Nelson College for Girls' Charter 2019 - Te Kura Tamawāhine o Whakatū
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Nelson College for Girls’
Charter 2019
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
A school community where people Honesty and integrity in our Wisdom to value the knowledge
feel understood and valued. This interactions, which leads to trust, and expertise of our community,
generates loyalty. innovation and opportunities. including respect 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.
2019 2020 2021
Achievement Objectives Achievement Objectives Achievement Objectives
Strategic Goal 1 - 1.1 Continue to develop the mentoring 1.1 Further develop and refine the 1.1 Monitor, refine and begin to embed
Achievement programme and monitor the positive mentoring programme and monitor the the continued benefits of mentoring on
effects on student wellbeing, positive effects on student wellbeing, student wellbeing, relationships and
To understand our
Nelson College for Girls is committed to working collaboratively
relationships and learning outcomes relationships and learning outcomes learning outcomes and adjust as
to meet the regional challenges identified by the Nelson CoL.
students as individuals needed
to create meaningful 1.2 Continue to develop the principles of 1.2 Further develop the principles of
relationships that cultural relationships for responsive cultural relationships for responsive 1.2. Further develop and begin to embed
enable success pedagogy (CR4RP) within each pedagogy in all classes and the school the principles of cultural relationships
classroom and the school environment. environment. for responsive pedagogy in all classes
and the school environment.
Strategic Goal 2 – 2.1 Continue to consolidate the concepts 2.1. Implement learning to learn concepts 2.1 Advance and extend the use of learning
Teaching and Learning of learning to learn, the inquiry process schoolwide; consolidate the use of to learn concepts schoolwide; embed
and meaningful reflection. collaborative inquiry; consolidate the the use of collaborative inquiry and
To have a culture of use of meaningful reflection.. meaningful reflection.
inspiration, innovation
and excellence in our
staff
Strategic Goal 3 - 3.1 Continue the curriculum review 3.1 Begin to implement the outcomes of 3.1. Embed the outcomes of the
Community leadership inquiry to identify the the 2019 leadership inquiry into the curriculum inquiry and continue to
skills and attributes for a future curriculum, including the changes to monitor its effectiveness on learning
To grow the skills and delivery of Digital Technology and the outcomes.
focused curriculum.
attributes of our delivery of digital skills through
students to empower teaching and learning programmes.
them to succeed in
their world.
Strategic Goal 4 - 4.1 Continue to develop effective 4.1 Embed and continue to monitor 4.1 Further develop the relationships with
Community communication with whānau and the effective communication with whānau and our whānau and wider community through
community. the community. wider aspects than communication.
To strengthen
partnerships with our 4.2 Establish partnerships with whānau, 4.2 Develop partnerships with whanau, 4.2 Embed partnerships with whānau,
whānau and individuals and key organisations individuals and key organisations within our individuals and key organisations within our
community to enhance within our community. community. community.
students’ successAnnual section
Annual Objectives and
Targets with Action Plans 20192019 annual objectives
Strategic Goal 1
1.1 Continue to develop the mentoring programme and monitor the positive effects of mentoring on student wellbeing,
relationships and learning outcomes
1.2 Continue to develop the principles of cultural relationships for responsive pedagogy (CR4RP) within each classroom
and the school environment.
Strategic Goal 2
2.1 Continue to consolidate the concepts of learning to learn, the inquiry process and meaningful reflection.
Strategic Goal 3
3.1 Continue the curriculum review leadership inquiry to identify the skills and attributes for a future focused
curriculum.
Strategic Goal 4
4.1 Continue to develop effective communication with whānau and the community.
4.2 Establish partnerships with whānau, individuals and key organisations within our community.
2019 annual targets (students to be referred to as Focus Students)
Target 1 - Attendance
Attendance – identify all students who were below 80% attendance in 2018, then identify a specific group of focus
students. Raise the attendance of these students to be over 85% for all focus students.
