Whanganui Girls' College - Strategic Plan 2017 - 2020 Annual Plan 2017 - Whanganui Girls' College

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Whanganui Girls’ College
             School Number 0188

    Strategic Plan 2017 – 2020
         Annual Plan 2017
Contents

           Page 3    Preface
           Page 4    Who we are
           Page 6    Vision, Motto and Mission
           Page 7    Core Values
           Page 8    Long Term Strategic Objectives for 2017-2020 and Four Strategic Goals for 2017-2020
           Page 9    Strategic Goal #1 Achievement for all - Achieve
           Page 10   Strategic Goal #2 Encourage positive relationships - Respect and Safe
           Page 11   Strategic Goal #3 Individual learning potential is recognised and valued - Tipuranga and Awhi
           Page 12   Strategic Goal #4 Provide quality resources, infrastructure and facilities - Achieve, Safe and Awhi
           Page 13   Annual Goals for 2017
           Page 15   Supplementary Information

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Preface

In accordance with the Education Act, the Whanganui Girls’ College Board of Trustees undertakes to take all reasonable steps to achieve
the purpose, aims and objectives in this charter which have been approved by the board following consultation with the community, and to
take full account of the National Education Guidelines and other statutory obligations.
The Board has accepted this charter as its undertaking to the Minister of Education and submits it to the Ministry of Education for
approval. This charter and annual plan are updated in February each year.

Chairperson, Board of Trustees____________________________________

Date: _____________________

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Who we are…..

Established in 1891, Whanganui Girls’ College has been dedicated to offering high quality education for young women for over 125 years.
We are a medium-sized school with a roll of up to 350 – small enough to get to know students well, but large enough to offer a range of
senior options. We are proud of our history, of the outstanding leaders our school has produced and of the achievement of our pupils in
academic, sporting and cultural arenas.

The College, which borders the Whanganui River and Kowhai Park, presents a bright welcome with its freshly painted exterior, park-like
grounds and excellent facilities. We are a decile 3 school, drawing on up to 30 contributing schools, which means we have a wide range of
student backgrounds and ability levels. We are proud of this diversity and we see learning to work and live together, taking advantage of
the many opportunities available at the school, as preparation for life in a changing society. A warm, friendly environment, conducive to
supporting students’ learning, permeates the school and adjacent Ad Astra Hostel.

We recognise the diversity of New Zealand society and we value our differences. To promote the special place of tangata whenua, we provide
the opportunity for all students to learn Te Reo and recognise the importance of tikanga Maori. A Kapa Haka group, noho marae facilities,
a commitment to language staffing and pastoral support as well as a use of Maori protocol at all school occasions all contribute to support
our commitment.

Whanganui is historically strong culturally and we have developed strong iwi links with the local community. We endeavour to include and
incorporate all aspects of tikanga Maori in our curriculum. We aim to establish mutually supportive relationships with whanau and with the
local community.

To support students from other cultural backgrounds we provide opportunities for sharing and understanding, and establish appropriate
links with their families and communities. Pacific students are small in number but are an important group in our school and we recognise
the diversity of Pacific people and their cultural needs. We develop links with church groups, provide opportunities to attend leadership
days, ensure individual career planning is available, encourage attendance at local Pasifika days as well as developing links with local family
and church groups. We are signatories to the Code of Practice for the Pastoral Care of International Students and adhere to all requirements.

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Ad Astra Hostel, opened in 1975, is a fully-equipped boarding facility and provides quality accommodation and a safe healthy environment
for resident students. Private contractors manage the hostel and live on the premises and maintain close links with parents. Sensible
guidelines for out-of-school activities are developed in consultation with parents, and boarders have the ability to use school amenities like
the swimming pool, tennis courts and library. Good study habits are encouraged with regular homework hours and hostel staff support.

We recognise that beyond cultural differences, there are social, economic, special needs and other differences that are acknowledged and
accommodated where possible in the school’s planning and operations.

