Pacific Advance Senior School Annual Report to the...

Pacific Advance Senior School

Annual Report to the Public

innovative

Senio

r School Ed

ucation

for Pasif

ika by

Pasif

ika

1 Welcome 1

2 About Our School 3

Our Objectives 3

3 School Performance Summary 5

3.1 We are Achieving our Objectives• Reaching target Pasifika priority learners 5

• Achieving Pasifika student success 7

• Engaging Pasifika students 8

• Engaging Pasifika families and communities 9

• Inspiring and well informed, culturally

competent staff 11

3.2 We are Meeting the Minimum Requirements 12

3.3 We are Meeting the Performance Standards 12

• Student Achievement 12

• Student Engagement 13

• Financial Management 13

• Targeting Priority Learners 13

4 Financial PerformanCE 13

5 2017 Audited Financial Accounts 13

“ O le a uia le ala o le lupe”

We want to trace the pathway of the pigeon, a flight of majesty, certainty and ultimate destiny.

Contents

Kia Ora koutou, Talofa lava. Malo e lelei, Fakaalofa lahi atu, Fakatalofa atu, Kia Orana, Ni Sa Bula, Talofa Ni, Mauri.

2017 marks the completion of Pacific Advance Senior School’s third year as a Partnership School, and significantly, we celebrated the graduation of our first class of Year 13 students. These students are transitioning into successful outcomes and pathways, whether that be in further education, training or employment.

The educational journey for our students, whether starting in year 11, 12 or 13 at PASS, soon becomes a flight of majesty, certainty and ultimate destiny. Indeed at PASS this is our vision, our very reason for existence and why as community leaders, we established this unique, innovative, Pasifika –for –Pasifika senior school, to see more and more of our students “fly” on a flightpath, a journey to educational success and a destiny whereby they are able to realise their full potential in life.

As a PASS whanau, we have witnessed very satisfying success over the academic year and many wonderful achievements across the many spectrums of school life at PASS. Almost all of our year 13 students have gained NCEA Level 2, and in some cases, NCEA Level 3 and University Entrance. As they transition into the next exciting phase of their journey, our team at PASS have high expectations of our 41 Year 13 school leavers.

Welcome – Haere Mai, Afio Mai, Talitali fiefia, Malo Ni

1

We know that just under 30 per cent are headed for tertiary studies, 40 percent will enter the workforce while the rest plan to undertake training towards a career – the most popular of which is a future in the Police force.

Our vision was to establish a school and a learning and teaching framework that was underpinned by Pacific cultures, norms, values and languages, where we were defining Pasifika pedagogy and refining best possible Pasifika learning and teaching practices. Research shows that this can only take place within a largely Pasifika for Pasifika context and environment. Our students develop confidence and resiliency from knowing and understanding their heritage and identity thus ensuring they learn and flourish within a culturally nurturing environment where they thrive, as a young New Zealand Samoan, Tongan, Tokelauan, Cook Islander, Fijian, Tuvaluan, Niuean, as Pasifika, and of course as Tangata Whenua Maori.

It is exciting to know that from 2018, our school will enroll Year 9 and 10 students for the first time. This will mark another first here in Aotearoa, the only Pasifika for Pasifika secondary school in the nation. We have quickly filled the number of places available in the Junior School programme for 2018, evidence that more and more parents and care givers, the wider whanau and community, have confidence and trust in what we are doing at PASS.

On behalf of the Pacific Peoples Advancement Trust, (the sponsors) and the Pacific Advance Secondary School Board and staff, we express our gratitude and appreciation to the “village’ that is PASS, our whanau, our community, for making our third year of operation such a success.

Malo aupito, fa’afetai tele lava, vinaka vaka levu, meitaki ma’ata, fakaaue lahi, malo ni, ko rab'a, fakafetai lasi, nga mihi.

La’auli Savae Sir Michael Jones KNZM (Chairman)

Top to bottom: La’auli Savae Sir Michael Jones KNZM (Chairman and Trustee); Hamish Crooks (Trustee); Aiolupotea Lili Tuioti and Stan Wolfgramm (Senior School Board members); Alaimalo Falefatu and Parehuia Enari (Co-Principals).

