Malo e lelei, Talofa lava, Kia orana, Namaste, Kia ora Otahuhu … · 2018-06-27 · Malo e lelei, Talofa lava, Kia orana, Namaste, Kia ora It is my great privilege and pleasure to

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

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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.

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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

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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.


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.

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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

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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.

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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.


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.

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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

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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.

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Student Engagement

Create a positive behaviour and create inclusive learning environments that foster well being and achievement for each and every student.


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

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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

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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.

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Pastoral Report

2015 Actual 2016 Current

Unjustified Intermittent Attendance Unjustified Intermittent Attendance Unjustified Intermittent Attendance

Year 9 5.9 5.0 83.6 5.0 3.5 86 6.6 4.1 84.4

Year 10 5.7 7.2 78.6 5.0 5.0 82 8.8 8.1 78.2

Year 11 5.4 9.1 76.5 5.0 6.0 80 8.4 9.4 77.6

Year 12 5.6 8.6 76.2

5.0 6.0 80 10.0 8.7 76.5

Year 13 5.4 12 71.7 5.0 8.0 76 9.9 7.6 76.7

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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)

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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

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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.


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.

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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.

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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.


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.


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.

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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.


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.

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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

20 potential leaders attended Outdoor pursuits camp.

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.

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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.

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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

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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.

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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



20

40

60

80

100

2012 2013 2014 2015 2016


Year 13 - University Entrance

20

40

60

80

100

2012 2013 2014 2015 2016




Achievement in NCEA and UE: Otahuhu CollegePR2 - Roll-Based Current Results by Gender

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

Year 13UE

Year 13NCEA L3

Year 12NCEA L2

Year 11NCEA L1

AcademicYear

Male 27.1 40.4 20.2 17.3 48.0 54.2 37.6 25.8 2012

48.0 50.8 22.9 15.6 54.7 57.9 37.9 26.6 2013

36.6 57.5 33.9 17.4 58.0 63.3 40.7 20.0 2014

44.0 52.3 37.3 13.7 61.9 67.9 45.9 22.7 2015

46.5 60.5 44.4 14.4 60.6 68.1 48.5 22.6 2016

Female 34.6 58.9 48.8 28.3 57.3 63.9 51.6 39.7 2012

57.9 55.7 54.8 36.5 63.8 67.1 53.0 41.4 2013

44.8 62.2 48.2 27.3 65.3 72.9 54.0 31.7 2014

49.2 69.4 50.0 21.8 67.2 72.2 56.3 33.0 2015

62.4 77.0 74.6 28.1 65.9 73.7 57.5 32.6 2016

20

40

60

80

100

2012 2013 2014 2015 2016


Year 11 NCEA Level 1 - Male

20

40

60

80

100

2012 2013 2014 2015 2016


Year 11 NCEA Level 1 - Female

20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016


Year 13 University Entrance - Male

20

40

60

80

100

2012 2013 2014 2015 2016


Year 13 University Entrance - Female


Achievement in NCEA and UE: Otahuhu CollegePR2 - Roll-Based Current Results by Ethnicity

