2021 Charter FINAL - Flaxmere College
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2021 Charter FINAL
12021 Charter FINAL
22021 Charter FINAL
Kaupapa – Our Mission: Whakatauki –Our Guiding Proverb (Self Review): Tohu - Our Logo: Te Pa Harakeke
Promoting excellence and equity to ensure all students
are achieving and enjoying educational success at “Tungia te ururua kia tupu, whakaritorito te Poutama/Stairway: Represents the learning
Flaxmere College. tupu o te harakeke. pathways to achieve excellence in education
Relinquish whatever hinders progress, to Harakeke/Flax: Represents the ongoing process of
Kiwaha - Our Motto: ensure success.” school improvement
Student Success is the only option
Nga Uara – Our Values: Nga Moemoea – Our Vision: Te Ara Anga Mua - Our Strategic Intent:
We are a whānau at Flaxmere College. A core value of “A learning community in which all teachers and In order to achieve our vision and to live our values
whānau and positive relationships is an essential students are successful learners.” the following principles will be applied to ensure
foundation for successful learning: success and to sustain a community of life long
• Whānaungatanga: Relationship Building Through the use of highly effective teaching learners at Flaxmere College:
strategies each student will be:
• Common mission, vision, values and goals
Alongside our core value the following values underpin
• Confident
our daily practice: • Ensuring achievement for all students
• Aroha: Love and Compassion • Connected
• Ensuring high quality teaching and learning
• Manaakitanga: Respect • Actively Involved
• Collaborative professional learning groups
• Rangatiratanga: Leadership/Self determination • Lifelong Learners focussed on teaching and learning
• Ako: Reciprocal Teaching and Learning • Collaborative data analysis guiding self
review, decision making and ongoing
• Mana Motuhake: High Expectations
improvement
• Kairangi: Pursuit of Excellence
• Community and whānau, kopu tangata, aiga,
We expect our Māori and Pacific learners to be able to engagement
‘live as Māori’ and ‘Live as Pacific’ peoples at the school.
• Building sustainable leadership capacity
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Nga Whainga Matua – Our Strategic Goals: Nga Wero – Our Challenge – Equity in opportunity and outcomes:
1. The school will ensure holistic success for all students. Flaxmere College is an inclusive school and expects success for all learners;
Māori; Pasifika; and learners with Special Needs. We are learner centred,
2. The school will actively promote and build distributive leadership
culturally responsive and celebrate the diversity of our school community.
capacity amongst staff and students.
3. Teaching and Learning: Evaluate and develop the Flaxmere Way for We actively support our students and tailor learning to ensure “student success
consistent, effective, CR4RP for Teaching and Learning. is the only option” for ALL LEARNERS at Flaxmere College.
Positive Relationships for Learning: Our School Guidelines:
Flaxmere College Pastoral Process is aligned to
Mana Potential and Restorative Practice. This •Focus on learning
process embodies our school vision, motto, •Lead by example
values and goals. Our school core value is •Act with respect
relationship building – whānaungatanga. •eXcel in all we do
Shared Graduate Profile: (students, staff, whānau, BOT): Success Indicators may include:
When I leave school I will: When I leave school I will:
- Be confident in my identity, language and culture as a citizen of - Be proud of who I am and my culture;
Aotearoa, New Zealand; - be socially and emotionally competent,
- Have the qualifications I need to achieve my goals and aspirations;
resilient and optimistic about the future; - a successful lifelong learning;
- participating and contributing confidently in a range of contexts - Have a clear career pathway plan;
(cultural, local, national and global) to shape a sustainable world of the - Be work or tertiary study ready;
future.
- Be confident, creative, think critically and problem solve as a life long learner;
- Have social and co-operative skills and life skills;
- Be resilient and care for my wellbeing and others;
- Be respectful, trustworthy and have integrity;
- Have empathy and be inclusive and collaborative.
