Nelson College for Girls' Charter 2021 - Te Kura Tamawāhine o Whakatū
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Nelson College for Girls’
Charter 2021
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
Learning to Learn 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
people feel understood and
trust, innovation and our community, including
valued. This generates loyalty.
opportunities. 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.
2021 2022 2023
Annual Objectives Annual Objectives Annual Objectives
Universal Design for Learning
Strategic Goal 1 – Objective 1 - Inclusivity Objective 1 - Inclusivity Objective 1 - Inclusivity
to contribute to the Strategic Goals and Achievement Challenges of the
To understand our Develop an understanding of our Implement strategies and tools to Embed strategies and tools to embed
Nelson College for Girls is committed to working collaboratively
students as individuals obligations under Te Tiriti o Waitangi embed the Universal Design for the Universal Design for Learning,
to create meaningful within Nelson College for Girls to inform Learning, inclusivity continuum work, inclusivity continuum work, learning to
relationships that our practices.
learning to learn concepts and catering learn concepts and catering for
enable success for individual diversity. individual diversity.
Continue to work to ensure that akonga
Strategic Goal 2 – will have a complete sense of mauri ora;
To have a culture of their wellbeing is nurtured and able to
inspiration, innovation flourish.
and excellence in our
Nelson Kahui Ako.
staff Objective 2 – Mentoring for Learning Objective 2 – Mentoring for Learning Objective 2 – Mentoring for Learning
Strategic Goal 3 - Develop a kete of strategies and tools to Implement the use of the kete of Embed the use of the kete of strategies
To grow the skills and empower staff to have the ability to strategies and tools by all staff to and tools by all staff to empower them
attributes of our track individuals, differentiate empower them to track individuals, to track individuals, differentiate
programmes of learning and to mentor
students to empower differentiate programmes of learning programmes of learning and to mentor
as kaiārahi.
them to succeed in and to mentor as kaiārahi. as kaiārahi.
their world Ākonga will become more engaged,
successful and agentic learners.
Strategic Goal 4 –
To strengthen Objective 3 – Evaluative Capability Objective 3 – Evaluative Capability
partnerships with our Objective 3 – Evaluative Capability Continue to use the matrix of evaluative Continue to embed the matrix of
whānau and capability progressions to enable staff to evaluative capability progressions to
Develop a clear matrix of evaluative
community to enhance further develop their evaluative enable staff to further develop their
capability progressions to enable staff to
students’ success capability. Implement tools and evaluative capability. Embed the use of
identify their current level of
development. Utilise tools and strategies at Learning Area level to tools and strategies to enable Learning
strategies to assist Learning Areas to enable Learning Areas to develop Areas to develop greater evaluative
develop greater evaluative capability. greater evaluative capability. capability.Annual section Annual Objectives and Targets with Action Plans 2021
Universal Design for Learning (UDL) underpins each of the annual objectives below. UDL is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed. It is a framework for guiding educational practice. 2021 annual objectives Objective 1 – Inclusivity (relates to Strategic Goals 1, 2, 3, 4) Develop an understanding of our obligations under Te Tiriti o Waitangi within Nelson College for Girls to inform our practices. Continue to work to ensure that akonga will have a complete sense of mauri ora; their wellbeing is nurtured and able to flourish. Objective 2 – Mentoring for Learning (relates to Strategic Goals 1, 2, 3) Develop a kete of strategies and tools to empower staff to have the ability to track individuals, differentiate programmes of learning and to mentor as kaiārahi. Ākonga will become more engaged, successful and agentic learners. Objective 3 – Evaluative Capability (relates to Strategic Goal 2) Develop a clear matrix of evaluative capability progressions to enable staff to identify their current level of development. Utilise tools and strategies to assist Learning Areas to develop greater evaluative capability. 2021 annual targets (students to be referred to as Focus Students) Target 1 - Attendance Attendance – Monitor all attendance but focus particularly on Years 9 and 10. Raise overall attendance in Years 9 and 10 to over 90%. Target 2 – Gaining of Level 1 Identify all students who are taking 11ENC or EAP1, plus any other students who are taking 11ENG, but are taking 11SCC or 11MAI. Track all these students, particularly those students who miss achieving standards - regardless of whether the outcome is Not Achieved or Not Submitted. Put mentoring plans in place to work with these students all year – academic mentoring. 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 Māori and Pasifika students to attain Level 1. (There needs to be caution in the use of percentages for Pasifika students where numbers of students are very small.) Target 4 – Academically able students in year 9
Identify Year 9 academically able students using PAT scores (Stanine 9 - Reading and Vocabulary) and/or level 6 e-asTTle scores in Reading and/or Maths. The aim is to enrich the programmes of these students in all subjects to ensure that they make progress.
