PRINCIPAL’S ANNUAL REPORT 2015
CONTENTS:
Section A:
Student Improvement Targets for 2015 Analysis Of Variance
Section B:
School Achievements in 2015
Section C:
1.
Developments/Progress in Areas of Strategic Intent
2.
Kiwisport
Data
PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
SECTION A: 2015 STUDENT IMPROVEMENT TARGETS ANALYSIS OF VARIANCE
Introduction: Our 2015 student improvement targets focussed on identified priority groups of students using the AREA acronym (attendance, retention, engagement, achievement). In a change from previous years, we focussed on identifying students most at risk in the retention and attendance categories and then providing specific support to them. Achievement target groups were similar to previous years – year 11 boys, year 11 Maori and level 3 NCEA endorsed results. Our target groups are used as ‘sign posts’ for overall achievement and for the purpose of this annual report. A comprehensive analysis of student achievement data, disaggregated on gender, ethnic and year level basis, is found in each department’s annual report. A whole school summary of achievement data is located in section C of this report. Support for the school targets was largely provided via our whole school PLD programme, which aimed to improve professional practice through sessions on culturally responsive and relational pedagogies, academic mentoring and IT.
Target Area:
STUDENT ACHIEVEMENT
1.
Year 11, level 1 boys 2015
2014
2013
2012
Boys participation pass rate
53.3
44.3
56.5
42.6
Girls participation pass rate
61.1
60.2
59.6
62.2
Boys roll based pass rate
51.7
41.8
53.0
39.7
Girls roll based pass rate
57.6
57.6
54.2
58.9
Analysis of results For this cohort of year 11 boys there was a 7.8 percentage point difference between them and their female counterparts (in favour of the girls) on participation data. This compares with a 16 point difference in 2014, 3.1 in 2013 and 19.6 in 2012. Girls pass rates have been at a consistent level over those four years but boys results have varied greatly from year to year. This variation is not reflected in asTTle results (reading and maths) although girls certainly have consistently better results there as well. The variation from year to year for our year 11, level 1 boys appears to be determined by the programme of work they receive in that year. For 2016 each year 11, level 1 course has to have 1 internal achievement standard completed (marked and returned) by the end of term 1. It is hoped that this strategy will be a motivating factor especially for boys as a way to ‘hook’ them into the qualification. HOD’s are well aware of the focus on boys achievement in NCEA and are active in exploring ways in which to better engage them through the types of resources, activities and feedback within their programme of work. A specific target has been set for the 2016 cohort with the aim to have a gap with year 11 girls of less than 10%. This target is based in part on 2015 year 10 easTTle data where in maths, 53% of boys were level 4 or above (65% for girls) and in reading there were 60% of boys level 4 or above (81% for girls).
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015 2.
Year 11, Level 1 Maori 2015
2014
2013
2012
Maori participation pass rate
38.8
26.1
29.4
35.9
Maori roll based pass rate
35.6
24.0
26.3
31.1
In 2015, 21 of our 54 year 11 students who were identified as Maori gained their Level 1 certificate – 3 of the students gained a merit endorsement. (12 out of 46 in 2014) This represents a significant improvement on the previous year but it is still well below the results for other ethnic groups. A number of our Maori students narrowly missed the level 1 requirement – 5 had over 70 but less than 80 credits and 2 had well over 80 credits but did not gain their numeracy. Fewer of our year 11 Maori students had significant attendance issues over the year compared with previous years and this was probably a contributing factor to improved results. Maori students were also over represented in those who left school at the end of year 11 – 4 in total (2 to employment, 2 to unknown destinations) and none of them gained their level 1 certificate. Our data also includes 2 Maori students in the Richards Centre and 3 others who have been supported by our Learning Support Centre in their time at the school. Although not possible to draw definitive conclusions it appears that our professional learning focus on culturally responsive and relational pedagogies in having a positive impact on our Maori students. Achievement at all levels of NCEA has improved for our Maori students as has their retention rates. 3.
Merit and Excellence Awards in Level 3 Students 2015
2014
2013
2012
Level 3 excellence
4.0% (6)
8.7% (11)
3.4% (4)
1.6% (2)
Level 3 merit
26.2% (41)
24.6% (31)
22.7%(27)
22.5%(30)
In 2014 we introduced changes to our year 13 curriculum which required students to choose one subject as a ‘double’ (6 hours per week as compared to 4 for other subjects chosen) and to allow them to do either 4 or 5 subjects. One of the aims of these changes was to give students more opportunity to gain endorsed results in NCEA and there has been an upward trend in the past two years. This trend is most apparent if we look at the numbers of students who are gaining endorsement. The percentage figure represents the proportion of year 13 students who gained endorsement out of those who gained their level 3 – not out of the total year 13 roll. As part of their data analysis in their annual reports, HOD’s comment on the impact of the double option line in their subject areas. There is variation between subjects that offer the double option as students may choose a double because that is a subject they are weak in and need extra time to gain their credits. Others choose their double because it is a subject they enjoy and are good at. This timetabling initiative has been successful on a number of fronts and it is continued for 2016. Apart from the improvement in the number of endorsed results, other benefits have included greater flexibility in timetabling (having a six period option assists HODs in allocating the required number of contract hours to teachers) and the four period option satisfies the wishes of those students who previously had to find a ‘fifth’ subject. Quite often this fifth subject was one they didn’t want to take or didn’t need to take and consequently they disengaged from it.
