Malo e lelei, Talofa lava, Kia orana, Namaste, Kia ora It is my great privilege and pleasure to present my fourth annual report on the work and progress of Otahuhu College in its eighty fifth year. Once again the year started well with the news of further improvement in our NCEA results. In 2015 Otahuhu College students achieved their highest ever pass rates at levels Two and Three and second highest at Level One. This good news was further confirmed in the middle of the year when received from the Ministry of Education information as to the highest qualifications our school leavers achieved. For the record in terms of gaining Level Two 76% of Otahuhu College students left school with at least Level Two. This compares with the national average for state secondary schools of 76%. And just for comparison, and in the spirit of friendly competition, One Tree Hill College scored 70% by the same measure. We also know that more Pasifica school leavers went on from Otahuhu College to degree level study than from any other co‐educational school in New Zealand. Most recently on the NCEA front we had 97 students set a maths exam, a maths exam which made headlines as to how hard it was and that students left the exam in tears. That did not happen at Otahuhu College. The teachers and students worked hard in preparation, they all turned up for the exam, and the students attempted each question. Was the exam hard? Yes it was, but that is the purpose of exams. I can report that our results in this exam were superb and the key message is to prepare well, turn up and attempt every question. Preparing well is definitely a factor in both our annual Haka Waiata, this year won by Massey, and Polyfest. The preparation which goes into both events is outstanding. The commitment from students and families is huge, and then knowing you have to perform at a given time against all other schools no matter what, is a challenge which Otahuhu College students thrive on. Once again the creative abilities of our students has shined on the wider stage. In the visual arts our students won the Waitangi Art competition, had more finalist in the Wallace Art Awards and the Auckland Secondary School Art Awards than any other. Musically performances at Stand up stand out were highlights and our dancing goes from strength to strength with a top five placing in the New Zealand Championships. On the sporting front our participation numbers were up, thanks to the rapid and successful growth of Netball. Competing at Mt Wellington the performance of the girls continued to improve throughout the season, which is a reflection of their commitment to working hard and willingness to learn and correct their mistakes. Our girls rugby narrowly lost the Auckland final and continue to be one of the top teams in Auckland. Rugby and League had up and down seasons, and to be honest better is expected, so there is work to be done there. The highlight was the selection of Tupou Neiufi for the Paralympics in Rio, where she was the youngest New Zealand competitor, this is a great credit to her dedication and focus as well as the support she receives from her family. On the property front, we saw some small changes made: the front lawn, the gym, carpet and the hall. And some big developments. The new science block was opened in April and is the most modern and largest specialist science block in the country. The work modernising the library should be finished in theory by December, with it being reopened for the start of the new year.
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Malo e lelei, Talofa lava, Kia orana, Namaste, Kia ora
It is my great privilege and pleasure to present my fourth annual report on the work and progress of
Otahuhu College in its eighty fifth year.
Once again the year started well with the news of further improvement in our NCEA results. In 2015
Otahuhu College students achieved their highest ever pass rates at levels Two and Three and second
highest at Level One. This good news was further confirmed in the middle of the year when received
from the Ministry of Education information as to the highest qualifications our school leavers
achieved. For the record in terms of gaining Level Two 76% of Otahuhu College students left school
with at least Level Two. This compares with the national average for state secondary schools of 76%.
And just for comparison, and in the spirit of friendly competition, One Tree Hill College scored 70% by
the same measure. We also know that more Pasifica school leavers went on from Otahuhu College to
degree level study than from any other co‐educational school in New Zealand.
Most recently on the NCEA front we had 97 students set a maths exam, a maths exam which made
headlines as to how hard it was and that students left the exam in tears. That did not happen at
Otahuhu College. The teachers and students worked hard in preparation, they all turned up for the
exam, and the students attempted each question. Was the exam hard? Yes it was, but that is the
purpose of exams. I can report that our results in this exam were superb and the key message is to
prepare well, turn up and attempt every question.
Preparing well is definitely a factor in both our annual Haka Waiata, this year won by Massey, and
Polyfest. The preparation which goes into both events is outstanding. The commitment from students
and families is huge, and then knowing you have to perform at a given time against all other schools
no matter what, is a challenge which Otahuhu College students thrive on.
Once again the creative abilities of our students has shined on the wider stage. In the visual arts our
students won the Waitangi Art competition, had more finalist in the Wallace Art Awards and the
Auckland Secondary School Art Awards than any other. Musically performances at Stand up stand out
were highlights and our dancing goes from strength to strength with a top five placing in the New
Zealand Championships.
