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 2017Contents
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
2 | PagePreface 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: _____________________ 3 | Page
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. 4 | Page
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. 5 | Page
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.
6 | PageCore 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.
7 | PageLong 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
8 | PageStrategic 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
9 | PageStrategic 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
10 | PageStrategic 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
11 | PageStrategic 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
12 | PageAnnual 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
13 | Page4. 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
14 | PageRecognising 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. 15 | Page
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.
16 | PageSupporting 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. 17 | Page
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