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CharterSouthland Girls’ High School
2014
“A quality learning community where relationships count, and excellence is expected”.
Index
Introduction General Description Mission Statement School Motto Our Community Vision The Grid Principles Values Key Competencies History of the school
Strategic Direction at Southland Girls’ High School Long Term Goals Annual Goals and Variance National Standards
Governance and Management Structures and Guiding Principles Governance personnel Management Personnel Code of Conduct for Board of Trustees Board Committees and Delegation Board Committee Terms of Reference Meeting Schedules: Governance Meeting Schedules: Staff and Management Financial Objectives of the Board of Trustees Financial Delegations
Meeting Learner Needs and Student Engagement Monitoring Teaching and Learning at Southland Girls’ High School Assessment of Student learning Reporting to parents on Student Achievement Learning Pathways Managing student learning @ SGHS Identification of Students At Risk Provisions for Students with particular learning needs Maori Educational Needs Maori Education Plan Pasifika Educational Needs Pasifika Education Plan Special programmes with specific financial resources Professional Development Organisation and allocation of Teaching and Learning spaces Learning outside the classroom
Appendix: Graphs pertaining to Strategic Goals 2012-2013
Introductory Section
General Description of the SchoolSouthland Girls’ High School is a state girls’ school, serving the City of Invercargill, the wider Southland region and beyond. The Board of Trustees administers a boarding hostel, Enwood House.
Southland Girls’ High School Enwood House328 Tweed Street 15 Enwood LaneInvercargill Invercargill
Telephone: 03 21 16030 Telephone: 03 21 69148Fax: 03 21 69010 Fax: 03 21 64952Email: [email protected] Email: [email protected]
Mission Statement
“A quality learning community where relationships count, and excellence is expected”.
School Motto“Non Scholae Sed Vitae Discimus; Not for school but for life we are learning”
Our CommunitySouthland Girls’ High School is a Decile 5 school serving a culturally diverse cross-section of the local community as well as international students. It is a Year 7-13 school catering for approximately 1200 girls.
Vision for Student’s Learning @ SGHS
Our SchoolVision of the qualities our students will show as a result of their years of
learning and living in our school and its community.
NZCVision for all of New Zealand’s young people who participate in our school
system.“A quality learning community, where relationships count and excellence is expected”. “Quality Learning Community”
The schools success is driven by the belief that the team will achieve greater success. (Team: Students, teachers, HODs,/HOFs, Senior Leaders, Board of Trustees)
Transparent and clear processes and structure will be shared with all relevant groups to ensure quality changes are made.
There is an expectation that all members of the learning community will willingly contribute to the outcomes that will lead to the betterment of student well-being and achievement.
“Relationships Count” Quality relationships are the basis of all our interactions, whether it be
within the school or within the wider community. All relationships are collaborative and ethical. All staff are good role models in the way they interact and communicate
with the girls. Belief that strong partnerships with home, school and child elicit better
achievement outcomes. School is accessible and welcoming to parents while our autonomy is retained.
Teachers’ relationships with students are best served when they are based around learning, not personality, as ultimately they achieve the best learning outcomes.
Teachers talk about student learning as opposed to student behaviour Restorative practices create more secure and effective learning
environments. Students have a love of school and a love of learning, and openly promote
SGHS. That our support mechanism and pastoral networks are clear, and
structured effectively to enhance student achievement. Promote and provide a network for girls that even after they leave the
school, that support/help is readily available. “Once a Girls’ High Girl, always a Girls’ High Girl”.
Learning is our core business“Learning focus and achievement/data driven”.
The school environment is one of continuous learning. The NZC is a vehicle to create on-going and better learning opportunities
for students. Self review, reflection and improvement processes and the collection of
student voice by teachers and senior leaders is second nature and forms next step planning and learning for students.
Student achievement and striving for excellence drives our ethos around learning. Our external exams reflect our commitment to and goal for excellence.
Understanding of current assessment tools grows, and the development of across the board assessing measures particularly at years 7-10.
All systems and processes are student centred, to allow for authentic personalised learning. “Student learning determines the structure, a structure doesn’t determine student learning”.
Confident Positive in their own identity Motivated and reliable Resourceful Resilient
Connected Relate well to others Use communication tools
effectively Connected to the land and
the environment
Actively involved Participate in a range of life
opportunities Contributions to the well-
being of New Zealand
Lifelong Learners Literate and numerate Critical, creative thinkers Seekers, users, creators and
judges of knowledge Informed decision makers
The New Zealand Curriculum, 2007
“Marketing the Brand”. Brand the School colour - ‘red’ to being synonymous with ‘success’, ‘excite
the brain for learning’, and being the ‘lucky colour’. Students are proud to wear their uniform and openly and willingly promote
the school. Marketing opportunities are utilised both locally, nationally and
internationally with a focus on being a global citizen. Marketing material has a consistent ‘message’ and look.
“Learning beyond the classroom” The physical environment is future-proofed, flexible and can cope with
fluctuations and change. Changes to the physical environment will be made only if they meet
curriculum needs which benefit student learning. Our physical environment reflects quality learning and people ‘feel it’ when
they walk into the school. The school learning environment gives the image of being progressive and
forward thinking.
“21st Century Learners”“A Girls’ High Girl Today, A Woman Of The Future Tomorrow”.Our students will: Be critical and creative thinkers Have a love of learning which is continuous throughout their lives Be problem solvers, unafraid to take responsible risks both in life and
learning. Be confident and articulate Take advantage of leadership opportunities both at school and in their lives
beyond. Become community minded with strong values around respect,
responsibility and integrity. Understand the significance of embracing the world beyond New Zealand
and the part they can play in being a global citizen Preserve and respect the environment within and beyond the school.
Future Focus“Not for school but for life we are learning”.
The school will have a reputation for leading learning and educational excellence.
Student achievement is our priority and quality learning opportunities are our core business.
The school actively seeks and retains quality teachers. The school is openly proud of its strong history of Excellence for Girls, while
actively seeking ways to provide innovative and personalised opportunities for the girls in preparation for life beyond school.
Our academic results will continue to show a consistently high level of achievement exceeding both the decile and the National Statistical data.
Our young women will go on to have productive and satisfying careers making positive contributions to their community and their families.
Principles @ SGHSThe School’s curriculum is underpinned by and consistent with the principles on page 9, NZC.Principles are the qualities that underpin curriculum design and action.
Our SchoolPrinciples to underpin the design of our school’s curriculum
NZCCurriculum practice throughout our school is underpinned by and consistent with the NZC
through performing the following actions.1. Staff have high expectations for achievement and students continuously
strive for personal excellence. Students pursue high standards of excellence and develop their
academic, cultural and sporting potential to high levels and be role models for other students.
2. Students accept responsibility for their learning: what, why and how to improve their levels of learning
The school fosters the concept “ako” – reciprocal learning; teachers as learners, and learners are teachers.
Students acquire skills, knowledge which motivates them to be life-long learners.
3. The school embraces and supports the bi-cultural aspects of Maori students and Maori culture within our school through the monitoring of Maori achievement and the use of appropriate Maori language and protocols.
Creation of a partnership to develop respect for and to be sensitive to the rights of individual families and the wider school community groups.
4. Students are encouraged to develop respect for and to be sensitive to the rights of individual families and wider school community groups.
Ensure that those students at risk are adequately catered for including academic and emotional support which will increase their opportunities to be successful within the educational framework.
5. Multi-level learning, student centred lessons, inquiry learning, differentiated programmes are personalised to cater for individuals needs, interests and abilities.
The school is a community of learners where quality relationships between all within are integral in all we do.
6. Review of our curriculum and teaching practice ensures quality and innovative learning experiences which cater for all learners.
The ‘Grid’ reflects a whole of student learning focus/map for students (achievement).
7. Evidence and data will be used to form any changes made to systems, and processes will ultimately benefit student achievement.
Gaining qualifications will be a key focus of learning in the senior school to provide pathways for students to access tertiary education and/or employment when they leave school.
8. Students develop a sense of self-worth to enable them to effectively participate as ‘global citizens’.
(1) High ExpectationsTeachers have, regularly communicate and encourage students to achieve to their personal best.Expectations are suitably pitched to the individual students, understood by the student, and they are motivational.
(2) Learning to LearningTeachers help students to learn how to learn through explicit feedback that helps them know where they are succeeding, where they are at, and how best to move forward. They know what it is they are learning and what successful learning looks like.
(3) Treaty of WaitangiAll students experience learning opportunities within and across curricular areas and topics that help them understand the bi-cultural tikanga of Aotearoa New Zealand.
(4) DiversityTeachers and students are knowledgeable of students’ cultural backgrounds and are sensitive to their particular beliefs and practices in the design of learning experiences and in day to day interactions and relationships.
(5) InclusionAll students’ identities, abilities and talents are recognised and affirmed in school and classroom practice. Practice is non-sexist, non-racist and non-discriminatory.
(6) CoherenceCurriculum is planned and delivered in ways that make natural connections across the various dimensions (value, key competencies, learning areas and knowledge)
(7) Future FocusWhere relevant, learning programmes and experiences encourage students to look to the future and to consider associated issues for themselves, others and the world in which we live.
(8) Community EngagementLearning activities connect with students’ lives outside of school, and where relevant seek to involve their families and community.
