School Charter 2021 - Cashmere High School
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School Charter 2021
Motto: ‘Leading Learning’
Mission Statement: Developing both the intellect and character
of our students.
Vision: Empowering communities.
Values: Citizenship, Opportunity, Vibrancy and
Excellence (‘COVE’).
Cashmere High School School Charter 2019 Page 1
Description of our School Community: Cashmere High School is the second largest Christchurch state co-educational secondary schools, with a domestic student roll of over 2000. Due to increasing demand for places from students the school has an approved enrolment policy to help manage this roll, with a large ‘school zone’. This zone includes the community neighbours around the school – from Westmorland on the West to St Martins in the East, framed by Spreydon in the North and Cashmere Hills and Governors Bay in the South. As a result of high in-zone demand there are only very limited places offered to out-of-zone students each year. While the school has a decile rating of 9 the large and wide-ranging nature of the school community means a diverse student population. Located in the Southern corner of Christchurch city, the school has been held in high esteem by the local community since opening in 1956. The school’s ethnicity is similar to Christchurch City’s, with about 78% European, 10% Māori, 6% Asian and 3% Pasifika. In addition, there are approximately 75 international fee paying students who provide important financial support as well as adding a more global character to our school. Cashmere High offers a comprehensive range of academic subjects, a strong and well established Gifted and Talented Programme (GATE) and Learning Support Programme. Since its foundation the school has held a strong national reputation in the Performing Arts, with highly regarded productions, national winning Stage Challenge entries, successful theatresports, debating and drama teams and a wide range of musical performances. Cashmere also provides a diverse range of sporting opportunities, with teams and individuals consistently performing at the highest levels regionally and nationally. A special feature of our school is Te Pukenga (Conductive Education) Unit, which provides specialist learning support for students with high special needs. There is an appreciation of cultural diversity, especially recognising the unique position of Māori. We consult with the whanau, offer Te Reo across all year levels and incorporate tikanga Māori into our programmes. All reasonable steps are taken to provide instruction in tikanga Māori and Te Reo Māori for full time students whose parents request it. Our staff are developing culturally responsive practices to help support Māori students achieve success as Māori. Cashmere High School School Charter 2019 Page 2
Strategic Priorities for 2021-2023:
1. High academic achievement for all students
2. Develop and enhance our bicultural capability
3. Our school community is a safe, positive and inclusive environment
Our school’s strategic plan is reviewed annually by the Board of Trustees.
Strategic Plan 2021-2023:
Strategic Priorities Outcomes
What this will look like
1. High academic achievement for all students All students will have the opportunity to identify, seek out and achieve their
(NAG 1, 2b, 3b and 4a) personal excellence in learning.
2. Develop and enhance our bicultural capability (NAG 1, 2, All our students will develop a stronger understanding of our bi-cultural
4 and 5) heritage. Māori students will have the opportunity to achieve educational
success as Māori learners.
3. Our school community is a safe, positive and inclusive Systems and processes are put in place which support the wellbeing of our
environment (NAG 1, 3 and 5) staff and students.
Cashmere High School School Charter 2019 Page 3Implementation Plan for Priorities 2021:
Our school’s implementation plan outlines how the priorities for the year will be achieved.
Priorities Operational actions in support of our priorities Key responsibilities Annual Targets
(specific supports above usual school operations)
(How we will measure these
goals)
High academic achievement for all • All students’ academic achievement is clearly assessed HOFs, SLT
students and reported against NZC and NZQA. That 90% of our year 12
• There are effective and co-ordinated intervention Awhe group, FAA students achieve Level 2
strategies to assist identified students “at risk” of not NCEA
achieving their potential (e.g. our “awhe” group).
• Teachers are using assessment data to reflect on and HOFs, SLT
inform their teaching practice – subject strategies are That 85% of our 2021 Year
outlined in annual reports to the Board of Trustees. 10 students are “at or above”
• Alternative educational and vocational pathways are the level 5 NZ Curriculum
TOK, BEM, FAA
available to assist student engagement and achievement, in reading, writing and
e.g. Gateway, STAR funded courses, CTC Trades numeracy
Academy and other secondary-tertiary programmes.
• Professional Development opportunities for teachers are SMC, FRR
focused on student engagement, learning and
achievement (e.g. observations of other staff, PD
mornings).
• Through our school’s involvement in our Kahui Ako FAA, FRR
(Community of Learning) called Te Mana Raupo – our
staff are able to share and enhance teaching practices to
improve the educational progress of our students from
ECEs through schooling and into their future pathways.
