Common use of CULTURAL DIVERSITY Clause in Contracts

CULTURAL DIVERSITY. Rotorua Girls High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 78% of our roll classified themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 8% as Asian and 1% ‘other. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: • Innovate through personalised learning • Engage through powerful partnership • Inspire through deep challenge and inquiry Over the next few years more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. • Rotorua Girls High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. • The range of programmes available at each level will be developed with future opportunities for extension and challenge. • There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. • Links with whānau / families will play a key role in the development of the all-round students. • Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: • Continuously increasing high standards in NCEA Level 1 to 3 pass rates • Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships • Requiring participation by every student and increasing achievement in co-curricular endeavours. • Retain all students for who five years of secondary education is appropriate. • Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. • Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). • Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: • STAR and Gateway Programmes • Trades Academy – Te Ohomai Polytechnic Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: • 2016 Analysis of Variance • 2016-2018 Strategic Plan • 2017 Annual Plan • 2017 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 For the year ended 31 December 2016 Analysis of Variance The Board of Trustees for the past 13 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our goals reflect this and targets are set higher each year. Targets for 2016

CULTURAL DIVERSITY. Rotorua Girls Girls’ High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 2018 78% of our roll classified classifies themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 8% as Asian and 1% ‘other. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls Girls’ High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: •  Innovate through personalised learning •  Engage through powerful partnership •  Inspire through deep challenge and inquiry Over the next few years years, more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. •  Rotorua Girls Girls’ High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. •  The range of programmes available at each level will be developed with future opportunities for extension and challenge. •  There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. •  2018 RGHS Innovation Plan will be implemented for Years 9 and 10 learners.(see attached plan).  Links with whānau / families will play a key role in the development of the all-round students. •  Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic socio economic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: •  Continuously increasing high standards in NCEA Level 1 to 3 pass rates •  Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships •  Requiring participation by every student and increasing achievement in co-curricular endeavours. •  Retain all students for who five years of secondary education is appropriate. •  Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. •  Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). •  Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: •  STAR and Gateway Programmes • Programmes.  Trades Academy – Te Toi Ohomai Polytechnic Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: • 2016 Analysis of Variance • 2016-2018 Strategic Plan • 2017 Annual Plan • 2017 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 For the year ended 31 December 2016 Analysis of Variance The Board of Trustees for the past 13 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our goals reflect this and targets are set higher each year. Targets for 2016Polytechnic.

CULTURAL DIVERSITY. Rotorua Girls High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 782014 73% of our roll classified themselves as Māori, 815% as N.Z European and 612% as Continental European, Indian, Chinese, South African, Japanese and Pacific Island and 8% as Asian and 1% ‘otherIsland. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: • Innovate through personalised learning • Engage through powerful partnership • Inspire through deep challenge and inquiry Over the next few years more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. • Rotorua Girls High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. • The range of programmes available at each level will be developed with future opportunities for extension and challenge. • There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. • Links with whānau / families will play a key role in the development of the all-round students. • Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: • Continuously increasing high standards in NCEA Level 1 to 3 pass rates • Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships • Requiring participation by every student and increasing achievement in co-curricular endeavours. • Retain all students for who five years of secondary education is