Values @ SGHS“Values are…the principles and fundamental convictions which act as general guides to behaviour, the standards by which particular actions are judged as good or desirable”.
Our SchoolValues that are encouraged, modelled and explored by everyone in our school.
NZCValues we support as a national direction, through encouragement, modelling and
exploration.Respect:
for ones community for self for the differences in others and their opinions and beliefs for those who achieve and aim high Mutual respect evident in our dealings with each other Teachers willing to help students For other people’s property
Integrity:
Always striving for excellence Open, honest and fair in our learning/work with others Treat others as you would like other to treat you Always try your hardest and work to achieve your goals Maintain high standards of behaviour. Teachers have the right to teach,
the students have the right to learn
Responsibility:
Taking responsibility for ones one learning Completing all tasks properly and on time Fully fulfil all the demands of positions of responsibility you take on Take advantage of all learning opportunities Be prepared to take responsible risks in learning Take responsibility for caring for the physical environment and all those
who live in it.
Excellence Aiming high, persevering
Innovation, inquiry, curiosity Thinking critically, creatively,
reflectively
Diversity Different culture, languages,
heritages
Equity Fairness and social justice
Community and participation For the common good
Ecological sustainability Care for the environment
Integrity Being honest, responsible,
accountable, ethical
The New Zealand Curriculum (2007)
Key Competencies @ SGHS“Students are supported to develop the Key Competencies on pages 12-13 , NZC. Competencies are integrated, holistic and complex. They include the knowledge, skills, attitudes and values needed for living, learning, working and contributing to the life of the community. Key competencies are those competencies needed by everyone across many life contexts and the matter of transfer or generalisation from school to life needs to be considered”.
Our SchoolAt SGHS we align the Key Competencies with the Habits of Mind
NZCFive Major Competencies which we
support students to develop.Habits of Mind Habits of mind in action in the classroom at SGHS
THINKIN
G PARTICIPATING M
ANAGIN
G SELF USIN
G LANGU
AGE, SYMBO
LS RELATING TO
O
THERS AN
D CON
TRIBUTIN
G AND TEXTS
Creating, imagining and Innovating
Remaining Open to Continuous Learning
Metacognition Thinking Flexibly
Applying past knowledge Responding with
Wonderment and Awe Questioning and Posing
problems Listening with Understanding
and Empathy
Managing Impulsivity Persisting Metacognition Taking Responsible Risks
Communicating with clarity and precision
Striving for Accuracy Creating, Imagining and
Innovating
Communicating with Clarity and Precision
Questioning and Posing Problems
Thinking Interdependently Listening with Understanding
and Empathy
Bringing and sharing prior knowledge Thinking outside the square, different ideas
about texts What symbols have been used? Recognising the need to revise material Exam isn’t the end. Learning could
continue Finding different themes Looking for connections
Have I learnt anything similar before? What? How can I use that knowledge now? Compare/contrast plot/character/theme/setting ideas across text forms etc
Try and get inside the head of the character. How would you feel in their shoes? Why do you think they are acting that way?
Taking the time to read with care – not devouring it without paying attention to the details. Not spoiling endings for others.
Don’t rush in. Read questions carefully. What are they asking me? Keep trying. Develop an idea fully. Back it up with evidence. Connect
Trying different texts Reflect on learning How can you revise?
Supporting ideas with textual evidence Inferring meaning – piecing the clues
together Static Image – creating visual ideas from
written material New ways of looking at old ideas –
structure – making connections with author’s life etc
Essay structure – SEXY etc cover points well
Discussing ideas with others. How do their ideas measure up with your own?
Literature Circles and Jigsaw Activities – everyone has a role to play, must carry their own weight.
Thinking Use creative, critical, metacognitive
and reflective processes to make sense of information, ideas, experiences
Actively seek, use and create knowledge
Reflect on own learning, draw on personal knowledge and intuitions, ask questions, challenge the basis of assumption and perceptions.
Participating and contributing Participating actively in local, national
and global communities Respond appropriately as a group
member Make connections to othersCreate opportunities for including
people in group activities
Managing Self Self-motivation ‘Can do’ attitude Set personal goals, make plans, have
high personal standards Be enterprising, resourceful, reliable,
resilient Have strategies for meeting challenges Know when and how to follow
someone’s lead or make own well-informed choices
Using Language, symbols and texts Interpret and use words, number,
images, movement, metaphor and technologies in arrange of situations.
Recognise how choices of language and symbol affect people’s understanding and ways in which they respond to communications.
Use ICT confidently to communicate and access information
Relating to others Interact effectively with a diverse
range of people in a variety of contexts Listen actively, recognise different
points of view, negotiate and share ideas
Open to new learning Take different roles in different
situations Know when it is appropriate to
compete and when it is appropriate to co-operate
Learning Habits
BASIS OF REPORTING
KEY COMPETENCIES:
VALUES:
HABITS OF MIND:
LEARNING HABITS:
Beginning Learner
THINKING USING LANGUAGE PARTICIPATING MANAGING RELATING SYMBOLS & TEXTS & CONTRIBUTING SELF TO OTHERS
Integrity Responsibility Respect
Applying Past Knowledge to New Situations Finding Humour
Thinking and Communicating with Clarity and Precision Thinking Interdependently
Gathering Data Through All Senses Remaining Open to Continuous Learning
Thinking about your Thinking (Metacognition) Creating, Imagining and Innovating
Striving for Accuracy and Precision Responding with Wonderment and Awe
Questioning and Problem Posing Taking Responsible Risks
Persisting Managing Impulsivity
Prepared for Learning Engaged in Learning Completes Set Tasks Relating to Others
Independent Learner
How
to
get
there
History of the SchoolSouthland Girls’ High School is extremely fortunate to have two excellent School histories in Olive Deaker’s fine work, Not For School But For Life and in the very interesting Centennial Magazine, edited by Lynley Millar. Both of these volumes are filled with fascinating fact and anecdote.
Invercargill Girls’ High School opened in Ramsay’s Hall, Tay Street on 10 February 1879 under the principalship of Miss E M Hood and with 30 pupils.
Leading Invercargill citizens had been encouraged by the perseverance and success of Miss L N Dalrymple in founding Otago Girls’ High School in 1872. With this example and with the assistance of Sir John Richardson (Speaker of the Provincial Council and MP for Clutha), they had decided their own city should have a girls’ school.
In its history the School has known four homes.
In the early 1880s the School moved from Ramsay’s Hall to a site on the corner of Forth and Conon Streets and to a building shared with the newly created Boys’ High School.
Board minutes at this time show a continuing concern about the proximity of the sexes. The high wooden fence which separated the two groups eventually became a brick wall. Another solution, no longer possible today, was for the Principal of the time to take those girls who lunched at school home with her during lunch hours. The minutes provide no evidence as to whether such an arrangement was protection for the girls or the boys!
The new century saw the very independent-minded, determined principal of the day, Miss Elizabeth Stevenson, fighting not only for a new and separate school building for the girls but also for independent administration of the Girls’ School. As a result of her persistence the “Lady Principal” regained the leadership role of the Girls’ School in 1905.
Despite this success, senior girls were still expected to attend classes at the Boys’ School. To this day it is of some satisfaction that in 1904 the name of Alice May Palmer graced the dux board of Southland Boys’ High School.
During Miss Stevenson’s time, construction began on a substantial building on the corner of Forth and Ness Streets. In 1907, with Miss Christina Cruickshank as Principal, the School moved into its third home.
The last move came in 1948 when in the Great Trek, the School shifted to its present home in Tweed Street. Former pupils still vividly recall the move. One class was given responsibility for shifting the Library. Each pupil was allotted a shelf of books to transport on her bicycle and re-shelve at the new school. Others remember how gingerly the carload of science chemicals was driven across the railway lines.
The Southland nature of the Girls’ High School is probably best reflected in the persistent efforts, from the beginning of the century, to establish a boarding hostel. Success came only in 1929 with the opening of the Waimarie Hostel in Crinan Street.
The naming of the Hostel’s four dormitories gives a delightful insight in Hostel life – Punewhare (sleeping house), Tuirata (honouring the nearby native bush and birds), Wakaroa (a mixture of Wakatipu and Titiroa, the boarders’ home territories) and Elclomaudo (the first four syllables of the four original inhabitants – Elsie, Clove, Maud and Dorothea).
1929 was hardly an auspicious year to open a hostel and after a failed attempt in 1931 to include Boys’ High pupils amongst the boarders the Hostel closed its doors. It reopened as Rata House in 1947, readopted the original estate name of Enwood in 1956 and has weathered periods of economic depression and the opening of country schools in the decades since.
Through twelve decades and under a succession of Principals, women of vision and strength of will, the School has developed. Motivated by an abiding concern for the education of girls, the curriculum has been expanded to include a wide variety of subjects, cultural and sporting activities. Areas such as outdoor education, technology, guidance and careers advice have been developed to cater for contemporary needs.
The decades have seen much change. The first pupils with slate and pencil would be amazed by our computer age. Those whose exercise consisted of a brisk walk to the cemetery every morning reading Shakespeare as they went would probably be astounded by today’s range of sports. The girls who brought hot potatoes in the pockets to school as a means of keeping warm would find the climate just as inclement but the heating systems greatly improved.