We offer the full range of secondary school options, provide strong pastoral care at all levels and work to ensure all students leave Whanganui
Girls’ College with clearly defined tertiary pathways and valid choices. We offer access to STAR courses for senior students and have strong
links to local tertiary providers as well as being able to run the GATEWAY programme. These initiatives continue to enhance our current
work place and tertiary links to ensure we cater for the diverse range of our students.

Developing positive and respectful relationships between students as well as between staff and students is an important focus, and the school
continue to incorporate Positive Behaviour for Learning Restorative Practices (PB4L RP) and our ASTRA plan is now embedded into our
school and this is supportive of enhancing a safe, respectful, inclusive and positive learning environment.

This charter continues to be developed through consultation with all stakeholders including parents, staff, students, the Board of Trustees
and the Whanganui community. Consultation included staff forums, focus group meetings, newsletter surveys, input from a range of
school committees, academic mentoring interviews and the Board annual strategic planning meeting. This consultation assisted with the
development of our core values, vision, strategic directions and strategies and our annual consultation redefines and confirms these
directions.

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Vision
                                                           Where Girls Shine

                                                               Motto
                                                     Ad Astra - Reach for the Stars

                                                              Mission

To provide high quality education for girls, blending traditional and modern values in a warm, open, respectful environment. We challenge
            and encourage every girl to excel and reach their full potential academically, culturally, in sport and in leadership.

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Core Values

                                                                ASTRA
                            Achieve, Safe, Tipuranga (growth), Respect and Awhi (help, support accept others)

The school seeks to provide a safe, respectful, inclusive and positive learning environment through the embedding of its five core values in
every part of school life.
The development of positive relationships is an intergral part of ensuring that students have a sense of belonging or whānaungatanga in
this world.

                                                      What this looks like for us:
           In the classroom                                              Outside the classroom
    A      Achieve                                                       Be positive around our community
    S      Safe                                                          Be safe, secure and confident
    T      Tipuranga – be the best you can be                            Be the best person you can be
    R      Respect – mindful of others and self                          Be proud of our school and environment
    A      Awhi – help, support and accept others                        Be helpful, supportive and accept others

We reward those students with ASTRA buys who meet the expectations for learning and behaviour in our classrooms and around our
school grounds while there are still consequences for those who don’t meet our expectations. ASTRA buys are awarded weekly.

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Long Term Strategic Objectives for 2017-2020

By 2020 Whanganui Girls College will:
   ● Be the school of choice for Girls in Whanganui
   ● Ensure students know they are important, valued and an asset to this world
   ● Have strong links with parents, whanau and local iwi
   ● Be a highly respected school
   ● Have grown in size to approximately 400
   ● Have an increased number of students enrolling in tertiary studies upon leaving school
   ● All school leavers who are not going onto another school will have at least NCEA Level 2
   ● The performance gap between Maori and other students will have decreased
   ● Have an increasing trend of endorsements at NCEA levels annually
   ● Be technologically literate

                                         Four Strategic Goals for 2017-2020

   Strategic Goal #1      Achievement for all - Achieve

   Strategic Goal #2      Encourage positive relationships - Respect and Safe

   Strategic Goal #3      Individual learning potential is recognised and valued - Tipuranga and Awhi

   Strategic Goal #4      Provide quality resources, infrastructure and facilities - Achieve, Safe and Awhi

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Strategic Goal #1 Achievement for all - Achieve

Long term Goals 2017-2020                         Likely Actions                                Expected three year outcomes