Target 2 – Year 9 Literacy
Students working just below their curriculum level in literacy in 2018 – select a group of focus students who were just
below in year 9 and raise their achievement by at least 2 sublevels by the end of the year.
Target 3 – Report attributes and “Readiness to learn”
The report attributes measure the ‘readiness to learn’ of all students in years 9 and 10. Those who did not gain at least
2 Merit Certificates in years 9 and 10 in 2018 are at risk of not achieving through lack of preparedness for learning.
Identify the group of focus students who did not gain 3 Merit Certificates in years 9 and 10. Increase the % of these
students who gain Merit Certificates by 75%.
Target 4 – NCEA attainment – Māori; UE; Literacy and Numeracy (3 groups of focus students)
Group 1 – Students who did not gain Level 1 Literacy and/or Numeracy in 2018; increase %age of cohort with Level
Literacy and Numeracy to 100% by end of year.
Group 2 – Māori students who did not gain a Level 2 certificate in 2018; raise overall %age of Level 2 Māori students
with Level 2 by end of 2019 to 90%.
Group 3 – Students at Level 3 with courses that allow UE to be gained, who are at risk of not achieving this. Raise %age
of students gaining UE overall to 70%.Annual Objective 1.1
Continue to develop the mentoring programme and monitor the positive effects of mentoring on student wellbeing (hauora), relationships and learning
outcomes.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Establish learning goals for each student and monitor Each kaiārahi PLD for kaiārahi February All students will have learning goals set by
these throughout the year. week 5 term 1.
Create learning profiles for each student in KAMAR and Sheridan MZ; SLT; PLD for kaiārahi February All staff understand their role in updating
establish the system for oversight of updating these. Deans; all teachers learning profiles so all feel well informed.
Hold learning conferences All kaiārahi PLD for kaiārahi; Feb & Nov Staff, students and whānau will be happy
documentation with the outcomes.
Provide PLD for staff to support their identified needs as Jo Beggs; Kathryn PLD for kaiārahi All year Staff continue to develop their mentoring
mentors and to share best practice. Stahl skills.
Regularly monitor the progress of each student in each Kaiārahi Time within All year Strong academic support given to all
ārahi and communicate with teachers and deans as programme students
needed.
Provide training for Year 13 in their role within their Jo Beggs, Kathryn Time February Year 13 will make a significant
ārahi. Stahl contribution to their ārahi.
Further develop the PRIDE values as part of PB4L to PB4L team Time All year The PRIDE values will be lived by all
underpin all work in ārahi and to teach expectations. students and staff.
Further develop the “Say NO to bullying” programme. HY; Deans; PB4L Time; data All year Zero tolerance of bullying; effective
team, kaiārahi gathering response to any reports.
Monitoring and data gathering:
Survey students in June and November about the positives and areas for development of our mentoring programme.
Survey whanau about their experience with the Learning Conferences.
Monitor data about reports of bullying and interventions.Annual Objective 1.2
Continue to 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 per term; each person to develop a goal to resources confident in their role as shadow coaches.
support individual inquiry.
CR4RP team
Collectively CR4RP team to meet 1-2 times to revisit/remind Tracy Duncan for Time Term 1 Clear action plans will be developed for
selves of the process. organisation each term.
Share shadow coaching process with staff to tweak their interest CR4RP team PLD opportunities Start 2019 More staff will be inspired to put their
and curiosity. (supports teaching inquiries) hands up to train.
School level
With facilitation support from Poutama Pounamu, train 6 more CR4RP team Time; relief costs Term 1 The groups of trained teachers will
willing teachers (3 pairs) expand and enrich the mahi.
With facilitation support from Poutama Pounamu, train a further CR4RP team Time; relief costs Term 2 The groups of trained teachers will
6 willing teachers (3 more pairs) expand and enrich the mahi.