Annual Objective 1 Inclusivity - Links to Strategic Goals 1, 2, 3, 4
Develop an understanding of our obligations under Te Tiriti o Waitangi within Nelson College for Girls to inform our practices. Continue to work to ensure that akonga will
have a complete sense of mauri ora; their wellbeing is nurtured and able to flourish.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Undertake professional development to understand the DR, DA, ML Across School All year Understanding of the elaborations of the
Te Tiriti o Waitangi partnership standard for the Teaching Team; Our professional standard is developed and
profession. Standards becomes more evident in practice.
Develop a continuum of expertise in cultural DA, RG with SLT TIme By end of term 1 Progressions of development are clear for staff.
understanding.
All staff (teaching and support) to evaluate their level of HOLAs and HODs Time By end of term 1 Staff know where they sit on the continuum
competence against the continuum of expertise. Set a and are helped to take the next steps to
personal goal to develop their expertise further, as part of develop.
Professional Growth Cycle.
Participate in Te Hurihanganui and share this learning. EW MOE, time, All year Local knowledge of places, history and cultural
identified students identity are explored.
Continue the development of Shadow Coaching with the DA, RG Time, relief budget All year Underpinning concepts of shadow coaching
third cohort of teachers. Begin to widen the use of these become more embedded in pedagogical
techniques through Learning Areas. practice.
Increase the participation in Pikimai Kapa Haka group and DR, ML NC Kapa Haka All year The Pikimai group is strong within NCG and we
be a part of Nga Aho Rau (Nelson College and Nelson staff Pikimai tutor; play a significant part in the combined NCG
College for Girls joint Kapa Haka group). Nga Aho Rau tutor and NC Kapa Haka group.
Through the ārahi wellbeing programme and mentoring HY, WST Time All year Kaiārahi and subject teachers are helped to
for learning in ārahi and subject classes, ensure that the monitor the learning and sense of mauri ora of
sense of mauri ora of all Māori students is enhanced. their Māori students.
Develop the ability of our staff to enrich, enhance and MC PLD time All year Top students in all year levels are identified as
extend our top students. very able and monitored to measure success.
Begin the development of the New Zealand History BI; Curriculum Curriculum All year Plans are completed for the introduction of the
curriculum in year 9 and 10 Social Studies from 2022. Review group; documents, time. New Zealand History Curriculum in 2022 in
Social Sciences staff years 9 and 10.
Monitoring and data gathering:• Staff level of competence against the continuum of expertise – recorded Term 1 and Term 4. Results collated to show staff progress.
• Maintain attendance register of Piki Mai and Nga Aho Rau weekly practices.
• Survey (face to face) Māori students to ascertain their sense of mauri ora.
Annual Objective 2 Mentoring for Learning - Links to Strategic Goals 1, 2, 3
Develop a kete of strategies and tools to empower staff to have the ability to track individuals, differentiate programmes of learning and to mentor as kaiārahi. Ākonga will
become more engaged, successful and agentic learners.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Develop a yearly plan for Mentoring for Learning. SM, with JB and SL KAMAR, ārahi M4L Term 1 Staff are confident using data to inform their
programme academic mentoring responsibilities.
