Lectio Devina model of reading new and unfamiliar text. 1.2 Meetings continue to happen between The CL, Shane McConnell and Juliet Cruz, the Assistant Head of Middle School. This is to ensure a continuation of the marking standards between the various years of the Middle School. Shane McConnell is also meeting with the Head of English at Aidanfield to moderate and give advice on the English programme. Brianna Tennant, ACL, met with the Head of English at Hillview to go through speech material and to give advice and guidance on their programmes. Throughout Term 4, Juliet Cruz will attend an English meeting to In Your Light Shall We See Light Psalm 36: Annual Report P62

63 continue working with the Year 9 and 10 team on the marking of E-Asttle writing, so that continuity is maintained in this area. Next steps analyse results of 7-13 cohort Pupil Engagement survey and determine foci for [see below] Term 4: 1.3 The cohort groups were interviewed against the Enquiry Questions developed from The Year 10 cohort stood out as being the most disenfranchised and disengaged with their learning: They identified content that was boring, not relatable, out of their context, over assessed and not clearly linked to specific outcomes. Too much content was repeated from previous years and seemed irrelevant. Staff taught in a predictable lecture style and did not allow for peer to peer discussion and for seeking help from a peer as this was seen as disruptive behaviour. The LCP was too variable across classes; some staff used it in a punitive manner while other used multiple warnings without consequences. Both were frustrating for pupils. They did not feel that their next steps were individualised, rather, they were aimed to the class as a whole. They did not feel the tone of the classroom was conducive to learning, did not enjoy the year in general, and did not feel prepared for the demands of year 11. Solutions proposed by the pupils Develop more options to be studied in the curriculum and tie them to issues today Link content to things they are interested in and explain why they are learning the content other than the reason being that it is for an assessment Articulate next steps through the year and one on one instead of whole class focus. Make expectations very clear and be consistent Create an environment where ideas and questions are encouraged and valued The Engagement Enquiry process was written up with the history and findings from 2014 onwards and the Year 10 findings were incorporated into the 2017 Strategic Goals...\..\..\..\Curriculum 2017\Summary of Enquiry Process Curriculum.docx Strategic Goal Target 2017 Pupils are actively involved in their learning through effective use and application of teacher-led pedagogy and strategies that challenge and engage all parties. 1.3 Innovative in meeting the needs of the akonga with a specific focus at Year 10 Term 1 Share research findings from 2015/6 with CLs, identifying concerns within our curriculum delivery at Year 10 and the resulting 2017 focus on relatable curriculum. End of Term 1 SLT Learning walks with foci around relatable curriculum above and specifically within the Year 10 cohort. Terms 1 and 2 Within each CA, implement an enquiry process to determine causal factors: content, teaching style and/or delivery, assessment practices and quantity/quality of current assessments. Terms 2 and 3 Modifications made to specific areas of the curriculum based on outcomes of previous enquiry process. Evidenced in Year 10 EoURs. Checked by SLT within the PLP process AND tabled at SLT meeting end of Term 3. Middle of Term 3 CL/LTL team Learning Walks with foci around relatable curriculum above specifically within the Year 10 cohort. Findings of both presented to the SLT before SLT Retreat Term 4 Term 4 Whole-class focus group meetings and pupil voice with the same curriculum delivery questions given end of Term to determine any noticeable shifts and whether the Year 10 pupils feel well-prepared for entry into Year 11. All Year 10 classes surveyed. Collated findings tabled at SLT meeting. The findings and Strategic Goal above were shared with the Curriculum Leaders [in their final meeting November] for consultation. All agreed that this would be a worthwhile challenge and that success could make a significant In Your Light Shall We See Light Psalm 36: Annual Report P63

64 difference in the rigorous learning culture, academic outcomes, self-esteem and preparation for success in their following Level 1 Year. [see Power point presentation..\..\..\..\curriculum 2017\SG 1.3 Vision 2017.pptx] Strategic Goals 1.1 and 1.2 will be on-going with CL Shane McConnell leading over the course of the year. Strategic Goal 1.5 will be focussed within the Middle School Humanities CA with Judi Lawrence and Cs leading. Abbreviation Key Cs: Megan Cassidy; Ml: Shane McConnell; Bw: Matt Barlow; CC: Curriculum Committee; CLs: Curriculum Leaders; LTLs: Learning Team Leaders; SLT: Senior Leadership Team, FPC: Foundational Principles of Curricular; EoUR: End of Unit Review; SG: Strategic Goal, MGP: Maori Graduate Profile. In Your Light Shall We See Light Psalm 36: Annual Report P64

