Nelson College for Girls' Charter 2020 - Te Kura Tamawāhine o Whakatū
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Nelson College for Girls’
Charter 2020
Te Kura Tamawāhine o Whakatū
Strategic Overview
1. Strategic Overview
Vision
To educate, empower and nurture each student so they can confidently
succeed in their world.
Learning Values Social Values
Collaborative Working with others P Positivity
Reflective Planning, reworking R Respect
Resilient Persevering I Integrity
Resourceful Questioning, making links D Diversity
Building Learning Power E Empathy
School Motto
Pietas Probitas Sapientia
Loyalty; Pūmau Honesty; Pono Wisdom; Pūmahara
Honesty and integrity in our Wisdom to value the
A school community where
interactions, which leads to knowledge and expertise of our
people feel understood and
trust, innovation and community, including respect
valued. This generates loyalty.
opportunities. for our history.
Strategic goals
To achieve our vision and values, we foster a culture of personal excellence and
encourage all of our staff and students to be the very best they can be.
Strategic Goal 1
To understand our students as individuals to create meaningful relationships that enable
success.
Strategic Goal 2
To have a culture of inspiration, innovation and excellence in our staff.
Strategic Goal 3
To grow the skills and attributes of our students to empower them to succeed in their
world.
Strategic Goal 4
To strengthen partnerships with our whānau and community to enhance students’
success.Strategic plan – 3 year plan - The following details the plans for the enacting of the vision and strategic goals of Nelson College for Girls over the next 3 years.
2020 2021 2022
Achievement Objectives Achievement Objectives Achievement Objectives
Strategic Goal 1 – 1.1 Further develop the mentoring 1.1 Consolidate the mentoring 1.1 Embed the mentoring programme,
to contribute to the Strategic Goals and Achievemnet Challenges of
programme, by planning and programme, including mentoring for including mentoring for learning and
Nelson College for Girls is committed to working collaboratively
To understand our
students as individuals implementing Mentoring for learning and monitor effect on monitor effect on student
to create meaningful Learning. student achievement. achievement.
relationships that 1.2 Further develop the principles of 1.2 Further develop and begin to embed 1.2 Embed and consolidate the principles
enable success cultural relationships for responsive the principles of cultural of cultural relationships for
pedagogy (CR4RP) within each relationships for responsive responsive pedagogy in all classes
classroom and the school pedagogy in all classes and the and the school environment.
environment. school environment. 1.3 Measure the success of the
mentoring programme and CR4RP to
inform future direction.
the the Nelson CoL.
Strategic Goal 2 – 2.1 Continue to develop the pedagogical 2.1. Further develop the pedagogical and 2.1 Embed the pedagogical and
To have a culture of and evaluative capability of our staff. evaluative capability of our staff. evaluative capability of our staff.
inspiration, innovation
and excellence in our
staff
Strategic Goal 3 - 3.1 Complete the curriculum review 3.1 Implement the outcomes of the 3.1. Embed the future focused outcomes
To grow the skills and leadership inquiry to identify a future curriculum review leadership inquiry of the curriculum inquiry and
attributes of our focused curriculum, for to deliver the planned future focused continue to monitor its effectiveness
students to empower implementation in 2021. outcomes. on learning outcomes.
them to succeed in
their world
Strategic Goal 4 – 4.1 Continue to foster partnerships with 4.1 Embed partnerships with whānau, 4.1 Consolidate partnerships with
To strengthen whānau, individuals and key individuals and key organisations whānau, individuals and key
partnerships with our organisations within our community, within our community, including organisations within our
whānau and including ensuring that effective ensuring that effective community, including ensuring that
communication systems are in place. communication systems are in place effective communication systems
community to enhance
. are in place .
students’ successAnnual section
Annual Objectives and
Targets with Action Plans 20202020 annual objectives
Strategic Goal 1
1.1 Further develop the mentoring programme, by planning and implementing Mentoring for Learning.
1.2 Further develop the principles of cultural relationships for responsive pedagogy (CR4RP) within each classroom and
the school environment.