Develop the Mentoring for Learning notebook. SM Time Term 1 and then Staff are supported in developing their
all year mentoring for learning capabilities.
Establish the data measures, and timeline for collection, MZ, HN Time By end March Data measures are determined and lead to
for monitoring the annual targets. greater work with students to enhance
learning.
Continue PLD programme to increase staff knowledge of MZ, HN, SM Time All year Staff knowledge of use of data in KAMAR is
use of KAMAR as a tool for mentoring for learning. further developed.
Develop Learning Conversations in Teams. MZ Time All year Staff are supported in developing their
mentoring for learning capabilities, in particular
at Learning Conferences.
Monitoring and data gathering:
• Data measures and timeline developed by the In-School team in February.
• Measure staff confidence in ability to mentor for learning in Term 1 and again in Term 4.Annual Objective 3 Evaluative Capability - Links to Strategic Goal 2
Develop a clear matrix of evaluative capability progressions to enable staff to identify their current level of development. Utilise tools and strategies to assist Learning Areas
to develop greater evaluative capability.
Specific Actions Responsibility Resources Timeframe Expected Outcome
Develop a matrix of progressions to measure evaluative SLT, MZ, HN MOE Evaluative End term 1 Staff understanding of Evaluative Capability is
capability of staff, initially particularly the HOLAs. Based Capability further developed.
on the Ministry of Education matrix. progressions; time
Provide professional development for HOLAs and HODs MZ, HN Time All year Staff understanding of Evaluative Capability is
in data collection, analysis and evaluation. further developed.
Each Learning Area will choose an aspect of their Year 9 MW, MZ, HN Data Term 1 and then HOLAs are supported to lead this work in their
curriculum that they want to improve in 2021. They will be all year. Learning Area.
mentored to use a collaborative inquiry to determine
initial formative results, strategies for improvement and
how to measure the progress being made.
Ensure that the Achievement Report is aligned with the EW Report and matrix; Term 1 The Achievement Report is an important
data measures and Evaluative Capability matrix. time evaluative document and will help with
developing evaluative capability for HOLAs and
HODs.
Monitoring and data gathering:
• Staff level of competence against the continuum of evaluative capability expertise – recorded Term 1 and Term 4. Results collated to show staff progress.
• Completed achievement reports from HOLAs; report on their collaborative inquiryStudent Achievement Target 1
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
Poor attendance has a strong link to under-achievement. The Nelson kāhui ako is placing an emphasis on attendance for this reason. Beginning good
Rationale 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%
41% of students in Year 9 2020 had attendance levels below 90%. These students covered a range of ethnicities. We need to gather attendance data
Baseline Data
from the contributing schools to see what the baseline is for 2021 Year 9.
Specific actions Responsibility Timeframe Resources Achieved Analysis of Variance/Future Action
Identify from entry transition information any students who MZ, Transition February Time; attendance
are already poor attenders and Provide this information to LSC records
relevant Deans and kaiārahi.
Kaiārahi make early contact with family/ whānau of identified Kaiārahi By end of Time, data from
Year 9 poor attendees before there is any attendance February MZ
concern occurring. Record on Kamar. Inform relevant subject
teachers.
Ask kaiārahi to monitor attendance for all of their 2-3 year 9 HY; JB, SL On-going Time; newsletter
students each week, look for 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, identify any Kaiārahi; Deans Term 1, then Time; attendance
students whose attendance is below 85%, identify reasons each term records
why and monitor closely.
Term 2, or earlier if required, in consultation with kaiārahi, DR, HY, MW and All year Time; attendance
Dean and SLT implement an individualised action plan to Deans records
raise level of attendance.
Continue to investigate the way we code school-based BD, MW Term 1 & Time, Kamar
activity absences to ensure data reflects student attendance on-going
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 three 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 2021 is above 85%.