On the sporting front our participation numbers were up, thanks to the rapid and successful growth
of Netball. Competing at Mt Wellington the performance of the girls continued to improve throughout
the season, which is a reflection of their commitment to working hard and willingness to learn and
correct their mistakes. Our girls rugby narrowly lost the Auckland final and continue to be one of the
top teams in Auckland. Rugby and League had up and down seasons, and to be honest better is
expected, so there is work to be done there. The highlight was the selection of Tupou Neiufi for the
Paralympics in Rio, where she was the youngest New Zealand competitor, this is a great credit to her
dedication and focus as well as the support she receives from her family.
On the property front, we saw some small changes made: the front lawn, the gym, carpet and the hall.
And some big developments. The new science block was opened in April and is the most modern and
largest specialist science block in the country. The work modernising the library should be finished in
theory by December, with it being reopened for the start of the new year.
We are grateful for the ongoing support of Pasifica Futures and the whanau ora which has benefitted
over 500 families. With this funding we know comes the responsibility to make sure that it is used in
the best ways possible to benefit our students and their families.
The Board of Trustees has previously expressed a strong interest in the development of a Community
of Learning for Otahuhu. A Community of Learning is a group of schools that formally gets together
to raise achievement. Working together allows schools to share teaching expertise and experience so
every child can benefit. The funding available will allow our most effective teachers to work with and
support others, raising the quality of teaching across schools and our community.
The Otahuhu Community of Learning will consist of Panama Road, Otahuhu Primary, Mount Richmond
Special School, Otahuhu Intermediate and of course Otahuhu College. This means the Otahuhu
Community of Learning will help children progress from one school to another by supporting stronger
transitions into, between, and out of primary, intermediate and secondary schools within and
between the Communities of Learning. Overtime we will be looking to include early childhood
education centres into the community as well.
Stronger links with Universities will also result, and I am pleased to announce that in 2018 the
University of Auckland will be running first year university papers in Tongan and Samoan language
from Otahuhu College. This is a great opportunity for our students to be introduced to degree level
study and indeed start on their degrees while still at school.
I would like to take this opportunity to thank all the teaching staff for their hard work, expertise and
commitment to excellent classroom practise. This year we will be saying farewell to the following
teaching staff:
Sahira Singh, Maria Losh and Patrick Hallis are retiring after long and dedicated service to the teaching
profession.
Thank you for your contribution to our college.
My personal thinks to all our ancillary staff that perform wonders for the school in so many ways.
The fact that our school operates so smoothly and effectively is in large measure down to the
excellent work of our non‐teaching staff.
I would like to thank the trustees of the school, for all their very hard work on behalf of the school
throughout the year. In particular I would like to acknowledge Peter Cann, Villiami Latu, Alani Taione,
Susan Warrington and Dave Taylor for their years of service. And welcome the new board led by Sei
Brown. Thank you for your commitment and dedication to Otahuhu College.
My best wishes to all our Year Thirteens. I am confident that you have the energy, the courage, the
adaptability and the knowledge to cope successfully with the challenges facing our country and to
make a difference to the future world you will live in.
By attending Otahuhu College, all of you, I hope, have learned to mix with a typical cross section of
New Zealand’s population and have learned to respect one another as people. All of you have plans
and dreams for the future. All of you, I am sure, will make a positive contribution to your family and
to your community. I can say sincerely that we have faith in you and wish you all well in your future
endeavours.
To the entire Otahuhu College community, my best wishes for the holiday season and I look forward
to witnessing the future successes of our class of two thousand and sixteen
Kia Tamatane
1
Otahuhu College
Analysis of Variance
For Year Ended 31 December 2016
2
NCEA Student Achievement Targets The highest qualification available at Otahuhu College is University Entrance, the target is to match the national averages by 2017.
Roll Based Targets for NCEA
2015 2016
Target
2016
Actual
Comment
Level One 47% 56% 54.3% Achievement of boys was 46.5% need to improve in this area.
Level Two 60% 70% 70.4% Improving boys achievement will lift whole school achievement, 60.5% pass rate for boys.
Level Three 43% 55% 61.3% Exceeded target. Again performance of boys is area to work on (44% pass rate)
University Entrance 17% 35% 22.1% In October 45 students were currently on track for UE based on attendance (90%) effort(3+) and 90% pass rate in internals. In total 45 got UE. 21 students were within 1 standard of gaining UE.
Level 1 Literacy 88% 90% 85% Literacy remains a key factor in improving success. Need to look at what is happening in Years 9 and 10 to improve this further.
Level 1 Numeracy 80% 88% 83.6% Effectiveness of Maths 1C courses in gaining Literacy for at risk students needs reviewing.
Level 1 Merit and Excellence Endorsement 20% 27% 33.9% Good improvement exceeded target
Level 2 Merit and Excellence Endorsement 13% 20% 13.5% Little improvement
Level 3 Merit and Excellence Endorsement 10% 17% 11.2% Improving literacy and higher level thinking is vital.