• The school continues to seek opportunities to actively JNB, SMC
promote and celebrate academic achievement (e.g.
assemblies, newsletters, Te tū o Kakukura, Pasifika
Fiafia).
Cashmere High School School Charter 2019 Page 4Develop and enhance our bicultural • Annual whanau hui - what educational achievement for SQC, SRD That we reduce the
capability Māori, as Māori learners, looks like within our school achievement disparity
community. between Māori and non-
• A school Kahui (made up of staff, students and whanau) SQC, SRD Māori by 5% in Level 1, 2
meets every second week to ensure Māori educational and 3
needs are discussed and meet within our kura.
• Attendance data for Māori students is monitored SQC
SQC, SRD
• Te reo and tikanga are continued to be integrated into
the school (e.g. in classrooms and around school
environment). This includes school signage, sculptures,
whakairo, and potential renaming of the blocks).
• Develop relationships with Ngai Tahu SQC
• Te Reo Māori is offered as a curriculum subject across all SEM, SRD, HEM
year levels, and a tikanga curriculum subject is available
for senior students (NCEA Level 1-3).
• Staff have access to professional learning opportunities SRD, SMC
to increase their knowledge and application of taha Māori
within their teaching practice
• Te Korowai Matauraka - 8 within school positions support FAA
faculty pedagogy with respect to Te Ao Maori -
Curriculum focussed.
• Kapa haka continues to be supported and grow in its SRD
place and role within the school – including participation
for elite performers as well as beginners.
• Student achievement is actively acknowledged, including SQC
specific celebrations of Māori achievement (Te tū o
kahukura).
Our school community is a safe, • The leadership team continue to consider student SLT
positive and inclusive environment and staff wellbeing as a key factor in decisions
around school operations.
• A Year 12 Life Skills (LIF201) subject promotes HMV
health and wellbeing.
• School leavers have clear ideas and access to their MBE
future career/study options – from within subjects
by teachers and supported by Careers staff.
• Health taught to all Year 9 and Year 10 students.
TTT
Cashmere High School School Charter 2019 Page 5• The school continues to work closely with the FRR, DHK
Ministry of Education and relevant contractors to
ensure our approved Christchurch School Rebuild
(CSR) programme is delivered in a timely and well
managed manner.
• Learning spaces and wider school facilities are
maintained in good order and repaired or upgraded FRR, SMC
to inspire and encourage student learning and
achievement.
• Health and safety is a focus and priority in the
SMC
school’s daily operations and systems.
• The school maintains a building and landscape plan WIL
that fosters an inclusive and supportive
environment.
Annual Targets for 2021:
1. That 90% of our Year 12 students achieve Level 2 NCEA
2. That we reduce the achievement disparity between Māori and non-Māori by 5% in Level 1, 2 and 3
3. That 85% of our 2021 Year 10 students are “at or above” the level 5 NZ Curriculum in reading, writing and numeracy
Implementation Plan for Annual Targets 2021:
Our school’s operational plan (i.e. actions) outlines out how the annual targets for the year will be achieved.
Annual Targets Operational actions in support of our annual targets Key responsibilities and supports
(specific supports above usual school operations)
1. At least 90% of our Year 12 • Within specific subjects analysis of student achievement data is • Led by Heads of Faculty through to subject
students will gain their Level 2 reflected on to inform teaching programmes and develop strategies – teachers.
NCEA. including focus on priority learners.
Cashmere High School School Charter 2019 Page 6• Awhe Group – share identified “at risk” students and intervention • Awhe group chaired by DP FAA.
strategies, and track resulting academic progress through regular
meetings.
• The mentoring programme provided by non-form teachers in support • SWR. WGP, FAA
of identified “at risk” students is consolidated with consultation
between mentors, careers, pastoral heads and guidance.
• Alternative educational pathways are focused on assisting students • FAA for STAR, TOK for Gateway, BEM for
engaged in school, and achieving NCEA credits. This includes Careers.
Gateway, STAR funded courses, CTC Trades Academy and other
secondary-tertiary programmes.
• Māori students are monitored and “at risk” students are identified • SQC, SRD, BKL and SEM.
and relevant supports provided through our ‘Māori Academic Mentor’
and other key support staff.
• School maintains a ‘Pasifika Education Plan’ to support Pasifika • TDD, JNB.
students – through promotion of Pasifika culture, small group
mentoring, tracking achievement and interventions.
