Bream Bay CollegeVision: Educating people to succeed
Charter and Strategic Plan 2012-2017
Tutoro: Whakaako nga tangata kia tutuki tika Bream Bay College aims to be a leading Year Seven to Thirteen State Secondary School in New Zealand providing a wide range of quality opportunities to its students with academic achievement levels in the top 15% of all schools in New Zealand.
Mission statement:To provide an environment that develops its students into well rounded citizens who, when they leave the college, are capable of securing a job, developing a career and or the necessary skills to run their own businesses and are able to live a fulfilling and productive life.
College Motto:Ma te mahi kaha, ka taea – (Work hard to achieve)
Bream Bay College aims to produce outstanding young men and women who always strive to be successful in the many and varied arenas that they participate in. All our students are encouraged to participate in a wide variety of endeavours, be they sporting, cultural, leadership, peer mentoring, or community based. While being academically able and ICT literate, they will be encouraged to be creative in the arts. Our students are encouraged to display skills in independent thinking, innovation, enterprise and entrepreneurship. The students at Bream Bay College should be seen as being friendly, socially responsible and emotionally intelligent young people, who are considerate and accepting of others. The College encourages all students to take advantage of the national and international travel opportunities offered along with a variety of co-curricular challenges.
Bream Bay College Guiding PrinciplesBream Bay College is a Restorative based/Relationship focused school with the following flavours: Academic, Sporting, Performance (music, cultural and dance), Health Promoting School, ICT, Whanau System, Enterprising, producing well rounded young men and women for the 21st century.
- At Bream Bay College we believe in and encourage strong school spirit
- Bream Bay College is a bicultural school. We are aware of the rich cultural diversity of our community and the special place of Maori in it
- Bream Bay College embraces its Scottish heritage unique to its local community
- We aim to be a restorative school which is underpinned by the making and maintenance of positive, caring relationships
- Our school has a fine record of providing opportunities for all students to enjoy life and learning
- We seek to be future focused while maintaining and enhancing the quality of the education we offer at Bream Bay College
- We believe that a balanced education incorporates academic, arts, sporting, cultural, performance, leadership and service components
- We have a positive attitude to self-review and continuous school improvement
- We foster entrepreneurship, enterprise, and innovation
- We believe that information technology embedded in the curriculum leads to more powerful learning
- We strive to be responsive to our students’ and communities needs
- We encourage students to take advantage of the unique rural/coastal environment that is the Bream Bay area
- We recognise the underlying primary industry of the area is farming
- Bream Bay College is committed to being a Health Promoting school
College DescriptionBream Bay College is a Year Seven to Thirteen state, co-educational, decile 4 school with a roll of 460 students which is expected to grow in the near future. Approximately 35% of our students are Maori. It brings together a unique combination of communities. The College is situated in the centre of Ruakaka, next to the local shopping centre. It serves this community, along with the area of Waipu to the south - a community with a strong Scottish heritage, One Tree Point, the Marae-based community of Takahiwai to the North, and the farming communities inland.
The College was established on its present site in 1972 replacing Waipu District High School. Our main contributing schools are based at Waipu, One Tree Point and Ruakaka. The College’s Maori and Scottish heritage is evident throughout and has been woven into the organisational structure for pastoral care by linking four Scottish areas with the concept of Whanau to create the basis of the inter-house competition.
Being a Year Seven to Thirteen school has many advantages for our students. The Year Seven and Eight students have access to full secondary school facilities such as custom labs and workshops. The curriculum for the school is coordinated from Year Seven to Thirteen. A family type atmosphere is developed through our Whanau system.
We are a Health Promoting School and have adopted a “School at the Centre” philosophy. As a Health Promoting School we seek to enhance the emotional, social, physical and moral well-being of all our members. School at the Centre involves Bream Bay College and our community coming together to champion opportunities for youth education, experience, enterprise, and employment.
We offer excellent academic, musical and social opportunities to our students in a well maintained and resourced environment. We look after our student’s mental and physical health through fully trained First Aid staff and a well-qualified Guidance Counsellor along with regular clinics by the Doctor / Public Health Nurse and a Mental Health Nurse. The itinerant Dental Health Service visits every twelve months and is available to year 7 to 13 students.
Bream Bay College delivers Maori medium education through a bilingual unit operating for Year 7 and 8 students and the usual Te Reo Maori courses in years 9 to 13. We have very successful junior and senior kapahaka groups.