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
SECTION B: SCHOOL ACHIEVEMENTS IN 2015 1.
DEVELOPMENTS/PROGRESS
Achievements/developments of note that were beyond the scope of our annual targets for the year included:
Papatoetoe High School academic scholarships awarded for the first time – from the estate of Brent Lewis (former pupil).
Successful ERO review term 3.
Data received from the Ministry of Education summarising the tertiary education involvement of ex-students born in 1994, 1995. The first time this data has been published and we were above the national average for the percentage of ex-students involved in some form of tertiary education.
Our school came second in NZ in the ‘Play It Strange’ songwriting contest.
Successful Specialist Standards Review conducted on Richards Centre.
The school production, Hairspray, was a resounding success.
Review of year 10 option structure for 2016 – language no longer compulsory at year 10.
Successful external review of contracted services from CMDHB.
National HETTANZ conference hosted by our school.
Achievers’ breakfast for students who gained either their level 1 or level 2 CEA with an excellence endorsement.
Building developments:
2.
o
New M block completed and in use during term 1
o
Planning for remediation of B block underway.
o
10YPP in progress – areas identified for work are C block, E block and the hall.
o
Speedy Signs engaged to create new signage – started with M block.
KIWISPORT
Kiwisport is a government funding initiative to support students’ participation in organised sport. In 2015 the school received total Kiwisport funding of $35,063.73 (excluding GST). The funding was spent on sports coordinator’s and sports assistant’s salaries and expenses. The number of students participating in organised sport was 34% (30.0 % in 2014).
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
SECTION C - DATA The following presentation of summary data summarises aspects of the school’s operations in the areas of: 1. Student achievement 2. Student numbers and discipline statistics 3. Financial performance Most of this data can also be located on the Education Counts website and comparisons can be made with other schools on that site.
1.
Student achievement
asTTle data: Reading (%)
Year 9
Year 10
Maths (%)
2015
2014
2013
2015
2014
2013
62%
61%
50%
43%
43%
45%
76%
-
77%
69%
60%
59%
Term 1 – 4A and above
42%
49%
53%
36%
34%
41%
Term 4 – 4A and above
61%
-
67%
45%
-
50%
Term 1 – 4B and above Term 4 – 4B and above
Notes from 2015 asTTle data i There was a full range from 2B to 6B at both year levels in both reading and maths. ii 14% of our Y9 students were reading at level 2 when tested on entry and this equates to y4/y5 primary (16% in 2014)
NCEA data: Points to note about our NCEA data from 2014 are: i Improved proportions of students gaining endorsed certificates at all three levels. NCEA pass rates and endorsed certificate rates (as a percentage of those eligible for the qualification): M = Merit E = Excellence columns indicate the % of those students who gained the qualification did so with endorsement
2015
M
E
2014
M
E
2013
M
E
Year 11 that gained level 1
56.7
27.6
3.5
51.1
34.4
7.6
57.8
35.4
0.5
Year 12 that gained level 2
73.4
21.4
5.6
77.2
23.3
4.8
69.0
21.3
4.4
Year 13 that gained level 3
60.1
26.2
4.0
56.7
26.3
9.3
58.4
22.1
3.3
Year 13 that gained UE
45.4
44.4
48.3
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
Numbers of students who gained their NCEA in the year: 2015
2014
2013
Y11
Y12
Y13
Y11
Y12
Y13
Y11
Y12
Y13
170 (56.7%)
98
19
157 (51.1%)
88
19
189 (57.8%)
104
16
Level 2
196 (73.4%)
52
1
227
66
1
183 (69%)
69
Level 3
1
149 (60.1%)
Level 1
118 (58.7%)
118 (58.4%)
Certificate endorsements (numbers): 2012
2013
2014
2015
No. of students with NCEA L1 with excellence
(Y11)
7
1
12
6