65 Middleton Grange School Annual Plan 2016 Strategic Goal 2 BUILDING PROFESSIONAL CAPACITY At Middleton Grange School all teachers are reflective, lifelong learners. They deliver the highest quality teaching and learning within and across Year Levels and learning areas. 2.1 Professional learning and development is regular, differentiated and of the highest quality 2.2 A de-privatised teaching culture is built on trust and strong, professional relationships 2.3 New and appropriate technologies are integrated into teaching practice 2.4 Effective practice is clarified, personalised and embedded 2.5 Achievement data (qualitative and quantitative) is easily accessed and regularly used in meaningful ways to improve the learning of all akonga 2.6 Pupil voice regularly informs planning and teaching through inquiry and reflective practice 2.7 Middle leaders are instructional leaders Strategic Goal Target Staff develop their professional practice through active participation in professional learning and development opportunities that focus on appropriate technologies, identified needs and instructional leadership Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Terms 1-4 Terms 1 and 3 Term 2 Term 1 Terms 1-4 All Year Introduction and provision of Professional Learning and Development in e- learning (Moodle, Office 365, One Note) appropriate technologies. Ongoing support from the e-learning coordinator. The learning is evidenced in staff PTC s. Learning Walks conducted by SLT with a continued focus on engagement: rigorous learning culture, relatable curriculum, why they are learning what they are learning, confidence in their learning journey. Learning Walks conducted by Curriculum Leaders: focus on the engagement as well as quality of teaching and learning and or programmes. (2015 Next Step: Consideration of the best way to implement walk-throughs by middle leaders will require time and targeted focus in 2016 PLD Streams announced to staff, and staff opt in (Authentic Christian Teaching project, Classroom environment, culturally responsive curriculum) PLD Streams operate where teachers undertake an inquiry based project within their streams and evidenced to PLP coaches. Middle Leaders focus on their instructional leadership: Outlined in CL meetings, must form part of PLP, CLs use Curriculum meeting times to implement Ma / Mn SLT Middle Leaders Bw, As, Tn All Staff Middle Leaders KIS Met Term 1 KIS Met Term 1 Week10/11 KIS not met deferred to T3 KIS Met in Term 3 KIS Met Term 1 KIS Met Term 1 KIS Met Term 2 KIS Met Term 3 KIS Met in Term 1, 2 3 (ongoing term 4) Resourcing: In Your Light Shall We See Light Psalm 36: Annual Report P65

66 Commentary (added to during the year as the KIS are reviewed) Term 1: PLD has been provided in the use of Office 365. This is being coordinated and delivered by Ma and Mn. Staff have had several updates and interactions with Office 365 during Term 1. This will continue into Term 2 including incorporation of information in staff meetings, the TOD and for pupils in MS and SC Assemblies. The PLD Streams were introduced with the theme of a section of rope made up of various strands. The PLP, PTC and PLD aspects of our ongoing professional learning and development were outlined and explained in relation to our responsibilities as individual staff members. The PLD streams are based on the inquiry cycle and include Authentic Christian Teaching (ACT), Classroom Environment, Culturally Responsive Christian Educators and Mixed Ability and Engagement Strategies. 2 subsequent meetings have been held to set goals and share thoughts, progress and ideas with group members. More opportunities for reflection and sharing of best practice will take place during the TOD in Term 2. Learning Walks were conducted in week 10 and 11. This did provide extra pressure on the completion given the timing during the term. This has been included in the next steps section of this document. The Data gathered pertained to pupils reflections on their learning environment, relevance and purpose in learning and their confidence in their progression. Data will be analysed early Term 2 and feedback to SLT and then staff. Term 2: PLD continued around the introduction of Office 365 and One Note. Dedicated sessions on the TOD provided opportunities for staff to use One Note for the recording of PLP and PCT evidence recording. The PD was delivered by staff from Cyclone and Ma. An opportunity for PD in the Special Character of our school was provided by visiting apologist Alan Shlemon. Alan visited in Week 2 of the term and presented a variety of informative material for staff to consider. While there was no formal meeting of PLD streams during term two, staff continued to work on their inquiry projects. Learning Walks for Middle Leaders was deferred to the beginning of Term 3. CL s were informed of this at the CLT meeting in Week 7. The Curriculum Committee has discussed and approved the foci for these learning walks Term 3: Learning Walks were conducted by Middle Leaders during Term 3. CL s were asked to visit classes in their departments and speak to pupils about the following: Does the noise level in this class affect your learning and in what ways? Do you know why you are learning this material? How does the material relate to you? Findings included Noise an issue in flexible learning spaces, e.g. a computer suite off to the side of a classroom and pupils relate this to where direct supervision may be variable. Senior Classes had a good grasp on the questions relating to why and the relatability of the material. This was less so in MS classes. Most SC pupils had identified career pathway links to relatability and reasons for learning material. This was good feedback for CL s for MS programmes and this was discussed as a possible goal at a CLT meeting. Staff continued to apply for External PLD opportunities PLD groups did not formally meet in Term 3. Many staff have completed their inquiry projects and should be including them as part of the PLP process. Next Steps (added to during the year as necessary) - Learning walks completed earlier in the term, ideally around week CLT to consider MS implications as outlined under Learning Walks. Abbreviation Key: eg: CL, Curriculum Leader; Ma: S McConnachie; Mn: A McKinnon; SLT: Senior Leadership Team; Bw: M Barlow; As: J Addison; Tn: S Tennant; PLD: Professional Learning and Development; PLP: Professional Learning Plan; PTC: Practising Teacher Criteria; TOD: Teacher Only Day; MS: Middle School; SC: Senior College In Your Light Shall We See Light Psalm 36: Annual Report P66