Bream Bay College is a nationally acknowledged leader in the field of student behaviour management using Restorative Practices.
The College is a signatory to the Code of International Students. Bream Bay College has a sister school relationship with Higashi Senior High School in Osaka Prefecture, Japan.
The College has focused on its Information Communication and Technology skills and capabilities and is at the forefront of its use in education. Students can access course outlines, assessment schedules and homework on line. Parents and students can log into the College’s student administration system and see student reports, analysis reports, attendance records and behavioural records in real time.
Our students and their families enjoy the unique lifestyle opportunities provided by our location. These include:
The Bream Bay College Board of Trustees has a Property Occupancy Agreement with the Ministry of Education for the Peter Snell Road site of the school of 11.1 hectares.
- Close proximity to the harbour (with good launching facilities for small boats) and the Hen and Chicken islands offshore for fishing and diving;
- The racecourse, at which the 'Turf Meets the Surf', and the golf course from which the stress of a bad round is relieved by the breath taking views;
- The many wildlife refuges along the coast, and the variety of coastal and pastoral walkways;
- The galleries and craft shops exhibiting the huge variety of work by talented local artists;
- The much celebrated Scottish history which includes the annual Caledonian Games at Waipu and a well sourced Waipu Historical Museum.
- The ready access to kilometres of white sandy beaches for walking, surfing, and a host of other recreational pursuits.
The School Buildings and Site encompass: Teaching and Learning: Include a Performing Arts Complex, Library, a Whare Wananga with attached Bilingual classroom, a Year 13 Common room, a full range of school classrooms which include 2 Art rooms, a Photography Dark room, Technology rooms; Hard Materials, Food, Fabrics, Graphics and ICT, 3 Science Laboratories, 5 general purpose prefabs, 2 year 7 and prefabs, 9 general purpose classrooms for English, Maths, Social Sciences and year 7 and 8, a learning support room, full size gymnasium with attached weights area, climbing wall, mezzanine floor and 2 changing rooms with toilets and showers.
All classrooms have projectors, tvs, sound systems and a computer pod. Support Spaces: Include an Administration Block: with a main office, Finance office, Principal’s PA office, offices for Principal and 3 Deputy Principals, 3 Deans rooms, Fileserver room, photocopy room, 2 Staff Work rooms and a Staffroom, an English, Maths, Social Sciences Resource room; a Science Resource room; a Metal Work bay; a Kiln shed, a Tuckshop, a Tin shed, a Boiler room, a Caretakers shed, a Dental Clinic, Library Office / Storage area. 2 female toilet blocks, 1 male toilet block, an Auditorium that seats 600, a Student Welfare with a student meeting room, offices for gateway and sports coordinator, guidance counsellor, a couch room, a doctors room and a nurses room.
The site provides a main sports field for athletics, soccer, rugby, rugby league and cricket, 2 asphalt netball/tennis courts with lights, a turf area set up for 4 tennis courts, 4 netball courts or hockey with lights. Swimming complex comprising a 25 metre pool with 2 changing blocks including toilets and a gear storage room, 3 PE gear rooms, PE office
The Caretaker’s house is on site.
Curriculum StatementThe following statement outlines how we, at Bream Bay College, implement the New Zealand Curriculum.
The vision, values, key competencies, learning areas, principles and effective pedagogy of the New Zealand Curriculum Document (NZC) along with the National Education Guidelines (NEGs) and National Administration Guidelines (NAGs) are appended to the Charter of Bream Bay College.
The College incorporates the key competencies, values and subject content into all learning. The way that we give effect to the New Zealand Curriculum is designed in response to our particular School community. It is the philosophy of Bream Bay College to provide a broad and balanced curriculum, with increasing degrees of specialisation as our students move through the school.
The decisions about the detail of each course within the learning area is devolved to Departments and expressed through the Departmental Schemes.In Years Seven and Eight students are taught in composite classes by a homeroom teacher for 6 periods of English, 5 of Mathematics and Statistics, 3 of Social Sciences, 1 of Health. They are taught by specialist teachers for 2 periods of Science, 2 of Art / Dance-Drama / Music and 2 of Technology ICT – Fabrics – Food – Hard Materials, 2 of Physical Education 1 of Maori with full access to specialist secondary facilities and teachers who have knowledge of the secondary school pathways and the expectations of NCEA.