Strategic Goal 2
2.1 Continue to develop the pedagogical and evaluative capability of our staff.
Strategic Goal 3
3.1 Complete the curriculum review leadership inquiry to identify a future focused curriculum, for implementation
in 2021.
Strategic Goal 4
4.1 Continue to foster partnerships with whānau, individuals and key organisations within our community, including
ensuring that effective communication systems are in place.
2020 annual targets (students to be referred to as Focus Students)
Target 1 - Attendance
Attendance – Monitor all attendance but focus particularly on Year 9. Raise overall attendance in Year 9 to over 90%.
Target 2 – Gaining of Level 1
Identify all students who are taking 11SCC, 11MAI and 11ENC. Then identify all students at the end of term 1 who have
missed achieving 3 or more standards across their subjects, regardless of whether the outcome is Not Achieved or Not
Submitted. Put plans in place to work with these students to improve the ratio by end of term 2. Continue to monitor
all year.
Target is that the overall % of Year 11 students attaining Level 1 in 2020 is above 85%.
Target 3 – Level 1 achievement of Māori and Pasifika students
Identify all Māori and Pasifika students entered for Level 1 and put in place strategies to help them to achieve at the
same level as all other students. The aim would be for 85% or more to attain Level 1. (There needs to be caution in the
use of percentages for Pasifika students where numbers of students are very small.)Annual Objective 1.1
Further develop the mentoring programme, by planning and implementing Mentoring for Learning.
Specific Actions Responsibility Resources Timeframe Expected Outcome
‘Map’ the year with key stakeholders to create SLT; SL; SM Document; time Early Term 1 Term by term plan – ensure that data
coherence and synergy between wellbeing, mentoring provision/use meets the reporting
for learning, and reporting to whānau. requirements eg. Conferencing
Staff understand the links and coherence
between each facet.
Create a clear definition of Mentoring for Learning – co- SLT and SM Document; time Term 1 Staff improve their understanding of their role
constructed and understood by all staff. as kaiārahi and are confident in undertaking
mentoring conversations.
Establish list of data to be used by all kaiārahi in their SLT and SM; MZ Document; time Term 1 Data is provided. The use of a range of data,
mentoring role. both pastoral and academic, provides a
holistic overview for the kaiārahi of the
student.
Mentoring for learning COL teacher to create custom SM Documents; time Term 1 Creation of custom reports. Alter and update
reports for use by kaiārahi – alter and update upon based on feedback and reflection from
reflection. Kaiārahi after their learning conversations
with students.
Trial and implement the use of a data reporting system SM, DR Predicted grades By Mid Term 2 Development of a system to track students, to
to predict senior student NCEA outcomes eg. a ‘traffic spreadsheet and then ongoing inform staff working with students, and to
light’ system. NCEA data enable additional support to be put in place
for individual students and focus students
through up to date, timely data.
Provide PLD for kaiārahi on retrieval and use of data for SM; MZ PLD budget; calendar All year Kaiārahi know where to find
mentoring. information/reports on Kamar, how to print if
required and how to interpret them.
Provide PLD for kaiārahi on mentoring for learning and HY; SM; MZ PLD budget; calendar All year Kaiārahi develop strategies/pedagogies to
the use of the Profile area in Kamar. engage in mentoring for learning
conversations with their group of students.Monitoring and data gathering: • Kaiārahi record mentoring conversations in Kamar through the use of the Profile • Survey staff at start and end of year about understanding of mentoring and how to use data. First survey completed in first pūtoi meeting. • Survey students in late October about the difference made through mentoring for learning.
Annual Objective 1.2
Further develop the principles of cultural relationships for responsive pedagogy (CR4RP) within each classroom and the school environment.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Individual CR4RP team members
Individually each member of the CR4RP team to complete one CR4RP team Time; observation Each term Each member of the team will be
deep observation and debrief per term; each person to develop a resources confident in their role as shadow coaches.
goal to support individual inquiry.