67 Middleton Grange School Annual Plan 2016 Strategic Goal 3 CULTURE At Middleton Grange School pupils, parents and staff work within a culture of excellence with Christ s character permeating every aspect of school life. As a connected family, we serve together, celebrate with one another, and realise the gifts God has placed in us. 3.1 Christ-centred, striving for personal best in all endeavours "My utmost for His highest" 3.2 One of personal and professional commitment to a rigorous learning community Ako 3.3 Respectful, restorative, and holds one another accountable whanaungatanga 3.4 Connected, practising hospitality and kindness manaakitanga 3.5 One where effort, success and the school's ethos are appreciated and celebrated Strategic Goal Target Pupil learning thrives in an environment of rigour and celebration of effort. Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Term 1 Communicate goal to staff at meetings Promote excellence in endeavour with pupils through assemblies and reinforce in class and Form times Reinforce use of the LCP with staff; remind pupils at Start of Year assemblies and parents via newsletter of the process All Y7-13 staff are part of an appropriate PLD stream Explore ways of celebrating the variety of successes experienced across the school community Remind pupils of our history as a school in Founders Day Assembly Highlight the school s motto (Character, Excellence, Service for the glory of God) in all situations: class, Form time, assemblies, sports etc SLT Learning Walks to gain insight into pupils perception of the learning culture SLT HOS Staff SLT Vl Vl,Vp, Bw, RT SLT KIS met KIS met KIS met KIS met KIS met KIS met KIS met KIS met Terms 1-4 Term 2 Promote with staff the expectation of engaging and challenging lessons eg, at PLD meetings and discussions Discuss at CLT meeting authentic ways of celebrating effort and success Continuing focus on high expectations One HOS meeting per term to include staff sharing ways in which they have celebrated pupil effort and success in their classrooms Publish school community successes and highlights in newsletters Authentically encourage staff in their endeavours Pupil Voice survey around pupils experience of the learning environment, targeting use of the LCP and use of positive messages to encourage confidence and learning HOS HOS SLT/CLT Vp/Cs KIS met KIS met. Inclusion of past pupils graduations on Website. KIS in part In Your Light Shall We See Light Psalm 36: Annual Report P67

68 Term 3 Term 4 Resourcing: Design an Action Plan with CLs/LTLs to follow up on findings from the survey and implement the plan On-going encouragement to promote Character, Excellence, Service through curricula Use pupil focus groups to monitor movement in pupils perceptions Prize givings celebrate a culture of increased gratitude for God s blessing on the school CLT Vp/Cs/ CLT Vp/Cs Commentary Term 1 Personal and community tragedy brought the school together in a very special caring of one another expressed variously by individuals and groups gathering around one another to comfort, pray and bring solace. Pupils clearly understand the school s motto and expectations and in most cases are willing to adopt these as their own personal values. A focus on encouragement saw pupils rise to the challenge of writing cards, supplied by the Principal, expressing hope and appreciation for one another. Senior College: Assemblies revolved around Celebration and included, additional to awards, identification of the special nature of our school, recognition of pastoral care personnel, celebration of 2015 results and the opportunity we have in 2016 to learn; and most importantly, a call to rejoice in the Lord our God for Who He is. Start of Year parent evenings reinforced the school s motto and expectations and provided parents with the opportunity to express their own aspirations for their sons/daughters. Primary School: Fortnightly staff meetings regularly focus on the curriculum areas that are our current focus - in 2016 Maths and Writing so the quest for excellence and success is focussed especially on Maths and Writing at present. Fortnightly primary newsletters, and fortnightly assemblies have some emphasis on these goals. In the assemblies, classes take turns to share some highlights of their learning, and pupils who have done especially well are commended in various ways. There is a sense of celebration. Each year, a portion of the school s motto becomes a primary theme, so that the focus is very specific. This year our theme is "Kia kaha, kia toa, kia manawanui", so it's mostly about character - being strong, brave and steadfast in faith, even when faced with difficulties. The Primary Student Council hears pupil voice on a variety of issues. The parent coffee time is another good way of 'taking the temperature' - i.e. finding out how parents are perceiving things, and any current issues that need to be explored or addressed. Term 2 Primary School Learning Environment Several initiatives to enhance learning, including: TOD visits to other schools (Ilam and St Theresa s) to look at classroom environments and teacher practice; Learning in Action, which de-privitised classrooms and opened learning to parents; Learning Team Leaders informally visiting other classes within their team; Shared planning and teaching Character Excellence Service The PS theme (Kia Kaha, Kia Toa, Kia Manawanui) promoted in PS assemblies, team assemblies and Scripture/devotional times Service had many outlets: Great PS participation in the MS-led cans for City Mission project (over 700 cans); Crazy Hair day to raise money for refugees (World Vision); 'Keeping Ourselves Safe' implemented with Christian content and collaborative teaching. Feedback (survey) overwhelmingly positive. Middle School Learning Environment Expectations reinforced through MS and cohort assemblies. Each MS assembly this term had a reminder of 1-2 different expectations Strategies for managing pupil behaviour and expectations discussed at Deans and Team meetings LCP process reminders to MS pupils HOS KIS KIS KIS In Your Light Shall We See Light Psalm 36: Annual Report P68