Pacific Advance Senior School Annual Report to the Public 2017 1

Ka gahua e tagata he tafagafaga moua temotemoai, ka gahua he uhi, moua olatia(Niuean Proverb)

One who works on barren land gets a poor harvest, one who works in fertile land gets plenty.

2

In September 2017, the Education Review Office (ERO) undertook its first full review of PASS since it opened in 2015.

The report of the review is available at http://www.ero.govt.nz/review-reports/pacific-advance-senior-school-24-11-2017/ and it outlines the successes the school is having as well as the challenges that lie ahead.

The ERO review team wrote about the vision the Sponsor has for the school and for the youth who enrol at the school. The report summarises this vision as being to:

• offer a vibrant school community that is centred on the Pacific identities, languages and cultures and to make worship and prayer integral to the school day

• provide an innovative education with a strong cultural perspective that engages students, keeps them at school and promotes their achievement so they can progress to higher education and meaningful careers

• work closely with parents and families, and the wider Pacific and education communities to achieve top educational and life outcomes for students.

The school has been open a sufficient length of time for it to be able to demonstrate that it is achieving its vision.

In 2017, information about the school was gathered through two independently conducted surveys.

The first, undertaken by Martin Jenkins and Associates surveyed parents about their views of the school.

The second, undertaken through Wellbeing@School (and supported by the Ministry of Education and the New Zealand Council for Educational Research) survey students about their experience at the school.

Some of the findings from each

survey are included in this report. A copy of each of the reports is available from the school office or requested at [email protected]

From 2018, the school will enroll Year 9 and 10 students. This is a significant development because it means the school will continue to grow and students will be able to complete their entire secondary education at PASS.

The school anticipated enrolling approximately 30 Year 9 and 10 students. These places were filled almost immediately. The Sponsor decided to increase the number of enrolments to 60. These places were also quickly filled and a waiting list was established.

In 2016, the Sponsor was given the challenge of making the school a ‘school of first choice’ for student and their families/whanau.

The school has succeeded at doing this - but more quickly and more powerfully than we expected. Students and whanau / families understand what PASS is about and they know the school can provide a quality education for their child.

The younger students will add to the school’s vibrancy, energy and drive. The senior students are looking forward to being joined by them. The students will strengthen each other as they each progress towards higher

About our school2education, a rewarding career and contributing and participating in stronger families and communities.

2.1 Our Objectives• To Reach target Pasifika priority

learners

• To Achieve Pasifika student success

• To Achieve Pasifika student engagement

• To Engage Pasifika families and communities

• To Have inspiring and well informed culturally competent staff.

These Objectives are interwoven with the PASS values of Love, Compassion, Respect, Faith and Service. This serves to create a unique school culture that is enriching, culturally safe and inspirational for all students.

Faith

Love AND

compassion

RESPEC

T

service

Achieve pa

sifika

student s

uccess

Achieve pa

sifika

student

ENGAGEMENT

Reach

Pasifika priority

learners target

Engage pasifika

families AND

communities

Have inspiring and

well informed

culturally

competent staff

Left: The woven fala (mat) of PASS values and objectives


Kotahi te kohao o te ngira e kuhuna ai te miro ma, te miro pango, me te miro whero.(Maori proverb)

There is but a single eye of the needle through which white, black and red threads must pass. The framework is built by binding the knowledge and culture of our many strands.

4

Reaching target Pasifika priority learnersWhat were we contracted to achieve? PASS was contracted to enrol at least 100 students, 75 percent of whom were to be priority learners – students who identified as Pacific or NZ Maori, students with special needs or from a low socio-economic area.

What did we achieve? Our roll reached 105 students early in 2017 but it fell to 84 students by the end of Term 3. One hundred percent of enrolled students were priority learners, (as defined by the Ministry of Education).

CommentaryReaching students involves more than enrolling them at the school and placing them in an English, Mathematics or Science class.