appropriate. • Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. • Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). • Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: • STAR and Gateway Programmes 2009 – 2015 • Trades Academy – Te Ohomai Waiariki Polytechnic • RGHS Basketball Academy 2015 Building Programmes In 2015 2014 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: • 2016 2014 Analysis of Variance • 2016-2018 2015 Strategic Plan • 2017 2015 Annual Plan • 2017 2015 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 2014 For the year ended 31 December 2016 2014 Analysis of Variance The Board of Trustees for the past 13 12 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our 3 goals reflect this and targets are set higher each year. Targets for 20162014 TARGET 1: TO IMPROVE THE QUALIFICATIONS GAINED BY ALL STUDENTS AT ROTORUA GIRLS HIGH SCHOOL NCEA – PROVISIONAL RESULTS Roll Based Performance Targets - 2014 AS AT 31 JANUARY 2015 Achievement: • The percentage of RGHS students who gain the qualification related to their level of secondary study, will exceed the National statistics for comparable schools (i.e. Top Decile 3 Girls) and be no less than 5% below that of the national statistic for all schools in New Zealand. Roll Based – Statistics Year Level RGHS Feb Catch Ups 22/02/2015 National Target Met YES/NO Decile 3 Target Met Compared with National YES/NO Target Met Compared with Decile 3 Girls 1 78.5% 82% 71.1% Yes 71.4% Yes Yes 2 91.6% 93.4% 74.3% Yes 84.8% Yes Yes 3 60.3% 62% 58.8% Yes 64% Yes No UE 29.3% 31% 44% Yes 37.3% No No • Pass rates for NCEA levels 1-2 will show an increase on percentages obtained in 2013. Level 1 to reach 85%, Level 2 to reach 85%, Level 3 to reach 70%. • Level 1 target of achieving 85% not met, achieved 82% at this provisional stage after identifying students and working with students and staff to catch the students up before 22 February 2015 to raise the original Level 1 statistic. A further four Level 1 students achieved during this catch up period shifting our percentage from 78.5% to 82%. • Level 1 target met by exceeding the Decile 3 schools pass rate by 7.9% and exceeded the National pass rate by 10.9%. • Level 2 target met, achieved 93.4%. A further two students passed Level 2 during the catch ups. • Level 3target not met, achieved 62% at this provisional stage after identifying students and working with students and staff to catch the students up before 22 February 2015 to raise the original Level 3 statistic. A further two students passed Level 3 during the catch ups. • UE target not met, achieved 31% at this provisional stage after identifying students and working with students and staff to catch the students up before 22 February 2015 to raise the original Level 3 statistic. A further two students passed University Entrance during the catch ups. • This made a total of 8 students who had further NCEA level achievement success. • The percentage of RGHS students passing Literacy will reach or be above 95%. Target not met, achieved 88.6% at Level 1 this provisional stage, aiming to catch students up before the 22 February 2015. A further 8.2% passed Level 1 Literacy at Year 12 and 5.3% passed Level 1 Literacy in Year 13. • The percentage of RGHS students passing Numeracy will reach or be above 95%. Target not met, achieved 84.3% at this provisional stage, aiming to catch students up before the 22 February 2015. A further 7.4% passed Level 1 Numeracy at Year 12 and 2.3% passed Level 1 Numeracy at Year 13. • The number of Māori students achieving 80 credits or more at Level 1 NCEA will increase to 80%, Level 2 (Target 2017 -85%). Target not met Level 1, achieved 73.7% (80%) at this provisional stage, aiming to catch students up before 22 February 2015. Target met Level 2, achieved 88.6% (85%) at this provisional stage. Also met the 2017 target of 85% in 2014). • The number of endorsements Merit and Excellence will reach or be above the Top Decile 3 Girls). Target met Level 1, Merit endorsements, at 47.3% as above the National percentage which is 35.7% and above the Decile 3 percentage which is 31.5%. One student gained a Merit endorsement during the February catch ups. Target not met Level 1, Excellence endorsements, at 10.8% as below the National percentage which is 17.8% and below the Decile 3 percentage which is 13.4%. Target not met Level 2, Merit endorsements, at 26.5%, as below the National percentage which is 27.3% and Target met for being above the Decile 3 percentage which is 26.2%. Target not met Level 2, Excellence endorsements at 10% as below the National percentage which is 14.7% and below the Decile 3 percentage which is 11.2%. Target not met Level 3, Merit endorsements, at 20%, as below the National percentage which is 29.5%, and below the Decile 3 percentage which is 24.1%. One student shifted from a Merit Endorsement to an Excellence endorsement during the February catch ups. Figures have been adjusted to show this. Target not met Level 3, Excellence endorsements at 10% as below the National percentage which is 12.8% and were above the Excellence percentage for Decile 3 Girls which is 7.2%. Overall, we achieved 76 Merit Endorsements and 28 Excellence Endorsements, a total of 104 endorsements, the highest in the school since 2012. • All Year 11-13 students will complete Learning Plans with