69 Character Excellence Service Incorporated into MS and cohort assemblies A range of different opportunities were provided for pupils to develop these this year with guest speakers, themes and tips in assemblies e.g. 'a little bit of self-belief goes a long way.' Senior College Learning Environment As the LCP was covered through the learning walks, where SLT asked pupils whether the learning environment assisted or inhibited learning, the survey was considered an unnecessary repetition at this stage. The result of Learning Walks was mainly: yes, classes were managed well, but the LCP is not applied as consistently as it needs to be for pupils to feel fully supported by the management of distractions. Some teachers have been advised individually as pastoral situations have arisen and been addressed by pastoral teams. Still need to bring CLT on board to address the school-wide implementation of LCP. Survey to occur in Term 3. Character Excellence Service Service has been a feature of SC meetings, with both reminders and demonstrations by staff of how they are making opportunity in their classes for pupils to consider service as a normal part of life and living. At all assemblies throughout Term 2 the messages have focused on the school s Big 3 (Character, Excellence, Service). Many Vertical Groups have also picked up on this in their form times to press home these principles. A call to support the YMCA alternative education class trip to Nepal to encourage the earthquake victims there was taken up by a few Vertical Groups, who fund raised and created gift packs and cards as a show of support for the pupils in their venture. Term 3 Surveyed groups of Y9-13, boys and girls separately. Results were very positive in most respects. The LCP is still not consistently used; ie, some teachers use it a lot; some inappropriately (when it is not really necessary from pupils perspective); some do not follow the steps in the process; some do not use it at all. Some use it to step 2 (name on board) but never actually refer pupils, so pupils regard the LCP as a bit of a joke. It is seldom used at Y13, mainly because pupils are more serious about their learning and experience a different relationship with their teachers than they did at lower year levels. Many pupils, mainly boys, believe impositions are more of a disincentive for poor behaviour than the LCP, which many do not take very seriously. The vast majority at all levels agree that most of their classes are a positive learning environment: they are challenged; teachers generally make it safe to contribute; they believe the teacher cares about their learning and about them as people. There are some, they say, who simply do their job and then get rid of the class ; and others who do not convey passion for their subject resulting in low motivation and enjoyment for their pupils. There were many suggestions as to how the teachers can help them to learn. [Refer to interview summary.] Term 4 Celebrations Senior College Again, 2 Prize givings and no indication that we will be able to merge the 2 into 1 as numbers attending continue to rise. Both evenings were a lovely celebration of pupil success, with a strong emphasis on their personal and collective contribution to the school s culture of excellence, especially in relationships. While acknowledgement was made of the sorrows and challenges of the year, the focus remained on giving thanks to God for His continual favour, grace and faithfulness through every stage and phase of the year. Graduation Dinner was a fitting and enjoyable conclusion to the schooling of our Y13, full of memory but also looking forward to what lies ahead for these very treasured graduates. Middle School Next Steps (added to during the year as necessary) Re-teach the LCP to staff so that it is clearly understood Consider age-appropriateness of the LCP system Consider where impositions might fit into the LCP system This should be followed up, possibly at CLT meeting, next term for implementation Abbreviation Key: eg: CL: Curriculum Leader; LTL: Learning Team Leaders; LCP: Learning Culture Plan; PLD: Professional Learning & Development; SLT: Senior Ledership Team; CLT: Curriculum Leadership Team; HOS: Head of School; Vl: R Vanderpyl; Vp: R Velluppillai; Bw: M Barlow; RT: Rod Thompson In Your Light Shall We See Light Psalm 36: Annual Report P69

