Freyberg
HIGH SCHOOL
Period:
School ID:
2013
200
Including the Strategic plan 2013 – 2017 and the 2013 Annual Plan, Goals
and Targets.
Innovates, Cares and Excels
He toi mätauranga, he mana tangata
Freyberg Values: Excellence, Integrity, Innovation, Respect and Diversity.
INTRODUCTION: This plan is a statement of how the Board of Trustees intends to extend,
support and enhance student learning through Innovation, Caring and Excellence.
Embedded in this document are the governments goals and priorities.

Ministry of education Statement on Intent 2012 – 2017.
- Increase the proportion of 18 year olds with NCEA Level 2 or equivalent.
- Improving the performance of Māori learners, Pasifika learners and learners with
Special Education Needs.

The New Zealand Curriculum Document.
- Prinicples, Values, Competencies and Pedogogies.

Ka Hikitia
Tataiako: Cultural compentencies for teacher of Māori learners.
- Ako – Practice.
- Whanaungatanga – Relationships.
- Tangata Whenuatanga – Socio-cultural Awareness.
- Manaakitanga – Communication, Problem Solving & Innovation.

Pasifika Education
- Improved Literacy for Pasifika learners.
- Increased Proportion achieving NCEA Level 2.
- Improved Attendance.
- Indentity.
- Pathways to Success.

Special Education Startegy
- Demonstrating Inclusive Practice.

School Leadership Best Evidence Synthesis
- Quality Teaching.
- Student Engagement.
- High Expectations.
- Inquiry.
- Whole School Focus.
- Constructive Formation Assessment.
- Scaffolding.
- Feedback.

Registered Teachers Criteria
- See Appendix
To be the best Secondary School for each of our students.
Strategic Aims 2013 – 2017
These aims are structured around Tataiako and the Registered Teacher Critera. The number, in
brackets, at the end of each aim refers the registered teacher criteria- (see appendix).
INNOVATION:
Extend Student Learning Opportunities Through:
AKO (Practice)
 Innovative use of data analysis to improve practice (11)
 Pioneering application of appropriate technologies (6)
WANANGA (Communication, Problem Solving)
 Developing student and staff leadership (5)
 Marketing our Success (2)
 Using the strengths in our wider community (1)
MANAAKITANGA (Values)
 Creative property design (2)
WHANAUNGATANGA (Relationships)
 Accessing a range of income sources.
CARING: (Integrity, Respect, Diversity)
Support Student Learning Through:
AKO (Practice)
 Embedding the culture of self-management, respect and pride in our school. (8)
MANAAKITANGA (Values)
 Having a safe and supportive student culture that continues to flourish and grow. (2)(7)
 Welcoming and Embracing diversity. (2)
 Valuing positive relationships as the core fabric of Freyberg. (7)
WHANAUNGATANGA (Relationships)
 Spending time together as staff and working as a team. (1)
 Establishing positive relationships and clear lines of communication with parents. (1)
TANGATA WHENUATANGA (Socio-cultural Awareness)
 Using the Treaty of Waitangi to underpin our decision making. (10)
 Confronting and removing barriers to learning. (9)
EXCELLENCE:
Enhance Student Learning By Ensuring:
AKO (Practice)
 The curriculum is relevant and future focussed. (12)
 Endorsements with Achieve, Merit and Excellence are above national means in all
areas. (11)
 We provide an extensive range of quality opportunities outside the classroom.
 We have the highest quality, professional staff committed to our vision. (4)
WANANGA (Communication, Problem Solving)
 Sef review is part of our culture. (9) (12)
 We have suerior financial, administartive and management systems. (2)
WHANAUNGATANGA (Relationships)
 Freyberg has a strong profile in the community. (1)
 We provide quality professional services on Ministry contracts.
TANGATA WHENUATANGA (Socio-cultural Awareness)
 Multiple pathways to success are available. (9)
METHOD:

The Strategic Plan will outline how the school intends to reach each of these
strategic aims over the next five years.

The Annual Plan will outline the key targets each year, who is accountable and how
progress will be measured.

The school will select 3 specific goals each year: one innovative, one caring and one
excellence. Each of these will have a clear target which will be reported on in the
Statement of Variance.