Reaching students has involved changing each one’s attitudes toward themselves, their peers, their family / whanau, the value they place on education and their view of their prospects for the future.

When a student decides that these things are important they are more likely to respond positively to adults at school, at home and in the community.

In 2017, the school broadened the range of strategies to reach students. These included extending the school’s music programmes with greater emphasis on composing and performing Music in a Pacific context. Additionally, students had opportunities to:

• Learn a Pacific language.

• Participate in Pacific dance and cultural experiences.

• Learn about and understanding the role of the Village in Pacific society.

• Participate in off-site courses in sports, the trades or hospitality.

• Participate in the Duke of Edinburgh programme.

• Participate in the Spirit of Adventure programme.

• Participate in a school sports team.

For our Year 13 students – our first cohort of school leavers who completed three years of senior secondary education – our success in reaching them is evidenced by:

• On average, they attended school over 80 percent of the time.

• Over 90 percent of them left school having gained NCEA Level 2.

• Over half of them left school having gained NCEA Level 3.

• 11 students are planning to undertake tertiary studies, 16 students entered the workforce and 11 students will undertake some form of training towards a career – with a future in the Police force being a popular option.

Independently conducted surveysThese are some of the findings from the 2017 surveys:

• 96 per cent of students agreed or strongly agreed with the statement “I feel I belong at school”. (1)

• 95 per cent of students agreed or strongly agreed with the statement “Teachers and students care about each other”. (1)

• 97 percent of parents agreed with the statement “The school is a good choice for my child”. (2)

• 92 percent of parents agreed with the statement “The things my child learns at this school will help them succeed in life”. (2)

(1) Wellness@School survey(2) Martin Jenkins and Associates

ERO ReportThis is what the 2017 report stated:

‘ The board has a strong commitment to the students’ futures. They have high expectations of themselves and teachers to promote students’

School Performance Summary33.1. We are achieving our Objectives

" In my first year at PASS I was a shy boy and I wasn't really confident at all. I started getting to know everyone and I found people that I could relate to. That gave me hope and I started to succeed.

Being at PASS has improved my journey towards my future and through PASS I know that I have a good future. Now that I have graduated, my future lies ahead of me and I will achieve my career goals.

Mervin


“Ulu kite fatu e malu ei koe” (Tuvaluan Proverb)

Shelter in the rock for your safety.

Nurture and safety (empowerment) is

found in who we are and our

identity

6

Students are placed in appropriate courses and some also receive additional support to help them cope with their class work, particularly in the areas of English and Mathematics (literacy and numeracy).

Our data shows that students’ English language proficiency improved steadily during the year, but progress in Mathematics was slower.

As a result, many of our students take longer to complete their NCEA qualifications, sometimes up to one year later than their peers in other schools.

It is particularly pleasing that 47 per cent of Year 13 students made sufficient academic progress to also be awarded NCEA Level 3 by the end of the year. While this is below that of the national average, it is a very noteworthy achievement given that so many of our students were two or three years behind their peers in other schools when they first enrolled at PASS in Year 11.

Student voices: this is what two of our students said about the impact that the school had on them:

PASS is the place to be!

" It started in 2015, I had nowhere to go; no school in south Auckland would take me, so I was just going to stay home.

One day my mum told me about PASS and said to give it a try.

I wasn't expecting to like PASS on my first day but I counted this as a second chance to go to school and get NCEA.

Throughout my three years at PASS I can proudly say that I’ve achieved my goals that I set at the beginning of each year. Now I’ve got my NCEA Level 1, 2 and 3.

I Graduated PASS 2nd of December 2017.

I will recommend students that feel like they have nowhere to go or have lost chances everywhere - if they want a second chance - I recommend PAS. Give it a go. It’s actually the place to be! The vibe, the bonding, the friendship and learning is better there because you learn with your friends."Aisea

academic and social progress. The school provides substantial support for students to ensure their engagement in school and their general wellbeing. Students are very aware of the impact of this support on them and their families.’