70 Middleton Grange School Annual Plan 2016 Strategic Goal 4 PARENT COMMUNITY At MGS there is high quality communication and a strong partnership between home and school. Parents are actively involved in the life of the school for the benefit of pupils, and have a clear understanding of a biblicallybased education. 4.1 Parents are involved in the life of the school for the benefit of the pupils 4.2 Two-way communication between home and school supports teaching and learning Strategic Goal Target To strengthen the partnership between home and the Middle School by offering opportunities for parental involvement in the learning of pupils Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Term 1 Term 1 Terms 1-4 Ongoing Term 1 Resourcing: Parent Evenings run by each cohort in the MS Investigate ways of increasing the parent involvement in class activities / trips and or the life of the school. (e.g. MS join Friday coffee morning, Class liaison parents as per Primary School) Implement ideas generated through the discussions at MSLT and cohort levels. Regular communication between school and home outlining key events, information, identification of issues etc. a copy of the communicating your concerns document sent home. Communication with staff to ask them to make a point of contacting parents within the first 2 weeks to introduce themselves and courses. LTL / Deans Bw with Deans / LTL s all MS Teachers as appropriate Staff as appropriate Bw Ongoing KIS Met KIS met in part, but will continue in Term 3 KIS met in Term 2 and ongoing KIS Met for Term 1 KIS Met Commentary (added to during the year as the KIS are reviewed) Term 1: Successful parent evenings were run by each of the Deans / Learning Team Leaders in the MS. These were extremely well attended and a wonderful opportunity for parents to connect with the vision and direction of the various cohorts as well as meet the teaching staff. The Year 7/8 dinner with families worked well again this year. Bw requested that form and subject teachers make contact with parents in the first 2 weeks of Term 1. This was completed by the majority of staff. This has also been discussed as part of our early intervention strategies in the MS. Ideas for increasing parent involvement has been transferred to Term Two. A number of other factors took precedence over this during Term 1. In Your Light Shall We See Light Psalm 36: Annual Report P70

71 Term 2: Some discussions were had about ways that parents could become more involved in class activities. Parent help is frequently sought for class trips, particularly in year 7 and 8 and occasionally at year 9 and 10. More parents work once pupils arrive in the MS which makes involvement more difficult. Discussions will continue in Term 3 as part of of the MSLT meeting on a Monday afternoon. Term 3: Term 3 proved difficult to find the time to spend discussing this in more depth. It has been added as an agenda item for the MSLT retreat in Term 4. This will be complimented by the fact that it will involve our newly appointed Year 8 LTL also Term 4 Middle School Leadership Team held its retreat. Parent engagement was on the agenda and ideas were developed to incorporate into the 2017 Annual Plan on how to increase the level and quality of parent engagement in the Middle School years. Next Steps (added to during the year as necessary) Write up 2017 Annual Plan Abbreviation Key: eg: CL, Curriculum Leader; MS: Middle School; LTL: Learning Team Leader; Bw: M Barlow; In Your Light Shall We See Light Psalm 36: Annual Report P71

72 Middleton Grange School Annual Plan 2016 Strategic Goal 5: SERVICE At Middleton Grange School pupils, parents and staff are motivated by love and compassion to serve purposefully within school, local and wider communities. Opportunities for all pupils to use their gifts for practical acts of service are provided through our curriculum and school life. 5.2 The curriculum provides opportunities for service this goal is being met in 2016 under Annual Plan 1 Curriculum 5.3 Pupils are using their gifts to serve 5.4 Sustainable programmes of local, national and international mission operate Strategic Goal Targets: 1 Informing pupils of the range of service activities which are in place to inspire pupils to serve within the school and local community 2 Systems and staffing is in place to ensure a sustainable programmes of local, national and international missions Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Early Term 1 Ensure that families have completed the Home-School-Network (HSN) sign up form which is posted home in term 1. R Thompson Ongoing Early Term 1 Update HSN Database R Thompson Throughout the year Throughout the year Term 3 Mid Term 4 Resourcing: Promote use of HSN Database families to staff. Ruth for Year 7-13 and Rod for Year 1 6. Promote opportunities for pupils to serve eg Mission Ministries, Pupil Councils, Service Day, World Vision, Tonga Mission trips, Take a kid to footy service, Soup kitchen. Use assemblies and form times to do this. Activities to be written up for publication in the school newsletter and website. Write up a plan for a sustainable programme of overseas missions. Hand out HSN forms to new families at the Special Character Induction evening R Thompson R Velluppillai All staff A Peterson M Lawrence R Vanderpyl D Elder M Lawrence R Thompson KIS not met. 5 forms have been returned since the mail-out. (Much greater uptake after induction evening for new families November) Potential to look at an electronic mail-out? Met. HSN is updated on an on-going basis. Met. Database is promoted periodically. In Your Light Shall We See Light Psalm 36: Annual Report P72