3
Year 9 and 10 Year 9 and 10 are vital to prepare our students for NCEA and University Entrance. To develop higher levels of thought and learning in this area will lead to improved outcomes. The expectation is that we work to accelerate all students learning so that their progress is above the national expectations.
End of 2015 Target for 2016 Actions Outcomes Commentary
Historically Otahuhu College has used asttle testing
PAT tests for Years 9 and 10 including vocab tests.
Testing schedule devised and implemented.
See Appendix One Testing will occur half yearly to benchmark improvement against national progress. Need to calendar this for 2017.
Classes streamed in Year 9 and 10
Classes streamed based on attainment
Learning support and extra intervention for G and H classes.
Employed extra teacher aides. Need to ensure effectiveness of teacher aides with classes. Dedicated teacher aide working in English A-D classes
Year 9 English classes will have 5 hours a week instead of 4 in 2017.
Reading Enrichment Programme increase in size 2017
Maths tutoring for Year 9 students in 2017
Year 11 results from 2016 best ever.
ad hoc approach to writing and vocab development,
English and Social Studies developed
Term Three saw start of vocabulary work with whanau classes.
Must have clearly measureable outcomes in Years 9 and 10
Simple vocab development based on Academic word list, this
4
common approach to writing.
Staff development has occurred for some around right that essay. Extra writing classes being run during the holidays.
has begun and vocab continues to be a major work on.
In 2017 use of PAT to measure outcomes.
University Entrance
Pasifica students, Māori students and students from Decile One schools are significantly under represented in degree level study at University. This subsequently has a negative impact on access to professional careers and income earning potential perpetuating existing inequality. Otahuhu College sees increasing the number of students who are prepared for degree level study at the end of their secondary schooling the most important academic achievement.
End of 2015 Target for 2016 Actions Outcomes Commentary
37 students gain University Entrance historically UE rates are between 17-25% of Year 13 cohort.
At least 70 students gain University Entrance.
Strong attendance focus on Year 13s,
45 students gained UE
See Appendix Two
16 students missed UE by a standard in one subject and 5 students did not gain UE Literacy.
5
No monitoring of individual rank scores for university entrance students.
Year 12 and 13 students monitored for readiness for University with emphasis on quality of grades and performance in externals.
All Year 13 students entered into UE approved course identified
UEG students level 2 results analysed for benchmark data.
Rank scores calculated for all UEG students.
150 Year 13 students identified who have enough entries to gain UE 45 on track
Based on Level 2 results 68 students would have gained UE.
45 students gained UE. The key was performance in externals and looking at the subjects where 50% or more students did not gain 14+ credits.
Core academic skills UEG have planned systematic approach to developing core academic skills.
UEG have had opportunity for extra writing tutorials
Need to develop UEG study groups, in particular for our young men.
Non cognitive skills Development of study skills, time management, effort and help seeking skills.
. Need to organise Specialised study skills and time management sessions held for UEG
Careers organise many opportunities for university engagement
UEG students and families are assisted with applications and selection of appropriate
4 NCEA Navigators employed and trained
70-80 senior families were supported by these Navigators.
Support given in the home for students through employment of navigators to help with transition and monitoring of UEG will
6
universities on a one to one basis
continue in 2017. Tightly focussed on boys in Year 13.
Families All UEG students and families have an understanding of requirements and work needed at Year 13.
60 attended meeting last week of term 1.
NCEA Navigators working with selected families around university enrolment.
Time has limited what we did in this area. Area for further development in2017.
7
Teaching and Learning
Excellent classroom teaching has the greatest effect in the school on student achievement. Otahuhu College teachers pride themselves on their dedication and constant search for improvement. Teachers at Otahuhu College believe that our students can excel and high expectations are held for each and every student. We aim for an engaged classroom where you will observe that all students are authentically engaged at least some of the time or that most students are authentically engaged most of the time.
End of 2015 Target for 2016 Actions Outcomes Commentary
Majority of Head of Departments are new to their positions at Otahuhu College.
Clear benchmarked junior assessment data
NCEA assessment completion rate improved.
Authentic engagement in all classrooms.
Introduction of Pat in Year 9 and 10
Year 11 assessment tasks rewriiten and alternative evidence methods used if possible.
Focus on assessment and engagement in Technology area.
PAT results for Year 9 in Vocab, reading and numeracy.
Internal achievement standards results show higher percentage of Merit and excellence grades.
Decrease in Not Achieved grades to date.
Need to look at how we track progress in Year 10 and the use of PATs
Completion of assessments is still a major, with time taken too long which then leads to pressure in November.
8
Professional development
Highly skilled staff and excellent classroom practitioners sharing their skills with other teachers.
All departments have effective links with high performing departments in other schools.
Post graduate study encouraged and supported.
Time allowed for departmental professional development and observation.
