CHARTER STRATEGIC PLAN 2019 2021 - Annual Plan 2021 - NPGHS
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CHARTER
STRATEGIC PLAN 2019 – 2021
Annual Plan 2021
Contents
Introduction .................................................................................................................................... 3
Recognising New Zealand’s Cultural Diversity ................................................................................ 4
Partnering with our community...................................................................................................... 5
Future Focused Education .............................................................................................................. 5
2021 Annual Goals ........................................................................... Error! Bookmark not defined.
2New Plymouth Girls’ High School
Introduction
New Plymouth Girls’ High School is a decile seven state girls’ secondary school of around 1,380
students. Founded in 1885, the school combines traditional values with an acute appreciation
of the needs of young women in the 21st century. Many of the School’s families have a
connection that spans a number of generations and the Old Girls’ Association with branches in
the Waikato and Bay of Plenty is an important link with the past.
The school is set in eleven hectares of attractive grounds with native trees and buildings
incorporating architectural styles from early colonial to contemporary. The natural
environment reflects the philosophy and values of the school. An on-site boarding hostel,
Scotlands, has a fine reputation and provides quality care and accommodation for up to 140
students from Taranaki and beyond.
All buildings in the school meet current curriculum needs. All classrooms are networked and
Wi-Fi access is available across the school. There is an extensive range of up-to-date
technologies that support and enhance teaching and learning programmes.
The diverse composition of the student body reflects the wider community with 68%
identifying as NZ European, 23% Māori, 2% Pacific Peoples, 6% Asian and 1% are of other ethnic
groups (as at January 2021). Māori language, tikanga, and culture are celebrated and
acknowledged in all aspects of school life and the wharenui, Tuhonohono, is an important
meeting place for people of all cultures. The school also has an international department,
which is currently smaller than usual due to national border restrictions.
Opportunities are provided for all learners to learn and achieve in an inclusive and supportive
environment. Our mission is to provide a range of dynamic academic, cultural, sporting, and
personal learning experiences through quality teaching and supportive environments. Each
young woman will have the opportunity to discover and develop the necessary knowledge,
skills, values, and character to enable her to fulfil her potential.
A differentiated curriculum caters for a range of learning needs that includes in-class and
withdrawal learning support for students with special needs. Priority learners are identified
and learning and support programmes that are targeted to their learning and personal needs
are delivered. Waimarie is an on-site unit that is an integral part of the school and caters for
the learning needs and personal care of a small group of profoundly disabled students.
Accelerate and enrichment programmes are offered to gifted and talented students and multi-
level programmes begin at Year 10 with a number of students undertaking a combination of
subjects at two or more levels. Transition programmes such as STAR, Gateway, and Trades
Academies are meeting the needs of students looking for vocational opportunities and an
alternative to tertiary study. All students are involved in a programme of goal setting that is
linked to career pathways.
3The National Curriculum is delivered through a broad range of subjects and the National
Certificate of Educational Achievement (NCEA) is the dominant qualification. Students
consistently achieve results that are higher than the national median for decile seven schools.
A strong pastoral team provides a range of guidance, pastoral, and career services and there
are established links with a number of supporting agencies. A range of medical and counselling
services are offered free of charge to staff and students from our on-site wellness centre, Wai
Ora. Building Positive Relationships (BPR) is a school-wide programme that defines our culture
and is underpinned by a restorative approach. Integral to the BPR programme is the Positive
Behaviour for Learning (PB4L) initiative. Student leadership with service as the ethos is a
significant feature of the school.
An extensive range of extra-curricular and co-curricular activities is offered and there is a high
level of participation in sport, cultural, visual and performing arts at the provincial, regional
and international level by students and staff. The Young Enterprise Scheme (YES) is well-
established at this school with a number of teams competing at local and national level. The
support and involvement of individuals, organisations and businesses from the school’s
community is high.
Recognising New Zealand’s Cultural Diversity
New Plymouth Girls’ High School recognises the importance of New Zealand’s cultural
diversity and the unique position of Māori. We demonstrate this by:
• Focused efforts to raise the level of Māori academic achievement.
• Hui where there is consultation, celebration of student achievement, and the forging
of relationships with whānau.
• Inviting whānau engagement and collaboration in school life.
• Reflecting our Treaty obligations within our policy documents and curriculum
statements.
• Working in partnership with Ngā Iwi o Taranaki.
• Providing all students with experiences and understandings in cultural traditions,
language, and local history.
• Delivering Te Reo Māori as a subject at all year levels.
• Delivering the Tumanako programme where there is mentoring and support of Māori
students across all levels.
• Showcasing Kapahaka with both student and staff ropu and providing performance
opportunities.
• Incorporating Tikanga Māori in the life of the school.
• Recognising, valuing, and supporting the Honohono Committee in its role of promoting
Māori and Pasifika student achievement and Māori achieving success as Māori.
