CHARTER STRATEGIC PLAN 2019 2021 - Annual Plan 2021 - NPGHS

CHARTER STRATEGIC PLAN 2019 2021 - Annual Plan 2021 - NPGHS

STRATEGIC PLAN 2019 – 2021
     Annual Plan 2021
CHARTER STRATEGIC PLAN 2019 2021 - Annual Plan 2021 - NPGHS

  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.

New Plymouth Girls’ High School

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.

The 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
    • 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
    • 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.

Partnering 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.

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 - Relationships
Annual 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
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.

Annual 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
                                                                                     Curriculum and
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
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.
                                                                                                         Level 2 NCEA achievement rates increasing.
                                                                                                         UE literacy rates increasing to provide ongoing opportunities.

Barrier 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

Annual 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?
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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