Coaching of teaching staff in collaborative fashion
5 teaching staff currently doing post grad study.
Three staff have been awarded study scholarships by MOE for next year.
Departmental focus on professional development.
See Appendix Three
PLD needs to be focussed on upskilling staff so that student outcomes improve the aim is that by 2017 in all faculties 50% or more students gain 14+ credits.
Targeted development on subject areas where achievement is a concern.
Level One Results have improved, however there is a need to engage Year 11 students more successfully in their learning.
56% of students gain Level One. 27% gain Merit or Excellence endorsed certificates.
All Level One courses reviewed.
Development of consistent approach to writing.
Writing seminars for staff and students held during the holidays.
Targeting of Year 11 males and working with Year 13 Males as well. Year 13 males
Level One Targets effectively met.
Male achievement is a key area to address. Need to look at literacy as a key underpinning of future achievement.
Aim for further improvement in Level One in 2017
9
performing at same level as 2015 cohort.
Appraisal system has been refrained and aligned with practising teacher criteria.
All staff appraised and appraisal acknowledged by most as improving teaching practise and lifting student achievement.
Ongoing monitoring of appraisal.
Time available to complete appraisal.
Regular open classroom observations and sharing of best practise.
Revised appraisal process introduced for staff. Appraisal of senior leadership team underway.
Appraisals underway for staff. Staff ownership of this process has begun.
Reporting to parents has not been systematic and greater family involvement is needed in the reporting process.
Planned reporting process that engages students and families.
Junior sent out at end of Term 1. Senior reports are complete and going through checking process.
Annual reporting schedule is established.
Academic mentoring occured week 5 of Term 3.
Progress reports posted out 19 October.
Approximately 75% of families attended first round of academic mentoring.
49% of families attended term three meetings. Need to review for next year.
Need to look at streamlining the processes to reduce staff work load for these meetings.
10
Student Engagement
Create a positive behaviour and create inclusive learning environments that foster well being and achievement for each and every student.
End of 2015 Target for 2016 Actions Outcomes Commentary
Deans Use of data to inform decision making and to regularly evaluate progress
Fortnightly meeting of Deans and DP (SE) and Principal focussed on cohort evaluation.
Establish effective processes for dealing with behaviour incidents.
Deans present annual report on their cohort
See data below for performance.
Abuse of staff is an ongoing area of concern.
Pastoral incidents declined in severity in the second half of the year.
An decrease in pastoral incidents occurred in Term 4.
We want to focus on minor incidents and ensure there is follow up.
PB4L Introduction of PB4L principles
Develop clear and consistent expectations
A matrix of behaviours has been developed
Ongoing work on developing good
11
and from this we will drive clear expectations.
behaviour based on the matrix is important.
Attendance Attendance rates are stated below.
Less than 3% variation according to days of the week.
Initial meetings on working .with police regarding truancy
Year 13 on;ly year group on target.Current school attendance is 78.8% for the year.
Attendance policy reviewed end of year.
Staffing changes around attendance
Despite significant effort there was no increase in attendance.
Focus on increasing number of students 90% or better half day attendance.
Effort Student effort in class and out of class is improved and also acknowledged.
Weekly monitoring of effort with ongoing follow up with those students causing concern.
Satisfactory effort 3+
Year 9 85%
Year 10 83%
Year 11 90%
Year 12 90%
Year 13 85%
Rewards for top effort from each house
Termly Headmaster prize for House.
Enrolment and transition Enrolments are late coming into Otahuhu College
Clear enrolments processes that are communicated clearly to our families and potential familes as well
Looking at scholarships as an attraction for students into Year 9
Extending away from traditional areas and looking at population growth areas. Enrolments were up on
12
Unclear internal enrolment processes
as well understood by staff.
Year 9 Academies for Music and Sport in 2017
the end of year. Still work to do communicating with families on importance of enrolling early.
Student Engagement Targets One of the most consistent findings in educational research demonstrates that the more times students spend engaged during instruction, the more they learn (Gettinger & Ball, 2007). In the engaged classroom you will observe that all students are authentically engaged at least some of the time or that most students are authentically engaged most of the time, this is our aim for our teaching practise. We can easily measure low levels of student engagement (compliance and off task behaviour) through retention, attendance and behaviour data.
Attendance Targets
Nationally there is only a small variation between each day of the week- 1-2% we need to ensure that is the case at Otahuhu College.