Third cohort of 6 teachers trained in shadow coaching; facilitation CR4Rp team Time; relief costs Term 3 The groups of trained teachers will
of this by NCG staff. expand and enrich the mahi.
Monitoring and data gathering:
Survey students in the classes of the shadow coaches to measure progress with Cultural Relationships for Responsive Pedagogy in June and November.Annual Objective 2.1
Continue to consolidate the concepts of learning to learn, the inquiry process and reflection.
Specific actions Responsibility Resources Timeframe Expected Outcome
Learning to learn
Building Learning Power inquiry team continue the 2017 MW Time All year Learning to learn concepts will begin to
journey, including walkthroughs to gather comparative data. be a part of how we do things
schoolwide.
The team will develop their own action plan to guide MW Time February Learning to learn concepts will begin to
developments for the year, including beginning to embed be a part of how we do things
concepts in practice. schoolwide.
Inquiry process
Further develop the skills of the HOLA and HOD groups in DR PLD budget Term 1, then HOLAs and HODs will lead effective
undertaking collaborative inquiry and appraisal. all year inquiry and appraisal.
Monitor the collaborative inquiries being undertaken by other SLT Time All year SLT will be fully aware of progress in
groups in the school in 2019 (CR4RP; Curriculum Review; these groups.
Learning to Learn) to monitor progress.
Evaluate the appraisal processes in the school in the light of the DR; HOLAs PLD budget Terms 1-2 Appraisal will be meaningful and
training undertaken and increased understanding of this role. developmental for staff.
Reflection
Develop shared understanding of deep reflection and its role in EW; appraisers Time All year All staff will be reflecting meaningfully
improving practice, through working with staff renewing and with thought of improvement to own
practising certificates. practice.
Monitoring and data gathering:
Outcomes of BLP walkthroughs analysed;
Presentation of collaborative inquiries to staff as part of PLD.Annual Objective 3.1
Continue the curriculum review leadership inquiry to identify the skills and attributes for a future focused curriculum.
Specific actions Responsibility Resources Timeframe Outcome
Finalise the draft Learning Values definitions Curriculum Team Time Term 1 Framework for learning established.
Establish the skills and attributes for a Leavers’ Profile for NCG. Curriculum Team Time Term 1 Clarity about underpinning skills.
Develop an action plan for an inquiry into delivery of the junior Curriculum Team Time February Action plan and timeline determined.
curriculum and research this.
Consult with staff, students and whānau about the junior Curriculum Team Survey, time Early Term 2 Staff, student and whānau voice is taken
curriculum structure and delivery into account.
Establish the structure for delivery of the junior curriculum. Curriculum Team Research; budget, End Term 3 An effective structure is established.
time
Evaluate the existing options in the senior school to determine Curriculum Team Time; survey Term 2 Any identified alterations to the senior
how well they met the needs of our students. options is implemented.
Plan for the implementation of the compulsory Digital Curriculum Team; Time; background Terms 2-3 The kura is ready to implement the
Technologies curriculum for 2020. DIT staff information compulsory implementation of the Digital
Technology strategy in years 9 and 10.
Monitoring and data gathering:
Gathering of staff, student and whānau voiceAnnual Objective 4.1
Continue to develop effective communication with whānau and the community.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Bring the community in to meet and greet staff to enable whānau AP Teaching and Time, information February Whānau feel they know who their
to put a face to the names of their daughter’s teachers. Learning daughter’s teachers are.
Define the function and use of each communication means and E-Learning Time; information Term 1 Clarity is established for all about the
ensure that whanau are clear about the means of communication Director and sheet appropriate communication mechanism to
for different types of information. Principal be used.
Rework the way that the newsletter is created and delivered. E-Learning MailChimp; PLD Term 1 Newsletter items are more readily shared
Director training by staff and whānau.