A similar core curriculum of 4 periods of English, 4 of Mathematics and Statistics, 3 of Social Studies, 3 of Science, 2 of Physical Education is studied by Year Nine and Ten students, however students now can specialise to the extent that they choose five half year option subjects plus Health in Year Nine and three full year option subjects in Year Ten. In Year Nine the six option subjects are each studied for 3 hours a week for half a year and in year 10 the three option subjects are studied for 3 hours a week for the whole year.
Students in the junior school are strongly encouraged in the Junior Course Guide to choose a course that includes an Art or Technology subject. At the end of two years it is our intention that our students have a very sound grounding in the essential learning areas, having the advantage of specialist secondary facilities and many specialist teachers. English, Mathematics and Statistics remain compulsory in Year Eleven, as essential building blocks of a broad and balanced education. Students additionally choose four subjects, making a total of six.
Six subjects are also studied at Year Twelve, with the only compulsory subject being English and the subject choice broadens considerably to offer a range of more vocationally oriented subjects. It is expected that senior school subjects are leading to meaningful qualifications. Five subjects are studied at Year Thirteen.
Every year the timetable at Bream Bay College is rebuilt according to the students’ choices, reflecting the individual educational needs of the students. Year 12 and 13 students may choose subjects from lower levels. Correspondence subjects: Students with suitable study skills may be able to take a subject by correspondence or through Farnet.
Assessment for Learning with Real Time Reporting and Analysis
Junior SchoolBream Bay College assesses its Year Seven to Ten students using a Junior Diploma comprised of 206 credits where half come from content assessment and half from assessment against the key competencies. Students have a practice year in year Seven and are awarded diplomas in years Eight, Nine and Ten. Students need to pass their Junior Diploma at year Eight, Nine and Ten to move to the following year levels. Grades criteria for the content taught and competencies will be: achieved - basic facts and recall; merit - application, synthesis, analysis etc., and excellence - real flair, applying to the unknown or knowing absolutely everything.
The rationale for the Junior Diploma is the promotion of good learning practices through the explicit use of the key competencies; striving for excellences by having merit and excellence diplomas, merit and excellence endorsements in subjects and a 100 plus club for gifted students. The College’s computer administration system is setup to show the students report in real time and analysis with predictions of levels of success in real time. The gaining of credits is the recognition of added value through learning while the merit and excellent awards are recognition of quality of learning.
100 plus club. This group of students are achieving at the highest levels and are expected to progress through the school to achieve their NCEA level 1 diploma at excellence. They are sponsored by a member of the community and receive $100 for being part of this group at Junior Prizegiving.
The College has advanced academic tracking and coaching systems that ensure that parents, students and teachers are aware of levels of performance of the students, what their predicted outcomes will be if they continue working in a similar way. The systems are designed to ensure students maintain or improve their success quantities and success quality.
All students will be offered opportunities to complete Credit catch up if they fall behind or are at risk of failing their junior diploma. The basic intent of the diploma is to get every student to a level that they can cope with the following years work. The Learning Support Department will be responsible for ensuring that appropriate credit catch-up opportunities arise.
Applied Junior Diploma: Students whose learning ability is such that they can’t progress through the College’s Junior Diploma will be placed on an IEP (Individual Learning Programme) and have their core subjects assessed through the Applied Junior Diploma scheme. Grades criteria will be: achieved completed with assistance, merit completed with minimal assistance and excellence will be completed with no assistance. The child’s learning levels will be reported on termly against the national curriculum levels and national standards.
National StandardsThe National Standards will be assessed throughout the year and reported in plain English to parents twice yearly. Students who are below their National Standard will be given a programme to accelerate their learning. These programmes will be provided by the Year 7 and 8 Department or by the Learning Support Department.
Senior SchoolThe procedures for NCEA assessment are covered in the Bream Bay College NCEA Assessment and Qualifications Handbook.
The college is committed to every student achieving a NCEA level 2 diploma with its NCEA academic pass rates at level 1 and 2 being at 80% or above and level 3 60% or above.
The College provides real time predictive tracking to all senior students, their parents and staff to ensure that high levels of achievement are maintained both in terms of quantity (percentage pass rate) and quality (grade point average - GPA). Real time tracking = using all data both from previous years and the current year, up to and including the latest subject assessments. Predictive tracking = using running percentages and a running grade point averages to predict overall success rates.