A school like Southland Girls’ High School with a long history also has strong traditions. Like the community of which it is a part, the School has suffered and played its role in two World Wars, through the Great Influenza epidemic and the later polio outbreak.
Choose any year and you will find tradition growing. In 1913 for example the school uniform was introduced. In the same year Katherine Neil, a pupil, designed the School badge with its motto and rata blossoms. And it was in 1913 that two staff members, Miss Violet Cheyne-Farnie and Mr Charles Gray, composed the words and music for the School Song.
In August 2003, the then Education Minister Trevor Mallard, announced there would be a review (rationalization) of Invercargill schools. This was followed by 12 months of consultation and mediation. Even as early as November 2003 it was clear that the Ministry of Education had a preference for Year 7-13 schools as opposed to Intermediate (year 7-8) and High schools (year 9-13).
So the final outcome in June 2004 was not a surprise and Southland Girls’ High school became the first state girls school year 7-13 commencing in January 2005.
With the closure of the Tweedsmuir Junior High, our neighbouring school, we acquired their site. After an influx of over 550 new girls in 2005, the roll stood at 1200. The newly acquired TJHS site affectionately known as East Wing, has only just accommodated our increased numbers and has had to have a huge makeover before occupation. New teachers were employed and thus began a series of building projects including a new staffroom and canteen on the East wing site and a foods, materials, 3 science rooms and a much needed second gymnasium on the West wing site. The two wings very much reflect our learning community’s philosophy of integrated and inclusiveness with all girls years 7-13 spread over both sites.
History is a living thing. We are still making it. Woven through all the changing decades is the strong thread of the School motto given to us in the first decade – Non Scholae Sed Vitae Discimus, not for school but for life we are learning – a motto as relevant today as it was all those years ago.
Strategic Planning @ SGHS
Strategic Planning at SGHSStrategic Planning at SGHS has always worked In a cycle from 31st March of the current year to the 30th March the following year.
The rationale for this timeframe has been dictated by our ability to access NZQA results. These are generally not available until the first week of February (at the earliest).
Annual Goal Cycle
Strategic goals are co-constructed by the staff, Senior Leadership Team and the Board of Trustees as per the chart over. The process is as follows:
After receiving the results in February, there is a two week period of analysis, for the teachers, Heads of Departments and Senior Leadership Team to analyse the data.
This is then followed by three whole of staff Professional Learning Group meetings:- PLG1: data discussed to ensure all staff understand correlation of our achievement to goals set previously.
Staff also share the actions, strategies and processes used to achieve the goals, what worked/didn’t work and why based on their own personal and department reflections.
- PLG2: This focuses on using the evidence to suggest specific goals for the next cycle using evidence and data.- PLG3: Draft goals established and possible actions to support the achievement of the goal developed.
Board Input. The draft goals and actions are then submitted to the Board of Trustees. The Board adds and amends where appropriate in line with their long term goals and any budgeting constraints.
The Board signs off the Annual Goals at their monthly meeting in April.
Heads of Department then establish department goals aligned to the school goals and sends a copy to the Principal. Individual staff then set personal goals, in line with their department goals which are aligned to the school goals.
Personal goals may also incorporate specifics related to the staff members individual aspirations. A copy of individual goals goes to the Deputy Principal as part of their PMS.
The Post appraisal review/interview will also provide evidence to help support next steps for the development of the new goals.
The Principal will lead the strategic planning within the school.
The Board of Trustees will have overall oversight of all Annual Goals and only when the Board has passed and signed off the goals will they become the confirmed goals for the year.
Annual Goal Cycle
NCEA Data received from
NZQA
Data Collected
HoDs and Teachers analyse data within
departments
Internal Data from National Standards / Yr 9
and 10 assessments
Whole of staff PLGs (3)Discussion and analysis of data, methodology and strategies incorporating also post appraisal data/evidence and wider school directionsDraft goals devised
Draft goals and actions presentedto the Board of
Trustees
Board amends and then ratifies goals
Confirmed goals given to:HODs to do department goals Teachers do personal goals
Personal goals sheets to Deputy Principal.
Department goals to Principal
Post appraisal evidence interviews from PMS also feeds into next year strategic
direction
Long Term Strategic Goals – 2011-2015
Area of Focus Goal Outcome Strategies Performance IndicatorsLearning Excellence
To ensure that each student is able to access quality education, and achieve personal excellence in learning that is personalised to the individual
The learning environment provided caters for interests and ability of all students and enables each individual to grow and develop their potential in academic, sporting and cultural arenas.
SGHS reflects a bi-cultural education system.
SGHS is seen as a leader of learning and innovation.
The Curriculum is regularly reviewed
Academic results monitored Quality curriculum delivery by
all teachers for all students Co-curricular and extra-
curricular opportunities offered
‘The Grid’ allows students to determine the level of learning and subjects they teach
o NCEA results - Year level, merit, excellence analysis
o Anecdotal evidence from student survey
o Curriculum analysis review to best meet needs
o Pasifika and Maori achievement data shows on-going achievement
Student Engagement
Students are active participants in their learning and in the school community
Students have a love of learning
Students are equipped to cope with challenges of 21st century
Students develop into critical and creative thinkers prepared to take calculated risks
Students participate in the schools co-curricular and extra-curricular activities
Students and staff successes celebrated
Maori and Pasifika students are well represented in participation statistics
Professional Development provided for staff is relevant, up to date and is geared to meet the needs of students
Promote, develop and use self reflection/improvement techniques by students
Articulate the concept of personal excellence in all aspects within the community
Students at risk identified and supported to improve their achievement
o Standardised tests reflect on-going improvement
o Student surveys reflect satisfaction
o Pastoral data collectedo Professional development
survey report/reflections assessed for satisfaction
o NZCER surveys
Staff and Student Voice
Staff and students feel cared for, valued and part of the SGHS
SGHS has a reputation for being a good employer
Quality career and curriculum advice is on-going for all
o Regular staff and student satisfaction surveys carried
community ‘students first’ priority SGHS maintains a sense of
belonging, tradition and heritage, and cross-cultural awareness
Enwood Hostel is a supportive hostel environment and integral part of the community
Student and staff have opportunities to develop their professional skills, and career pathways
Student leadership opportunities and structures distributed across the levels
Systems in place for quality pastoral network
Hostel structures reflect and align with school policies and procedures
outo Anecdotal feedbacko Head of department reports
to Board of Trustees
Financial Resourcing and Sustainability
To enable the school to manage within its funding allocation, thereby ensuring longevity of the school.
SGHS continues to be a viable financial enterprise
Regular review and analysis of the budget takes place.
The Board of Trustees finance committee receives specific and detailed reporting from the Accountant
Internal school based finance meetings will occur regularly (Principal, Deputy Principal, Accountant)
Financial policies and procedures are on a review cycle
o Reporting to the Board of Trustees will be seen as- Timely- Understandable- Comprehensive (better
summaries and explanation of variances)
- Quality forecasting to allow for better predications and future planning
Linkages with the wider community
To ensure that SGHS builds strong links within the community and stakeholders locally, nationally and globally.
Ensure there is a positive perception of the school and its contribution to the wider community.
Increase the number of FFP students in the school
Maori community feels welcomed and comfortable within the community.
Regular connection with the Old Girls’ associations
Ensure active consultation with parents
Develop further linkages nationally and globally
Provide high quality pastoral and academic education for FFP students
Connections with a greater number of businesses and external providers
Marketing programme and strategies are funded and refined that best match the
o Active PTAo Old Girl Associations
sustainedo Alumni return visit and
support the schoolo FFP student numbers growo Positive Community feedback
is receivedo Website, promotional
material regularly updated and reviewed
21st century learning and challenges
The ‘parent community’ is encouraged to participate and contribute to SGHS
The Learning Environment
The learning environment reflects a focus on teaching and learning, technological development and is future proofed for the 21st century learners
Property developments are reflected in the 5 year property plan
Match curriculum developments with appropriate property development
Review the 5YPP regularly Input and consultation with
staff and students re proposed developments will occur
o Long term property direction and plans in place
Annual Goals 2013-2014- Data Analysis- Anecdotal Analysis
Results Future FocusNCEA Action Commentary EvidenceLevel 2 and 3 Mentor programme and
Professional Development provided to Scholarship candidates and teachers.
Encourage potential students to strive for scholarship.
Form a ‘Scholarship’ student group.
‘Excellence’ and how to achieve it is made more explicit.
Lists sent to DF early Term 2. (More pulled out this year, we lost the “buzz” over Scholarship – they were a tad cynical).- Morning tea happened.- Within the English classroom synthesising of texts and critics
emphasised.
This adopted by many Level 3 teachers. Also ‘flip’ classrooms. SOLO proved very useful for scaffolding essays, and analysing texts.
A focus on ‘Critical Thought and Analysis’.
Identify potential Excellence / Scholarship students in Year 13 classes by the start of Term 2 in order to focus the learning required at this level.
Extra Curricula involvement of all staff – relationships learning. L3 readings incorporated onto PE Ultranet page.
Greater content, Tutorials, readings, Ultranet and focus.
Introduce Science teachers to SOLO Taxonomy at a Science meeting as a means of assisting students to analyse the requirements of questions and reflect on their answers.Teachers of Year 13 Science subjects to use SOLO taxonomy in their Learning Intentions and expectations with students.Each Year 13 subject teacher(s) set up support for potential Excellence / Scholarship students on Ultranet.