Departments will have 3 goals each year which align with the school goals.

Staff will have 3 goals each year which align with departmental and personal goals
and focus on key areas of the registered teacher criteria.
Freyberg
HIGH SCHOOL
School ID:
2013 - 2017
200
2
1.
INNOVATION
Extend student learning opportunities through:
AKO (Practice)
1.1
Innovative use of data analysis to improve teaching practice:
o
o
o
o
1.2
The best available assessment tools are used across all Departments.
All staff are made aware of the importance of analysing this data and using it to
improve learning outcomes.
Data is used to inform decision-making.
Data is available on-line to students and parents.
Pioneering application of appropriate technologies:
o
o
o
o
o
The school works toward the goal of all students bringing their own devices to
school.
Professional development is provided on a regular basis for staff.
A parent portal is developed.
Software is regularly reviewed and updated.
Establishing a hub in the Virtual Learning Network.
WANANGA (Communication, Problem Solving)
1.3
Developing student and staff leadership:
o
o
o
o
o
o
o
o
o
1.4
Marketing our successes:
o
o
o
o
o
o
1.5
The distributed leadership model is further developed.
Student leadership is valued as important and highly sought after.
Leadership training is provided for students.
Students have opportunities to demonstrate their leadership skills.
Staff leadership is valued as important and is highly sought after.
Leadership training is encouraged and development fostered.
Leadership pathways are available.
Flexible contracts are available.
Mechanisms are in place to reward staff who undertake leadership roles.
Our record of academic excellence.
Our success in the Performing Arts.
Our participation rates in a wide range of sports.
Our programmes for “Gifted and Talented” students.
Our ability to cater for diversity.
The wide range of options available.
Using the strengths in our wider community:
o
o
o
o
o
o
o
o
o
o
Tapping in to key influences (individuals).
Parents.
Milson Rotary.
Massey University.
UCOL.
Gateway.
STAR.
Local businesses.
Local iwi.
Local agents.
MANAAKITANGA (Values)
1.6
Creative property design:
o
The 10-year property plan is used innovatively to provide the best teaching and
learning opportunities for our students and staff.
WHANAUNGATANGA (Relationships)
1.7
Accessing a range of income sources:
o
o
o
o
o
o
o
o
o
o
o
o
o
Development of “Friends of Freyberg”.
Pro-active pursuit of Trust Fund resources.
Outside funding sources are sought to improve key areas.
Planning maximises sustainability and energy efficiency.
Property planning and development demonstrates Manaakitanga.
A long term property management plan is developed.
Development of sponsorship opportunities.
Capital expenditure funding.
Hiring of facilities and rooms.
Foreign fee-payer numbers are increased to 30 students.
Trading operations run at a profit.
Government grants are sought after and maximised.
Investigate the management of Ministry contracts.
CARING
Support student learning through:
AKO (Practice)
3
2.
2.1
Embedding the culture of self-management, respect and pride in our school:
o
o
o
o
o
Have systems in place to ensure there is pride in our uniform.
Improve the standard of mufti worn by Year 12 and 13 students.
Develop a sense of professional dress standard among staff.
Develop sustainability as a core value.
Self-management is recognised and rewarded.
MANAAKITANGA (Values)
2.2
Having a safe and supportive student culture that continues to flourish and
grow:
MANAAKITANGA
o Small school caring through “Schools within schools.”
o Assemblies that promote our values and principles.
o Freyberg citizenship is promoted through a core rights and responsibilities
2.3
programme.
o Restorative justice strategies become part of our culture.
o First class security and camera system in place.
o Suspension rates remain below national and regional averages.
o Establishing and maintaining a bullying database.
o Supporting the integration of International students.
Welcoming and embracing diversity:
o
o
o
o
o
Cultural exchanges are encouraged.
Support is offered to second language speakers.
National Day of Cultures is celebrated.
Human Rights become part of our culture.
Property design will consider the full range of students who attend Freyberg.
o
o
2.4
Education programmes are in place to ensure all students are aware of and
respect the diversity in our school.
International Students have a strong wrap around service.
Valuing positive relationships as the core fabric of Freyberg:
o
o
o
o
Restorative Justice – win/win solutions.
Freyberg citizenship is celebrated.
Values and principles are the focus of Assemblies.
The positive relationship between students and staff are recognised and
celebrated.
WHANAUNGATANGA (Relationships)
2.5
2.6
Establishing supportive networks and a sense of whaanau for staff:
o The value of working in collegial teams is acknowledged and celebrated.
o Support and encourage “Friday Club”.
o The Social Committee promotes and organises staff social events.
o Encouragement of Depar2tment social events.
o Staff contribution and success is regularly acknowledged.
o Encouragement of staff sports teams and groups