February March April May June July August September October
Average Number of Pastoral Incidents per Day
Year 9 13.4 23 25 23 22 18 29 31 26
Year 10 9.5 23.8 25 23 21 21 29 30 21
Year 11 12.6 16.9 22.7 18.7 18.3 18 25 22 16
Year 12 6.1 9.7 12.3 12 7.2 9 12 15 11
Year 13 5.9 10.2 19 7.4 9.1 10 11 12 15
Top Five Pastoral Concerns
Homework Not working to expectations Disobedience Disturbing others Attendance concerns
Disobedience Disruption of other learning Not working to expectations Academic concerns Attendance concerns
Late Disruption of other learning NCEA Assessment not handed in Homework Academic concerns
Late Disruption Disobedience Homework NCEA Assessment not done
Late Homework Disruption Not working Disobedience
Late NCEA not done Disruptive Not working hard Academic concerns
Late Disruption Academic concerns Not workingDisobedience
Late (Congratulations) (hardworking) Attendance Homework Disruption Academic concerns
Late Attendance (Pass) Wagging Disobedience Disrupting (25)
15
Serious Incidents
Abuse of staff 9 7 10 19 9 9 8 5 5
Alcohol 0 0 6 1 3 0 0 0 0
Drugs 0 0 0 4 3 1 5 0 0
Smoking 0 1 1 3 6 0 8 3 4
Fighting‐violence 13 4 5 25 9 4 10 13 4
Intimidation/Bullying
0 3 0 1 1 0 1 1 0
Vandalism 0 11 6 2 0 0 1 0 0
Stand Downs and Suspensions (Decile 1 Standdown rate of 36.8 per 1000)
Standdowns 2 8 3 10 9 7 5 8 5
Suspensions 1 0 0 2 0 1 0 2 1
Roll 1095 1085 1093 1055 1055 1055 1055 1055
Cumulative Stand down per 1000
9.1 12 21.8 30.3 35 41.7 58 65
16
Māori Our aim is to expand and continue to improve how Otahuhu College acknowledges and supports kaupapa Māori, so that all Māori students gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori. Our college is committed to provide engaging opportunities, experiences and resourcing.
End of 2015 Target for 2016 Actions Outcomes Commentary
Māori attendance for 2015 was :
Year 9 82.9% Year 10 76.3% Year 11 69.5% Year 12 78.2% Year 13 73%
Māori attendance for 2016:
Year 9 86% Year 10 80% Year 11 75% Year 12 80% Year 13 76%
Targetted calling and identification in particular at Year 10 and Year 13
Year 9 78.7%
Year 10 74.4%
Year 11 75.6%
Year 12 67.7%
Year 13 70.4%
Attendance and retention of our Māori students needs to be an effective focus for 2017.
2015Pass Rates:
Level One 30.8%
Level Two 62.5%
Level Three 33.3%
UE 14.8%
Level One 55%
Level Two 65%
Level Three 50%
UE 35%
Careful tracking of Māori students
Working with families.
Specialised revision opportunities.
Level One 59.3%
Level Two 60%
Level Three 70%
UE 10%
Results at Level 2 and UE were disappointing. Low numbers lead to variation. Achievement in academic subjects need to be worked on.
17
The start of regular Māori whanau hui.
Whanau hui twice a term
First hui for year being held on 22 March.
Hui attended by 2 whanau this happened after academic mentoring
Whanau play an active supportive role in ensuring that Māori students are successful both at Otahuhu College and their next steps.
Powhiri by whole school have occurred
Development of school haka
Matariki celebrations
Use of house haka competition
Regular meetings with Māori team and principal.
Fortnightly meetings being held with Māori team.
New staff for Māori department. Need to be more closely linked with Languages.
18
Whanau Ora Funding
Whanau Ora funding is designed to assist targeted students and families to achieve at higher levels and go on to degree level study. The emphasis is on STEM subjects as Pasifika students are majorly under represented both in Years 11‐13 and at University. STEM is seen as vital for economic growth and for closing the gaps between Pasifika and Māori students and all others.
End of 2015 Target for 2016 Actions Outcomes Commentary
301 families engaged in whanau ora programmes
500 families engaged 490 students currently involved with whanau ora projects.
Ensuring strong educational outcomes for these students is crucial.
Otahuhu College whanau ora programme acting in isolation from other providers
Links established with other providers in the area to greater support families.
Meetings an d communication with Vakatoa regarding financial support for our families.
Vakatoa working with families from Kotuku unit on financial literacy
This link was benefical for the families involved
Whanau ora activities centred around Otahuhu College
Deeper links with families to improve educational outcomes for entire family
Employment of navigators and training. Identification of students by House group.
4 navigators have been employed and trained.
160 students targeted in both Year 11 and Year 13.
Effective for some students and needs to be more specifically targeted in 2017
Bubbledome has been contracted to run a
Two tiered approach to engage primary and
Robotics, coding and digital de3sign
A total of 126 students attended the STEM Holiday programme. 56
Use of holidays for revision and extension activities appears to
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series of afterschool and holiday programmes.
intermediate as well as our own students.
afterschool programmes starting after polyfest.
students from Otahuhu College year 9 and year 10. There were also 10 STEM leaders who were Year 13 Science students.
have helped to increase results..