either Xxxxxx/Whānau Teacher/Careers Advisor in 2014. Target met. All students set academic goals during extended whānau period with their whānau teacher and completed the electronic Careers Profile during this time. This information formed discussion at Academic Planning sessions with whānau teacher, student and parents. Young Scholars were involved in an individual Mentoring programme with staff. Students met regularly with their mentors and worked towards their academic and career path goals. Year 13 students met with DP Assessment Curriculum to complete common confidential and scholarship applications for Universities and Tertiary study. There were 28 Scholarship applications completed raising a total of $38,100. They also met with Careers Advisor to complete their ‘common confidential’ forms. 2014 LEAVERS DATA ROTORUA GIRLS HIGH SCHOOL Level Leavers Data 2014 Who Did Not Achieve Level 1, 2 or 3 Number Who Did Not Achieve Level 1 NCEA (Year 11) Where Did They Go? Level 1 NCEA (Year 11) 28 Students (4) No Formal Attainment (4) 1-13 credits at any level (3) 14-39 credits with Level 1 Literacy and Numeracy at any Level (7) 14-39 credits without Level 1 Literacy and Numeracy at any Level (8) 40+ credits at any level including Level 1 Literacy and Numeracy (2) 40+ credits at any level without Level 1 Literacy and Numeracy (6) Another School (5) Tertiary (9) Employment (2) Overseas (6) Unknown

CULTURAL DIVERSITY. Rotorua Girls Girls’ High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 78% of our roll classified themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 8% as Asian and 1% ‘other. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls Girls’ High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: •  Innovate through personalised learning •  Engage through powerful partnership •  Inspire through deep challenge and inquiry Over the next few years years, more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. •  Rotorua Girls Girls’ High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. •  The range of programmes available at each level will be developed with future opportunities for extension and challenge. •  There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. •  Links with whānau / families will play a key role in the development of the all-round students. •  Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic socio economic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: •  Continuously increasing high standards in NCEA Level 1 to 3 pass rates •  Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships •  Requiring participation by every student and increasing achievement in co-curricular endeavours. •  Retain all students for who five years of secondary education is appropriate. •  Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. •  Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). •  Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: •  STAR and Gateway Programmes • Programmes.  Trades Academy – Te Toi Ohomai Polytechnic Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: • 2016 Analysis of Variance • 2016-2018 Strategic Plan • 2017 Annual Plan • 2017 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 For the year ended 31 December 2016 Analysis of Variance The Board of Trustees for the past 13 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our goals reflect this and targets are set higher each year. Targets for 2016Polytechnic.

CULTURAL DIVERSITY. Rotorua Girls High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 78% of our roll classified themselves as Māori, 8% as N.Z European and 6% as Pacific Island and 8% as Asian and 1% ‘other. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: •  Innovate through personalised learning •  Engage through powerful partnership •  Inspire through deep challenge and inquiry Over the next few years more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. •  Rotorua Girls High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. •  The range of programmes available at each level will be developed with future opportunities for extension and challenge. •  There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. •  Links with whānau / families will play a key role in the development of the all-round students. •  Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: •  Continuously increasing high standards in NCEA Level 1 to 3 pass rates •  Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships •  Requiring participation by every student and increasing achievement in co-curricular endeavours. •  Retain all students for who five years of secondary education is appropriate. •  Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. •  Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). •  Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: •  STAR and Gateway Programmes •  Trades Academy – Te Ohomai Polytechnic Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: •  2016 Analysis of Variance •  2016-2018 Strategic Plan •  2017 Annual Plan •  2017 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 For the year ended 31 December 2016 Analysis of Variance The Board of Trustees for the past 13 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our goals reflect this and targets are set higher each year. Targets for 2016