Excellence exemplars are used, and teachers are regularly discussing what is needed in order to bring work up to a higher level.
Many students have a very high workload and find that they don’t have the time to spend on getting an assessment up to Merit / Excellence level.
Performing ArtsDance Actions are the same as
those stated in the previous Variance Report
Less multi-level classes required to achieve results
Drama Two Scholarship students
identified themselves early but neither ended up sitting scholarship. As the girls had not completed all that was expected of them through the Level 3 course through lack of attendance, application or completion of work it wasn’t appropriate for them to then go on and sit Scholarship.
The Level 3 class started with ‘6’ members but by the end of June was down to ‘4’. The class was part of a multi-level that also included ‘18’ Level 2’s. Initially there were strong relationships in the class (peer and teacher), open conversation and time to sit down with them as a group or individuals and have conferences and give feedback. Students supported each other and offered feedback and ideas to help their peers
We could make more use of Learning Habits data to target areas for development in the Senior School.
Clear information is given to students and parents re Level 3 and striving for higher levels of
Excellence exemplars were the only ones shown. Need to use Merit ‘after’ assessment feedback to lift Achieved to Merit.
Offered lots of opportunity for formative feedback, one on one discussion and workshops in holidays, after school, lunch times.Continued to use Excellence exemplars.
‘Must Mentions’, and other strategies, are used as a way of getting students to reflect on their responses to questions and then set their own next steps for learning.
- Introduce new standards and topics to increase student engagement.- Work with a range of teaching strategies as a method of delivering
the content, eg scaffolding of key tasks and concepts like essay writing.
- Be explicit of what is required for Merit and Excellence (this is in response to student voice collect from the start of 2013 and their personal goal setting).
- Offered lots of opportunity for formative feedback, one on one discussion and workshops in holidays, after school, lunch times.
- Continued to use excellence examplars.
Used Excellence exemplars in lessons. Girls annotated them and analysed how the candidate had achieved Excellence.Tried to overcome low expectations the girls had of themselves by frequently referring to the excellence level.
Have reconfigured the assessment programme for 302 so that the majority of assessment is no longer at the end of Term 3.
LP – Differentiation – based on the Flipped Classroom and SOLO Taxonomy.RG – Developing Assessment – capable students – based on the Flipped Classroom and SOLO Taxonomy.BC and PK – Structuring approaches to problem solving.
Evidence collected so far suggests that these might have been effective in raising achievement but definitive conclusions are not able to be made. As NCEA results are analysed fully, conclusions may become more apparent.
Staff provide the girls with lots of feedback and feed forward for their next steps in learning. Particularly with the portfolios that the students work on throughout the year.
develop their performance. As the group knew each other well they could be open and honest with each other
The course offered a balance of credits but only one student completed three of the four internals and one external. The other three completed two internals and in their external achievements were ‘1’ Merit, ‘1’ Achieved and ‘1’ NA
As the year progressed one student focused very much on her own learning and achievement as the others started to unravel….two in particular. Illness and hitting the wall played a major part in either not being at school or being at school but not there to apply themselves and achieve
Mindful of having all Internals completed by the end of term three so that the sole focus for term 4 would be externals. Gave two students, who had not completed their third internal the opportunity to sit on two different occasions in term 4. Neither saw it through. One was through a bad run with illness and the
achievement.
Departments and Year 13 teacher review strategies, assessment and planning and the use of excellence to scaffold the learning up.
Continue to monitor and review sporting, culture, academic and work balance.
Clearly articulate the pathways to accessing Level 3 with Year 12.
Rework the Parent Kete and incorporate into an Information Evening for parents/ whanau to support parents and their daughters.
Used formative feedback for the Writing Portfolio (AS 914375) throughout the year to help the girls reach the standard expected at Level 3.
Text, online Tutor Victory lunch.A focus on making links between theory and girls real world, eg Kepler.
In my 201 class we began to look at the vocabulary used specifically at Level 3 – in order for the girls to be more critical as well as analytical – a key jump up to Level 3.
YLC identified workload issues in Term 4. Also identified at risk students and Level 3 teachers given the list to improve outcomes where feasible.
YLC at Year 12 tracked ‘at risk’ students and put steps in place to help.
- 2 Assemblies with power points.- Reinforced in Year 12 classrooms.- Option Books clearly state new criteria for Level 3 and UE.- Prerequisites at Level 3 clearly stated in Option Book and adhered to.
HOD checked student results and edited class lists for Level 3 classes at end of January.
other was maybe of her other priorities taking precedence
With two students a lot of liaising was done with the YLC and Guidance to try and get the girls on track and gaining the credits they needed. Whanau was also contacted. For one student in particular this intervention was not successful.
Tourism 301- Didn’t happen.- Achievement fell to
approx 50% passing Unit Standard.
- Why: students elected to not complete the work.
Classics3.1 42% NA, 50% A and 8% M – many students who were entered into this paper Void it on the day.
3.2 47% NA, 40% A and 13% M – still had students Void the paper but not as many, student engagement was higher throughout the year.
3.4 32% NA, 42% A, 11% M and 16% E.3.5 43% NA, 38% A, 10% M and 10% E.
Art Visit to TOP Art
Exhibition. Results at Level 3 were
very good overall. In Art 3 all students achieved Level 3. 3 Achieved, 2 Merits, 6 Excellences and 1 Painting student gaining Scholarship.
Photography results sit at 7 Achieved, 3 Merits and 5 Not Achieved.
All International Students Level 1-3 achieved their respective NCEA qualification.
Fashion & DesignAS 3.4 E – 13%
M – 13%A – 75%
Therefore 100% achieved
AS 3.21 E – 0%M – 13%A – 88%
Therefore 100% achieved
AS 3.26 E – 17%M – 0%A – 83%
Therefore 100% achieved
AS 3.10 (External)E – 0%M – 0%A – 50%N – 50%
All students meet the standard targets except for the external. The internal results don’t reflect 2 students who were x out of the results because they
failed to submit their work and attend. So these results are slightly skewed.One student entered for Scholarship but didn’t submit her work.No students achieved endorsements with Excellence.
Results Future FocusNCEA Action Commentary EvidenceLevel 1
Mentor programme for Year 11 students. YLCs at this level identifies at risk and works with students alongside a team of staff.
Continue our focus in Year 10 to lift the level – end of year towards level 6.- Transition week- Focus on curriculum level
understanding- Goal setting- Good information on subject
choices and levels.
DramaWhat we do: Break down Achievement Standards and really know what it means
to get Excellence Look at exemplars of both written work as well as practical Get the girls to highlight in the written work (exemplars) what they
notice it contains in order to be a thorough piece of work Highlight key words such as ‘effectively’ and ‘skilfully’ and what that
means in a performance. Ask the question…..What sort of preparation do you need to get to this point?
Encourage answers to contain a statement, example and explanation. Girls need to be succinct and answer the question directly
Students must be able to show their understanding of the elements, techniques and conventions in Drama in written form. Continual reinforcement of this is paramount as it underpins every standard they complete.
YLCs did an amazing job at Level 1 – pushing top students and encouraging the tail to succeed. Worked closely with classroom teachers around this.Some learners with special needs dropped to 5 subjects and had supervised study.
Group discussions and building up collaborative and group opportunities.
Individual learning plans – eg changing mediums to suit needs and ability and interests.Menu of standards – students can pick.
Science A significant increase in
Level 1 Science Subject Endorsements.
Very few SNAs (Standards Not Attempted)
Very pleasing achievement in the one externally assessed standard in 102, as well as in the internally assessed standards.
Art All but two Level 1
students achieved Level 1 external Art and at least one internal.
Very good Level 1 results – some reasons for this could be due to refinement of our Level 1 programme.
Opportunity to make own choices around subject matter means higher engagement.
Ongoing formative feedback.
Individualised programmes.
Art Club – and holiday sessions.
Fashion & DesignAS 1.21 E – 38%
M – 6%A – 56%
This 100% achievement
Focus on cumulative data for NCEA Achievement, some students may achieve NCEA Level 1 over 2 years. Encourage some students to take longer to achieve.
Literacy actions / strategies that support cross-curricular writing and explicit teaching around how to write for NCEA responses.
Level 1 focus on achievement and strategies throughout the year – whanau contract ie time management balancing study etc and work.
Interrogate Year 11 learning information around:- AREA- Attendance- Retention- Engagement in class- Achievement – students on the
cusp of achievement- Literacy / Numeracy
accumulation and how close- And put strategies in place.
SCT – worked with staff linking SOLO taxonomy to achieved / merit / excellence exemplars.
Formative feedback was used consistently throughout year – lots of one on one discussions where students feel comfortable to talk.
Drama Reinforce the importance of attendance and working with people
who allow you to focus and reach your potential. All work, although assessed as an individual, is group base. The success of the individual is reflective of everyone being there. Teacher intervention has happened here to encourage different groups and promote a higher level of achievement
Keep reiterating deadlines, transferring important dates to diaries, etc.
Reinforce there are no ‘stupid’ questions. If you are not sure ask….before it is too late
ScienceActions that could have contributed to this include: A Science Teacher attended Learning Club every time. SOLO Taxonomy was used in some classes. A focus on writing NCEA answers. Tutorials at the end of the year were offered and well attended.