This is what we plan to do nextIn 2018, we are going to renew our efforts to keep younger students – particularly those in Year 11 and 12- engaged in school. We will monitor their attendance more closely and respond more quickly if they show signs of losing interest in school.

We will work with their families more closely and inform them of what we observe is happening to their student at school or in their life generally.

Achieving Pasifika student successWhat were we contracted to achieve? PASS was contracted to ensure at least 90 percent of school leavers gained NCEA Level 1 and at least 85 percent of school leavers gained NCEA Level 2.

What did we achieve? There are two categories of school leavers:

• Year 13 students (who left school after completing three years of senior secondary education), and

• Students who finished school while they were still in Year 11 or 12.

For those students who completed Year 13, 100 percent of them gained NCEA Level 1 and 92 percent of them gained NCEA Level 2.

For those students who left school while they were still in Year 11 or 12, the most recent figures available (2016) show that 52 percent of them attained NCEA level 1 and 22 percent of them gained NCEA Level 2.

CommentaryUpon enrolment, students are assessed to establish their level of English language and Mathematics proficiency. The testing shows that most students are at least two years behind in their understanding of English and at least three years behind in Mathematics.

" I started PASS in the middle of 2015. At first I didn't want to go PASS but from the first day I started I felt welcomed and cared for and I began to like PASS.

The school has helped me heaps, especially with my music talent, I use to be shy standing in front of people or an audience. PASS has helped me gain my confidence.

I graduated this year. I never thought I would make it I never thought I could pass NCEA Level 1 and 2 but I have achieved both.

PASS is the place to be, it’s helped me in many different ways and made me the person I am now. Malo

Sione


" PASS has helped me transform personally. I’ve learnt basic life skills that will help me in the bigger world - like respecting my peers, following instructions and time management.

I've been given a lot of opportunities in sport and I've been rewarded in my leadership here at PASS.

It's been quite a journey, but I made it!"Isaac


• 91 per cent of students agreed or strongly agreed with the statement “Teachers think all students can do well”. (1)

• 96 per cent of students agreed or strongly agreed with the statement “Teachers make learning interesting”. (1)

• 100 percent of parents agreed with the statement “I help my child with their learning more often now compared with when my child was at their previous school”. (2)

• 100 percent of parents agreed with the statement “I feel that my child’s behaviour at home has improved since they have been attending this school”. (2)

(1) Wellness@School survey(2 Martin Jenkins and Associates

ERO ReportThis is what the 2017report stated:

‘ The school has developed a variety of useful systems and frameworks for tracking and monitoring students' progress and achievement over time. Teachers use standardised tools to help assess students' achievement in reading and mathematics. Senior leaders and teachers analyse the information gathered from these tools to determine the learning levels of students. The information also helps the school to track the progress made by individual students. These effective systems

provide a good foundation for leaders to show the value added to students’ learning.’

This is what we plan to do nextWe will continue to assess students English and Maths skills upon enrolment. For Year 9 and 10 students we will have more time to be able to get them on par with their peers by the time they get to Year 11.

In 2018, we expect to offer a wider range of courses and standards to students. We will continue to partner with Te Aho o Te Kura Pounamu - The Correspondence School and a small number of external course providers in the community.

Engaging Pasifika studentsWhat were we contracted to achieve? We were contracted to ensure that:

• On average, students were absent from school without good reason less than 2.8 percent of the time.

• Student stand down amounted to fewer than 2.1 days for the year per 100 students.

• Student suspensions amounted to less than one half day for the year per 100 students.

• Student exclusions amounted to less than one quarter of a day per 100 students.

• No students were expelled from school.

What did we achieve? The school maintained accurate student attendance records throughout the year. The amount of time per term that students were unjustifiably absent from school was less than 2.8 per for Terms 1, 2 and 3, but exceeded 2.8 percent for Term 4.

In 2017, there was one stand down and no suspensions, exclusions or expulsions.

CommentaryEvery student belongs to one of the school’s four villages and this

is intended to assure students that they are valued members of the PASS whanau / family and therefore have a responsibility to uphold the school values. Students learn to work collaboratively for the greater good and they understand that the success of the village depends on everyone performing their role.