Senior 100+ club: This group of students are achieving at the highest levels and gain their NCEA level 1, 2 or 3 diplomas at excellence. They receive $100 for being part of this group at an Assembly in term 1. Other than year 13 students must still be at the college to receive the award. It is expected that all students who achieve 100+ club status in year 10 will pass their NCEA level 1 with excellence.
Learning Support Department
The Learning Support Department is responsible for:
- the creation of IEPs (Individual Educational Plans) for students
- the delivery of accelerated learning programmes to assist students to return to their appropriate learning level.
- the assessment of need relating to the provision of reader writers
- credit catch up for junior students
- advice and guidance to teachers re students with special learning needs
Bream Bay College Staff
At Bream Bay College the following attributes are exemplified by staff.
- Staff show a positive work ethic with high expectations of themselves and the students, innovation and they are student centred.
- Staff encourage and demonstrate life-long learning through culturally responsive pedagogy to meet the needs of all learners.
- Staff will uphold the principles of the Treaty of Waitangi.
- Staff will embrace and use the New Zealand Curriculum (NZC) document.
- Staff understand that community involvement and community engagement are essential elements to being a successful educator leading to successful educational outcomes.
- Staff understand that the students they are teaching are being prepared for a world that is rapidly changing and therefore are future focused.
- Staff work restoratively in their interactions within the College.
- Staff will contribute to the wider life of the school.
- Staff are committed to explicitly teaching and assessing the key competencies
- Staff embrace the use of ICT to enhance learning
- Staff are committed to using data to review and improve their practices
The Board and the College will undertake consultation to inform it of its public’s opinions, their aspirations for their children and for them to give feedback on how they perceive the College is going so that the College/Board can make informed decisions to meet government, community, student and staff needs within the constraints applied to schools.
The following consultation processes take place at Bream Bay College:
- Charter / Strategic plan consultation 3 yearly - Parent survey (quality service) yearly - End of Senior School Survey yearly - Proposed Junior survey(s) yearly - Whanau Support twice per term - PTA twice per term - Student / parent / teacher meetings twice per year - Health Promoting School team twice per term - Student Councils per term - Head Girls/Boys weekly - Staff survey - Quality service survey yearly - Maori consultation process – strategic goal work in progress to be determined Draft ends
Strategic PlanThe Bream Bay College Strategic Section 2012-2017 results from an extensive consultation process with the school community. A random selection of parents and students participated in a paper based quality service survey in 2010, all parents were surveyed through survey monkey in 2011, all staff members were surveyed in a paper based survey in 2010 and through survey monkey in 2011. Senior students are surveyed at the end of every year.
The Board of Trustees held 2 Strategic Planning Sessions to work through the strategic aims and objectives put together by strategic plan working meetings and to set the aims and objectives for governance, finance and property. Board members participated in analysing the survey results and the Board held a strategic plan consultation meeting for the community to attend. The 10 year property plan is being reviewed in 2012 and new 5 year property plan is being created also.
Strategic perspectives were gained through; two whole staff meetings, Learning Engagement Group meetings, Student Welfare Group and volunteers from staff and the board who worked through each area over 6 meetings.
The Appendices to this Strategic Section are the National Education Goals (appendix 2), the National Administration Guidelines (appendix 1) and the New Zealand Curriculum; Vision, Values, Key Competencies, Learning Areas, Achievement Objectives, Principles and Effective Pedagogy. Bream Bay College NCEA Assessment and Qualifications Handbook.
Goal One – Raise academic achievement in the widest sense
Target (>=) / Measure / KPI
- Continuing to raise achievement in NCEA in the environment of Certificate and Subject Endorsement and the implementation of the Standards Review with the help of real time tracking. (NAG 1a-1d, 2A)
NCEA pass rates: level 1 - 80%, level 2 – 80%, level 3- 60%
Pass rate within each subject per standard – 70% with GPA of 48.5
NCEA level 2 standards implemented
- Further refining real time tracking and lifting academic achievement for Years 7 to 10 students while implementing Government policy on National Standards. (NAG 1a-1d, 2a, 2A)
All students pass their junior diplomas
For subjects a 80%+ standards pass rate with a 52.5 GPA
- Implement the National Standards (NAG 2A)
80% of students @ or above the national standard in Reading and or Writing and or Mathematics
Report to students and their parents, in plain language in writing, on the student’s progress and achievement.