Also, lunch time tutorials for students at risk of not achieving (101). Class sizes at 10SA and Sci 103 have been small to enable individual
attention. These classes have had Teacher Aide support as well. However, some 102 classes were quite large in 2013. This could have
had a negative impact on student achievement. Science teachers checked Level 1 courses carefully to ensure that
students were an appropriate level to enable them to achieve their personal excellence.
Is Cambridge Science having a positive impact? This needs to be
AS 1.5 (External)E – 33%M – 42%A – 17%
This 92% achievement
This achievement for Fashion and Design 101 students far exceeds that set goal of 87%, averaged out 94.5 students achieved.Excellent endorsements: 13%Merit endorsements:
13%
AS 1.3 E – 57%M – 29%A – 7%
This 93% achievement
AS 1.4 E – 36%M – 14%A – 7%
This is 93% achievement
Investigate a 2 year NCEA Level 1 programme.
Develop an Intervention Plan for those students at risk at end of Term 3.
Structure a process which scrutinises those at risk students options in Term 4 into following year.
looked at more closely.
YLCs did an amazing job at Level 1 – pushing top students and encouraging the tail to succeed. Worked closely with classroom teachers around this.Some learners with special needs dropped to 5 subjects and had supervised study.
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Action Commentary Results Future FocusYear 9 and 10Maths Set high levels of expectation as a
Maths department, with the aim for as many girls as possible to be working above the curriculum level
Continue to collect student voice to check progress
Continue to analyse formative assessment to provide learning information for next steps.
Provide professional development using research (e.g. BES) to help identify what strategies work (are working) and why so as to create better understanding amongst maths staff.
Identify and target those not expected level from previous year
All students will be encouraged to participate in the MathsBuddy Programme to assist the learning outside of school hours
There will be a greater focus of Mathematics at department meetings, particularly on:- Moderation- Planning- Sharing of strategies
Use UBD planning and GRASPS tasks to support(a) Deepening of understanding
for Maths teachers(b) Student centered maths
learning strategies(c) Map curriculum through the
junior school to better
Through explicit, regular conversations with students. Students will be shown what the requirements of each level will be.
Support will also be given to students at the Learning Club, Ultranet and with Maths Buddy.
Student voice will be collected at the end of each unit, so to identify areas which require more learning.
Teachers will incorporate in future planning, students will include in personal goals.
At department(s) staff will discuss research articles, and how they aid the implementation of strategies to support student learning.
Teachers will identify students not at the level and provide targeted teaching.
This will become a regular item on the department Agenda
Maths teachers to have further PD on UBD and GRASPS tasks strategies will be collated and shared.
Curriculum map devised Department members will be given PD opportunities to upskill and on
how strategies/BYODs could be utilised in the classroom to enhance achievement and learning.
Year 10L6 4 2.5%L5 79 49%L4 40 25%L3 38 24%Total 161
Year 9L6 1 0.3%L 5 69 46%L4 53 35%L3 27 18%GRASPS tasks were introduced for assessments at Years 9 and 10 and were aimed at the expectation that students were aiming for level 5 or above. Pre-testing occurred to inform teaching and learning and next steps with the intent of filling in gaps and extending students as far as possible. The year 9 extension course was revamped to prepare students better for the Cambridge course at Year 10. The aim of the department is for all students to be working at or above level 5 by the end of Year 10.
Teachers were rostered on to all learning club sessions to assist those that needed help.Student voice was collected at least once a term by teachers to identify areas that students identified as possible areas of improvement.Goal Setting occurred with student – staff input and these goals were recorded on Classroom manager for future reference.We looked at the Inquiry into teaching research and used the inquiry process at department meetings to inform next steps and the direction the department should take to improve teaching and learning – a large amount of these focussed on the Year 9 and 10 level as this is the area that staff identified as needing the most focus and resource development.Fortnightly Wednesday meeting were implemented for resource development for Years
understand student learning progressions
Use i-Pads and other BYODs and Inquiry Learning methods to continue to engage student interest in Maths to improve achievement.
Writing Identify the writing demands cross
curricular and develop a plan within the department to improve writing skills.
Department will analyse their own data (cross-curricular data available through AsTTle writing)
PNW The girls question a lot and reflect with real intent and purpose on
products presented. They are articulate both orally and in written form. Girls present their projects to support their practical work in various
forms such as power points, brochures, booklets, posters, etc. Opportunities to articulate themselves in a written form are encouraged
as it offers strong preparation for NCEA. These girls want the challenge and want to feel they are working at a higher level. Portfolio / Project work provides the support documentation to their practical. It is as much about the preparation and the journey they go through as it is about the product. Students are encouraged to document exercises and experiences in class that work for them. The terminology used is advanced by a strong proportion of the class
DDE Girls have been working on the key elements, techniques and
conventions of Drama but are still developing the confidence and aptitude to talk about these when analysing performance with clarity and understanding
Encouraging the students to verbalise or write their thoughts needs encouragement and routine so that it becomes habit and the girls find the words with more ease to express what they have reflected on or researched
More opportunities to express themselves in writing need to be incorporated in this Learning Package
Focus questions can be given to prompt conversation and thought
DDF A class who are articulate and have strong literacy skills Students are confident and capable at expressing themselves in writing
offering examples and explanations to support their thoughts Girls have a strong foundation of drama terminology and are confident
9 and 10 to line up with the GRASPS tasks assessment.ATLAS rubicon – meetings were held once the seniors left and collaborative planning occurred and these were extremely fruitful as a shared understanding of the units and what was required occurred.Members of the department shared how they use technology and specific apps that are useful in the classroom.
about using it in their writing Researching and breaking their findings down into their own words on
things like Greek Theatre are developing Script writing shows a strong level of skill
DANCE Dance students are now given more research tasks.
JOD Analyse and write about dance personalities Working on students giving their own opinions
DSC All students are achieving at the expected level or higher Girls are achieving most strongly in Developing Practical Knowledge Analysing performance in a written way is a requirement so as the girls
have the preparation needed for L1 Dance Need to continue work on analysis and writing emotively Students need to develop in how to include not just a statement but an
example and an explanation Research on NZ Dance Companies with written material and posters
compiled. Portfolios for some units are now required based on NCEA expectations.
Staff following UBD Planning
Minds Alive my inquiry focused on use of E learning tools to increase complexity of ideas in students writing.
The use of e learning tools combined with solo taxonomy helped girls to understand success criteria more and become more independent in goal setting and identifying next steps to extend their writing. This really showed through student self-reflections based on solo taxonomy levels and quick write samples .My personal inquiry is showing that when I pad apps are used to make meaning of content before it is transferred into a writing task the complexity of ideas is increased. The use of ultra net to publish and share work created on I pad also allowed for a more collaborative approach. Flipping the learning seems to be allowing girls more time in class to focus on writing structure and techniques as they have already collated their ideas.
ESOL- 3 Yr 9/10 students all progressed on writing English language learning progressions. Ultra net site developed to support students in writing demands of mainstream subjects. Tracking sheets developed with an emphasis on students seeing progress and being able to identify next step learning.
Phys EdUse of BYOD on the increase in Year 9 and 10 Health in writing within the
unit
Art DepartmentML, LT, Collaboratively planning AWX – umbrella UbD including ideas for
literacy. Data in our AWX, BAM, APP and DME show improved understanding of communicating and developing idea strands
ArchaeologyAlmost 80% were consistently at or above in writing across both
Semesters – made difficult in Semester two with incomplete work being submitted
English Good use of data and systems to identiy girls. Beginning as a
department to think about how to use UbD, Atlas to strategize planning and student learning needs. Initial testing of writing to get base line data. Formative use of this with the irls so they can understand and set goals of improvement. Also suggesting way of how to improve and develop those tools more effectively. Link to Cambridge writing specifically summary writing. Improvement of this will lead to better cross-curricular writing.
We do more collaborative moderating, planning linking reading and writing.
Created a more ‘seamless’ thread cross curricular. Curricular areas can target specific writing skills with support from literacy co-ordinators.
Making explicit links between reading and writing to text forms. Modelling explicitly to text form Inquiry templates used across curriculum Exemplars online. HOD support Focussed on Literacy essays to give the girls a taste of what is
expected at NCEA level 1. We briefly looked at how Cambridge and CEA would cross over.
Social StudiesIn year 9 SST the expectation is that students will be able to construct a series of linked paragraphs within a context.
88% of year 9 students were at or above the expected level of being able to construct a series of linked paragraphs. This fell slightly below the goal we were aiming for of 90%.
In year 10, the expectation is that students will be able to write an essay which includes an introduction, a conclusion and three clear points which are discussed.
95% of year 10 students were able to demonstrate that they are
Tuesday and Thursday reading time will be set aside for purposeful writing opportunities.
Departments will include the writing focus as part of their
capable of applying these skills to write an essay. This exceeded our goal of 85%Each department with support from Literacy Leader will identify the writing demands within the department. Each department will set their own writing goals for the students, establish review date. In 2013 we had very positive results with the year 10 SSt students:
For initial assessment tasks in 2013 (Semester One), 61% of Maori were working at or above the expected level.
By the end of semester two 89% were working at or above the expected level (level 5 of the curriculum)
One teacher from each department will be appointed to Literacy Co-ordinator Network. The Literacy Leader will provide professional development to enable the literacy co-ordinators to work with the teachers in the various departments.