Our small group of Pacific Island students identify closely with Māori. They are included in all
programmes, groups and hui on our marae. They also meet regularly as a Pasifika group. They
perform at the national secondary schools Pasifika festival most years and are supported by
teachers, a tutor and parents.
4Partnering with our community
The School is committed to a programme of self-review that involves engagement with staff,
parents/whanau, students and the community. Engagement is both formal and informal and
occurs through:
• On-line surveys
• Parent/whanau teacher meetings, interviews and contact via e-mail, letter and phone
• Staff meetings, committees and working groups
• Student Council and student group meetings
• Social media
• PTA meetings
• Hui and wananga
• Exit interviews of staff that have left the school
• Strategic committees led by a member of the Board of Trustees
• Board of Trustee co-design workshops with school leaders
• Informal contact via school events
Future Focused Education
Learning at NPGHS is shaped around the deep thinking through six key competencies:
Collaboration, Creativity, Critical Thinking, Citizenship, Character and Communication. Our
driver for change is for our curriculum to truly reflect the eight principles of the NZ Curriculum:
High Expectations; Learning to Learn; Treaty of Waitangi; Community Engagement; Cultural
Diversity; Coherence; Inclusion; Future Focus. Our challenge is shaping a curriculum
framework that moves us from traditional subject-thinking to these new curriculum goals. We
explore possibilities for curriculum integration by drawing from pioneering work and good
practice from New Zealand and the global education community. Teachers and students are
encouraged to take risks, be collaborative and innovative, and share their learning with others.
Pedagogical change is crucial to meet the future learning needs for all students.
5OUR VISION
What we want to achieve overall TO DEVELOP EDUCATED, CONFIDENT YOUNG WOMEN OF OUTSTANDING CHARACTER
OUR STRATEGIC OUTCOMES HAUORA AKO / LEARNING TIKANGA / SCHOOL CULTURE
The difference we want to make Our students are secure in their identity and Our students have positive diverse experiences Members of our school community experience
well-being of learning a sense of belonging
OUR STRATEGIC INITIATIVES • Our learning environment supports physical, • Students make academic progress and achieve • Positive relationships across the school
What we want to achieve social, mental/emotional and spiritual well- to their potential. community enhances student learning.
by 2021 being. • Non-academic success is identified, • The school is culturally responsive and
• Quality processes, pastoral services and systems acknowledged, and celebrated. respectful.
enable us to support students with their well- • High levels of attendance across all year levels. • Culturally responsive pedagogies enhance
being. student learning.
• Our curriculum responds to the changing needs
• Staff are supported with the skills to of our students and society. • We embrace difference and diversity.
maintain/improve their well-being.
• Physical infrastructure supports student • Students, whānau and our wider school
• Students are confident to express their identity learning. community are connected.
through culture and language and as citizens of
Aotearoa New Zealand. • Learners bring who they are to their learning. • Students, whānau and our wider school
• Culturally responsive pedagogies enhance community have pride in our school.
student learning
OUR MEASURES A range of criteria has been established to All mainstream students achieve NCEA Level 2 or A range of criteria has been established to
How we will know we are on track benchmark/measure the quality of student above at Year 13. All students have clear benchmark/measure people’s relationship with
wellbeing. pathways and a graduation plan. the school?
OUR MISSION / PURPOSE OUR VALUES
Our reason for being The core principles that guide our work
We exist so that each young woman has the opportunity to discover and develop the necessary Whakamana - Respect
knowledge, skills, values and character to enable her to fulfil her potential. Haepapa - Responsibility
Whanaungatanga - RelationshipsAnnual Goal: Hauora/Wellbeing
Strategic Outcome 1: HAUORA/WELLBEING Annual Goal Learners experience an inclusive environment that values, affirms,
Our students are secure in their identity and well-being reflects, and develops their identities and skills.
Key Improvement Strategies
Focus What we will do Accountability Measures of Progress/What will we see at the end of 2021
(NEG/NAG/NELP) (Overall: and beyond?
Principal and DP
coordinating
Hauora)
Learners at the Students and whānau are consulted on how teachers can SBR An increased number of students report that teachers are
centre (1) demonstrate their interest and learn more about a interested in their culture and family background.
Quality Teaching and student’s culture and family background. Staff, students and families understand and use a clear
Leadership (6) Teachers better understand a student’s experience of pathway approach for referrals or to raise issues, concerns,
NAG5, NEG10 racism, discrimination or bullying, at school and beyond. questions and positive achievements.
This knowledge, will be used to further improve the school Processes are in place to promptly address and resolve any
environment. complaints or concerns about racism, discrimination and
bullying and diversity is celebrated.
Relevant and appropriate data shared with and used by
hostel to support inclusive experience.