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

Asian 71.4 66.7 64.3 42.9 70.4 74.6 57.1 49.2 2012

44.4 76.9 53.8 38.5 78.7 77.1 56.5 48.6 2013

68.8 76.9 40.0 40.0 76.8 82.8 64.8 47.7 2014

60.0 66.7 72.7 27.3 81.7 84.1 68.7 51.9 2015

72.0 50.0 76.5 41.2 85.2 85.1 76.4 56.1 2016

NZ European 40.0 33.3 66.1 69.6 51.8 44.2 2012

66.7 100.0 100.0 70.0 72.4 54.2 47.4 2013

66.7 73.5 77.7 55.4 37.4 2014

100.0 66.7 33.3 71.6 77.0 56.0 40.5 2015

33.3 72.1 73.3 59.6 39.8 2016

NZ Maori 9.2 22.2 25.0 21.9 45.4 53.5 40.3 26.6 2012

30.0 44.4 22.7 13.6 52.4 57.3 41.4 26.8 2013

22.7 44.4 28.6 14.3 54.9 61.7 41.0 18.4 2014

30.8 62.5 37.0 14.8 57.7 66.1 44.9 19.8 2015

59.3 60.0 70.0 10.0 56.6 67.9 46.4 18.9 2016

Pasifika Peoples 37.9 53.2 35.4 21.9 50.6 55.7 42.9 27.6 2012

56.1 54.1 40.7 26.9 57.8 61.3 43.5 29.6 2013

42.8 60.0 43.2 22.7 61.4 68.4 47.6 21.9 2014

48.4 60.5 42.9 17.3 66.9 70.2 52.9 22.9 2015

51.2 76.3 58.7 21.6 63.4 72.8 53.9 23.1 2016

20

40

60

80

100

2012 2013 2014 2015 2016


Year 11 NCEA Level 1 - Asian

20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band

Year 11 NCEA Level 1 - NZ European

20

40

60

80

100

2012 2013 2014 2015 2016


Year 11 NCEA Level 1 - NZ Maori

20

40

60

80

100

2012 2013 2014 2015 2016

SchoolNational

Decile Band

Year 11 NCEA Level 1 - Pasifika Peoples

20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band


20

40

60

80

100

2012 2013 2014 2015 2016

SchoolNational

Decile Band

Year 13 University Entrance - Asian

20

40

60

80

100

2012 2013 2014 2015 2016



20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band


20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band

Year 13 University Entrance - NZ European

20

40

60

80

100

2012 2013 2014 2015 2016

SchoolNational

Decile Band


20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band


20

40

60

80

100

2012 2013 2014 2015 2016


Year 13 University Entrance - NZ Maori

20

40

60

80

100

2012 2013 2014 2015 2016

SchoolNational

Decile Band


20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band


20

40

60

80

100

2012 2013 2014 2015 2016

School

NationalDecile Band

Year 13 University Entrance - Pasifika Peoples

PR2 CHARTS - Roll-Based Current Results by Ethnicity: Otahuhu College

Literacy and Numeracy: Otahuhu CollegePR 3 - Cumulative Results by Percentage

Generated 1/13/2017

Academic Year Achievement Year 11 Year 12 Year 13 Year 11 Year 12 Year 13 Year 11 Year 12 Year 13


2012 Literacy 77.9 84.2 90.6 81.5 90.4 94.5 2013 Literacy 81.6 91.0 91.0 83.3 92.1 95.1 2014 Literacy 84.0 92.8 97.0 85.3 93.6 96.3 2015 Literacy 87.9 91.8 97.3 85.8 94.1 96.4 2016 Literacy 85.0 93.5 98.6 85.1 94.1 96.4 2012 Numeracy 57.2 86.9 91.5 77.7 91.5 96.1 2013 Numeracy 66.7 78.9 91.0 78.8 89.8 94.8 2014 Numeracy 76.0 86.4 91.8 80.8 91.3 94.8 2015 Numeracy 80.4 90.2 97.3 83.0 92.3 95.9 2016 Numeracy 83.6 93.0 98.1 82.8 93.0 96.0

60

70

80

90

100

2012 2013 2014 2015 2016


Year 11 Level 1 Literacy

60

70

80

90

100

2012 2013 2014 2015 2016



60

70

80

90

100

2012 2013 2014 2015 2016



60

70

80

90

100

2012 2013 2014 2015 2016


Year 11 Level 1 Numeracy

60

70

80

90

100

2012 2013 2014 2015 2016



60

70

80

90

100

2012 2013 2014 2015 2016



NCEA Certificate Endorsement: Otahuhu CollegePR4 - Current Year Results by Percentage

Otahuhu College National Decile 1-3

Generated 1/13/2017

AcademicYear

Year 11NCEA Level 1

Year 12NCEA Level 2

Year 13NCEA Level 3

Year 11NCEA Level 1

Year 12NCEA Level 2

Year 13NCEA Level 3

Year 11NCEA Level 1

Year 12NCEA Level 2

Year 13NCEA Level 3

Excellence

2.4 .7 4.8 5.2 3.9 2.62012 1.1 2.2 .7 6.3 4.4 4.42013 1.1 1.8 7.4 5.4 4.82014

.7 7.4 6.0 5.82015 .8 3.3 9.5 5.8 7.42016

Merit

7.2 5.1 19.0 21.3 14.1 10.12012 6.8 16.1 19.1 23.2 15.4 16.22013 17.4 13.8 20.9 23.5 15.7 17.52014 9.7 12.0 19.8 25.0 15.7 17.82015 10.4 13.5 30.6 24.9 16.1 17.82016