Science A Literacy Co-ordinator was appointed in the Science Faculty.
Unfortunately there were no meetings / PD with the Literacy Leader in the school.
Data was analysed to monitor progress throughout 2013 All groups of students made progress but it is still a concern that Maori
achievement is lower than that for non-Maori students at Year 9. The 80% target has not been reached, except by Maori students in
Year 10. So the goal is for students to reach the desired target by the end of
Year 10. Possible Reasons – we do not use common assessment tasks in the
Junior School. Teachers use naturally occurring evidence throughout the year to monitor student achievement and progress of skills, one of these being Communicating in Science – writing specific explanations.
to work with the teachers in the various departments.
Departments will share good writing practice within their department which will then be shared with the girls to enable them to use this time purposefully.
Staff will encourage a collective and consistency on using this time for writing.
The ‘common thread’ in department meeting’s agenda will help support the purposeful writing concept.
To include: Focus on using features learned through reading in their writing for all
Science WritingDuring year 10 there still needs to be a concentrated effort on ensuring that all girls are able to write a scientific explanation at least at a level 5 in order for them to be able to cope with the rigours of NCEA.Teachers to keep using the appropriate strategies for developing explanation writing e.g. Solo Taxonomy, writing frames, linking words lists hexagons etc. A s a department look at examples of assessment tasks. Analyse from the curriculum – is this an appropriate assessment tasks for level 5?
agenda
Reaffirm the cross-curricular Literacy Co-ordinators network to support each department.
staffUse models and exemplars of good writing to create high expectations
for different contexts, purposes and audience at HOD meetings.
Problems include the tasks given and the interpretation of thee rubrics. Therefore most Science meetings have focussed on teachers critiquing tasks and assessing writing and discussing levels. It is hoped that through this process a common understanding will be developed that will lead to data that is perhaps more reliable. This needs to continue throughout 2014.
Tasks are being collated along with exemplars of levels. The teacher in charge of junior science is critiquing these and leading the professional learning amongst the teachers of junior science.
Other steps include:SOLO Taxonomy was introduced to the Science Department as a tool to
help teachers and students critique scientific writingWe are encouraging students to write independently rather than just
copying work, e,g, students write their own method for an investigation.
In SCT role supported staff In Yr 9/10 learning areas with vocabulary strategies’, inquiry strategies focusing on sorting ideas , use of ipad apps and web based tools to publish ideas, strategies to support ESOL needs.
What judgements would you make on this explanation and why?What judgement were made?Continue to embed the different strategies in our teaching practice.Be more targeted with data i.e. individual teachers analysing what works for their students to improve the skill of explanation writing.
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Results Future Focus Action Commentary EvidenceMaths Specific There will be a greater focus of
Mathematics at department meetings, particularly on:- Moderation- Planning- Sharing of strategies
Long term plans will be revised. ‘Number’ will be the focus for all in Term 1 along with measurement.
‘Number’ focus by all will enable early identification of groups.
‘Maths Buddy’ homework programme will assist both students and parents to continue the learning and maths practice after school hours.
Earlier identification of students working below the level and specific strategies put into place to target these students
Literacy strategies reinforced in Mathematics to help with students interpreting word problems
Moderation clusters work in clusters to create rich mathematical tasks – hands on, within a relevant context
Whole cohort data analysed – look for gaps to address common to whole cohort
Use maths journals frequently for students to reflect on their goals and progress
Early identification of these students working below the level by classroom teachers
Personal learning conference whanau, parents and students made aware and gaps to be explained to parents and students. Suggestions then made about what
Year 7 and 8All staff will be familiar with the Maths Buddy programme to help support parents and students to extend the learning.
Maths more of a focus at both Dept B and D meetings Continued to provide accelerated learning to 2 classes of Year 8’s Provided Numeracy Support to lower learners as a whole class in
Year7 and to small groups in Year 8. Collaborative planning become more regular.
Maths Buddy (Homework programme) was used for the first year. This was a successful tool for those who purchased it. It was frustrating for classroom teachers once again because they did not have 100% buyin.2014- aim to get a bigger percentage buy in. Get the notice out early and showcase it to parents.Moderation and Planning Clusters will continue to be a focus – as the shared understanding which strengthen the confidence and knowledge within the Dept.
We maintained the % of whole cohort that achieved the standard and the Maori students showed a good improvement from the previous year (14%)Again we did not meet the target but based on initial data we decreased by 4% from the initial data but showed positive improvements in both the Maori and Pasifika data.
Moderation clusters continued.
Resources were updated and each cluster group were provided with a kit which resources to assist with the teaching and learning of writing.
WritingThis will become a regular item on the department Agenda
Teaching and Learning plans will be co-constructed with staff.
Teachers will complete a class analysis summary to provide the early identification data.
Nicola AllenYear 8 – 69% at the standard (whole) 68% Maori 60% PasifikaWe did not achieve our goal but this cohort made an 8% increase from the previous year results
Year 7 – 73% at the standard (whole) 66% Maori 85% PasifikaAgain we did not meet the standard. Initial data showed 73% at or above and we maintained this as the girls progressed to beginning Level 4.
Year 8 – 78% at the standard (whole) 79% Maori 40% Pasifika
Year 7 – 74% at the standard (whole) 71% Maori 85% Pasifika
MathsNeed to be more pro-active around after school Maths classes.
WritingYear 9 teachers will need to quickly gather information about their students to ascertain who needs particular focus in order to achieve at Level 5.
Teachers will need to inquiry into their
the student can be doing at home to support the learning at home
Writing Specifics: Increase the amount of time per
week engaged in purposeful writing
Every fortnight students will have a writing goal, which will be regularly reviewed and next steps developed at the end of the fortnight.
The ‘Writing Hub’ on TKI will be used to support teachers.
Writing moderation clusters will be established amongst Year 7 and 8 teachers.
All Year 7 and 8 teachers will monitor Pasifika and Maori writing.
Building success criteria with students
Model the writing process – plan, write, edit, rewrite
Refocus on text form – what is the purpose of each form?- How is it structured>- What are the text features?
Silent writing time to have a real planned purpose and link with Learning Package staff to strengthen the writing
Moderation clusters to share writing ideas
Use website such a Literacy Shed Storybird to add visual stimuli to inspire
Use Uspace blog for students to share writing and get other to critique
Revisit literacy strategies to support writing
Use personal learning conferences to inform parents/whanau of the levels and expectations for their child
The time spent per week to be discussed with teachers, trialled and then reviewed.
Homeroom teachers will help students develop their fortnightly goals.
The use of the ‘Writing Hub’ will be discussed at department meetings and then homeroom teachers will use in their classrooms.
Clusters will be used to support writing goals to help with more purposeful planning and consistent assessments.This will require on-going review by teachers and also may need interventions (by the Homeroom teachers) to lift the levels.
The professional development will be predominately internal and within the department
Year 8 PERFORMANCENumeracy StrategiesWithin the Learning Package there is a unit where students are required to develop the element of “time”. Students are required to count basic 4/4 beats and to develop this
into a 64 beat routine.1 2 3 4, 2 2 3 4, etc.
Students are assessed on their ability to perform this task.
This is a new concept for students to grasp but one that works and has very satisfying results of achievement.
All students in (Numeracy) Maths Support class signed up to after school Maths classes.
Support the teaching and learning of Mathematics – Teacher Aides.
Ongoing liaising with Jude van Eeden re Numeracy.
The provision of Mathematics resources for Teacher Aides working with students at all levels.
Jude van EedenShared planning and moderating of Maths units – split up into Year 7-8 and then into smaller groups to look at different topics and/or levels.
Year 7/8 Maths staff all very involved in unit planning at Department
teaching early in the year to ensure that girls are not left behind.
Next year in Year 8 we need to continue to focus on the development of the core skills needed in Science.
Teachers need to keep inquiring into their teaching to ensure that all girls are achieving as they should.
Micro analysis of data needs to be conducted by individual staff so that they know their students and how to best help them to achieve.
Strategies need to be implemented to develop the skills in all girls.
Personal development will be provided for teachers to help support and increase in writing and maths
meetings.
Support Maths class/students focussed on number as priority.
Testing of students where no/little or confusing NE data given at start of year, as well as Numeracy testing of all students to identify class changes early in the year for new Year 7s.
Need to use Maths Journals more often – students Literacy levels often low as well.
Feedback given to homeroom teachers to support PLCs (Maths).
Not many independent learners, need ways to support them with writing reflecting on goals.
At Year 7/8 into Year 9Student voice helped to identify student concerns and gaps in learning.
PD on Numicon programme – based on using Number and Patterns consecutively – Inquiry based on using this with Algebra showed good understanding and improved Algebra grades in asTTle tests results.
Numicon Programme to be developed more in 2014.
Grasps Tasks used for Measurement – more practical use of Maths to engage interest of students more in Maths as a subject.
Maori students all improved but attendance sometimes still an issue. Top student overall in class Maori.Pacific students – some did not increase level, poor motivation, homework not done, language skills a real barrier in some cases.Working on a variety of ways to increase Maths awareness in everyday use across all cultures.
Science Learning PackagesStrategies used to develop this skill throughout 2013 include: Quality feedback given to students. Using and sharing rubrics with students so that they can identify their
‘next steps’ for learning. Making explanations contextual and familiar to younger students.