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52021 Charter FINAL
FLAXMERE COLLEGE STRATEGIC AIMS 2019 – 2021: The school will ensure holistic success for all students.
As a result of student, staff, whānau and community voice, the collaborative analysis of school teaching and learning evidence, the analysis of variance and
the schools strategic, regular and emergent internal evaluation processs, the board has identified the following strategic aims;
AIMS: 2019 2020 2021
The school will ensure it improves All students show individual Individual learning plans including Targeted students in years 7-13
achievement outcomes, wellbeing progress in achievements across career pathways and written career below expected progress are
and engagement of all students in Years 7-10 against curriculum level plans for all senior students are showing accelerated progress –
the school. expectations. Students below the reviewed and developed. more than a years expected
national norm are targeted and progress.
Senior leaders and staff have
show accelerated progress – more
reviewed and developed the School NCEA achievement shows
than a years expected progress.
Academic mentoring programme increased, University Entrance and
for Years 7-13 in line with current Level 1-3 Merit and Excellence
NCEA qualification progress is at research and effective practices. endorsements in line with national
national norm across all genders, averages.
ethnicity, and levels for Māori and Pasifika students are
participation and roll based NZQA achieving the same or better than NCEA qualification progress is at or
data. non-Māori and non-Pasifika cohorts above national norm across all
as per national norm. levels for participation and roll
based disaggregated NZQA data.
All school leavers attain Level 2 NCEA qualification progress is at
NCEA or above. national norm across all levels for All school leavers attain Level 3
enrolment-based NZQA data. NCEA or above.
NCEA progress is effectively All school leavers attain Level 3 “The Flaxmere Way” positive
monitored to improve student NCEA or above. learning and behaviour culture for
achievement outcomes. students is embedded and
Student led whānau learning
sustainable as evidenced in
conferences are sustainable.
All staff collaboratively analyse attendance, retention, engagement
whole school achievement data and Implement Kāhui Ako Shared and pastoral data at all levels.
set goals and targets, and design Achievement Challenge plan.
School wide attendance is in line
deliberate acts of teaching for with national averages.
improvement.
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Mana Potential and restorative Student retention rates are
School mentoring programme aligns practice programme is consistently increased at each year level.
to Star Path research and best implemented by all teaching staff.
NZCER – me and my school survey
practice.
KAMAR SMS system effectively and other school data shows
implemented and reviewed to positive student wellbeing
School wide reporting is ensure effective data collection, outcomes.
implemented according to school analysis, and target setting.
review and MOE guidelines on School attendance rates are
effective reporting to parents. NZCER – Me and My school survey, consistent with MOE expectations
other school surveys and data of 90% attendance.
shows positive student wellbeing
Streamline curriculum to ensure Best practice attendance strategies
outcomes.
cohesion between junior and senior are sustainable and embedded.
school. Overall student attendance rates Best practice attendance strategies
increase to 90% or above. are sustainable and embedded.
E-AsTTLe is effectively implemented Best practice attendance strategies
across reading writing and maths are highly developed.
according to assessment timelines.
Data is used to inform instructional
decisions.
Embed student led whānau learning
conferences.
Student suspensions, stand downs
and section 27’s have decreased.
Restorative practice embedded and
sustained at chat level. Classroom
and Community conferences are
developing.
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Mana Potential been successfully
implemented.
The Flaxmere Way for students is
developed for how we learn and
ensure we are successful.
Student attendance outcomes have
increased.
Meaningful and relevant curriculum
to increase student engagement
which aligns to student, staff, BOT
and community feedback has been
developed.
School pastoral system is effectively
reviewed and actions for
improvement implemented.
Induction process developed to
ensure a quick engagement with
the “Flaxmere Way” transient
population.
Targeted leadership and mentoring
programmes are implemented for
disengaged students at years 7-13.
Positive community public relations
are maintained and school
promotion continues to promote
and celebrate student success.