Health science academy developed into science academy
Science Academy students highly successful in NCEA
Increase percentage of students doing STEM based subjects.
Science faculty top performing of main core faculties.
Family and Community Engagement Research evidence 1 shows that effective partnerships between schools and parents, whānau and communities can result in better outcomes for students. The better the relationship and engagement, the more positive the impact on students’ learning. In Otahuhu College ‘engagement’ is defined as a meaningful, respectful partnership between schools and their parents, whānau, and communities that focuses on improving the educational experiences and successes for each child.
End of 2015 Target for 2016 Actions Outcomes Commentary
Initial planning into developing communication strategy with families.
Significantly improved communication with families and the community both internally and externally
Development and implementation of communication plan.
Whanau hui held for our Māori families. Good attendance for academic mentoring.
Weekly newsletters for all on email.
Noticeable that there was significantly increased family engagement at Otahuhu College.
20
Student Leadership and Scholarships
Otahuhu College students have a proud history of community leadership. We are committed to developing this further so that our students can take on leadership roles both in school and once they have left school. The transition to tertiary study will be made easier for students through a concerted approach to gain scholarships.
End of 2015 Target for 2016 Actions Outcomes Commentary
Traditional student leadership role through prefects.
Prefects established with clear leadership portfolios and strong presence in the school
100% Level 3 Pass rates
Prefects in same whanau group
Head students appointed and 22 prefects in total.
Regular meetings with other year groups needs to be done
Portfolios need to be established and then assigned with clear roles. As staff and students get busy this tends to fall away.
No formalised vehicle of student voice across the the whole school.
Student Council established with representation across houses and year groups.
.Junior leaders in Year 9 and 10 identified
Leaders identified and meetings started.
Development of portfolios in 2017.
21
All Year 10s had opportunity to go on camp.
Year 10 camp continues
20 potential leaders go on Spirit of New Zealand or similar in year 12
Year 10 camp for all held Term 4 to be run by PE staff,
Expanding opportunities for our students within the budget limitations will be a challenge for 2017.
NZQA Scholarships Formal scholarship programme established for both Year 12 and 13 students.
Design of programme in consultation with HODs,
Entries for scholarship in. Major fields Geography and Samoan.
This needs to be a work for 2017.
Financial Scholarships of approximately $100000 each year awarded to Otahuhu College students.
Over $150000 worth of scholarship awarded.
Year 12 and 13 scholarship groups established. Meeting held with parents.
4 students have been shortlisted for First Foundation scholarships
Continued emphasis on Merit and Excellence and developing agood CV to make it more likely students will gain scholarships.
22
Sport, Arts and Extra‐Curricular
Sports, Arts and Extra Curricular activities play a crucial role in building pride in the College, developing important soft skills: commitment, work ethic, dedication, team work and resilience. In developing in these areas the Otahuhu College student will be a healthier well rounded successful student.
End of 2015 Target for 2016 Actions Results so far Commentary
Sports compete in premier Auckland competitions:
1st XV M/F
1st XIII M*
Volleyball F
Sevens M/F*
(*Denote Auckland or NZ Champions)
Continued development of Netball so that it can compete at the premier level in Auckland.
Year 10 rugby and netball academy up and running.
Girls 7 won Auckland Invitational Tournament.
Girls 1stxV second in Auckland
Netball team second in Senior A competition and earned promotionat UNISS
10C won their netball competition
Need to continue to develop training ethic and lift expectations of performance.
Reviewing effectiveness of Directors of Sport. Staffing changes likely in this area.
40% participation in sport 45% participation in sport Sports assistants clearly assigned to sports.
Clear guidelines for staff to assist in sport have been developed
10 netball teams this year which is a significant increase from 5 in 2015 and 2 in 2014.
40% participation so far.
Participation did not increase due to decline in Rugby. With increased rugby participation should get 50% in 2017.
23
Sports Executive meet fortnightly
126students involved in extracurricular arts ( Music and Drama)
200 students involved in extra curricular arts.
Two music performances in assembly.
Arts awards evening held Wednesday 21 September
121 Art performers
249 students involved in cultural performances
Want to develop the numbers involved in art performances. Look at possible speaking/debating for 2017.
Extra curricular groups operate in music, however students often come in with limited musical knowledge.
Trial of afterschool music and dance programme
This has not happened. Again workload prevented it happening.
Cultural performance and groups focussed on Polyfest with only Kapa Haka continuing throughout the year.
To have three cultural groups that continue beyond Polyfest.
Polyfest saw 249 students involved.
Tongan Language week was a significant week culminating in families present to here speeches.
Language weeks serve as a focus for the cultural elements of the school outside of Polyfest.