Personal Teacher Inquiry:CS – “How does the use of graphic organisers and sentence starters
improve the depth of explanation answers of my students in Year 9 Health and Year 7 Science?”She found that 31.7% of students improved their writing grade and student voice told her that they found the strategies that she used to be very helpful with their writing.
Performing ArtsWith two classes of Musical Showcase (near the end of the year) the students were asked to express what they heard in the music through making a collaborative group painting. Colours, shapes, symbols, etc. had to be their interpretation of the music’s contents. Students then had to write a brief to explain the choices they made and how they reflected the music. It was extremely eye opening with some very artistic and creditable interpretation of the music. There was strong use of musical terminology in their explanation that showed they were gaining a grasp on the musical language expected.
Writing and using musical notation continues to play a large part in the Musical Showcase programme. Students develop a strong understanding of basic notation, write their own rhythms and rondos and perform these for their peers. The solo rhythms tend to have the most success and reflect the skills of the student, their understanding and their preparedness to rehearse over and over again to make it right. The Rondo results can reflect the mix in a group’s ability, co-operation or lack of it and their skill to hold one part against another. It allows you to see who is determined to master the exercise and who can find it to challenging and as a result loses focus.
Year 8 PERFORMANCEStudents are expected to use various writing strategies to explore and present their practical performance planning.
e.g. storyboards, brochures, flow diagrams. Listing, paragraph writing, etc.
Students are reflecting on their work by answering focus questions on their experiences, their application and their understanding of Performing Arts techniques
Continue to develop students writing skills by adding a script writing unit for 5-6 weeks, where students analyse text and adapt to suit their own purpose.
i.e. developing skills in reading text, comprehension and script writing
Performing ArtsYear 7 MUSICAL SHOWCASEUnderstanding in Context:Students for the most part are AT OR ABOVE the Expected Level.
NZ Euro 68% 91% Maori 50% Pasifika
with the remainder sitting just below
Developing Ideas:Students for the most part are AT or ABOVE the Expected Level.
NZ / Euro:91%
Maori: 100% Pasifika:
90% with 10% just sitting below
In general 70% are always AT or ABOVE
Silent Reading is continually reinforced. Students are allowed to use electronic media
Writing – Nicola AllenPersonal Inquiry: looking at poor attitude to writing as identified in e-asTTle. Identified need for students to appreciate the purpose of writing at school and later life, senior students writing internal requirements for UE.
Use of exemplars: These are on G drive and show students what the success criteria is. We also focus on the “how” the move can be made from not achieved to achieved, merit and excellence.
Engagement in journal writing improved: Students co construct journal writing topics for the rest of the class every second week.
Identify genre of writing and purpose: cross-curricular and careers, discuss and make connections.
Explain the reading/writing link: Make students aware of the need for the transfer of skills to deepen their skill base.
Staff share PD and resources: Moderation of writing tasks done at least twice a year. Exemplars on G drive to use as models for classes.
Literacy – Active8 booklets and Numeracy in applied setting.- Questionnaires- Data collection and collation- Measuring
Health- Journal writing reflection.- Grasps task assessments.- Critical thinking.- UBD focus has begun some thought around ‘big question’ when
reviewing units.
Homeroom – Sharee InesonWhen working in 7NA homeroom terms 2 and 3 and Minds Alive term 3 and 4 my inquiry focused on use of E learning tools to increase complexity
of ideas in students writing.The use of e learning tools combined with solo taxonomy helped girls to understand success criteria more and become more independent in goal setting and identifying next steps to extend their writing. This really showed through in students ability to talk about their writing progress in PLC conferences term 3 ( 7NA) 2013 and in minds alive evidence in student self-reflections and quick write samples. My personal inquiry is showing that when I pad apps are used to make meaning of content before it is transferred into a writing task the complexity of ideas is increased. The use of Ultranet to publish and share work created on I pad also allowed for a more collaborative approach. Flipping the learning seems to be allowing girls more time in class to focus on writing structure and techniques as they have already collated their ideas. I participated in workshops related to place of E learning in writing process at U learn 2013-teacher resources set up on Ultranet
Art LT – used Teenage and Environment issues as a theme which really
engaged students and in turn they were into finding out about the topics. This helped engaged students analyse and discussed works (Year 8).
Visual Art vocab around LT’s Art Room. These words are used when discussing art works of Year 7&8, 9&10 levels.
Sharee came to Department meeting to help us start to develop resources for Literacy. She will visit again this year. Each teacher to decide what they would like help with.
ML was Literacy Co-ordinator, however JS did not contact her. Department shared ideas for Literacy and tested these out like SOLO
taxonomy. ST found SOLO helped a lot with students comprehension and
understanding of concepts. Used writing time to develop written skills. Vocab used in Visual Arts Learning Habits has helped students
understand its usage.
Literacy SupportLiteracy Support programme is structured to include comprehension strategies which is linked to writing.
Support the teaching and learning of writing skills – teacher aides.Ongoing liaising with Literacy Centre.The provision of resources for Teacher Aides working with students at all levels.
e-asTTle / personal writing.Personal goal to link reading and writing more closely.Goal setting from students.
We did not have input from our leader on Literacy.
Trying to get a presenter, Gail Sloane, organised to spend a day with us on reading / writing links.
Inquiry templateLiteracy time related to what the class is studying at the timeModerationPeer assessmentCollaborative planning
Use of exemplarsRegular staff meetings.
-
National Standards- Variance Report- Statistical Data for National Standards- National Standards Reporting Template- Draft Annual Goal for National Standards 2013-2014
- National Standards NAG2A(b) reporting template- For schools with students in Years 1 to 8 that use The New Zealand Curriculum and/or Te
Marautanga o Aotearoa to set teaching and learning programmes.- School name and number: Southland Girls’ High School MOE Number:405
-NAG2A (b)Schools are required to report school-level data on Ngā Whanaketanga Rumaki Māori and/or National Standards under four headings:i. School strengths and identified areas for improvementii. The basis for identifying areas for improvementiii. Planned actions for lifting achievementiv. How students are progressing in relation to Ngā Whanaketanga Rumaki Māori and/or
National Standards.-
NAG2A (b)(i) Areas of strength
National Standard subjects :Reading
Discussion:81.5% of all students were reading at or above the level.81.4% of the Maori students were reading at or above the level.
Both the Year 7 and Year 8 cohort met our target of 80%.
NAG2A (b)(i) Areas for improvement
National Standard subjects: Mathematics and Writing at Year 7. Pasifika Achievement in Reading, Writing and Mathematics
Discussion:71.1% of all students were working at or above the Maths standard.We were sitting 10% below our target of 80% for both Year 7 and 8 and also Maori with our Pasifika students 66.7% at or above the level.Another area of improvement would be Pasifika achievement . Although only a small number of students we need to put in place strategies to ensure they are also reaching the 80% set for Reading, Writing and Mathematics.
NAG2A (b)(ii) Basis for identifying areas for improvementDiscussion:Base Line Data:Mathematics Achievement – 2013All Students – 71.1%Year 7 – 72.5%Year 8 – 69.8%Maori – 70.7%Pasifika – 66.7%
Writing Achievement - 2013Year 7 – 70%Pasifika – 55.6%
Reading - 2013Pasifika – 61.1%
NAG2A (b)(iii) Planned actions for lifting achievementDiscussion:
A collaborative approach to teaching mathematics across Year 7 & 8. We are going to use real life contexts to improve engagement, confidence and motivation towards Mathematics.Specific actions will be targeted at Pasifika students and raising their achievement.We will continue to moderate and share the expertise of teaching and assessing Writing within our Year 7 & 8 department. Professional Development with a focus on writing and OTJ’s will be a priority for 2014.
NAG2A (b) (iv) Progress StatementDiscussion:Maori achievement is sitting at or above the all students results.2012 Achievement Results Writing = 64% Mathematics = 61.3%2013 Achievement ResultsWriting = 77.3% Mathematics = 70.7%Writing results in Year 8 improved by 10%Writing – Year 8 2012 = 68.5% Year 8 2013 = 78.6%
-
Additional information:**See accompany baseline data attached with the school wide strategic goals for more detail.
OTJ and moderation we believe has led to greater consistency in our data and accurate reporting against the standards.
--
2014-2015
Draft Annual Goals
National Standards goal for Year 7 and 8
o 80% of students will be at/above the standard for them in Reading, Writing and Maths. Special focus will be given to Maths and Writing at Year 8.
o 85% of Year 7 students will be/at the standard for Reading and Writing.