o Family friendly structures are in place.
o Staff concerns are listened to and addressed.
Establishing positive relationships and clear lines of communication with
parents:
o
o
o
o
o
o
o
o
o
Regular Newsletters.
A vibrant web page.
On-line booking for Report Evenings.
Regular Report Evenings.
An active Parent voice.
School-links software is used to communicate with parents by text and email.
Parents are notified promptly when problems arise.
The school’s Charter and Strategic Plan are available on the website.
Parents can access information about their child on line.
TANGATA WHENUATANGA(Socio-cultural Awareness)
2.7
2.8
Using the Treaty of Waitangi to underpin our decision-making:
o The Māori Immersion Unit is supported and promoted
o Tataiako competencies become part of the culture of our school
o Kapa Haka is offered as a subject.
o Te Piringa is supported as a top competitive Kapa Haka unit.
o Bilingual signage is extended.
o A Marae is established at the school.
o Staff receive regular professional development in Te Reo and Tikanga.
o Māori staff are sought after and supported.
o Māori achievement initiatives are further developed.
o Maori achievement is celebrated.
Confronting and removing barriers to learning:
o
o
o
o
o
Extensive Special Education facilities are well-resourced and supported.
Learning programmes are developed for “at risk” students.
ESOL programmes are provided.
Teen Parent Unit is resourced and supported.
The RTLB service is included, resourced and supported.
o
o
o
o
o
o
o
o
o
Literacy and numeracy co-ordinators design programmes to improve literacy and
numeracy.
Refugees are assisted into mainstream environment.
Sheltered learning environments are available for vulnerable students.
Positive links with outside agencies are established.
Support classes are available in Years 9 and 10.
Gateway opportunities are developed.
STAR courses are used to students’ best advantage
Support classes are available to students outside school hours
Teaching programme take account of second language learners.
3.
EXCELLENCE
Enhance student learning by ensuring:
AKO (Practice)
3.1
The curriculum is relevant and future focussed.
o
o
o
o
o
o
3.2
We continue to be a leading school in the development of the New Zealand
Curriculum.
The curriculum teams have a high profile in the school.
A school wide commitment to raising Maori and Pacifica achievement.
Central access is available to all department schemes.
The timetable is meeting the needs of our curriculum.
A Junior graduation Diploma is developed.
Endorsements with Achieve, Merit and Excellence are above National
means in all areas:
o Top academic students are enrolled.
Clear data is used to inform teaching programmes.
o Students are aware of their credit totals and expectations are made clear.
o Course programmes are designed to meet student needs.
o Academic support programmes are available outside class time.
o
3.3
We provide an extensive range of quality opportunities outside the
classroom:
o
o
o
o
3.4
All staff are involved in co-curricula activities.
Parent and community involvement is sought out and encouraged
The appointment of a Director of sport
An Arts administrator
A Sports Co-ordinator
We have the highest quality professional staff committed to our vision:
We have a rigorous appointment process to secure the best possible staff.
We provide extensive professional development.
We have a rigorous appraisal process.
We celebrate the performance of top performing staff.
We have high expectations of our staff.
Policies and programmes are in place to raise the performance of non-performing
staff.
o The Principal’s Performance Contract is reviewed annually.
o
o
o
o
o
o
WANAANGA (Communication, Problem Solving)
3.5
3.6
Self-review is part of our culture:
o NCEA results are analysed and used to review courses and programmes
o All Department schemes and processes are reviewed annually.
o Parents, students and staff are consulted regularly.
o ASTLE results are available to all staff.
o All staff have pre-appraisals where goals for the year are set.
o All staff are appraised annually.
o Professional development is linked to appraisal.
o Personal, department and school goals are linked.
We have superior financial, administration, management and student
management systems:
o
o
o
o
o
o
o
Operational Managers with clear areas of accountability.
Financial reporting is accurate, timely and meaningful.
Net working capital is improved by $50,000 per annum for the next five years.
The budget will be clearly linked to the strategic aims.
Cost Centres will be clearly and accurately represented.
Quality resources are provided for teaching and learning.
Budgets target teaching and learning as a priority.
WHANAUNGATANGA (Relationships)
3.7
3.8
Freyberg has a strong profile in the community
We provide quality professional service on contracts from the Ministry.
TANGATA WHENUATANGA (Socio-cultural awareness)
3.9
Multiple pathways to success are available:
o
o
o
o
o
o
o
Success is acknowledged in a wide range of areas.
Creativity is promoted as well as Literacy and Numeracy.
Sports Academy.
Drama Academy.
Dance Academy.
Music Academy.
Māori Academy.
FREYBERG DEPARTMENT SCHEMES ARE REQUIRED TO CONTAIN:

A clear Essence Statement.

An indication of how the key competencies will be covered.

An indication of how key issues of future focus will be explored.

A process for Department review.

How best pedagogical practise will be used.

How the Treaty of Waitangi is being addressed.

How e-learning and new technologies will be used.

How learning will be scaffolded within the discipline.

How local resources and learning opportunities will be used.

How barriers to learning will be identified and addressed.

How courses will be appraised.

Systems in place for students at risk.

Systems in place for gifted and talented students.
Freyberg
HIGH SCHOOL
Annual Plan
Goals and Targets 2013
Freyberg Innovates, Cares and Excels
Goals 2013
STUDENT
Students actively track
their own progress on-line.
STAFF
A working model for the
INNOVATION
Junior Diploma is
developed for
implementation in 2014
Consistent school wide
Teachers differentiate
CARING
structures are developed
instructions and scaffold
that build positive
learning so that ELLS are
behaviours and
engaged in cognitively
relationships.
challenging learning.
Increase the percentage Understand how the varied
of students endorsed with
strengths, interests and
EXCELLENCE Merit or Excellence relative needs of ãkonga influence
to other similar decile 6
how you teach them.
schools.
Targets 2013
1. 65% of Maori and Pasifika students will leave school with a
level 2 qualification or higher.
Note: In 2011 50% of Maori and 54% of Pasifika left school with a Year 12
qualification or higher.
2. The Year 9 and 10 frequent truancy rate will be less than
1%
“Frequent truancy is a new measure introduced by the Ministry in its statement
of intent and this is the first year we will track this data.
3. 65% of Year 9 and 10 students will increase their Pat
Literacy score by a stanine or more.
Note in 2012 56% of Year 10 and 65% of Year 9 achieved this. That is 61%.
INNOVATION:
1.1
Innovative use of data analysis to improve teaching practice :
o PAT data will be used in Y9 and 10 to measure improvement in literacy.(ATK)
o KAMAR will be used to monitor student achievement and inform next with
clear well signalled milestones.(STE)
o A structure will be developed towards the introduction of a Junior
Diploma.(STE)
o There will be self-tracking on-line for students to monitor their own
progress.(STE)
o Parents will be able to access selected student information through KAMAR’s
parent portal.(STE)
1.2
Pioneering application of new technology:
o The results of the e-learning survey will be used to shape a professional
learning plan to further up skill teachers.(STE)
o The Virtual Learning Network will be fully investigated.(BRK)
1.3
Developing Student and Staff Leadership:
o Strategies will be developed to raise the profile of the head boy and girl. (STE)
1.4
Marketing our successes:
o A new website will go live by the start of 2013.(TPN)
1.5
Using the strengths in our wider community:
o Stronger links with local iwi will be developed(BRK)
o Stronger links will be established with our Pacifica community(BRK)
1.6
Creative property design:
o The Dance and drama facility will be designed and built by the end of 2013.
(TPN/RME)
o The staff sick bay will be available in good condition for staff at all
times.(TPN/RME)
o The five year property plan will be reviewed to include development of the
English block, the language dept and the technology Department.(TPN/RME)
1.7
Accessing a range of income sources:
o Stage three of the three year business plan for international students will be
implemented (TPN/JCM)
o Foreign fee payer numbers will increase to 20 FTE.(JCM)
CARING:
2.1
Embedding the culture of self-management, respect and pride in our school:
o A new uniform will be developed.(SML)
o The 3 minute rule will be developed(STE)
o Further strategies will be developed to enhance pride and respect(BRK)
2.2
Having a safe and supportive student culture that continues to flourish and
grow:
o The Heads of School or Deans availability in the Dean’s office in each house
until 4pm from Monday to Thursday for staff to discuss any student issues they
are having will be promoted with staff.(BRK)
2.3. Welcoming and embracing diversity:
o Strategies will be developed to make all staff feel included in our Freyberg
whaanau.(BRK)
o Whaanau teachers will establish greetings in the language of each child of a
different ethnicity in their class.(BRK)
o Classroom teachers will establish buddies for overseas students.(JCM)
2.4
Spending time together and working as a team:
o There will be a clear schedule of issues for discussion at House Meetings.(BRK)
2.5
Positive relationships and clear lines of communication are established with
parents:
The parent portal will be set up using KAMAR.(STE)
The web site will remain vital and active.(BEL)
All teachers will contact home at the start of the year with a personal
call.(SML)
Parents will get alerts about checking the parent portal for student progress
and tracking.(BRK)
“Good news” letters from the Principal will be sent to selected students each
week.(BRK)
o
o
o
o
o
2.6
o
o
o
o
2.7
o
o
o
o
o
2.8
Valuing positive relationships is the core fabric of Freyberg:
Reflective listening will be modelled and promoted from the Principal and
management team.(BRK)
Structures will be investigated to see how positive behaviours can be affirmed
in the Junior Diploma(HAR)
Strategies will be demonstrated by key staff to illustrate how to maintain
positive working relationships with all students.(HAR)
The power of the positive will be further developed as part of our school
culture.(BRK)
Using the Treaty of Waitangi to underpin our decision-making:
Tataiako competencies will be imbedded in the structure of the strategic plan
and departments and individuals will be encouraged to use them in their
planning.(BRK)
Our whakatauki will be displayed in Executive Managers’ offices.(STE)
We will further develop the use of karakia to begin meetings.(BRK)
The school Haka will be learned by students and staff.(WHI)
The school waiata will be learned by students and staff and used at
powhiri.(BKT)
Confronting and removing barriers to learning:

A school wide PD programme will be run on developing strategies for English
as a second language learners.(STE)
EXCELLENCE:
3.1
The curriculum is relevant and future focussed:
o Reflective practice and enquiry will be embedded in the appraisal process
3.2
Endorsements with Achieve, Merit and Excellence will be above national
means in all areas:
o All areas will consistently report against other similar decile 6 schools.(BRK)
o The Number of students receiving Merit and Excellence grades will
improve.(BRK)
o Individual subject endorsement with Merit and Excellence will improve.(BRK)
o
3.3 We will provide an extensive range of quality opportunities outside the
classroom:
o Kent Mori, as our Sports Director, will develop and implement a sports plan to
improve participation in sport.(BRK)
o All staff will be required to contribute to providing co-curricular activities for
students.(BRK)
3.4

We have the highest quality professional staff committed to our vision:
The appraisal process will be further developed to focus on the registered
teacher criteria.(SML)
3.5 Self-review is part of our culture:
o All Departments will meet with senior leaders to report on goals and targets
aligned with the annual plan.(BRK)
o Senior leaders will provide HOS with data from NCEA for feedback, discussion
and review.(BRK)
o Discussions will be held on the optimum siza and structure of the school.(BRK)
3.6
We have superior financial, administration and management systems:
o An HOD handbook will be developed.(STE)
o The 2013 annual plan will be reviewed in November.(BRK)
o All staff will conduct class appraisals and seek student feedback on their
learning.(SML)
3.7
Freyberg has a strong profile in the community
3.8 Multiple pathways to success will be available:
o KAMAR will be used as a database to record and inform about success in a
wide range of areas.(STE)