10

20

30

40

50

2012 2013 2014 2015 2016

SchoolNational

Decile Band

Year 11 NCEA Level 1 - Excellence

10

20

30

40

50

2012 2013 2014 2015 2016

SchoolNational

Decile Band


10

20

30

40

50

2012 2013 2014 2015 2016

SchoolNational

Decile Band


10

20

30

40

50

60

70

2012 2013 2014 2015 2016

SchoolNational

Decile Band

Year 11 NCEA Level 1 - Merit

10

20

30

40

50

60

70

2012 2013 2014 2015 2016

SchoolNational

Decile Band


10

20

30

40

50

60

70

2012 2013 2014 2015 2016

SchoolNational

Decile Band


Appendix Three

14+ Credits by Subject 2015 and 2016

2015 2015 2016 2016Subject Code 0 credits 14+ 0 Credits 14+

ART1U 20% 63% 19% 67% 4ART2U 17 62% 6% 74% 12ART3U 3% 63% 13% 39% ‐24CCD1U 86% 12% 53% ‐33ARD2U 69% 8% 72% 3ARD3U 4 56% 17% 25% ‐33WHK1C 0% 100%WHK2C 0% 83%WHK3c 0% 100%ECO1U 36% 4% 35% ‐1ECO2U 9 55% 25% 58% 3ECO3U 36 14% 14% 14% 0ACC1U 32% 0 42% 10ACC2U 7 0% 4% 17% 17ACC3U 7 0% 0 25% 25DTE1U 10 6% 17% 30% 24DTE2U 12 43% 6% 43% 0DTE3U 5% 49% 26% 43% ‐6COM2C 61% 6% 65% 4COM3C 43% 8% 54% 11TOU2C 68% 0 90% 22TOU3C 5% 80% 5% 79% ‐1ENG1C 28 19 23% 18% ‐1ENG2C 41 15 44% 4% ‐11ENG1U 12 34 9% 55% 21ENG2U 7% 59% 11% 28% ‐31ENG3U 27 26% 24% 20% ‐6SEN3C 60% 0 0EAP1U 16% 24% 15% 33% 9EAP2U 18% 7% 19% 19% 12TON1U 82% 0 67% ‐15TON2U 5% 89% 0 88% ‐1TON3U 14 71% 0 83% 12SAM1U 88% 4% 88% 0SAM2U 87% 0 88% 1SAM3U 80% 4% 68% ‐12MAT1C 18% 10% 19% 27% 17MAT2C 10% 13% 9% 21% 8MAT3C 12% 8%MAT1U 12% 25% 11% 33% 8MAT2U 13 27% 11% 33% 6MAT3U 2% 42% 1% 46% 4SMA3C 21% 17% 0 ‐21MAA1U 18% 35% NA NACAL3U 36% 6% 50% 14MUS1U 78% 6% 73% ‐5MUS2U 5% 48% 8% 85% 37MUS3U 16% 32% 20% 27% ‐5DRA1U 12 73% 0 68% ‐5DRA2U 0 95%DRA3U 19 15% 0 33% 18DAN1U 0 68%PED1U 5 63% 13% 58% ‐5PED2U 2% 62% 9% 50% ‐12PED3U 21% 24% 5% 42% 18PSS1U 17% 42% 48% 13% ‐29PSS2U 6% 61%PSS3U 25 53% 6% 36% ‐17HLT1U 10 36% 5% 30% ‐6HLT2U 19 51% 35% 31% ‐20HLT3U 31 33% 14% 32% ‐1SPA3U 18 12% 16% 42% 30SCI1UA 17 35 10% 45% 10BIO2U 11 47 10% 48% 1BIO3U 24 14 3% 50% 36CHE2U 11 34 0 53% 19CHE3U 13 29 13% 53% 40PHY2U 0 31%PHY3U 4% 46%HIS1U 21 46 7% 56% 10HIS2U 25 38 10% 57% 19HIS3U 20 49 12% 56% 7GEO1U 16 30 12% 43% 13GEO2U 4 18 29% 25% 7GEO3U 18% 25%CLA2U 18 53 23% 50% ‐3CLA3U 19 38 13% 38% 0MAO1U 11 22 13% 75% 53MAO2U 50 50 0 80% 30MAO3U 23 23 0 80% 57FAS1C 70 15% 77% 7FAS2C 14 29 8% 62% 33FAS3C 100 10% 80% ‐20MEN1C 83 0 100% 17MEN2C 4 64 0 83% 19MEN3C 68 0 59% ‐9BTC1C 16 63 14% 86% 23BTC2C 4 76 21% 53% ‐23BTC3C 75 11% 64% ‐11HOS1C 3 87 6% 89% 2HOS2C 90 0 85% ‐5HOS3C 100 8% 0 ‐100Average 68% 50% 3.5125

UE Approved 39%UE Median 39%

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