  1.1 Every Whanganui Girls’ College leaver         ● Ensure targets are set annually based       ● All leavers have at least attempted
  has the opportunity to achieve NCEA level 2         on achievement data from previous             and/or achieved NCEA level 2
                                                      years for that cohort                       ● The performance gap between
                                                    ● Provide professional development for          ethnicities is reduced
  1.2 The academic performance gap between
                                                      teachers to promote and enhance the         ● Teachers are up skilled in their
  Māori, Pacifica and non-Māori and non-
                                                      learning and teaching provided and            specialised areas and are able to plan
  Pacifica is decreased                               ensure quality teaching is taking place       and prepare lessons that provide
                                                    ● Deadlines are set and adhered to              outcomes necessary for that of a 21st
  1.3 To increase the annual percentage of          ● Higher expectations set for students to       century learner
  level and subject endorsements at NCEA              ensure endorsements are more                ● That students are motivated to learn
                                                      attainable                                    and achieve
  1.4 To provide a wide range of academic,          ● More regular and scheduled gathering        ● That student engagement is higher
  cultural and sporting opportunities for girls       of data and tracking of students
  to experience and potentially excel in            ● Our values are referred to and upheld
                                                      regularly
                                                    ● A review of the delivery of our courses
                                                      is done in 2016
                                                    ● Extra-curricular activities are
                                                      identified and participation
                                                      encouraged

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Strategic Goal #2 Encourage positive relationships - Respect and Safe

Long term Goals 2017-2020                            Likely Actions                            Expected three year outcomes

2.1 To improve relationships between iwi, hapu       ● Continue to establish positive and      ●   Improved communication and involvement
and whānau                                             meaningful relationships with local         between school and home in particular
                                                       iwi, hapu and whānau.                       attendance at school events, willingness to
2.2 To provide a fair, inclusive, safe environment   ● Teachers to work hard to provide an         provide feedback and participation in focus
free of bullying and accepting of all                  environment that is respectful,             groups
                                                       inclusive, open and friendly to all     ●   100% attendance at mentoring meetings
                                                     ● Promote open and free                   ●   That students who are ready to leave school
2.3 Students have the ability to celebrate their       communication between school and            are capable, life longer learners in the 21st
culture and identity and be respected and valued       home                                        century
for who they are                                     ● Celebrate student and teacher success   ●   That teachers are more comfortable and
                                                       more frequently                             knowledgeable in various cultures, in
                                                     ● Restorative practises are embedded          particular Tikanga Maori
                                                       into everyday classroom practises       ●   Whanau are more comfortable engaging with
                                                     ● Professional development is made            the school
                                                       available and provided for the
                                                       betterment of student achievement

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Strategic Goal #3 Individual learning potential is recognised and valued - Tipuranga and Awhi

Long term Goals 2017-2020                           Likely Actions                             Expected three year outcomes

3.1 That relevant and up-to-date professional       ● Effective classroom practises are        ● Increased best practise stories, strategies and
development is made available to all teachers         continued to be encouraged and             experiences are shared during PLD sessions,
                                                      improved                                   staff meetings or department meetings
3.2 That digital technology strategies are being    ● More emphasis is placed on               ● Heads of Department provide support and
actively developed to support learning                Professional Development for               advice to department teachers through
                                                      improving Māori achievement,               regular class visits and reflections about
3.3 That students aim and are encouraged to           literacy and numeracy, restorative         lessons and units or standards
reach their potential and achieve their absolute      practices and relationships              ● The strategic goals are embedded and
best                                                ● Teachers are reflective of lesson          teaching practice is based around these
                                                      content and whether they are best          objectives and goals
3.4 Junior achievement data is sufficient and         suited to the needs of the students in   ● Students are encouraged to make full use of
valid, collected on a regular and scheduled basis     front of them                              eLearning advancement and technologies to
and used effectively for formative and summative    ● Teachers complete an inquiry               aid them in becoming capable, life longer
purposes                                            ● Data is used to inform decisions           learners in the 21st century
                                                      around course content and context        ● Teachers are more reflective of practice and
                                                    ● Data at junior level is collected and      further adapt and modify their teaching
                                                      analysed on a termly basis                 practice to better meet the needs of students
                                                                                               ● Data patterns tell a positive story of
                                                                                                 achievement as the years progress

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Strategic Goal #4 Provide quality resources, infrastructure and facilities - Achieve, Safe and Awhi

Long term Goals 2017-2020                          Likely Actions                               Expected three year outcomes