Increase retention rates across Y7-
13.
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Prime Minister’s mentoring
programme Check n Connect
effectively implemented.
NZCER – me and my school survey
and other school surveys data
shows positive student wellbeing
outcomes.
The school continues to be a
whānau hub - brokering health
services.
Overall student attendance rates
increase to 85% or above.
Best practice attendance strategies
are implemented
92021 Charter FINAL
FLAXMERE COLLEGE STRATEGIC AIMS 2019 – 2021: The school will actively promote and build distributive leadership capacity amongst staff and
students.
As a result of student, staff, whānau and community voice, the collaborative analysis of school teaching and learning evidence, the analysis of variance and
the schools strategic, regular and emergent internal evaluation process, the board has identified the following strategic aims.
AIMS: 2019 2020 2021
1) The school will actively Senior leaders practices are Senior leadership practices are Senior Leadership practices are
promote and build evidenced informed and align with ongoing and sustainable, and embedded and sustainable and
distributive leadership BES Leadership and Kiwi Leadership responsive to self review. adaptive to self review.
capacity amongst BOT, for Principles.
Middle leaders promote BOT practices are well developed
senior leaders, staff and
Comprehensive systems are in place pedagogical leadership and focus and align with best practice MOE
students to ensure effective
to collect and analyse data from department meetings on leading Professional learning. Governance
and sustainable leadership
KAMAR SMS system. teaching, assessment for learning, self review practices are embedded
practices which promote
understanding NZC requirements and sustainable.
student achievement School wide data analysis
and using evidence to inform
outcomes. templates/smart tools are used to Student driven leadership initiatives
practice.
analyse data and identify next steps are practiced throughout the school
for improvement and to accelerate Student leadership is well and sustained with ongoing support
progress for priority learners. developed across all levels of the and training programmes.
school as evidenced in feedback
Middle leadership capacity is Community engagement and
and a range of pastoral,
developed with the assistance of participation is well developed and
engagement, achievement and
internal and external needs based sustainable.
retention data. Ongoing training
PLD.
and support is provided for those Middle KLP leadership practices are
Middle Leaders practice developed involved. embedded.
and mostly aligns with Middle
BOT self review practices and Effective teacher leadership
Leaders Kiwi Leadership Principles
documentation is well developed. practices are embedded.
as evidenced in meeting minutes.
Student leadership is developed and
mentored according to student
102021 Charter FINAL
needs in partnership with staff, Community engagement and
whānau and wider community participation is well developed and
groups. sustainable.
Middle leaders to participate in Effective Teacher leadership
Poutama Pounamu Culturally practices are well developed.
Responsive Leadership Masters
papers.
Innovative learning environments
are resourced strategically.
Pedagogy remains the focus for
Teaching and Learning. Shared
practise is developed in this
emerging space.
Community engagement and
participation is well developed.
Leadership learning is well
developed with all teachers.
112021 Charter FINAL
FLAXMERE COLLEGE STRATEGIC AIMS 2019-2021 - The school will develop and evaluate the Flaxmere Way for consistent, effective, CR4RP for teaching
and learning
As a result of student, staff, whānau and community voice, the collaborative analysis of school teaching and learning evidence, the analysis of variance and
the schools strategic, regular and emergent internal evaluation processs, the board has identified the following strategic aims;
Aims: 2019 2020 2021
1) Teachers will implement All teachers have consistently The “Flaxmere Way” shared Staff actively participate in weekly
effective teaching and implemented “The Flaxmere Way” pedagogy is reviewed and professional learning groups on
learning practises to increase shared school pedagogy as developed according to current effective teaching. Professional
student attendance, evidenced in teaching guidelines educational research and best learning is well developed and
retention, engagement, and walk through observation data. practice. aligns with BES professional
participation and SLT led. Learning. All teachers contribute.
School curriculum is reviewed and
achievement of all students. Teaching as inquiry is embedded.