• Literacy and Numeracy achievement for NCEA is overseen by ‘NCEA • Literacy Achievement Lead Teacher HEP,
Achievement Lead Teachers, and supported by school’s Learning numeracy through the Maths Faculty DRD
Support Faculty and focus by subject teachers. and HPA, and Learning Support HOF ALJ.
Monitoring by Adrian through Awhe group.
2. That we reduce the • Māori students are monitored and “at risk” students are identified
education disparity between and relevant supports provided through our ‘Māori Academic Mentor’ • BKL, SQC, SRD to monitor ‘at risk students’
Māori and non- Māori by and other key support staff.
5% in Level 1, 2 and 3 • Te Korowai Matauraka faculty positions develop more contextualised • FAA to Chair and lead within-school COL
units of work to reflect Te ao Maori. group.
3. That 85% of our 2021 Year • Year 9 assessment data including end-of-year e-asTTle testing is • Data distributed by RLR for English and HPA
10 students are "at or above" provided by English and Maths teachers to inform class specific for Maths.
the level 5 NZ Curriculum planning for teaching staff.
in reading, writing and • Staff professional development will be provided in the English and • DRD and MMM.
numeracy. Mathematics Faculty meeting times to support how the data informs
teaching practice, including the sharing of best practice.
Cashmere High School School Charter 2019 Page 7SENIOR LEADERSHIP TEAM (SLT) RESPONSIBILITIES 2021
Principal (ECJ) Associate Principal (SMC) Deputy Principal (JNB) Deputy Principal (SQC) Deputy Principal (FRR) Deputy Principal (FAA) Executive Officer (DHK)
Strategic Leadership Staff Professional Student Participation and Student Achievement Student Future Focused Student Learning and Effective administrative
Learning & Development Engagement and Attendance Learning and Reporting Pathways and school support
Strategic Staffing Student Support Qualifications (NCEA) Modern teaching practices School Curriculum Staffing
• Charter/Strategic • Annual Attestation • Head of Schools • Principal’s Nominee • Effective school wide use • Implementation of NZC • Salaries and Payroll
• Annual Plan/targets • Teacher appraisal • 24-7 (SYC) Mentoring • School wide analysis digital tech. (e.g. G.suite) • Studies Guide booklet and (Novopay)
• Teacher Reg (EDUCANZ) • Pasifika students • Moderation and • Maximising Kamar (SMS) subject selection • Support Staff appraisals
Staffing
• EOTC procedures compliance (e.g. MNA) • Community of Learning – • School wide timetabling • Staff appointing systems
• Appointments School Health & Safety
• Snr Exam organisation support 5 WST projects • School Curriculum
• PPTA/NZEI liaison • Chair school committee School Wellbeing Finance
(for school and NZQA) Booklet
Core Leadership Roles
• Guidance and Health and Stewardship
Finance and Property Student Leadership • School Budgets
Student Attendance • Staff PLD support Personalised Achievement • Financial systems (e.g.
• Annual Budget Professional and • Student Council • Systems (including EN) “Awhe” group accounts payment, debt)
• Income/expenditure Instructional Learning • House System School Reporting
• MoE quarterly returns • Communications e.g. • Literacy/Numeracy • Resource Centre
• Chch Schools Rebuild • Raising teaching quality • Peer Leaders/Support
timeframes • Academic Mentors
– PLD overview Maori educational Health & Safety
Public Relations programmes
• Review of format/style • GATE/Learning Support
• Specialist Class. Tch. achievement – including • Systems and processes
• Newsletter/website Provisionally Certified • Accurate delivery though • Chair Te Korowai
• E-learning/ICT budget tikanga and te reo. (e.g. evacuations, legal
• Lymphad magazine Teachers Advice/orientation Matauraka and
• ICT Network and Parent Portal compliance, registers).
• Media contact Performing Arts – Arts Co- Stewardship
infrastructure School Sports – Sports Staff support
• Prospectus ordinator and productions.
Careers Pathways Property and Resources
Director and Co-ordinator • PLD for Middle Leaders • Effective systems (e.g.