CULTURAL DIVERSITY. Rotorua Girls High School acknowledges and values the cultural diversity of its students and its staff. We seek to enable all students to learn from within the security of their own cultures and their shared world culture. We acknowledge the presence in our community of students from many races and cultures and welcome the enrichment this brings to the school community. We endeavour to move beyond tolerance of difference to understanding and acceptance of other perspectives. While celebrating cultural difference we recognise the need for all students to achieve at the highest level educationally to be able to participate fully as New Zealand citizens in the 21st Century. In 2017 782015 73% of our roll classified themselves as Māori, 815% as N.Z European and 612% as Continental European, Indian, Chinese, South African, Japanese and Pacific Island and 8% as Asian and 1% ‘otherIsland. The school is an equal opportunity employer and provides continual professional development for all staff. The Board is committed to providing the best possible facilities for the teaching and learning environment. Rotorua Girls High School is committed to the delivery of the New Zealand Curriculum. The foundations of our curriculum decision making are: • Innovate through personalised learning • Engage through powerful partnership • Inspire through deep challenge and inquiry Over the next few years more students are expected to complete five years of secondary education. Some students learning may be in a range of venues outside of the school. • Rotorua Girls High School is continually reviewing the needs of students. We aim to develop more programmes at senior levels to cater for an increasing diversity of students. • The range of programmes available at each level will be developed with future opportunities for extension and challenge. • There is a focus on creating an individual pathway for every student to provide academic or vocational success on leaving school. • Links with whānau / families will play a key role in the development of the all-round students. • Particular attention will be given to our priority groups (Māori / Pasifika, special needs, low-socioeconomic – “our priority groups”. Over the next three years Rotorua Girls High School aims to enable every student to achieve personal excellence by: • Continuously increasing high standards in NCEA Level 1 to 3 pass rates • Continuously increasing Merit and Excellence Endorsements and NZQA Scholarships • Requiring participation by every student and increasing achievement in co-curricular endeavours. • Retain all students for who five years of secondary education is appropriate. • Identifying and providing appropriate targeted support for our priority groups to provide a programme of individual learning and a vocational pathway when leaving school. • Implementing strategies to ensure attendance and retention of every student (in particular for our at risk students). • Many students achieving selection at regional, national and international level. Ministry Funded Initiatives contributing to achieve these aims include: • STAR and Gateway Programmes 2009 – 2016 • Trades Academy – Te Ohomai Waiariki Polytechnic Building Programmes In 2015 the Board adopted and commenced delivery of a new 5 – 10 Year Property and Maintenance Plan. Our Charter documents include: • 2016 2015 Analysis of Variance • 2016-2018 2016 Strategic Plan • 2017 2016 Annual Plan • 2017 2016 Targets Glossary of Terms CAT Common Assessment Task CG Curriculum Guide DCG Designated Care Giver DP Deputy Principal AP Assistant Principal EOTC Education Outside Classrooms ERO Education Review Office ESOL English for speakers of Other Languages FFP Foreign Fee payer FTE Full time Equivalent HOF Head of Faculty KPIs Key Performance Indicators LE Learning Enhancement LWOP Leave Without Pay LWP Leave With Pay MCAT Maths Common Assessment Task MOE Ministry of Education NZQA New Zealand Qualifications Authority NCEA National Certificate of Education Achievement OAG Office of the Auditor General RAMs Risk Assessment & management Strategies PI Pacific Island SAC Special Assessment Conditions SENCO Special Education Needs Co-ordinator SLT Senior Leadership Team SMS Student Management System TIC Teacher in Charge SMART Specific, Measurable, Attainable, Relevant, Time-Bound IEP Individual Education Programme Rotorua Girls' High School Analysis of Variance 2016 2015 For the year ended 31 December 2016 2015 Analysis of Variance The Board of Trustees for the past 13 12 years, has annually reaffirmed that if student achievement is to increase, we must firstly have the students at school (attendance data), secondly, student literacy and numeracy levels must be significantly improved by the end of Year 10 if students are to be realistically focused on NCEA and thirdly students must be encouraged to stay at school (or in education or training) for longer, so that they can ultimately leave with higher qualifications. Our 3 goals reflect this and targets are set higher each year. Targets for 2015 TARGET 3: INCREASE THE PERCENTAGE OF STUDENTS ACHIEVING NCEA Achievement: NCEA – PROVISIONAL RESULTS Participation Based Performance Targets - 2015 AS AT 31/01/2016 • The percentage of RGHS students who gain the qualification related to their level of secondary study, will