A collaborative walk through aligned to the New Zealand
observation tool and rubric is well Curriculum and 2019 community Teacher appraisal systems are well
developed and used to collect data consultation. developed and are effectively
and make judgements about assessed against the professional
Teaching as inquiry is embedded
effective teaching practices standards for teachers, NZTC
across the school and developed
according to “The Flaxmere Way” registered criteria and Te Taiako
within the “Flaxmere Way”.
school pedagogy (peer coaching). cultural competences.
NZC Graduate profile incorporated
The “Flaxmere Way” shared The “Flaxmere Way” is embedded
into curriculum development is
pedagogy is reviewed and and sustainable as evidenced in
embedded.
developed according to current classroom observation data,
educational research and best Effective literacy practices are student achievement data and
practice. embedded in all classrooms across student retention.
the curriculum at all year levels
All teachers actively participate in Flaxmere culturally responsive and
an ongoing and iterative cycle of Cooperative learning is well localised curriculum is embedded
evidenced based spiral of inquiry developed in every classroom. and reflects the NZC and meets
with a professional learning group Contextualised learning and students learning needs and
to improve and share teacher vocational pathway planning is well aspirations.
developed.
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practice and student achievement Implement Kāhui Ako Achievement Literacy strategies across the
outcomes. Challenges plan. learning areas are well embedded
and taught as deliberate acts of
All teaching staff have engaged in
teaching.
collaborative data analysis of The
Flaxmere Way walk through data Cooperative learning is embedded
and set goals for improvement and across the school.
reviewed these each term.
E-Learning vision, strategic goals
TPU curriculum and teaching and and action plans are embedded for
learning align with best practice. BYOD and modern learning
environments.
Middle leaders sharing practice and
designing curriculum within and Contextualised learning and
across all learning areas. vocational pathway planning is
embedded.
Effective literacy practices are well
developed in all classrooms across
the curriculum at all year levels
Teaching practices are developed
and aligned to ERO 2015 review
feedback.
ILE team to continue to develop
collaborative teaching within
flexible learning environments. Key
finds to be shared with staff for
future planning.
School curriculum is aligned to ERO
evaluation at a glance and ERO
pathways for future education.
132021 Charter FINAL
Contextualised learning and
vocational pathway planning is
implemented.
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STRATEGIC GOAL 1:
The school will ensure holistic success for all students.
Objectives Strategies Self-Review /Reporting
1. To accelerate school i. To monitor and review AsTTle reading, writing and □ Monthly reporting to BoT
wide achievement numeracy.
□ Strategic review Term 4 2021
progress. ii. To continue with academic mentoring of students,
□ Falxmere College NCEA rates for Level 1, 2 and
using graduate profile data within the Mana Potential
3 are at or above the national average
tool.
Current Progress: □ Acclerateted progress is evident for Year 7-10
iii. Collaborative staff meeting to analyse data.
reading, writing and numeracy.
Documented Academic Plans iv. EE (Equity and Excellence) group meet to identify
updated regularly. □ Increase in UE achievement will be evident.
students who need acceleration.
□ Careers Annual Report
v. To develop common assessment practices across all
Documented Mana Potential levels □ BoT Report
plans and pathway plans in vi. Implement Learning Progression Framework in selected
place for seniors. Learning Areas.
vii. AsTTle tracking sheets for reading, writing and
Developing: numeracy.
Careers information on SMS viii. To develop NCEA tracking sheets for each level.
KAMAR ix. Develop Kamar portal to develop community access.
x. Students transition into further education and
meaningful employment
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2. To improvement the i. Retention / Engagement / Attendance & Well-being □ Monthly reporting to BoT
wellbeing and data analysed collaboratively with staff to identify gaps □ Strategic review Term 4 2021
engagement of and any avenues for improvement.
□ Improved wellbeing and engagement
students ii. Ask Your Team, and NZCER, Student and community
shown in school surveys
voice surveys are completed and analysed by staff.