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Operations and Financial Otahuhu College is committed to providing excellent resources and the support needed for teachers and students to ensure the very best possible education experience and achievements.
End of 2015 Target for 2016 Actions Outcome Commentary
Otahuhu College in a sound financial position
Expenses come in under budget
.
Surplus is tracking above budget.
A good year financially as we await the final accounts.
The last two years has seen significant changes in ancillary staffing.
Emphasis on problem solving and collective effort between ancillary staff and
Appraisal process for ancillary staff implemented.
Rearrangement of student and visitors office
More effective in terms of operations of the school
Some success in securing grants
$50000 in grants. Initial grant application made.
Meetring held to look at developing significant sponsorship proposal.
$87k in grants received so far this year.
Approach business and enterprises for significant sponsorship needs to be continues in 2017.
New health and safety requirements introduced in 2016.
Compliant with aspects of Health and Safety at Work Act 2015
Review of policies an proceures and draft policy presented to BOT
Regular meetings held of Health and Safety Committee
Ongoing
25
Governance and Strategic Planning Otahuhu College is effectively governed by a board of trustees whose primary focus is every student achieving their highest possible educational potential.
End of 2015 Target for 2016 Actions Results so far Commentary
Initial exploration of creating Otahuhu Community of schools
Three schools have agreed to be part of community of schools.
Meetings held last week to discuss with Otahuhu Principals Association
Otahuhu College, OIS, Otahuhu Primary, Panama Road and Mt Richmond to form a community of learning.
Approved by the Ministry with implementation in 2017. The basis will be the draft achievement challenge presented at last Board meeting.
A long standing board with many members indicating they will not stand in 2016
Strong and capable replacements for retiring Board members.
Clear portfolios and allocation of duties
Identification of potential Board members
More detailed minutes.
Schedule for Board elections to be approved at this meeting.
New board elected five parent representatives
BOT workflow presented at this meeting
Community of Learning and proposed changes to education act will impact on workflow.
Board has had historically a low profile in the College
BOT profile increased in the college
Organise a Board morning or afternoon tea to have with staff for this term.
Board pld held on student discipline. Morning tea for staff held followed by tour.
Senior Prizegiving and Sports awards coming up.
26
Joint pld with OIS board on health and safety being organised.
Appendix One
Year 9 PAT Results 2016
Year 9 Whole School Data Analysis February 2016
Mathematics:
Stanines
As you can see by the blue bars (and blue smoothed curve) the majority of our yr9 students are below expected levels compared to the National yr9 cohort.
At OC in 2016 there are 72% students below expected level, 26% at expected level, and 2% above expected.
Similar patterns can be seen in the year 9 cohorts’ Vocabulary PAT results.
At OC in 2016 there are 63% of students below expected level, 36% at expected level, and 1% above expected.
Similar patterns can be seen in the year 9 cohorts’ Vocabulary PAT results.
At OC in 2016 there are 55.5% of students below expected level, 42.5% at expected level, and 2% above expected.
Reading/spelling/writing:
Care needs to be taken with this data as conditions for all students were not consistent across all teachers. That considered, we have a number of students whose spelling (as indicative of their reading) is very low so support will be needed with these students.
What is e-asTTle? e-asTTle is an online assessment tool, developed to assess students’ achievement and progress in reading, mathematics, writing, and in pānui, pāngarau, and tuhituhi. The reading and mathematics assessments have been developed primarily for students in years 5–10, but because they test curriculum levels 2–6 they can be used for students in lower and higher year levels. The e-asTTle writing tool has been developed for the assessment of students in years 1–10.
How much does e-asTTle cost? e-asTTle is free of charge for use in New Zealand schools.
Who is e-asTTle for? e-asTTle has been developed primarily for the assessment of students in years 5–10, but because it tests curriculum levels 2–6 it can be used for students in lower and higher year levels. e-asTTle provides teachers and school leaders with information that can be used to inform learning programmes and to apply teaching practice that maximises individual student learning. Schools using asTTle have found it to be a great tool for planning purposes, for helping students to understand their progress, and for involving parents in discussions about how well their children are doing.
This is an information sheet for parents and the community about Progressive Achievement Tests (PATs).
Background to the PATs New Zealand teachers use a variety of tests to determine what level students are at, what progress they are making, and where they may need extra help. Progressive Achievement Tests, commonly known as PATs, are one of the main sets of tests schools use.
PATs are multiple-choice tests designed to help teachers determine achievement levels of students in Mathematics, Reading Comprehension and Vocabulary, and Listening Comprehension. The test results help teachers decide what kinds of teaching materials are needed and which methods or programmes are most suitable for their students. PATs are also important because they identify the progress a student is making from year to year.
Schools buy PATs from the New Zealand Council for Educational Research (NZCER), an independent research organisation which first developed the tests more than 30 years ago. NZCER also provides a marking service for the tests, which enables schools to access results and analysis online.