This model has proven to be a good way for the village leader to fulfil their responsibility for monitoring and managing each student’s attendance, academic progress, personal wellbeing and general attitude.

The school’s home/school liaison officer works with families or community agencies to support students with ongoing attendance issues.

Student voices: this is what two of our students said in 2017 about the school:

" My three years at PASS has transformed me from an ordinary student to a leader.

Through hardships I learnt to have patience and to lead by example. I have learnt that having a say doesn't do much. Actions speak louder than words.

I’ve graduated now I got my NCEA level 1 2 3. I’ve received a numerous amount of awards and have been given the opportunity to go on many leadership camps to better and improve my leadership skills so I can help others improve themselves.

PASS teaches you a lot of things and a lot of life skills through life learning experiences. My highlight of Year 11 was to experience a new school, a new atmosphere and a place to belong.

My highlight this year is to experience allowing others to step forward and lead because we're not always going to be there, giving them the responsibility of their decisions.

Anyone can be a leader, I believe everyone has leadership qualities, they just have to be ready to open up and lead from the front." Tasele

8


• 95 per cent of students agreed or strongly agreed with the statement “I feel safe at school”. (1)

• 93 per cent of students reported ‘never’ or ‘one or two times a year’ to the statement “Do other students hit, push, or hurt you in a mean way?” (1)

• 94 percent of parents agreed with the statement “The school communicates well with parents/family/whanau”. (2)

• 86 percent of parents agreed with the statement “I feel understood by this school”. (2)


ERO ReportThis is what was stated in the report:

' Many students enrolling at the school have a history of low levels of attendance, engagement and achievement. School data show most students make good progress towards improving attendance rates and achieving qualifications.

The school sets holistic goals for students’ engagement, and in some cases re-engagement, in education. High expectations of students’ social skills, academic progress and behaviour are evident. These expectations are embedded in the school culture and staff are committed to promoting positive outcomes for students.

Staff use a variety of strategies to support students so that they can attend school regularly. Students spoken to by ERO reported personal improvement during their time at the school, including greater respect for themselves and others and self-management skills. They talked confidently about the plans they hold for their futures.'

This is what we plan to do nextIn 2018, we will engage a part-time school counsellor and they will work with students to address issues that underpin their poor attendance at school.

Engaging Pasifika families and communities What were we contracted to achieve? There were no targets relating to engaging with Pasifika families and communities that we were contracted to achieve.

The school, however, set its own goals for 2017 relating to engaging with Pasifika families and communities.

These were to:

• Develop opportunities for positive fellowship and engagement with the PASS community.

• Continue to strengthen links with the community – spiritual and cultural leaders, social agencies and contributing schools.

What did we achieve?For an increasing number of parents, families and whanau, PASS is the school of first choice for their child. This has been in response to the growing awareness in the Pacific community about the school’s vision and what it is achieving.

CommentaryParents/families/whanau were engaged with the school from the time of their student’s enrolment interview at the start of the year through to the end of year prize giving and graduation. Opportunities throughout the year included:

• Hui Tauutuutu, the annual parent, student, teacher interviews, were well supported and described by families as a friendly and helpful experience.

• The Kainga Nights were held at the end of every term. The evenings are an opportunity to engage with families as there is a shared meal with all the students, families, staff and PASS community. Students presented a range of items and staff acknowledgements in the front of their families. Parents received quality updates from staff about their child’s academic progress.

• Sunday evening family Lotu’s were regularly held to share the school’s vision and values and help parents to

" I started my journey at PASS in 2015.

Each year, I set a goal to pass the NCEA - Level 1, then Level 2, then Level 3.

I worked harder than I could have ever imagined!

I achieved each of them and I also graduated. I never knew I would make it this far.

I am so blessed.

I picked the right school!"

Selu


school and we believe it’s the best place for her to reach her goal of university” Tagaloa Keti

Shared at Kainga Night, Term 2 Tagata is now attending AUT 2018.