CURRENT PROGRESS This could also include but is not limited to: exit
RETENTION: Use the current interviews, truancy, NCEA data.
Exit interview system to allow iii. Continue to use and develop school wide systems
the Principal to ascertain (Mana potential, restorative practice, SENCO, PR4L,
where the student is going and
House Leaders, Traumatic incident), and ensure that
support the next steps.
new staff are trained as necessary.
iv. Increase student engagement with targeted
ENGAGEMENT: Graduate mentoring programmes, sports, lunch activities and
profile has been developed music, check and connect, cultural activities.
and guides our strategic goals
v. Continue to use the traumatic response guidelines to
within charter.
support student wellbeing.
vi. Use updated career benchmark indicators as a self-
ATTENDANCE: Attendance review tool for student's guidance for career planning.
percentage continues to vii. Student transition into further education and
increase with 2019 at 85.5% meaningful employment is supported in the Mana
which is 5.5% increase since
potential and Academic mentoring process with a last
attendance became a target
effort in the exit interview.
for the school in 2013 and now
only 4.5% off the national
target of 90%.
WELL BEING: Student voice
has resulted in thoughtful
timetabling of breaks, closed
162021 Charter FINAL
and opened more appropriate
toilets and has been
instrumental in the
development of different
systems in the school to keep
students safe and well,
including within the GST, PR4L
and Mana Potential.
The design of the school has
also been directly influenced
by the well-being of the
students.
DEVELOPING
RETENTION: Using the Mana
Plan and academic goal setting
process find goals and
strategies to encourage
students to remain in
education.
ENGAGMENT: Develop the
graduate profile to be included
into the Academic mentoring
goal setting process, to
support the student to be able
to set realistic goals of where
and what they want to be
when leaving school.
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ATTENDANCE: Continue to
target students who are sitting
between 70 and 80%
attendance to shift them into
the 80 to 90% range.
WELL BEING: Mana potential
will continue to be developed
in conjunction with restorative
practice and the school
mentoring programme.
House leader's system has
been put together to support
Manaakitanga within the
school.
182021 Charter FINAL
STRATEGIC GOAL 2:
The school will actively promote and build distributive leadership capacity amongst staff and students.
Objectives Strategies Self-Review/Reporting
1. To develop teacher i. Use school data to inform leaderships practice in the □ Monthly reporting to BoT
leadership in the school.
□ Strategic review Term 4 2021
school
ii. Review best practice and literature for educational
□ LOL report to the BOT on curriculum
leadership.
development and progress.
Current progress: PLG are iii. Align professional development budget and school wide
□ New PLG topics and groups established
embedded into the Flaxmere budget with strategic goals.
with a focus on learning.
Way.
iv. Collaborative inquiry is co-constructed with staff, to
2017-2019: Middle Leadership improve teacher leadership.
inquiries completed by each
v. Staff individuals review their PD courses and how they will
LOL.
use the new learning at school.
2018: Annual report aligned to
vi. Develop Kokiri Tau leadership change team co-
ERO internal evaluation
construction.
framework.
vii. Continue to work with Leaders of Learning on leadership
inquiry in the school.
viii. Strategic review of school wide leadership practices.
Developing:
ix. To encourage distributive leadership in the school.
x. For the Principal to develop relational trust with staff and
review with staff.
2. Ensure highly i. BoT participate in Professional learning such as NZSTA □ Monthly reporting to BoT
effective BoT aligned with 2020 BoT needs.
□ Strategic review Term 4 2021
ii. Induction for new BOT members.
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Current progress: Review tools iii. Implement BoT calendar and meeting process changes as
in place. Training and per 2018 review.
professional learning is
ongoing.
Developing: Induction for new
BOT members post BOT
elections.
3. Develop student i. Implement student exec leadership programmes including □ Monthly reporting to BoT
leadership leadership courses.
