Riccarton High School is a state coeducational, multicultural, Years 9 to 13 secondary school that was established in 1958.

OUR VISION

We are a forward thinking school aiming to prepare our diverse student community for a rapidly changing world by equipping them with the relevant skills, a global perspective and the ability to embrace our core values associated with Te Wairua o Pūtaringamotu (The Riccarton Way). 

Students will experience success today and will be prepared for tomorrow.

WE ARE

A globally connected school, we continue to experience a large increase in English Language Learners including both Maori and Pasifika students.

Approximately 70 ethnicities are represented among our student population providing the school with a distinctive and rich culture. Situated in the western sector of Christchurch city, our catchment area includes parts of the Russley, Avonhead, Ilam, Riccarton, Upper Riccarton and Sockburn residential areas. 

Riccarton High School is well supported by the local primary schools and we experience strong demand from our community for children to attend their local high school. 

Our main contributing schools are Kirkwood Intermediate and Avonhead, Riccarton, Russley and Wharenui Primary Schools. 

A strong spirit of collaboration exists among our local schools. Since 2017, Riccarton High School has been part of the Pūtaringamotu Kāhui Ako. 

All members of the Kāhui Ako have agreed on a set of principles around recognising diversity, maintaining strong learner focused relationships and raising achievement particularly with our priority learners.

There also exists a spirit of collaboration between ourselves and the three integrated secondary schools in our area, particularly around timetable synchronisation, as well as a strong relationship with the University of Canterbury. 

We are well supported by our parents who make a significant contribution to all aspects of school life and who show a keen interest in their child’s education.

WE BELIEVE IN

Riccarton High School believes in preparing our students for a rapidly changing world by ensuring that they possess both wide ranging and relevant skills, no matter what their future pathway. 

Our school crest, which through the symbols of the lamp of learning and the book of knowledge, puts a strong focus on the need and satisfaction that comes with the learning process.

The school also places significant emphasis on the building of character and the development of well-rounded young men and women. 

Our school motto ‘Disce ut prosis’ – ‘learn that you may be of service’ focuses on the importance of leading, serving and supporting others in our immediate and wider community.

The Riccarton Way ethos and its key values of commitment, honesty, respect and excellence, is the spirit behind the way we think, act and feel at Riccarton high School. 

It is an ethos that promotes a caring, supportive learning culture focused on progress and achievement. By engaging in the wairua of the Riccarton Way throughout their time at school a Riccarton graduate is academically successful, well-rounded and self-aware. 

Riccarton graduates will be achieving, independent lifelong learners who are caring, responsible, involved, globally connected citizens.

The vision of success for our Riccarton Graduate is that they find their way into the workforce or other training and go on to live a life with a strong sense of values and commitment to service.

WE HAVE

Situated on 11 hectares of park-like grounds, Riccarton High School strives to provide facilities that effectively meet the diverse learning needs of its students. 

The school continues to review the use of its physical spaces particularly through the completion of our Master Plan in 2020, which will lead in turn, to some major redevelopment work scheduled to commence late 2021.

We are excited about the opening of our new outdoor education facility at Orohaki in North Canterbury at the beginning of 2020. 

This wonderful asset for the school will provide an excellent opportunity for our students to develop self confidence, team and leadership skills in an outdoor education context facilitated by specialists. 

This programme allows us to develop well-rounded individuals who will contribute positively to society.

Specialist rooms cater for Music, Art, Drama, Technology and the Sciences.

Our gymnasium complex comprises of two gyms, a weights room and classroom facilities. 

The Technology and Language blocks provide modern learning spaces and the development of a flexible learning environment prototype, complements the strong focus the school has on blended learning. 

School-wide wireless coverage, well-resourced computer rooms and a strong emphasis on students bringing their own devices is an integral part of our blended learning ethos.

The school/community joint use library, with state of the art teaching and learning facilities has been made possible through a unique partnership with the Christchurch City Council and Christchurch City Libraries.

Demand is constantly high for our Kohanga Ako that caters for students with moderate intellectual disabilities, and for our very successful and well-respected international student programme.

OUR STRENGTHS

At Riccarton High School, student achievement and the pursuit of excellence in a variety of areas underpins all that happens. 

There is a focus on continual improvement by students and staff with data being used to review teaching and learning programmes to ensure the best possible learning outcomes are achieved.

The school has a clear vision that is articulated by both the Board of Trustees and the Senior Leadership team; two groups who have the faith to believe that the vision can be achieved and have the courage to make it happen.

The staff at Riccarton High School have high expectations of themselves and the students; they are committed to the vision and the core beliefs of the school and play a significant role in promoting a safe, inclusive environment where positive relationships exist between themselves and students. 

A high quality pastoral care system operates,including a careers programme, that supports students in developing a strong sense of ownership and wellbeing. 

Strong links with the local and international community enhance learning opportunities for students. 

Parents are strongly encouraged to get involved in their child’s education and are consulted and well informed about their children’s progress and achievement and school developments.