“ PASS not only teaches the students nz curriculum the govt requires for a pass in secondary school but also offers a pastoral care model that nurtures and cares for our tamariki to the best of their abilities. Respect, compassion and love come naturally at times like this but going to an awesome school like PASS...these values are practiced on a daily basis” Sylvia Lilo, Mother of Aisea Lilo

Aisea is currently doing carpentry at MIT Sylvia now has a daughter in year 9 at PASS.


• 96 per cent of students agreed or strongly agreed with the statement “My parents, family and whanau always feel welcome at the school”. (1)

• 95 per cent of students agreed or strongly agreed with the statement “Teachers and parents work together”. (1)

• 92 percent of parents agreed with the statement “I am included by the school in important decisions about my child” (2)

• 81 percent of parents agreed with, or were neutral to the statement “I feel more involved in my child’s learning at this school compared with my child’s previous school” (2)


ERO ReportThe ERO report did not include any comment about how effectively the school engages with parents/ families/ whanau.

This is what we plan to do nextIn 2018, we will expand the school’s Advisory Board to include greater community involvement.

Inspiring and well informed, culturally competent staffWhat were we contracted to achieve?We were contracted to ensure that:

• At least six teachers were registered with the Education Council of Aotearoa New Zealand and held a current practicing certificate.

• At least 60 per cent of curriculum time is taught by registered teachers.

What did we achieve?The school employed eight teachers in 2017 seven of them were New Zealander registered and held a current practising certificate.

Almost 90 percent of curriculum time was taught by registered teachers.

CommentaryIn 2017, the school was fully staffed by a stable and engaged team of teachers. They made better use of information about students reading, writing and mathematical abilities to tailor courses and programmes to better meet the needs of each student.

Catering to the wide range of student ability and developing strategies to accelerate the progress of individual students were the greatest challenges facing teachers.

Teachers offered a wider range of NCEA standards, including using specific standards with small groups of students, so that they could cater for the learning needs of every student.

The school developed a schoolwide literacy programme that involved every teacher being responsible for improving student’s literacy ability. All students showed an improvement in their literacy and for some, their progress accelerated in response to teaching and learning programmes being tailored to meet their individual needs.

learn how they can support their child’s education and

• NCEA information evenings. The information on these evenings are provided to parents in English, Tongan or Samoan which is very useful for families and they were able to ask questions and dialogue in their heritage language which removes many barriers for them engaging in their child’s education.

A designated staff member was highly effective in engaging with parents and families through home visits and follow up contacts.

The school continued to develop a strong presence in the local community by participating in community events and reporting about its achievements and successes through Pacific- focused media (radio and print).

Parent voices: this is what two parents said in 2017 about the school:

“ I love coming in to the school and ask anything about my daughter’s education and what she is doing at school. It’s because I know everyone here cares for her and wants to help her to be her best. My daughter loves to come to


Student Achievement

Standard Target Performance Comments

School leavers with NCEA Level 1

90% 80% (estimate)

100 percent of Year 13 school leavers gained NCEA level 1. Early leavers in Year 11 and 12 lower this figure.

School leavers with NCEA Level 2

85% 65% (estimate)

92 percent of Year 13 school leavers gained NCEA level 1. Early leavers in Year 11 and 12 lower this figure.

Collect baseline data for new enrolments

All 90% (estimate)

Upon enrolment, baseline data for Literacy (reading and writing) and numeracy (mathematics and statistics) is collected using e-asTTle.

Student voices: This is what two students said in 2017 about their teachers:

" These two men came to my house and knocked on my door, my old lady answered the door and these guys asked me if I wanted to study at PASS. I said “why not”!

The next day I came to PASS and I met Falefatu. We sat down to have a talk and ate chop suey. We talked about my goals. I said that my goals for were to graduate from school and gain NCEA Level 1, 2 and 3.

I started school the following week and I can proudly say that I have achieved my goals.Aloalii

" I was the first student to enroll at PASS.

In my past 3 years I’ve had many victories. I’ve had many ups and downs, but that has only made me stronger and helped me find who I am.