□ Strategic review Term 4 2021
capacity
ii. Increase student lead participation in school events
including student led assemblies.
Current Progress: training iii. Develop tuakana teina using vertical tutor groups and
programmes in place: other activities.
Year 9 Dove, Academic iv. Develop Year 7-13 leadership to use student feedback data
mentoring, mindfulness. (need ie Ask Your Team student surveys to identify areas for
to update). focus in 2021 and carry out an action plan for
improvement.
Student voice group informing
v. Implement Māori and Pasifika student focus groups to
address student voice areas for improvement.
Developing: Year 7-10 student
council and a range of vi. Develop mindfulness programme.
leadership programmes.
Develop the student voice
group.
202021 Charter FINAL
STRATEGIC GOAL 3:
The school will develop and evaluate the Flaxmere Way for consistent, effective, CR4RP for teaching and learning.
Objectives Strategies Self-Review/Reporting
1. Ensure consistent i. Co-construct the development of “The Flaxmere Way” □ Monthly reporting to BoT
school wide effective
ii. Ongoing PLD on discursive practice and CR4RP. ETP will □ Review curriculum polices at BOT
teaching and learning
be well developed in all classrooms.
practises □ Strategic review Term 4 2021
iii. All staff participate in observations, feedback, coaching
Current Progress: PD team, □ Teachers expect students to learn and be
and co-construction.
PLG focussed on teaching as open to learning. There are well planned
inquiry, Poutama Pounamu, iv. Observation data collected and analysed collaboratively. lessons which leave time for feedback from
CR4RP. students about learning.
v. Review Ka Hikitia and Tapasā.
Current Progress: Through PD □ Teachers are confident to support students
group and PLG Co- vi. All staff participate in Professional Learning Groups learning and achievement.
construction happening. Feed using the inquiry model.
□ Consistent, effective teaching practise.
forward to enhance learning vii. Provide PLD support for PCT’s and new staff. Students engaged in learning.
is happening.
viii. Increase PLD and support for staff requiring shifts in □ Increased Students attendance, engagement,
Developing: “Flaxmere Way” practice. retention and achievement.
shared comprehensive
ix. Consolidate and widen the spread of effective literacy □ Espoused values are evident in relationships
guidelines are reviewed and
deepened with teachers. practices across all learning areas and at all year levels. and environment.
2020 continues to focus on x. Develop evidence informed practices for formative use.
teaching as inquiry and xi. Develop a collaborative school wide vision for ICT and E-
discursive teaching practise. learning for an ILE environment.
In addition, a peer coaching
model will be co-constructed
with staff – to be trialled in
Term 2 2020.
212021 Charter FINAL
Developing: Increasing
discursive practice across all
teaching practise.
Developing consistent
practices in all classrooms.
2. Implement a i. Staff and Learning Area’s review their curriculum, □ Monthly reporting to BoT
responsive, local learning programmes and Schemes.
□ Strategic review Term 4 2021
curriculum.
ii. Student aspirations and interests are surveyed by
□ Teachers are able to set a concept into
staff/school. Data collated into a centralised system to
Flaxmere context and select appropriate
use for review as required and to align with curriculum.
Current Progress: NZC content for teaching that concept.
electronic smart tool format iii. Staff review and implement MOE/ERO literature on
□ Teachers and students able to be reflective
for scheme development now responsive and local curriculum.
nzc principals, values, pedagogy, and teaching
used across all learning areas
iv. Unit/lesson planning aligned with responsive as inquiry.
and on the Teacher Portal.
curriculum.
2020: Aligned to teaching as □ Student voice shows positive feedback of
inquiry, vocational pathways, meaningful and relevant curriculum.
contextualised learning, □ Annual reports
culturally responsive
curriculum.
Developing: Meaningful and
relevant curriculum in every
classroom which aligns to
students learning needs
interests and aspirations.
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