CR4RP team (Cohorts 1 and 2)
CR4RP team to meet in week 5 Term 1 for 3 hour training session DA Time; Poutama Term 1 Clear action plans will be developed for
to revisit/remind selves of the process. Pounamu team each term.
Share shadow coaching process with staff to tweak interest and CR4RP team PLD opportunities Early 2020 More staff will be inspired to put their
curiosity for 3rd cohort. (supports teaching inquiries) hands up to train.
School level
Repeat the Rongohia Te Hau survey as part of the Nelson DA Survey tool Term 1 Analysis of the 2020 data and comparison
Community of Learning. with the 2018 data to look at progress.
Third cohort of 6-8 teachers trained in shadow coaching; CR4RP team Time; relief costs Term 1 The groups of trained teachers will
facilitation of this by Poutama Pounamu and NCG team; training = expand and enrich the mahi.
½ day week 7 and whole day week 9 Term 1.
Begin to work with HOLAs to ensure that they are supported to CR4RP team Time Terms 2 - 4 HOLAs feel confident to also lead in a
ensure that CR4RP is part of the pedagogical practice of their culturally responsive way.
staff.
All new Māori students visit the Whakatu marae as part of their DA Time; Budget Term 1 New Māori students feel welcome on our
orientation to make local connections. school’s local marae.
Two staff will undertake the Pounamu Poutama Blended Learning DA; RG Time All year Increased understanding of cultural
inquiry project. responsiveness. These staff will work
alongside others from within the local
kāhui ako.Group of 10 – 12 staff to take part in Treaty Workshop with DA Time; PLD budget February Further widen the understanding of Sharon Tipene. Undertaken in collaboration with Nelson College. groups of staff about CR4RP. Monitoring and data gathering: • Rongohia Te Hau survey will give comparative data with 2018 survey. • Survey Māori learners about their learning experiences in classes; differentiate between staff trained in CR4RP and those not.
Annual Objective 2.1
Continue to develop the pedagogical and evaluative capability of our staff.
Specific actions Responsibility Resources Timeframe Expected Outcome
Evaluative Capability
Each compulsory Learning Area will choose an aspect of their MZ, MW Time All year The HOLAs are supported to work
Year 9 curriculum that they want to improve in 2020. They will through an evaluative process and to
be mentored to use a collaborative inquiry to determine initial understand the analysis and evaluation of
this to improve student outcomes.
formative results, strategies for improvement and how to
measure the progress being made.
Ensure there is shared baseline data, common markbook MZ; MW, HOLAs Time; PLD All year HOLAs are able to measure and
practice, consistent reporting against curriculum levels and understand the progress being made by
knowledge of how to measure progress by HOLAs. students.
Ensure that data is more easily accessed by HOLAs for their MZ Time; reports Term 1 HOLAs are provided data if required, to
Achievement Reports. enable them to spend more time
evaluating their data for future planning.
Pedagogical Practice
PRIDE expectations are embedded into practice. CL, PRIDE team PRIDE matrix and All year The PRIDE expectations are consistently
teaching resources known and understood by staff and
students.
Recommendations from the Curriculum Review team will be DR, Curriculum Time, PLD budget End 2020 Staff feel prepared for the outcomes of
followed by staff PLD (internal) to prepare all teaching staff for Review team the NCG Curriculum review and are
the changes. prepared for the changes to be
implemented in 2021.
Involvement in the Top of the South Secondary Principals’ DR TOSSPA project; PLD All year External PLD helps to further inform
Association (TOSSPA) PLD project around curriculum. budget curriculum ideas.Restart the Learning to Learn Committee mid-year to continue to EW Time, PLD budget Terms 3 & 4 Learning to Learn will become further develop staff and student understanding of concepts like Deep developed in the school and aid with Learning, Building Learning Power and Growth Mindset. improved learning outcomes for students. Monitoring and data gathering: • Improved data analysis in Achievement Reports • SET data analysis (PB4L), pastoral entries in KAMAR and measurements of targeted student behaviours will show improvement – collect base information at start of year and then each term.