exceed the National statistics for comparable schools (i.e. Top Decile 3 Girls) and be no less than 5% below that of the national statistic for all schools in New Zealand. Participation – Statistics Year RGHS 2015 RGHS 2014 RGHS 2013 Nat 2015 Nat 2014 Nat 2013 Target Met 2015 Target Met 2014 Decile 3 2015 Decile 3 2014 Target Met Compared with National 15 14 Target Met Compared with Decile 3 Girls 15 14 1 90% 91% 82% 84% 83% 69% Yes Yes 72% 82% Yes Yes Yes Yes 2 98% 95% 73% 87% 87% 72% Yes Yes 80% 91% Yes Yes Yes Yes 3 86% 66% 69% 81% 79% 58% Yes No 70% 78% Yes No Yes No UE 54% 39% 62% 61% 59% 51% No No 37% 45% No No Yes No LIT 88% 88% 89% 83% 86% 86% Yes Yes 89% 89% Yes Yes Yes Yes NUM 89% 84% 85% 82% 84% 84% Yes Yes 88% 84% Yes Yes Yes Yes ROTORUA GIRLS HIGH SCHOOL NCEA ROLL BASED PROVISIONAL PARTICIPATION DATA COMPARED WITH NATIONAL AND DECILE 3 GIRLS SCHOOLS IN 2015 as at 1 February 2016 120% 100% 80% 60% 40% 20% 0% 90% 98% 84% 72% 87% 80% 86% 81% 70% 54% 61% 37% RGHS NATIONAL DECILE 3 Level 1 Level 2 Level 3 UE (NCEA Year Levels) (% Results) NB: Target for the year shown in brackets. • Pass rates for NCEA levels 1-2 will show an increase on percentages obtained in 2015. Level 1 to reach 85%, Level 2 to reach 85%, Level 3 to reach 70% and UE 70%, Literacy and Numeracy to meet 90%. • Level 1 target of achieving 85% was met, achieved 90% at this provisional stage. After our NCEA Catch Up Programme at the start of this year, a further 3 students have now achieved NCEA Level 1. • Level 2 target of achieving 85% met, achieved 98%. After our NCEA Catch Up Programme at the start of this year, a further 5 students have now achieved NCEA Level 2. • Level 3 target of achieving 70% met, achieved 86% at this provisional stage After our NCEA Catch Up Programme at the start of this year, a further 3 students have now achieved NCEA Level 3. • UE target of achieving 70% was not met, as we achieved 54%. After our NCEA Catch Up Programme at the start of this year, a further 5 students have now achieved NCEA Level 3. • The percentage of RGHS students passing Literacy will reach or be above 90%. Provisional Target not met, we achieved 88% at Level 1 • The percentage of RGHS students passing Numeracy will reach or be above 90%. The provisional Target not met, achieved 89% at Level 1 TARGET 4: INCREASE THE PECENTAGE OF MERIT AND EXCELLENCES AT BOTH SUBJECT LEVEL AND CERTIFICATE LEVEL ENDORSEMENT ROTORUA GIRLS HIGH SCHOOL ENDORSEMENTS (2015 – 2014) COMPARISON Year Level 2015 2014 Merit Excellence Merit Excellence Level 1 29 (42%) 21 (46%) 36 (47%) 11 (39%) Level 2 22 (32%) 17 (38%) 27 (35%) 10 (36%) Level 3 18 (26%) 7 (16%) 14 (18%) 7 (25%) Total 69* 45* 77 28* Overall Total 114 105 • In 2015 students achieved a total of 114 (105 in 2014) Course Endorsements, 69 Merits (77 in 2014) and 45 Excellences (28 in 2014). In 2013 we had a total of 82 Course Endorsements. • There is a positive growth in the number of Excellence Course Endorsements from 28 to 45 in 2015, showing 7% in Level 1, 2% in Level 2 and 9% in Level 3, a total of 9%, meeting our 2015 target to improve Excellence and Merit endorsements in all three NCEA levels. • All Year 11-13 students completed Learning Plans with either Xxxxxx/Whānau Teacher/Careers Advisor in 2015. Target met. All students set academic goals during extended whānau period with their whānau teacher and completed the Careers Profile during this time. This information formed discussion at two Academic Planning sessions with whānau teacher, student and parents. Young Scholars were involved in an individual Mentoring programme with staff: • Year 11 34 Young Scholars for 2015 (21 in 2014) • Year 12 27 Young Scholars for 2015 (16 in 2014) • Year 13 15 Young Scholars for 2015 (11 in 2014) • Top Scholars equals 13 Year 13 (8 in 2014) will receive a Top Scholars Tie in 2016, showing a positive growth of 5 students • In 2015 we had 76 (48 in 2014) students gaining Young Scholars achievement, i.e. students have achieved at least 80% GPA (Grade Point Average) in their results. 13 (8 in 2014 inaugural Year) students are the top Scholars for 2016 as they have been Young Scholars for two years receiving their Blue and Gold Badge. This shows a positive growth in celebrating Top Scholars success at Rotorua Girls High School. • Students met regularly with their mentors and worked towards their academic and career path goals. Year 13 students met with DP Assessment Curriculum to complete common confidential and scholarship applications for Universities and Tertiary study. There were 7/12 Scholarship applications were successful raising a total of $20,000. They also met with Careers Advisor to complete their ‘common confidential’ forms. 2015 PROVISIONAL LEAVERS DATA ROTORUA GIRLS HIGH SCHOOL Level Leavers Data 2015 Who Did Not Achieve Level 1, 2 or 3 as at 28 January 2016 Number Who Did Not Achieve Level 1 NCEA (Year 11) Where Did They Go Level 1 NCEA (Year 11) 25 Students (12) No Formal Attainment (5) 1-13 credits at any level (0) 14-39 credits with Level 1 Literacy and Numeracy at any Level (6) 14-39 credits without Level 1 Literacy and Numeracy at any Level (1) 40+ credits at any level including Level 1 Literacy and Numeracy (1) 40+ credits at any level without Level 1 Literacy and Numeracy (10) Another School (3) Tertiary (6) Employment (0) Overseas (6) Unknown