I have learnt so much about life and about myself, and the challenges I have had to overcome have made me stronger and wiser. Life's all about learning, no one’s perfect.

I am confident about my future. Being at PASS has really shaped me and given me a mind to set to chase my dreams.

I'm excited to come back in 5 years’ time to PASS and to see it Succeed and successful.

PASS has been amazing. I thank Michael Jones and all the board.

I just thank God for putting me in this school.Faith


• 96 per cent of students agreed or strongly agreed with the statement “Teachers get on well with students from different cultures and backgrounds”. (1)

• 93 per cent of students agreed or strongly agreed with the statement “Teachers care about how I feel”. (1)

• 97 percent of parents agreed with the statement “I feel comfortable talking to teachers and the other staff at the school” (2)

• 97 percent of parents agreed with, or were neutral to the statement “The school respects my culture and language” (2)


ERO ReportThis is what was stated in the report:

' The school meets the performance standard for delivery of the curriculum as 90 percent of teachers are fully registered.

Teachers are increasingly working with individual students to plan for their learning and qualifications. They should now integrate literacy and numeracy skills within the wider curriculum and ensure that teaching is meeting the learning needs of all students.'

This is what we plan to do nextIn 2018, we continue to focus in improving student’s English language reading and writing ability. We will also develop and implement a school-wide numeracy strategy as a further way to improve student’s mathematical ability.

Teachers will continue to develop teaching and learning materials so that they have a distinct Pacific context or focus and build on students existing knowledge of Pacific languages and cultures.

3.2. We are meeting all of the Minimum RequirementsThe Trustees Agreement with the government to operate the school sets out no fewer than 20 Minimum Requirements that the school must meet ‘at all times’

The school has good processes to regularly monitor its performance against the Minimum Requirements so that it could satisfy itself that it was meeting them ‘at all times’

The school met all of the Minimum Requirements throughout the year. A list of the Minimum Requirements can be requested at [email protected]

3.3. We are meeting our Performance StandardsThe Performance Standards were developed by the Ministry of Education (MOE) and they set out the specific targets that the school is expected achieve. During the year, we reported regularly to MOE about the progress the school was making towards reaching them.

Below is a summary of the schools performance in relation to the 2017 Performance Standards.

12

The school is in a strong financial position. It is well placed to meet its day to day expenses as well as meeting the costs associated with expanding to cater for up to 60 Year 9 and 10 students in 2018.

Financial Performance4We are meeting all of our financial performance targets and responsibilities

The schools performance against its financial performance targets is reported in Section 3.3 of this report.

Te maata i taau ka oronga ko te maata rai ia i taau ka rauka.(Cook island Proverb)

The more you give the more you receive. If you give a lot you will receive a lot. Do not be selfish.

Student Engagement


Unjustified absences

< 2.8% (342 school days)

3.0 % (377 school days)

Target is exceeded by 35 school days

Stand downs < 2.1 per 100 students 1 Met

Suspensions < one half day per 100 students

None Met

Exclusions < one quarter day per 100 students

None Met

Expulsions None None Met

Financial Performance


Operating surplus

2%-5% 4% As of 31 December.

Working capital ratio

At least 2:1

12.1:1 Reserves are to meet costs associated with expected roll growth.

Debt/equity ratio

Maximum 0.5:1

0.2:1 Met.

Operating cash

Positive operating cash flow

Positive The school is comfortably able to maintain its operations.

Enrolment variance

Nil -36 Includes early leavers to take up tertiary study (16 students) and employment (7).

Targeting Priority Learners


Enrolment of priority groups* 75% 100% Met.

* Students who are Maori, Pasifika, students with special education needs and students from low socio-economic backgrounds.

Information about the school’s financial position can be found in the school’s audited annual financial

2017 Audited Financial Accounts5statements for 2017. A copy of the statement can be requested at [email protected]


Pacific Advance Senior School42 Atkinson Ave, Otahuhu, Auckland, 1062

Postal address: PO Box 22420, Otahuhu, Auckland 1062

Pacific Advance Senior School Annual Report to the...

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