4.1 That our school wide management and            ● That MUSAC Edge provides us with           ● MUSAC Edge does all that we expect it to
stewardship systems are efficient and effective      the ability to input and export            ● Staff are confident to share knowledge, ideas
and serve the purpose that they are intended for     relevant information and data easily         and tips
                                                   ● Devise and follow long term IT plans       ● Our school wide systems are robust, efficient
4.2 Ensure that our financial systems allow for      to ensure appropriate staff training         to use, fit for purpose and functional
realistic and detailed budgets, effective            and resources are available and cost       ● Our facilities are clean, tidy and well
monitoring, control, reporting and auditing          effective                                    maintained
                                                   ● Regularly review departments,              ● Learning areas are well resourced to ensure
                                                     pastoral and international systems to        students are able to reach their potential
4.3 That we have modern resources that may           ensure they are meeting the needs of       ● A new 5YP is instigated and followed through
enhance student achievement in the academic,         the students
cultural and sporting fields                       ● Regularly review that monies are
                                                     being allocated to areas that are inline
4.4 We provide well maintained buildings that        to assist us in meeting strategic goals
are fit for purpose                                ● A new 10YPP is formulated

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Annual Goals for 2017
Annual Goals                         Specific Actions for 2017                      Expected Outcomes and Measures                  Who is Responsible
1. Focus on school attendance, in      ●   Continue to work closely with              ●   Our attendance data is cleaner and        Assistant Principal
   particular, lates                       MUSAC to improve attendance data               more accurate                             Deputy Principal
                                       ●   Communicate more effectively with          ●   Decrease in ‘lates’ to class and school   Form Teachers
                                           parents                                    ●   Our attendance rates improve              ASTRA Teachers
                                       ●   Establish the use of a school app          ●   More phone calls and more personalised    Attendance Officer
                                           which allows parents to respond free           invitations to events                     MUSAC staff
                                                                                                                                    ASTRA team
                                           of charge                                  ●   MUSAC app is in use
                                                                                                                                    Deans

2. Continue to engage with parents     ●   Hold hui targeted at specific whanau       ●   More open channels of communication       Principal
   as much as possible                     for specific reasons                       ●   Improved parent and whānau support        Deputy Principal
                                       ●   Provide more social events which are           to assist with achievement outcomes       Assistant Principal
                                           inclusive and welcoming                    ●   Establishment of yearly tracking of       Deans
                                       ●   Record attendance at events                    attendance at events                      Teachers
                                       ●   Ask for more feedback either formally      ●   More opportunity to gather feedback
                                           or informally through surveys,                 from parents and whānau
                                           meetings, interviews etc

3. Encourage students to be            ●   Engage students about learning and         ●   Academic improvement across all levels    Teachers
   motivated and ready to learn            the importance of it through targeted      ●   Classes are settled                       Heads of Departments
                                           lessons in subject areas and ASTRA         ●   Students are engaged in their learning    Principal
                                       ●   Establish ‘ready to learn’ routines in                                                   Deputy Principal
                                           classes                                                                                  Assistant Principal
                                       ●   Celebrate those students who model                                                       Deans
                                           motivation to learn
                                       ●   Obtain student voice
                                       ●   Ensure courses are relevant and
                                           engaging

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4. Improve systems in our junior       ●   MUSAC markbooks need to be              ●   Data can be gathered to then be used to   Teachers
   school including assessments            developed and used regularly                modify and assess improvements            Heads of Departments
   markbooks and moderation            ●   Moderation systems for junior work      ●   Fair and equitable standards are          Principal
                                           are established                             reached through moderation of work in     Deputy Principal
                                       ●   A variety of assessment opportunities       department areas                          Assistant Principal
                                           are established and utlised in all      ●   Teachers upload marks to MUSAC
                                           subject areas                               markbooks termly

                                                        Supplementary Information

   Consultation:

   In developing the charter for Whanganui Girls’ College the board has consulted with the school community by

        A questionnaire to the parent community seeking information about feedback on the school and how it is performing and meeting
         student and parent expectations
        Providing the documentation of the charter/draft annual plan for parents to read
        Seeking comment and feedback at all parent interviews and any school events
        Staff are surveyed and involved in the draft stages
        As a component of the board’s self-review cycle and charter development