No. of students with NCEA L1 with merit
(Y11)
49
67
54
46
No. of students with NCEA L2 with excellence
(Y12)
5
8
12
12
No. of students with NCEA L2 with merit
(Y12)
40
39
53
42
No. of students with NCEA L3 with excellence
(Y13)
2
4
1
6
No. of students with NCEA L3 with merit
(Y13)
30
27
31
41
NCEA by ethnic group (%): NZ Maori
NZ European
Pacific Island
Asian
2015
2014
2013
2015
2014
2013
2015
2014
2013
2015
2014
2013
Y11 level 1
38.2
26
29.4
84.2
72
71.4
44.3
42
40.8
65.6
59
70.8
Y12 level 2
56.4
70
41
57.1
75
75
60.4
76
65
83.4
79
76
Y13 level 3
64.7
69
35.7
75.0
60
76.9
42.6
42.0
35.7
63.7
62
66.4
NCEA: boys vs girls (%)
Y11 level 1
Y12 level 2
Y13 level 3
Y13 level 2
2015
2014
2013
2012
Boys
55.3
44.3
56.5
42.9
Girls
61.1
60.2
59.6
62.2
Boys
69.4
74.8
61.6
56.0
Girls
78.0
80.2
76.6
71.3
Boys
60.3
50.5
52.7
45.2
Girls
59.8
62.2
62.7
59.3
Boys
92.0
85.7
82.9
88.8
Girls
91.2
87.0
93.8
90.9
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
School leaver data for 2014 / 2013 (%) PHS 2014 2013
National 2014 2013
2014
Decile 3 2013
Level 2 NCEA or higher
71.2
72.5
77.1
74.2
71
67.6
Level 1 NCEA or higher
83.8
84.6
87
85.2
83
81.2
Level 2 or higher for PHS: Males 67.7% Females 73.3% Maori 46.3%
Pasifika 71.2%
School leavers enrolled in tertiary education Enrolled in tertiary course
Enrolled Level 1 or above
1994 birth cohort
PHS NZ
76.6% 71.6%
35% 35.4%
1995 birth cohort
PHS NZ
70.0% 64.3%
28% 32%
(2015 data not available at time of writing.)
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
2.
Student numbers/discipline
1 March/1 July/1 Sept Numbers Summary
1900 1800 1700 1600 1500 1400 1300 1200
Mar
1100
Jul
1000 2010
2011
2012
2013
2014
Retention to Age17+
100 95 90 85 80 75 70 65 60 55 50 45
Sept
2015
2015 data not available
2011 2012 2013 2014
PHS Total
NZ total
Decile 3
Maori
Pasifika
Foreign Fee Paying Students
25 20 15 10 5 0 2009
2010
2011
2012
2013
2014
2015
Stand-downs per 1000 students (age standardised) 40 35 30 25 For school
20
For decile & type
15
NZ Secondary
10 5 0 2012
2013
2014
2015 data not available
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
Suspensions per 1000 students (age standardised) 7 6 5 4
For school
3
For decile & type NZ Secondary
2 1 0 2012
2013
2014
2015 data not available
2015:
Number of SDS
20 18 16 14 12 10 8 6 4 2 0
19 19 SDS by year level
12
SDS by ethnicity
20 15
8
10 5 0 9
10
11
12
13
Samoan
African
NZE
CIM
Asian
Other
Year level 20 18 16 14 12 10 8 6 4 2 0
18
SDS by gender 60
11
9
6
5 0
0
0
0
50
3 0
0
53
40 0 30
Series1
20 10
9
0 Males Females
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
3.
Financial performance Working capital 2010 2011 2012 2013 2014 2015 1,855,000 1,690,000 1,824,000 2,076,959 2,065,527 2,178,432 228,000 (134,000) 21,000 (104,000) (154,000) 99,412
Working capital Operating surplus/(deficit)
Operations - Utilities & Maintenance 180,000 160,000 140,000 120,000 100,000 80,000 60,000 40,000 20,000 0
Electricity/Gas/Water Buildings Maintenance Vandalism Communications
2010 142,400 155,400 32,400 28,000
2011 148,000 134,000 28,000 35,000
2012 155,000 122,000 24,000 36,000
2013 153,000 106,000 28,000 25,000
2014 144,000 128,000 23,000 28,000
2015 139,000 128,000 27,000 21,000
Relief teacher costs (sickness) Relief Teachers
2010 114,400
2011 113,000
2012 159,000
2013 144,000
2014 152,384
2015 191,337
Income Ops grant Other govt grants Interest Locally raised funds (trading, FFPS, donations)
2010 2,900,000 927,000 116,000
2011 2,865,000 890,000 123,000
2012 2,844,000 1,008,000 129,000
2013 2,939,000 927,000 124,000
2014 2,876,000 956,000 137,000
2015 3,069,320 883,512 128,000
260,000
265,000
306,000
240,000
214,000
230,000
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PAPATOETOE HIGH SCHOOL PRINCIPAL’S ANNUAL REPORT 2015
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