Learners at the At-risk students are identified and supported early, using SBR/Deans A current directory of potential services or
centre (2) markers and good reporting/information. resources/supports is available and used by Deans and other
NAG5 staff.
A system is in place to enable ‘marker’ indicators are used to
identify and support students.
7Annual Goal: Ako/Learning
Strategic Outcome 2: AKO / LEARNING Annual Goal All mainstream students who complete at least Year 12, achieve a
Our students have positive diverse experiences of learning minimum of Level 2
Key Improvement Strategies
Focus What we will do Accountability Measures of Progress/What will we see at the end of 2021
(NEG/NAG/NELP) (Overall: and beyond?
Principal and DPs
coordinating
Curriculum and
Māori
Achievement)
Learners at the Learners at risk of not achieving Level 2 by the end of Year SBO/Deans At risk students are identified and known to their teachers.
centre (2) 13 are identified and have an education plan in place, Level 2 achievement rates increase for all leavers.
Barrier Free Access which is developed in partnership with the student and
Level 2 achievement rates for Māori are at least as strong as
(4) their whānau/family.
for non-Māori students.
NAG1, NEG1, NEG2, Education plans for students are developed and shared with
NEG9 teaching staff and families, with reference to Ka Hikitea as
appropriate.
Barrier Free Access A junior school numeracy and literacy plan is developed. SBO/Unit holders PAT progress reports indicate acceleration of targeted
(4) The plan is informed by research, to accelerate progress of for ARONA, students.
NAG1, NEG1, NEG2 those most at risk of not achieving. Literacy and Level 1 numeracy and literacy achievement rates increase.
Numeracy
Level 2 NCEA achievement rates increasing.
UE literacy rates increasing to provide ongoing opportunities.
8Barrier Free Access Whānau and Pacific families are consulted to identify and KBY Barriers are identified and understood, with an equity
(3) understand barriers that prevent learners/ākonga from achievement strategy developed and steps for
NAG1, NEG1, NEG2, accessing, participating or remaining engaged in schooling, implementation in place.
NEG10 and work to address them. Proportion of all students attending school for greater than
80% of time increasing, with attendance at least as strong for
Māori as non-Māori.
Tumanko programme reinvigorated so that students, staff
and whānau rate this as a useful and identifiable support.
Quality Teaching and Teachers are confident and competent to teach diverse BMC/KBY Tuesday PLD sessions include diverse learners and
Leadership (6) learners with varying needs, and to appropriately modify differentiation.
teaching approaches. eLearning plan for school developed and steps to
implementation taken.
Learners at the An evaluation of current offerings is undertaken, with BMC/SBO NCEA qualifications are of high quality and provide for future
Centre (2) recommendations as required, to ensure the school options by offering the opportunity for University Entrance or
Future of learning continues to deliver a responsive curriculum, that post secondary course pre-requisites, as appropriate.
and work (7) incorporates learner agency, and which meets the needs of Student feedback surveys show satisfaction with curriculum.
students and the expectations of whānau, and provides
NAG1, NEG1, NEG3, Community input sought and valued to ensure curriculum
extension and support in the curriculum.
NEG5, NEG9, NEG10 considers needs and wants of students and families.
Junior curriculum has clear links to skills required for NCEA
and life beyond school.
An implementation programme is recommended for any
future changes to junior programme and the NCEA change
programme.
9Annual Goal: Tikanga/School Culture
Strategic Outcome 3: TIKANGA / SCHOOL CULTURE Annual Goal Students, whanau and wider community are connected to and have
Members of our school community experience a sense of belonging pride in their school.
Key Improvement Strategies
Focus What we will do Accountability Measures of Progress/What will we see at the end of 2021
(NEG/NAG/NELP) (Overall: and beyond?
Principal)
Learners at the Opportunities for communication, collaboration and JBN Collaboration with families and community to identify
centre (2) consultation between school, family and community are priorities for the 2022-2024 strategic plan.
Barrier free access increased and are valued by all. Utilisation of several communication channels as indicated
(3) through community consultation.
NAG1, NAG2, NEG10 Reinvigoration and support of Parent Teachers Association
and Old Girls Association with events and functions that
support both the associations and the school.
Learners at the The purpose of waka and kawai huia systems is reviewed SBR Waka and kawai huia system finalised with implementation
centre (1) and reclarified based on research, staff, student and plans supporting any transition.
whānau input Purpose of waka and kawai huia system is communicated
regularly with students, staff and community.
Students and Old Girls identify with their waka.
Quality teaching and A baseline competency with Te Reo Māori and tikanga is KBY Staff can self-identify progress with Te Reo Māori
leadership (5) established and introduced for staff. development.
NEG10 Te Reo Māori and tikanga development opportunities for
staff identified and supported.
Staff know who and how to seek support with the integration
of Te Reo Māori and tikanga in their practice.
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