73 Commentary: (added to during the year as the KIS are reviewed) HSN database updated at the end of term 2. Currently 160 volunteers. HSN brochure is always explained to new PS families. Next Steps: (added to during the year as necessary) ALL YEAR A wide range of service related activities have occurred during Terms 1 and 2 which highlight that there is a positive servant heart in the school. Soup Kitchen: Senior College pupils assist Grace Vineyard Church on a Friday night. Assemblies encourage pupils to show care and hospitality to each other and especially to new pupils. Prefect Team service; Barista team; Tech Assembly support crew; canteen helpers; sports monitors; House captains; library helpers; Primary School Council; Middle School Council; International Ambassadors; Perco; Open Day Helpers. TERM LR Peer Support. Liaison for 4 Warehouse stocktakes to coordinate Approx. 75 individuals from Argentina trip, both Tonga trips and OPC plus additional volunteers. Sulu Day Pacifica themed mufti day to support Fiji relief/recovery (Ed involved with 15 pupils approx. - $1200NZD+ donated to TEARFUND). Living Lent TearFund devotions on stewardship/service promoted with Staff for Curriculum or Vertical Group time. Service stream created for PLD (sub category of Authentic Christian Teaching group) Promoted at Curriculum Leader meetings. Working with Curriculum areas to develop authentic Service opportunities Math Dept. Tonga Missions Trip Terms 1 and 2 April and July holidays. Praise God that we had two teams of pupils serve in Tonga. Excellent reports form the pupils and Tongan people. Pupils served at Tupou High School, Mango Tree Project, Olongo Centre, hospital and in prayer for many other Tongan people they came across. Year 9 Camp leaders (Year 13 pupils). International Ambassadors assist with the integration of International pupil. Kindness Cards: In Term 1 over 500 cards were voluntarily written by pupils to each other. This followed an assembly where pupils stood to show their commitment to encourage one another. TERM 2 Discussion with new Chinese Teacher regarding Special Character contexts for Chinese pupils getting NCEA credits through International College. Presenting exemplars of service/special character integrated into NCEA internal assessment criteria at Curriculum Leader s Meeting 19/5/2016. Offer to workshop Annual Goal 5.3 (Service in Curr) at TOD Fri 3rd July. World Against Child Labour o Organising and meeting with pupils to create resources o s to staff with links for PE, Music, French etc related material o Posters and promotions shared around school Promotion and facilitation of staff for Short Term Mission PD Session on July 16 th. World Vision Auction. Production 2016: High School Musical (Stage crew, including staff). s received from members of the public acknowledging a positive action by our pupils. World Vision 40 Hour Famine a significant number of pupils are involved in this event. Primary School Crazy Hair day to raise funds for World Vision. Middle School led Cans for City Mission project. 700 cans collected for the City Mission. A wonderful pupil led initiative. Year 10 Fabrics: dresses made for impoverished children in Bangladesh. In Your Light Shall We See Light Psalm 36: Annual Report P73

74 TERM 3 Ongoing liaison for 2 further Warehouse Stocktakes. Hosting Debrief for Tonga Trips Wednesday 3rd Aug. Leadership Day: 40 Year 12 and 13 pupils ran a leadership day for Primary pupils across a number of local Primary Schools. Middle School leaders conference. Operation Christmas Child. Argentina Mission trip. Encouragement Week Year 7-13: Over 800 cards were written by pupils to each other and staff. Prefect selection occurred servant leadership. TERM 4 Hosted visit from 13 Christian Education National Principals (Australia). Prefects ran the Primary School House competition. Year 2 Buddy class. Cornerstone visits in Year 10 DTE. Food Technology class worked with Year 4. Vertical groups did fundraising for YMCA At-Risk pupils going to Nepal. Year 10 pupils undertake Student Volunteer Army course. Prefects appreciation work for staff. Friendship week. Market week Business Studies. Tournament of Minds Senior pupils coached younger pupils. Peer Support training days. Service day activities at the end of the year for Middle School pupils Kaikoura Earthquake initiative by Middle School pupils Christmas Hampers HSN Forms handed out at Special Character Induction Evening. Formal Missions Committee established members are: Matt Lawrence, David Elder, Ruth Velluppillai, Richard Vanderpyl NEXT STEPS: (added to during the year as necessary) Missions Committee meet regularly to review and approve missions trips. Committee to consider ways to broaden service in the school Annual Plan has been written to support this. Abbreviation Key: eg: CL, Curriculum Leader; HSN, Home School Network, In Your Light Shall We See Light Psalm 36: Annual Report P74