Report school-level data in the board’s annual report under three headings: 1) school strengths and identified areas for improvement; 2) the basis for identifying areas for improvement; and 3) planned actions for lifting achievement
- Future development of the Engaging Tai Tamariki in learning strategy and sustaining the programme to ensure that Maori achievement matches the level of all students. (NAG 1e)
75% NCEA level 2 pass rate for Maori students
All year 8 to 10 Maori students pass their junior diplomas with an 80%+ average standards pass rate and a GPA >= 52.5
- Continuing to lift participation of all students across the flavours of Bream Bay College to produce well rounded individuals.
All students at all levels attain at least one year level stripe
Goal Two – Ensure high quality teaching and learning
Target (>=) / Measure / KPI
- Continuing to successfully implement the new New Zealand Curriculum to the benefit of Bream Bay College students. (NAG 1)
Revise the format of HOD reports
Revise the format of HOD schemes
- Ensuring that Bream Bay College is at the forefront of the next wave of information technology development with sufficient access: hardware, software and broadband supported by professional development. (NAG 3)
Board discussion / evaluation
- Continuing to implement the culture of care and restorative practices supported by professional development. (NAG 5)
Produce a student’s restorative booklet
Produce a parent’s restorative booklet
Produce a document outlining what it is to be a restorative school
- Continuing to implement a school wide programme for gifted and talented students’ development. NAG (1a-1d, 2A)
Report from LEG
- Continuing to focus on the importance of encouragement, retention and recruitment of high performing staff members. (NAG 3)
Board discussion / evaluation
- Develop and implement a Cross Curricular and School Wide approach to literacy and numeracy identified by data. (NAG 1aii)
Report from LEG / HOD English
- Continuing to build strong Self Review, Attestation and Appraisal culture and processes. (NAG 2b)
Report from the Professional Development committee
- Provide high quality professional development for all staff to support their curriculum delivery
Report from the Professional development committee
Goal Three – Prepare students for further education and careers (NAG 1f))
Target (>=) / Measure / KPI
- Build on the course counselling process to develop through academic counselling an individualised learning and career pathways for senior students and introduce “career awareness” to junior students.
Report from DP in charge of curriculum
Two academic coaching / meet the parents days
Report from the careers counsellor
- Ensuring that Bream Bay College is at the forefront of the secondary-tertiary interface with government and locally devised programmes such as Gateway, STAR.
Report from the STAR / Gateway coordinator
Goal Four – Continue to build a strong sense of school identity and values (NAG ?)
Target (>=) / Measure / KPI
- To continue to develop opportunities for students in all flavour areas of the college.
Board evaluation / discussion
- To provide an environment that encourages both participation in and the pursuit of excellence in sporting, cultural, academic, leadership and service spheres.
Co-curricular committee reports
- Enabling the International Coordinator to respond flexibly to a challenging international environment.
Re-establish overseas students within the college
- Refinement and development of the Whanau System, performance and environmental flavours of the college.
House DP’s report
- To ensure that the College meets its obligations under the Treaty of Waitangi.
Development of the staff Te Reo and Tikanga knowledge
Goal Five – Building strong links with community and stakeholders (NAG 2A)
Target (>=) / Measure / KPI
- That the school continue to strive towards open and effective communication processes between school and community and within the school.
Reporting on national standards
Academic coaching reporting 3 way meetings
- That the Senior Leadership Team and the Board of Trustees continue working together to optimise outcomes for students, staff and the community.
Board evaluation / discussion
- To encourage and celebrate a culture of enterprise and innovation.
YES is re-established in the school
- To continue to develop effective relationships with our Maori community to facilitate consultation processes and dissemination of information
Define the community(ies) and how consultation will take place
Goal Six – Develop school infrastructure/systems while managing growth (NAG 4)
Target (>=) / Measure / KPI
- Improving the school facilities to best deliver educational programmes in permanent twenty first century learning environments.
The 10 Year Maintenance Plan and 5 Year Modernization are completed and implemented
Cyber Library development
Fibre internet to the college
- To formalise the school’s self review culture to expand written records of analysis, intentions, implementation and review.
Processes for the BOT
Processes for the DPs portfolios