Develop the role of the newly created media staff member to E-Learning Hours for the role; Term 1 trial Current information and news is promptly
ensure timely and exciting news of our school is developed and Director and communicated via the best medium.
communicated through all appropriate forums. Principal
Implement the reporting plan from the 2018 Reporting Inquiry AP Teaching and Time, information All year Staff and whānau have opportunity to
Group and monitor its implementation. Learning feedback about the development of
reporting.
Monitoring and data gathering:
Survey whānau in June and November about their satisfaction with the communications from the school and the platforms used.
Monitor the social media statistics of our website, Facebook page and Instagram page.
Gain feedback about the 2019 reporting plan from staff and whanau in November, after completion.Annual Objective 4.2
Establish partnerships with whānau, individuals and key organisations within our community.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Identify all key organisations that we could partner with, either to SLT; Deans; HOLAs Time By June Stronger community connections are
support curriculum or to assist with gaining sponsorship. developed.
Consult with all existing organisations we partner with to see how Principal Time By end of Stronger community connections are
the relationships could be enhanced. (eg PTA, OGA; contributing year developed
schools)
Identify particular skill sets within our parent community that we SLT; Deans Time; access to By end of Greater use of existing expertise within
could harness. information year our school community.
Use assistance from local media companies to help us enhance SLT; Media Budget; time By end of Increased celebration of the excellent
our community perception. Assistant year accomplishments of our staff and
students.
Monitoring and data gathering:
Summary of key organisations we could partner with.
Outcome of consultation with existing relationships such as PTA and OGA.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 Data from 2018 has shown there is a strong correlation between attendance and NCEA attainment. Students with lower rates of
attendance in Year 11 (below 80% attendance) have achieved lower numbers of credits in Level 1 NCEA. We will identify all students in
years 10 – 13 with attendance below 80% in 2018 and monitor their attendance throughout 2018.
Target A group of Year 11 focus students, all of whom have attendance below 80% in 2018 will be identified. We will aim to raise the
attendance of these students to be over 85% for each focus student.
Baseline Data 20 students in year 11, 2019 have been identified as having attendance levels below 80% in year 10. These students will be the specific
focus group.
Analysis of
Specific actions Responsibility Timeframe Resources Achieved
Variance/Future Action
Identify the students in years 10 – 13 who had MW February Time;
attendance below 80% in 2018; from this select attendance
a group of year 11 focus students. records
Inform whānau of importance of attendance HY; Principal February Time;
over 90% newsletter
Monitor the focus group through kaiārahi and HN; all teachers All year Attendance
subject teachers; report to SLT each term on records
progress of group.
Notify whānau where attendance is not on track. Deans; AP Pastoral All year Attendance
records
Each SLT member to take responsibility for a SLT All year Attendance
horizontal year level and to ensure all cohorts records
are monitored throughout the year.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 Our incoming students continue to arrive with poor literacy and numeracy skills. This is evident in our New Entrant testing for 2018 and
2019. This impacts on the learning in all areas of the curriculum.
Target 21 Year 10 students for 2019 were identified as working below the expected level in reading skills in 2018 between the e-asTTle testing in
February and the repeat test in November. This group of students will be focused on to raise their achievement by at least 2 e-asTTle
sublevels by the end of the year.
Baseline Data
Students Assessed February 2018 Students Assessed November 2018
Number Percentage Number Percentage
Below expected level 29 17% 21 14%
At expected level 77 45% 77 51%
Above expected level 64 38% 53 35%
Total 170 100% 151 100%
Specific actions Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify the 21 students. HOLAs English February E-asTTle info
DS
Develop individual plans for each student based English staff February E-asTTle info
on identified weaknesses in e-asTTle. DS TIme
Monitor the progress throughout the year. English staff All year Time; e-
Retest particular skills as needed. DS asTTle info
Repeat the e-asTTle test at the end of the year HOLAs English All year Time; testing
and measure progress again. DSStudent 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 In addition to attendance, another strong predictor of lower achievement in NCEA level 1 is the attainment of Merit certificates in Years
9 and 10. Mastering and habitually performing key learning and behavioural competencies is important for educational progress and
increasing self-esteem.