75 Middleton Grange School Annual Plan 2016 STRATEGIC GOAL 5.6 LEARNING WITH THE CHRISTCHURCH CHRISTIAN SCHOOLS NETWORK (CSN) AND RICCARTON LEARNING COMMUNITY CLUSTERS Strategic Goal for the Riccarton Learning Community Cluster (RLCC) is: To strengthen collaboration within the Riccarton Learning Community Cluster for the purpose of enhancing pupil achievement and community cohesion Strategic Goal for the Christchurch CSN Learning Community Cluster (CSNLCC) is: Be an active participant in the CSN LCC to support and enhance the Special Character of Middleton Grange School. Strategic Goal Targets: RLCC: MGS has implemented a Year 1 6 Writing programme working alongside the RLCC schools. CSNLCC: Mathematics Professional Development Plan (Middleton Grange Lead School) CSNLCC: SHARP Reading programme (Hillview Lead School) CSNLCC: ALLIS Introduction of Chinese Mandarin across 4 CSN Schools (Middleton Grange Lead School) COL: Community of Learners Investigate the process and implications for Middleton Grange School in forming a COL with the CSN schools. Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance KIS met Terms 1-4 Terms 1 4 Commentary: Have MGS representation at all CSN LCC and Riccarton LCC meetings. The above listed targets will be considered at each meeting. Implementation of strategies to ensure that the various Strategic Goal targets have been met by the end of the year. Each of the targets above is led by staff who have devised the strategies to meet the targets. Details of the strategies and progress will appear in the commentary section of this Annual Plan. Principal, CSN Office Principal, MGS Staff In Your Light Shall We See Light Psalm 36: Annual Report P75 KIS met TERMS 1 and 2 CSNLCC: Mathematics Professional Development Plan. Helen Williamson leads this project funded by the Ministry of Education. She has met on a number of occasions with the mathematics staff from the CSN schools to assist them with their understanding of mathematics pedagogy. CSNLCC SHARP Reading Programme: Year 1 3 teachers (7 in total) have been taught the SHARP Reading strategies, and have had two follow-up observations to check how they are using them. We plan to train year 4 6 teachers in CSNLCC ALLiS: This project is going extremely well. Resources are being prepared, online teaching modules are in development. Mandarin is taught in all four schools (CSN) and there will be growth in pupil numbers studying Mandarin in During Term 2 the ALLiS project was evaluated by the Ministry of Education and the school (Annelise Borger and Stephen McConnachie) received glowing praise for the quality of the programme. COL: Not a lot of work on this occurred in Terms 1 and 2. In Term 1 we waited for the other schools to commit to the COL and in Term 2 two principals were on Sabbatical. TERM 3 RLCC: Writing Programme. Sally Muir visited schools during Term 3 for further Professional Development. She met with staff and a number of Principals at a lunchtime meeting (MGS) to discuss progress and future plans. Writing Programme: Sally Muir has visited 4 schools within the cluster this year to observe the teaching of writing, to provide

76 feedback, and to assist Literacy Leaders to develop literacy capacity within their teaching teams. Sally has also run staff meetings and an evening session on the topic of interpreting the NZ Curriculum. At each school, Sally has provided written feedback and a variety of resources to assist teachers. In term 3, Sally ran 4 more PD days, and met Principals and Literacy Leaders to discuss how the project is going and to identify any areas where further development or support is needed. CSNLCC ALLiS: The appointment of Esther Wang gave a boost to the delivery of Mandarin in the school. Esther brought considerable expertise which sadly was only for one term as she returned to Australia to be married. There has been strong interest by MGS staff (4) to develop skills in teaching Mandarin. More work needs to be done in the elearn/online area. This is a focus for Term 4. CSNLCC SHARP READING PROGRAMME: Updated COL: A decision was made in Term 3 by 5 school Boards to commit to a COL. A series of meetings have been held at MGS to progress this further. A draft vision has been written, a structure of oversight set up. More meetings will occur in Term 4. TERM 4 The first meeting of the Stewardship Group occurred in this term. See minutes of the meeting. On 5 th December, the Minister of Education made the formal announcement that the five schools are now formally in a Community of Learning. Next Steps COL In 2017 begin the implementation of the Community of Learning. RLCC: A number of RLCC schools will be working with sally Muir on the writing programme in Abbreviation Key: CSN, Christian Schools Network, CSNLCC: CSN Learning Community Cluster; ALLiS: Asian Language Learning in Schools; COL: Community of Learners; RLCC: Riccarton Learning Community Cluster; MGS, Middleton Grange School, HOPS, Head of Primary School; In Your Light Shall We See Light Psalm 36: Annual Report P76