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Recognising New Zealand’s Cultural Diversity:

Whanganui Girls’ College recognises the importance of New Zealand’s cultural diversity and the unique position of Māori culture. The
board demonstrates its recognition of New Zealand’s cultural diversity through:
 Consultation with our Māori community on charter development
 Reflecting the unique place of Māori within our policy documentation and curriculum statements
 The continuing development of policies and practices that reflect New Zealand’s cultural diversity
 Providing all students with experiences and understandings in cultural traditions, language and local history
 Engaging in the Te Kākahu initiative
 Incorporation of Te Reo and Tikanga Māori in the classroom and school environment
 Staff and students using te reo in the classroom as and when appropriate
 Providing students with opportunities to share their culture and customs in an open and collaborative environment
 Acknowledgement of student’s iwi at prizegivings
 An active Poutamatia (kapa haka) performance ropu
 Māori student voice

Personnel, Finance and Property:

Whanganui Girls’ College board will:
   Act as a good employer to teaching and non teaching staff
   Prepare a budget to monitor and control school expenditure
   Allocate funds to meet the school’s priorities so that student achievement is enhanced
   Implement the 5 year / 10 year property plans to ensure the school’s facilities provide a safe, healthy learning environment.

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How the board will respond to a request for instruction in Te Reo Māori:

The board will respond to any request for instruction in Te Reo Māori by:

   Advising the parent of the current level of Te Reo and Tikanga Māori available at the school
   Offering to explore possibilities for extending the current provision including:
              Dual enrolment with The Correspondence School
              Consulting with the schools adviser for Māori
              Consulting with another school to provide a higher level of Te Reo and Tikanga Māori

   Advising parents where the nearest school is such as Kokohuia or Tupoho that provides a higher level of instruction in Te Reo and
    Tikanga Māori

Procedural information:
Whanganui Girls’ College cycle of reporting for 2017 shall be
November 2017      Draft 2017-2020 Strategic Plan and 2017 Annual Plan prepared
January 2017       Draft 2015 Analysis of Variance Report and Targets for 2016 are written
February 2017      Board ratification of the 2015 Analysis of Variance Report and the 2016 Charter (comprising of the 2017-2020
                  Strategic Plan, 2016 Annual Plan and Targets for 2016)
March 2017         A copy of the 2015 Analysis of Variance Report and the 2016 Charter are sent to the Ministry of Education
May 2017           Final Annual Report for 2015 ratified by the Board and copied to the Ministry of Education
October 2017       Parent and staff questionnaire and consultation done.
November 2017      Draft 2017-2020 Strategic Plan and 2017 Annual Plan prepared.

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Supporting Documentation:
Whanganui Girls’ College Policies and Procedures
Whanganui Girls’ College Curriculum Plan
Whanganui Girls’ College 2016 Budget
Whanganui Girls’ College 2017 Budget
Whanganui Girls’ College 10 Year / 5 Year Property Plan
Whanganui Girls’ College Self Review Programme
Whanganui Girls’ College 2015 ERO Report.
Whanganui Girls’ College Prospectus
Whanganui Girls’ College Staff handbook
Whanganui Girls’ College Financial Report for 2016
Whanganui Girls’ College International Student Outcomes for 20165
Whanganui Girls’ College Pasifica Student Outcomes for 2016
Whanganui Girls’ College Department Reviews conducted in 2016
Whanganui Girls’ College Board of Trustees minutes
Whanganui Girls’ College newsletters
Whanganui Girls’ College school magazine – the Ad Astrian

National Education Guidelines
The Whanganui Girls’ College Board of Trustees will take full account of the National Education Guidelines and will meet all statutory
obligations.

Education Guidelines

The Whanganui Girls’ College Board of Trustees will take full account of the National Education Goals (NEGS), the National Education
Guidelines and the National Administration Guidelines (NAGs) and will meet all statutory obligations.

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