Community of Learning • Subject guidance
Staff Duty allocation • Staff liaison for CSR BWOF, 10YA, SOBs)
• Stewardship Committee property works • Links with other
Including contract room
• Schools and ECEs institutions
• STAR and Gateway Operational Administration
Management of CHS Year Level 12 and 13 Year Level 9 Year Level 10 Staff Weekly News – Year Level 11 Reporting and
International Students • Enrolments • Enrolments • Enrolments keeping staff well informed • Enrolments communications
Dept. • Support to HoS • Support to HoS • Support to HoS • Support to HoS • Principal on school
School Culture
• Senior Prizegiving and • Prizegiving & report • Prizegiving & report • Prizegiving & report management and issues
Cashmere HS Foundation • School App
• Board of Trustees sub-
School Systems and Management
(Trustee) Graduation evenings evenings evenings
management
• Senior report evenings • Y 8 transitions committee (finances)
School Calendar School Culture • Y9 & Y11 “How to”
Alternative Education • Staff budget holders
• Chairperson of Chch • Support of the digital resources
Staff Daily Relief System Alternative Education
School Jnr Exam Performing Arts • School photo External Contractors
City AE Consortium of
schools School Culture organisation • Maori/whanau liaison organisation Faculty Support • Monitoring and
• Uniform regulations • Celebrating • Technology management of contracts
Faculty Support
School Culture • Start-of-year School Culture achievement (e.g. • Student Support (e.g. canteen, cleaning)
• PE and Health
• Assemblies organization (sobs etc) • Achievers Evening badges/ties, photos) • Police vetting, sign ins
• Mathematics Competitive House:
• School Values • School Open Day
Faculty Support Rutherford School Culture
• Head Students School Jnr Exam Competitive House: Blake
• English Faculty Support • Support Staff work place
• Celebrating organisation
• Languages • Social Sciences culture/standards
achievement
• Sciences Faculty Support Parent Group Liaison
Competitive House: Ngata
Competitive House: • Visual & Performing
Competitive House: Cooper
Sheppard Arts
Competitive House: Britten
Cashmere High School School Charter 2019 Page 8School Self Review
Where are we currently at? Where do we need to go? How do we get there?
Teacher Teacher: Teacher:
• Diagnostic data and testing (e.g. • Lesson and unit observations (based • Teaching schemes and lesson plans.
entrance testing, class specific on revised NZC and student data). • Specific teaching/learning strategies to
planning, topic pre-tests). • Specific targets for student raise student achievement.
• Collection and evaluation of student achievement (some IEPs but also • Formative assessment practices (i.e.
assessment data and feedback. class/group based). teaching guided by informal
• Staff appraisal – teaching as inquiry • Staff appraisal – Reflection on assessment information).
cycle. assessment data and feedback as part • Staff appraisal – implementation of
of teaching inquiry cycle. inquiry cycle and evaluation of data.
Departments/Faculties:
• Annual analysis of student Department/Faculties: Department/Faculties:
achievement (e.g. NCEA results). • Annual subject assessment targets • Development of Department teaching
• Student surveys of subjects (e.g. (identified in annual analysis report to and learning schemes and unit
student voice on courses). BoT). plans/resources.
• Department/Faculty meetings to • Specific subject/staff PD goals. • Involvement in subject/staff PD (e.g.
raise/discuss issues. subject associations’ workshops).
School:
School: • Student Council identifies School:
• Student Council – provides student projects/issues for their year. • Student Council develops action plan.
voice on issues around school. • Annual School Targets (part of School • Operational Plans (i.e. responsibilities
• Various meetings to identify/discuss Charter). and timeframes).
issues (e.g. HOF, HOS, Pastoral). • Strategic Plan 2020-2021 with guiding • Budget priorities and application.
• School wide Professional goals for school direction. • Proposed building/landscape plans.
Development (e.g. Learning Walks). • Proposed changes considered for • Changes to school systems (e.g.
• Annual review of systems (e.g. school systems (e.g. timetable, new timetable changed, new subjects
subject choices and timetable by subjects). offered).
HOFs, discipline by SLT and HOS).
Community: Community:
Community: • Strategic Plan 2020–2021 with guiding • Informal meetings/contact with
• Feedback from parents – formally at goals for school direction. parents and staff (e.g. phone calls,
hui/fono and informally through email, meetings).
comments (e.g. at functions and • Whanau hui/fono.
responses made to school). • Parent-teacher interviews.
• Regular surveys of parents, e.g. • Formal progress reports to family.
SWOT, uniform questionnaire. • Other communications – e.g. website,
• External appraisal. newsletters and letters.
Self-review is a cyclical process, and used to inform our strategic thinking and planning, for the purpose of self-
improvement.
Our self-review is an annual process by which our school’s performance and systems for the purpose of improving student
learning and achievement.
Self-review is also a mandated requirement of NAG 2 (b): “maintain an on-going programme of self-review in relation to the
above policies, plans and programmes, including evaluation of information on student achievement”.
Cashmere High School School Charter 2019 Page 9You can also read