77 Middleton Grange School Annual Plan 2016 Strategic Goal 7 ACHIEVEMENT DATA (QUALITATIVE AND QUANTATIVE) 2.5 achievement data (qualitative and quantitative) is easily accessed and regularly used in meaningful ways to improve the learning of all akonga Strategic Goal Target: To ensure key primary school assessment data can be easily recorded and used within KAMAR to support teachers in monitoring and tracking pupil progress Key Improvement Strategies (KIS) When What Who Alert Analysis of Variance Term One Term One Term Two Term Two Term Three Resourcing: Identify the key assessments that are be recorded in KAMAR within the Primary School Assessment plan Setup each Key assessment in the relevant mark books within KAMAR. Instruction sheets developed to support staff and form the basis for ongoing staff development Tracking tools developed to use assessment data. Staff professional development provided in the use of assessment data to aid staff planning to improve pupil learning Mid year reporting process developed to allow for meaningful Mid Year reporting of Pupil progress to the Board of Trustees Year 1-8 Assessment tracking tools developed in term two are used within Year 1-6 classes and Learning Teams Rod and Primary LTL Mn KAMAR staff and Mn Rod Mn Bw Rod Primary LTL Commentary (added to during the year as the KIS are reviewed) Progressing well in areas of Mathematics Y3-6 and National Standards. Further work ongoing in other curriculum areas Sample Maths and Spelling assessments are setup and being trialled in some key areas. KIS met. Primary Assessment Plan provides the detail of what assessments are used. Process developed and presented to BOT. BOT was happy with the new format, and the strong focus on pupil achievement, using the mid-year review process. Tools for individual pupil progress are in place. More PLD is required to ensure these can be more easily used by teachers. This will be ongoing as data is now available to make use of Term 1 A selection of key sample assessments have been set up in KAMAR. Some staff are trialling these to ensure they will meet needs and to plan going forwards. These relate to some core mathematics assessment and spelling assessments in particular. Working with Aidanfield Christian School to improve the usefulness and the range of KAMAR functions that can be used in a Primary context. Term 1 & term 2 meetings have both been productive and we have agreed on aspects of KAMAR that need to be improved/developed. Term 2 Developing sets of instructions for Primary Teachers on aspects of KAMAR 83% use of KAMAR for mid-year reporting (the remainder used word). Feedback has been received from staff with some minor changes to be made for further reporting rounds. In Your Light Shall We See Light Psalm 36: Annual Report P77

78 Term 3 KAMAR was used to record data in a number of key areas, these included NS interim judgements, eastlle, Schonell Spelling, and IKAN mathematics. These can be tracked across time to monitor pupil progress. Further work is continuing in this area to provide class based progress tools as well as individual pupils (which is currently available). Staff still need PLD in using these which is now possible as enough raw data exists to allow observations to be made. Prior to now this has not been available End of Year reporting formats have been set up in KAMAR to use for End of Year reporting. Comprehensive written support material is available for all Primary staff to support this (along with other forms of support such as staff meeting PLD, and one on one support as required). Staff are making more use of other tools within KAMAR such as pupil groups as time goes on. This is making some core activities more efficient. End of Year reporting is making use of this data already in place to allow some pupil activities (such as involvement in the choir) to be added to reports with no double entry by staff. Clear processes and instructions are in place for the recording of End of Year National Standard judgements to remove some lack of clarity observed at the end of Over the year progress has been made in both the setup within KAMAR and the way this is able to be used by staff. Further work is required to cement this and also improve the use of the data tracking tools to monitor progress. Next Steps Review End of Year reporting process Further develop PLD around the use of Data tracking within KAMAR to assist teachers in monitoring pupil progress. Using the data that is now available. Term 4 End of year reporting has gone smoothly, with some Primary Staff using KAMAR, and some using WORD. Reports across the primary levels were of consistently good quality. The Assessment Plan has been used for a full year, and has been a very helpful guide. Further finetuning can be made for Abbreviation Key: eg: LTL Learning Team Leader ; Mn Alistair McKinnon ; Bw Matt Barlow In Your Light Shall We See Light Psalm 36: Annual Report P78

79 National Standards 2016 Reporting and Analysis of Variance CHARACTER EXCELLENCE SERVICE FOR THE GLORY OF GOD For each National Standard there is: Summary data (table) 2. Commentary In Your Light Shall We See Light Psalm 36: Annual Report P79

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