Annual Objective 3.1
Complete the curriculum review leadership review inquiry to identify a future focused curriculum for implementation in 2021.
Specific actions Responsibility Resources Timeframe Outcome
Draft information to the Board: mid-February. DR Draft Curriculum February Draft presented at BOT meeting. Input
plan from Board.
Final recommendation to Board: April meeting. DR and EW Curriculum plan April Final recommendation presented at BOT
meeting. Confirmation by Board.
Documentation ready for start of Term 2: June (transition) Curriculum Prospectus, Beg Term 2 Key documents for transition ready for
Review Team enrolment form Director of Transition and events like
Open Night.
See 2.1 – re PLD Curriculum By end of 2020 Staff feel ready to implement changes to
Review Team curriculum.
Digital Technologies curriculum developed and ready for Curriculum Staff feel confident with the Digital
implementation alongside the other alterations. Review Team Technologies curriculum they need to
help deliver.
Term 3: Learning to Learn focus begins (see 2.1 re this) EW Time; PLD Learning to Learn will become further
developed in the school and aid with
improved learning outcomes for
students.
Term 4 – Timetable ready for 2021 Timetabling team Kamar January 2021 Timetable fit and ready for use.
Monitoring and data gathering:
• Board minutes
• Staff feedbackAnnual Objective 4.1
Continue to foster partnerships with whānau, individuals and key organisations within our community, including ensuring that effective communication systems are in
place.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Bring the community in to meet and greet staff to enable whānau to AP Teaching and Time, February Whānau feel they know who their
put a face to the names of their daughter’s teachers. Learning information daughter’s teachers are.
Establish a Transition Calendar and publish. MZ; MW Time February Dates are in place, advertised on
the website and all know what is
planned well in advance.
Establish communication expectations and processes such as kaiārahi SLT Document Term 1 Whānau are clear about who to
being the first point of contact for whanau, contact about any matter.
Continue to refine the methods of communication with the school E-Learning Time; Term 1 Clarity embedded about the
community and seek feedback about effectiveness. In particular director information appropriate communication
investigate the most effective ways of communicating with our Māori sheet mechanisms to be used.
and Pasifika families.
Continue to develop effective relationships with contributing schools MZ, EW Time All year NCG’s profile is raised and
to ensure our strengths are well known. promoted by contributing schools
as a leading choice for education of
young people.
Invite Nelson kāhui ako principals to visit our school in term 1. EW Date Term 1 Primary principals are able to
support our college when asked by
parents.
Continue the role of the newly created media staff member to ensure E-Learning Hours for the All year Current information and news is
timely and exciting news of our school is developed and Director and role; promptly communicated via the
communicated through all appropriate forums. Principal best medium.Actively look for ways to engage the community in teaching and DR, HOLAs Time, All year Engaging the wider community in
learning at NCG. This is particularly important in terms of upskilling information, school life for the benefit of our
staff in knowledge about ethnic groups through outside speakers. opportunities; students
local contacts; Collaborations and partnerships
PLD with community groups,
opportunities organisations and businesses.
Monitoring and data gathering:
• Establish parent focus group(s) to provide feedback on how communication is tracking.
• Establish a list of Place Responsive Education opportunities provided in learning areas.Student Achievement Target 1
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
Rationale Poor attendance has a strong link to under-achievement. The Nelson kāhui ako is placing an emphasis on attendance for this reason.
Beginning good habits on entry to secondary school is important and therefore, while all attendance will be monitored, the specific
target group will be the year 9 cohort.
Target Attendance – Monitor all attendance, but focus particularly on Year 9. Raise overall attendance in Year 9 to over 90%
Baseline Data 23 students in Year 9 2019 had attendance levels below 80%. These students covered a range of ethnicities. We need to gather
attendance data from the contributing schools to see what the baseline is for 2020 Year 9.
