goal.... Mandatory interviews identify any issues over academic progress Subjects changed early where student not coping. Tutoring arranged where appropriate. Concerns openly discussed with student and solutions too. Agents/ parents kept informed. goal... All notices/ publicity displayed on International notice board. Ongoing liaison with sports and music people. Active encouragement for students through peers, buddies, ESOL classes and homestays. goal.... All absences followed up quickly with student Agents/parents informed of concerns. Active promotion of events with students. How will we measure it? Through NZQA results. Through discussion with students and feedback from teachers. How will we measure it? Through exit interviews. How will we measure it? Attendance data on KAMAR Exit interviews with student. RESULTS 2011 Goal 1 Goal 2 Goal 3 Of the 9 International students we had doing a University Entrance programme all but one achieved this ( 89% ). The one student who did not has entered a Foundation Studies Progamme at Auckland University to complete the required literacy standards. She should be able to begin an undergraduate programme in the second semester. Clearly all the above strategies contributed towards this. It was particularly helpful having all but one of these students in small ESOL classes. With regard to those students arriving with beginning or elementary levels of English timetabling them into more than one ESOL line and one on one instruction from our teacher aide resulted in meaningful engagement in their classes over time. we employed the above mentioned strategies to achieve this goal we fell far short of the stated 80%. Closer to 40% overall. The reasons for this are varied. The more outgoing the student and the greater their English language competence the more likely they are to have the confidence to participate in curricular activities. Many more participated in sporting rather than cultural activities and participation was higher for boys than girls. I think the Department needs to have this as an ongoing aim to increase co-curricular participation and continue to expand our efforts. Attendance continues to improve overall albeit with a small minority bringing down the overall average which was 85%. An attendance printout was sent fortnightly to the of any student whose attendance was causing concern. This had a positive result in the majority of cases. Of the 4 students this had no real effect on they were issued with formal warnings and seen by Senior Management. Regarding students attending sporting and cultural events in the wider community this had a much greater take up than school co-curricular activities with most students attending at times and 65% of the students regularly.
Over the past five years the school has focussed strongly on staff development (Building Learning power, key competencies) – and this has resulted in a staff of passionate learners invigorated by their own success and the help they give other staff. The Adult Community Education centre has provided life-long learning opportunities for Wellington city and region with the wide ranging programme of courses focused on meeting adult learning needs. It continued to do this despite the 75% cut in government funding in 2010. Work with parents and caregivers to ensure the link between attendance and achievement is well understood so that student results improve. Continue to provide superior professional development opportunities through learning groups and selected PD opportunities. Consolidate the Community Education programme. Through the reunion, initiate a past student association to actively support the school. Increase ability to work with, adapt to and be confident with digital technologies. Strengthen the collaboration with loop schools. Tuesday PD training will be continued. Regular reporting and newsletter messages will occur. Reference advisory and support for the Community Education programme will continue. Reduced overhead contributions for the Community Education programme will continue. HoFs will ensure good practice is spread in faculties. loop leaders will be identified and given time to work on loop sharing. Yr 9 parents group has been formed, and is being communicated with regularly. The school’s innovative reputation is retained, as evidenced through survey information. Attendance are exceeding 90% at each year level. 90% of parents have expressed satisfaction with the school. Each teacher delivers at least one blended course a year. All junior teachers express satisfaction with learning opportunities & support , and Parent portal, texting and emailing all keep parents informed and linked to achievement