Baseline Data Level 1 outcomes 2015 2016 2017 2018 2019 2020
%age 86.6 83.5 87.9 80.3 81.8 80.1
Specifications Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify all students who are taking 11ENC or EAP1, plus any MW Feb Kamar timetables,
other students in 11ENG classes, but are taking 11SCC or time
11MAI.
At the end of term 1, track these students, particularly those MW By end of Report by MZ
students who miss achieving standards - regardless of term 1 and
whether the outcome is Not Achieved or Not Submitted. Put then all year
academic mentoring plans in place to work with these
students to improve the ratio by end of term 2. Continue to
monitor all year.
Monitor the progress of identified students individually MW Term 1 and SM – traffic light
through kaiārahi, Deans and SLT. then all year. system
HOLAS of Maths, Science and English work in collaboration HW, CC/MA, Start of Term Time
with MW (Deans and kaiārahi) to best enable students to TD/MG, MW 3, continuing
achieve success. throughout
terms 3 & 4
Continue to monitor students as they move into Year 12 – SLT, Deans All year Achievement
ensure they are enrolled in Level 1 and 2 courses that meet data - KAMAR
their learning/ability needs, provide the opportunity to gain
literacy and/or numeracy credits if required, monitor their
progress towards Level 1 and Level 2.Use the funding from the post-Covid fund to enable a MW Terms 1 and 2 Support worker bilingual support worker to work with groups of former Funding already refugee students in a group setting - targeting Colombian approved. students – Year 12.
Student Achievement Target 3
Strategic Goal To grow the skills and attributes of our students to empower them to succeed in their world. (Goal 3)
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
Rationale
students.
Target Raise the %age attainment of Level 1 NCEA of Māori and Pasifika students to be at least 85%.
ALL Level 1 Level 2 Level 3 UE
All 80.1 88.4 85.6 67.1 Data from the 2020 NCEA results show that Māori and Pasifka
students are underperforming significantly at all levels but particularly
Asian 73.7 81.5 93.8 68.8
at Level 1.
Baseline Data
NZE 84.8 92.9 87.9 71.4 The gap for Māori is less significant at Level 2 but drops again at Level
Māori 50.0 63.2 76.2 42.9 3.
The %age figures for Pasifika are a little misleading because of the
Pasifika 40.0 75.0 66.7
small number of students.
Specifications Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify all Level 1 Māori and Pasifika students. Share data DR/HY February NCEA results
with staff.
Use the Māori and Pasifika Action Plans to create further DR, ML, HY All year Plans
opportunities to engage these students in their learning
with the help of whānau/fono where possible.
Track and mentor individual students via Kaiārahi with a DR, HY, Kaiārahi All year M4L and
focus on checking their programmes and progress additional
(mentoring for learning). supportStudent 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 Identify Year 9 academically able students using PAT scores (Stanine 9 - Reading and Vocabulary) and/or level 6 e-asTTle scores in Reading and/or
Maths. The aim is to enrich the programmes of these students in all subjects to ensure that they make progress.
Target Enrich the programmes of these students, within and beyond the classroom, to ensure that they make progress by end of 2021.
Baseline Data
Testing in PAT and e-asTTle will take place in February and from there
this group of students will be identified. This testing will be repeated at
the end of the year to give comparative data.
Specifications Responsibility Timeframe Resources Achieved Analysis of Variance/ Future Action
Identify all focus students from PAT/e-asTTle data. MS, MZ February PAT and e-asTTle
Triangulate this data against contributing school Year 8 results; Year 8
data. data
Monitor these students throughout the year and ensure SLT All year Achievement
that specific enrichment programmes are put in place for HOLAs in all data
them in all compulsory curriculum areas. curriculum areas Time
GATE co-ordinator mentor students to achieve enrichment MC All year Time
in their programmes.
Determine the measures of progress for these focus SLT; HOLAs; MZ; Term 1 Time; data
students. HN
Measure progress mid-year and end of year HN; HOLAs in all Term 2 and Achievement
curriculum areas term 4 data
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