PAT:Reading Comprehension assesses how well Year 4 to 10 students understand the text they are reading. Each test is organised around several extended pieces of writing which include stories, poems, reports and explanations.
PAT:Reading Vocabulary assesses Year 4 to 10 students’ ability to understand the words they read. Each question is based around a key word that is embedded in a short sentence. Students are asked to choose a synonym that best represents the meaning of this word from a list of five possible alternatives.
PAT:Listening Comprehension measures Year 3 to 10 students' ability to understand spoken material. Students listen to a passage and then answer questions. It helps teachers detect children with poor listening skills and is also useful in identifying those children whose listening comprehension performance is significantly different from their ability to comprehend written material.
PAT:Mathematics covers number knowledge, number strategies, algebra, geometry and measurement, and statistics. PAT:Mathematics is for Years 4 to 10, but there is an additional, slightly easier test aimed at Year 4 which some schools choose to use in Year 3.
How PATs are marked Scales
Students receive a raw test score (e.g. 22 out of 40), which is converted onto a scale. There are four separate PAT scales: the PAT:Mathematics scale, the PAT:Reading Comprehension scale, the PAT:Reading Vocabulary scale and the PAT:Listening Comprehension scale.
The process used to convert raw scores to scale scores takes into account the difficulty of the questions in the tests. Each scale covers all the year levels each test is aimed at, so an individual student’s progress can be tracked over time. As students learn more and move through the year levels, they should move up the scale. For example, most students start off with a reading vocabulary score of around 28 units on the scale. By year 10, most will score around 66 units.
Note, units are not percentage points. Each set of tests has its own scale, e.g., the PAT:Mathematics scale, and the units are particular to that scale. In Pat:Mathematics, units are called patm, in PAT:Reading Comprehension they are patc, in PAT:Reading Vocabulary they are patv, and in PAT:Listening Comprehension they are patl.
Measurement error
Scale scores are reported within a range, such as 35 plus or minus 3. This is to indicate the range within which we would expect your child to score if
they repeated the test. No single test can be absolutely precise. The plus or minus range is similar to the margin of error found in political polls.
Score comparison
Once a raw score has been converted to a scale score, it is possible to compare a student’s achievement with the achievement of nationally representative groups of students at different year levels (known as national reference groups). Because PATs have been tested nationally in a statistically rigorous way on all year groups, we know the average score and the likely range of scores for students in maths, reading comprehension, reading vocabulary and listening comprehension for each year level. A scale score of 60, for instance, represents very high achievement for a Year 4 student, but represents below average achievement for a student in Year 10. These national norms come from testing done at the beginning of the school year. So if your child sits PATs towards the end of the year, it is best to compare their achievement against the national reference group for the next year level.
Stanines
Comparisons can also be done using what are known as stanines. Scale scores at each year level nationally are divided into nine levels of achievement, called stanines, with the lowest performance level being stanine one and the highest stanine nine. For example, you may be told that when compared with all Year 4 students nationally, your child is in stanine 7. Since the average stanine is stanine five, this indicates an above average performance.
Appendix Two
NCEA Results from 2016
Otahuhu College Decile 1-3National
Achievement in NCEA and UE: Otahuhu CollegePR2 - Roll-Based Current Overall Results
Generated 1/13/2017
Year 13UE
Year 13NCEA L3
Year 12NCEA L2
Year 11NCEA L1
Year 13UE
Year 13NCEA L3
Year 12NCEA L2
Year 11NCEA L1
AcademicYear
Year 13UE
Year 13NCEA L3
Year 12NCEA L2
Year 11NCEA L1
30.5 48.9 35.9 23.4 52.6 59.1 44.9 33.1 2012
52.4 53.3 39.3 26.3 59.2 62.6 45.8 34.3 2013
41.0 59.7 40.9 22.2 61.6 68.2 47.7 26.1 2014
46.9 61.2 43.9 17.9 64.5 70.2 51.5 28.3 2015
54.3 70.4 61.3 22.1 63.2 71.0 53.4 28.0 2016
20
40
60
80
100
2012 2013 2014 2015 2016
SchoolNationalDecile Band
Year 11 - NCEA Level 1
20
40
60
80
100
2012 2013 2014 2015 2016
SchoolNationalDecile Band
Year 12 - NCEA Level 2
20
40
60
80
100
2012 2013 2014 2015 2016
SchoolNationalDecile Band
Year 13 - University Entrance
20
40
60
80
100
2012 2013 2014 2015 2016
SchoolNationalDecile Band
Year 13 - NCEA Level 3
Otahuhu College Decile 1-3National
Achievement in NCEA and UE: Otahuhu CollegePR2 - Roll-Based Current Results by Gender