OUR PRIORITIES

The Board of Trustees has determined its priorities around:

• The National Education Goals (NEGs) and other identified National priorities for Secondary schools.
• The school’s programme of self review.
• Analysis of the school’s assessment data.
• The needs of our school community.
• These priorities are included in the Riccarton High School Strategic Plan, Māori and Bicultural Strategy 2018-2021 and the 2020 Annual Plan.

PRIORITY AREAS

Achievement - every student learning and achieving every day. 

In particular, all students will:

• Be expected to achieve NCEA Level 2 or equivalent – to ensure they are prepared for successful entry into further studies or work and equipped with a solid learning foundation to be successful.
• Improve their literacy and numeracy skills.
• Progress and achieve at an appropriate level.

The Board aims to achieve this in such ways as:

• Setting annual student achievement targets and action plans that focus on groups of students that are at risk of not achieving.
• Appointing designated literacy and numeracy coordinators.
• Providing for specific literacy and numeracy support programmes to individuals and groups.
• Promoting a collaborative approach to an integrated curriculum within a mixed ability environment. 

Assessment. 

In particular, the school will:

• Develop a range of assessment and evidence gathering practices that provide sufficiently comprehensive data to evaluate the progress and achievement of individuals and groups of students.

The Board aims to achieve this in such ways as:

• Having clear, consistent and fair assessment and reporting policies and procedures in place.
• Regular reviewing of achievement targets and analysing assessment data. 

Curriculum. 

In particular, all students will have:

• The opportunity for success in all the essential learning and essential skill areas of the New Zealand curriculum.
• The skills and qualifications to contribute to their future and New Zealand’s.
• Appropriate career guidance.

The Board aims to achieve this in such ways as:

• Providing a relevant curriculum that is accessible to all students, meets their needs, interests and abilities and is reviewed regularly.

Learning environment. 

In particular, all students will have a safe physical and emotional environment that promotes inclusiveness. 

The Board aims to achieve this in such ways as:

• Supporting the school to embed the wairua associated with the Riccarton Way ethos in all areas of school life.
• Providing for a wide variety of leadership and service programmes for students at all levels.
• Maintaining a high quality pastoral care system with clearly defined and understood student behaviour management systems, and fair assessment and reporting policies and procedures in place.
• Offering health programmes from Year 9 to Year 13 and a strong focus on school-wide wellbeing.
• Planning towards providing a high quality, modern learning environment focused on blended learning that caters for the learning needs of diverse learners.
• Continually monitoring the safety of the buildings and grounds in terms of physical hazards. 

Māori students. 

In particular, all Māori students will:

• Achieve success as Māori in the school environment with the expectation of gaining NCEA level 2 or equivalent.

The Board aims to achieve this in such ways as:

• Developing procedures and practices that reflect New Zealand’s cultural diversity and the unique position of Māori Culture.
• Having a permanently employed Māori language teacher.
• Maintaining a Māori language department with high quality programmes and outcomes.
• Providing mentoring for individual Māori students.
• Reflecting Te Reo and Tikanga Māori in the school’s physical environment.
• Providing professional development for staff in Te Reo and Tikanga Māori to enhance the engagement and achievement of Māori students.
• Ensuring the curriculum reflects the Treaty of Waitangi principles.
• Providing a Whare Ako for use across learning areas.
• Encouraging and supporting a strong Kapa Haka.
• Having Māori representation on the Board of Trustees.
• Providing community education programmes for Te Reo Māori language development.
• Taking all reasonable steps to provide instruction in Te Reo Māori for students whose parents request it.
• Promoting a strong and positive partnership with whanau. 

Pasifika students. 

In particular, all Pasifika students will:

• Progress and achieve at an appropriate level with the expectation of gaining NCEA Level 2 or equivalent.The Board aims to achieve this in such ways as:
• Establishing partnerships with Pasifika parents and community leaders to improve outcomes for students.
• Reflecting and celebrating Pasifika cultures in the school curriculum and learning enironment.
• Encouraging and supporting a Pasifika cultural group.
• Having Pasifika representation on the Board of Trustees.

Teaching and learning. 

In particular, the school will: 

• Expect and support teachers to continually improve their practice. The Board aims to achieve this in such ways as:
•  Identifying and promoting the qualities of effective teachers.
• Maintaining a robust appraisal system that focuses on improving teaching and learning.
• Providing and funding whole staff and individual professional development programmes.
• Encouraging and expecting teachers to continually reflect on the effectiveness of their teaching practice.
• Supporting an e-Learning culture by supporting professional learning and providing appropriate levels of resources for staff and students.

Special needs students. 

In particular, each student will:

• Progress and achieve so that they realise their true potential.

The Board aims to achieve this in ways such as:

• Providing specialist programmes for identified potential gifted and talented (GATE) and supported learning students.
• Supporting mainstream students with learning needs.
• Maintaining a department for moderately intellectually disabled students that caters for individual needs and also acknowledges the importance of integration with the rest of the school.