Analysis of
Specific actions Responsibility Timeframe Resources Achieved
Variance/Future Action
Identify from entry transition information any MZ February Time;
students who are already poor attenders and attendance
Provide this information to relevant Deans and records
kaiārahi.
Kaiārahi make early contact with family/ whānau Kaiārahi February Time, data from
of identified Year 9 poor attendees before there MZ
is any attendance concern occurring. Record on
Kamar.
Ask kaiārahi to monitor attendance for all of HY; Principal February Time;
their 2-3 year 9 students each week, look for newsletter
patterns, keep contact with whānau and alert
the Dean where concerns are arising. Kaiārahi to
have conversations with the student and
whānau and record on Kamar.
By the end of term 1 and then every term, Kaiārahi; Deans Term 1, then Time;
identify any students whose attendance is below each term attendance
85%, identify reasons why and monitor closely. recordsTerm 2, or earlier if required, in consultation DR, HY, MW and Term 2, 3, 4 Time; with kaiārahi, Dean and SLT implement an Deans attendance individualised action plan to raise level of records attendance. Investigate the way we code school-based BD, MW Term 1 Time, Kamar activity absences to ensure data reflects student attendance accurately.
Student Achievement Target 2
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
Rationale The percentage of students gaining Level 1 has dropped significantly over the past two years. There is concern that closer monitoring is
needed of those whose courses make them potentially at risk of not achieving Level 1 or who are not gaining standards early in the year
through either non achievement or non-submission of work.
Target Target is that the overall % of Year 11 students attaining Level 1 in 2020 is above 85%.
Baseline Data
Level 1 outcomes %age
2015 86.6
2016 83.5
2017 87.9
2018 80.3
2019 81.8
Specific actions Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify the students who are taking two or MW Feb Kamar
more of: 11MAI, 11SCC and 11ENC and place a timetables
particular focus on monitoring their progress
all year. Their assessment programmes will be
mainly internal and therefore outcomes are
not dependent on external examinations.
At the end of term 1 identify all Year 11 MW End of Term 1, Report by MZ
students who have missed 3 or more continuing
standards across their subjects, regardless of throughout
whether it is Not Achieved or Not Submitted. terms 2, 3
Put plans in place to work with these students
to improve the ratio by end of term 2.
Continue to monitor all year.Put a plan in place to monitor the progress of MW End of Term 1, SM – traffic
identified students individually through continuing light system
kaiārahi, Deans and SLT. throughout
terms 2, 3
HOLAS of Maths, Science and English work in SI, CC/MA, End of Term 1, Time
collaboration with MW (Deans and kaiārahi) TD/MG, MW continuing
to best enable students to achieve success. throughout
terms 2, 3Student Achievement Target 3
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
Rationale Identify all Māori and Pasifika students entered for NCEA Level 1 and put in place strategies to help them to achieve at the same level as all
other students.
Target Raise the %age attainment of Level 1 NCEA of Māori and Pasifika students to be at least 85%.
Baseline Data
ALL Level 1 Level 2 Level 3 UE Data from the 2019 NCEA results show that Māori
and Pasifka students are underperforming
All 81.8 87.6 81.5 62.6 significantly at all levels but particularly at Level 1.
Asian 75.0 94.1 71.1 33.3 The gap for Māori is less significant at Level 2 but
drops again at Level 3.
NZE 86.9 87.7 77.7 68.1
The %age figures for Pasifika are a little
Māori 60.0 81.5 73.6 54.5 misleading because of the small number of
students.
Pasifika 33.3 57.1 78.5 25
Specific actions Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify all Level 1 Māori and Pasifika DR/HY February NCEA results
students. Share data with staff.
Use the Māori and Pasifika Action Plans to DR, ML, HY All year Plans
create further opportunities to engage these
students in their learning with the help of
whānau/fono where possible.
Track and mentor individual students via DR, HY, Kaiārahi All year M4L and
Kaiārahi with a focus on checking their additional
programmes and progress (mentoring for support
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