The report attributes measure the ‘readiness to learn’ of all students in years 9 and 10. Those who did not gain 3 Merit Certificates in
years 9 and 10 in 2018 are at risk of not achieving through lack of preparedness for learning.
Target Identify the group of focus students who did not gain 3 Merit Certificates in year 9 2018. Increase the % of these students who gain
Merit Certificates in year 10 by 75%.
Baseline Data 17 students out of a cohort of 180 Year 9 students did not gain Merit certificates each term. All students should be able to attain a
Merit certificate.
Specific actions Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify the group of focus students in year 10 – 17 MW February Merit data
in total.
For each student identify the areas of weakness HN By end Report data
that led to not gaining a Merit Certificate. March
Plan a programme of strategies and monitoring of Kaiārahi; Subject Term 1 Time
the identified aspects for each student. teachers; Deans;
HOLAs
Monitor and report progress each term HN End each Merit data
term
Celebrate the gaining of a certificate for all who Kaiārahi; Dean Each term Merit data
achieve this.Student Achievement Target 4
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
Rationale The 2018 NCEA results showed a decrease in achievement in a number of areas. While this in part reflects the lower abilities of the students
coming in to our kura, as shown by our New Entrant Testing, the trend is nevertheless concerning.
Target Group 1 – Year 12 students who did not gain Level 1 Literacy and/or Numeracy in 2018; increase %age of cohort with Level 1 Literacy and
Numeracy to 100% by end of year.
Group 2 – Māori students who did not gain a Level 2 certificate in 2018; raise overall %age of Level 2 Māori students with Level 2 by end of
2019 to 90%.
Group 3 – Students at Level 3 with courses that allow UE to be gained, who are at risk of not achieving this. Raise %age of students gaining UE
overall to at least 70%.
Baseline Data
ALL Level 1 Level 2 Level 3 UE Year 11 Data from 2018 has shown a strong
correlation between attendance in class and
All 80.3 89.6 73.6 52.7
ALL Literacy Numeracy achievement of the UE qualification in year
Asian 76.5 92.3 65.2 39.1 13.
2015 96.5 93.9 25 students in Year 13, 2019 have been
NZE 83.7 93.3 75.7 57.2 selected as focus students. Each student had
2016 93.6 91.1
Maori 75.9 76.7 66.7 33.33 an attendance rate below 80% in Year 12,
2017 93.7 93.2 2018 and is enrolled in a course that would
Pasifika 62.5 75.0 100 enable them to achieve UE ie. 3 or more UE
2018 91.3 90.4 approved level 3 subjects. It must be noted
that the majority of these students are
enrolled in only 3 UE subjects (rather than 4
or 5 UE subjectsSpecific actions Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify the 3 groups of focus students. SLT February NCEA results
For Group 1, plan the programme for literacy AP Teaching and February Student
and numeracy that will enable success. Learning results and
HOLAs Maths and courses
English
Monitor progress throughout the year. HOLAs Maths and All year KAMAR
English; HN results;
Learning
Profiles.
For Group 2, mentor each Māori student AP Teaching and All year KAMAR
through their ārahi and subject teachers. Learning; HN; results;
Regularly update progress to each student and kaiārahi Learning
her whanau. Profiles.
For Group 3, analyse programmes for all year 13 SLT and HN February NCEA
students and identify those students whose assessment
course will not allow them to gain UE. Ensure outline for
they are aware of this. each
student.
For those with programmes that will allow UE, AP Teaching and February NCEA results
identify those students with low level 2 results, Learning; HN
establish as a focus group and share
information with kaiārahi and Dean.
Establish Learning plans and monitor progress Kaiārahi and subject All year Learning
throughout the year. Adjust programmes as teachers Profile;
needed. Monitor attendance. Deans KAMAR
results;
HN oversight attendance
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