Base Line DataRationale for selecting the goal.Based on end of year(2013) National Standards OTJ data:Writing Year 8: 78% of all years 8s were at/above the standard for Writing
79% of Maori40% of Pasifika
Year 7: 70% of al year 7s were at/above the standard for Writing71% of Maori85% of Pasifika
Maths Year 8: 69% of all year 8s were at/above the standard for Maths68% of Maori60% of Pasifika
Year 7: 73% of all year 7s were at/above the standard for Maths66% of Maori85% of Pasifika
Reading Year 8: 83% of all the year 8s were at/above the standard for Reading83% of Maori40% of Paskifika
Year 7: 80% of all year 7s were at/above the standard for Reading85% of Maori85% of Pasifika
Year 7 (2014) contributing schools data:Reading: 97% at/above the standard for ReadingWriting: 87% at/above the standard for WritingMaths:74% at/above the standard for Maths
Note: we did not receive data for 8 students
Goal for Year 9 and 10o 80% of all students at Year 9
and 10 will be at or above the Curriculum Level for Maths, Reading and Writing
TARGETSo 80% of Year 9 and 10 students
will be at or above the expected curriculum level for Maths and Writing (including Pasifika, Asian and Maori students)
RESULTS2012
Maths Writing ReadingYear 10 60 76 80+Year 9 68 76 80+
2013 Maths Writing Reading
Year 10 70 89 88Year 9 74 75 85
Base line Data Maths Writing Reading ALL M P ALL M P ALL M P2013 Y9 (yr 10 2014) 74 73 75 83 88 902013 Y8 (y9 2014) 69 68 60 78 79 40 83 83 40
NCEA GOALS
1. Level 2 and 3 Achievement Goals
To ensure we maintain and exceed the 2013 Level 2 achievements for those students undertaking Level 3 in 2014 (and continue building Excellence and Scholarship success)
Targets: To increase the numbers of
students achieving Merit or better endorsements at Level 2 by 10%.
To maintain the current pass rate of 88% Level 2 pass rate of 2013 for 2014.
Scholarships improve from 7 – 15. Excellence endorsed certificates of
19% at Level 2 (2013) will be maintained in 2014 for level 3
Baseline Data The Level 2 pass rate in 2013 was 88%. Scholarships decreased from 9 to 7 in 2013. Excellence endorsements increased at Level 3 9.6%
(2012) 10.6% (2013) 43.3% of 2013 Year 12 intake achieved Merit or Excellence as
compared to 40.1% (Nationally) and 34.1% (Nat.4-7)
See also detailed attached sheet
Level 1 Achievement GoalsGoal : To maintain current
levels of achievement at Level 1.Target for Level 1
To aspire to 100% for Level 1 NCEA
Those students achieving merit/excellence increases by 10%
Baseline Data 2013 85.7% achieved Level 1. An increase of 8.5%
from 2012. Those students achieving Merit/Excellence (57.7%) is greater
than achieved pass rate.
See also detailed attached sheet
RETENTION OF PASIFIKA AND MAORI STUDENTS
Goal: All Pasifika and Maori students are
expected to remain at school until the end of Year 13.
TARGETS All Maori and Pasifika
students are expected to be at school until the end of year 13
All Maori and Pasifika students will achieve at the level they are studying i.e. 100% 2 level 1, 2, 3
Base Line Data
Retention rates for Pasifika, Maori and Pakeha2013 Year 11 12 ( 2/7) 29% PI left school
(14/151 6% NZE left school 5% in 2012 0 0 Maori left school
Year 12 – 13 ( 1/6) 17% PI left school (7/111) 6% NZE left school 27.3% (2012) (7/32) 22% Maori left school Of the 7 who left 2 SIT
2 Frontline1 Employment1 YMCA1 Canterbury Teacher Training
Governance and Management
Structure and Guiding Principles
@ SGHS
Governance Personnel
Board of Trustees – 2014
Yvonne Browning PrincipalCraig Smith Elected Trustee (Chair)Andrew Burns Elected TrusteeKaren Purdue Elected TrusteeSarah Baldwin Elected TrusteeTina McColgan Co-opted Iwi TrusteeJanelle Stevenson Elected Staff TrusteeOlivia Bayne Elected Student Trustee
Deborah Hay Secretary – In Attendance
Management Personnel
Senior Leadership TeamYvonne Browning PrincipalNoreen Melvin Deputy Principal (Teaching and Learning)Rowana Skelt Assistant Principal (Student Welfare)Diane Fletcher Assistant Principal (Curriculum, Reporting)Nicola Allen Head of Junior School Year 7 and 8
Code of Conduct – TrusteesTrustees shall:
At all time maintain a role of Governance and not involve themselves in the day to day management of the school.
Ensure that the needs of all children and their learning shall be paramount;
Ensure that they take every opportunity to develop a clear understanding of the functioning of the school and its philosophy;
Ensure that all students are provided with an education which respects their dignity, rights and individuality, and which challenges them to achieve personal standards of excellence and to reach their full potential;
Service their school and their community to the best of their ability and be honest, reliable and trustworthy in all matters relevant to their roles and responsibilities;
Respect the integrity of staff, principal, parents and students;
Be loyal to the school and its charter;
Maintain the confidentiality and trust vested in them;
Ensure strict confidentiality of papers and information related to the Board’s position as employer;
Act as good employers;
Ensure that individual trustees do not act independently outside of the Board’s decisions;
Ensure that any disagreements with the Board’s stance on matters relating to the employer position are resolved and discussed within the Board meetings;
Exercise their power of governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage; and
Use the Maori community’s own processes to consult with the Maori community.
In the interests of supporting their schools some individual trustees become involved at the management level of school affairs. Often this involvement reflects particular expertise on the part of the trustee. In these instances, the person is acting in a capacity other than a trustee and it is best for the individual to separate the trustee role from his or her role in direct school administration. Where this happens, it should be clearly understood by the trustee, the board chair and the principal.
Nag 3
Board Committees and Delegations
Finance CommitteeCraig Smith (Chair)Yvonne BrowningSarah BaldwinAndrew BurnsKaren PurdueIn attendance: Karen Botting - Accountant
Deb Hay - Board Secretary
Disciplinary CommitteeCraig Smith – ChairKaren PurdueAndrew BurnsCo-option of other Board members will occur if any of the members above are unavailable.
Health and Safety and Property CommitteeNoreen MelvinSarah BaldwinKaren PurdueBarry LindsayOlivia BaynePaul King
Enwood Management CommitteeYvonne BrowningDeb BaylissKaren Botting (Accountant)On occasions other personnel may be co-opted for specific purposes.
Sarah Baldwin – BoT – Hostel Parent
Noreen Melvin - Deputy Principal - Property and Teaching and Learning at SGHS
Committee Terms of ReferenceThe membership of each committee is voluntary and is dependant on the interest and skills of the Board members.
Board CommitteesThere shall be the following committees of the Board of Trustees:
1 Finance Committee2 Health and Safety and Property Committee
The Finance CommitteeThe Finance Committee meeting is held prior to each Board of Trustees meeting. Eligibility/selection to Finance Committee members:All Board members are eligibility to be a member of the committee and decision as to its composition takes place annually at the May Board Meeting.Function/PurposeThe Finance Committee is responsible for the monitoring and sign off of all financial matters including: Approval of accounts payable. Investment and borrowing. The asset register. The preparation and monitoring of the annual budget. The setting of fees and charges. The review and monitoring of income and expenditure. Board contracts including multi-year contracts. The formulation of financial policy. Insurance.
The Health and Safety CommitteeMembershipConvened by the Deputy Principal the membership includes at least one Board representative, the school Health and Safety officer, the school Fire Warden, the Head Guidance Counsellor and Caretaker.Function PurposeMonitor, report, advise on all aspects relating to the school environment and the Health and Safety of the staff and students.This committee meets throughout the year, and subsequently provide a written report to the Board.
Enwood Management CommitteeOversight of the financial and strategic management of Enwood Hostel
The Disciplinary CommitteeMembershipThe Chairperson and/or Deputy Chairperson and a minimum of two other Board members.Function / Purpose:The Disciplinary Committee of the Board may be convened from time to time with the delegated authority of the Board to act on behalf of the Board, with regard to issues related to breaches in student behaviour
Meeting Schedules: Governance
Board of TrusteesFourth Wednesday of each month, the Principal’s Study, commencing at 4:00 pm.
Finance CommitteeWednesday of the week prior to Board meeting, in the Principal’s study, 1:00 pm.
ManagementPre-Finance meeting on the Monday before Finance meeting – Principal, Deputy Principal, Accountant
Hostel ManagementHostel management meeting is held the week before the Board of Trustees meeting. These minutes are then tabled at the BoT Meeting and are open for discussion.
Financial Objectives of the Board of TrusteesThe Board of Trustees will monitor and control school expenditure in a prudent fashion and meet its financial report and auditing responsibilities through the following procedures:
Delegation of budget responsibilities to the Principal and in conjunction with the School Accountant
Regular meetings of the Finance Committee Monthly financial reports and statements prepared by School Accountant Meet annual report and audit deadlines and requirements Meet public sector accounting requirements Create and build financial reserves with the guidance and direction from the Principal Annual review of school financial procedures in line with MOE directives Ensure financial policies and procedures are explicit and accessible to appropriate staff within the
school.
The Board of Trustees will allocate funding to ensure: appropriate resources are provided to promote quality teaching and learning within the school the provision of regular and high quality professional development for all staff additional support personnel are employed to help service both the needs of staff and student.
Financial DelegationsInternal checks and controls on accounting and stores processes are:
1 Verification of existence of employees on payroll by someone other than paying officers:Deputy Principal
2 Proper authorization of all payments and cancellation of supporting documents:
3 Verification of cash book totals:4 Checks on bank lodgment slips both before and after banking5 Prompt balancing of accounts at the end of each accounting period6 Up-to-date stores records
7 School cheque payment:
Reference: School Financial Policy
Financial reporting and budget expenditure which will be from 1 January to 31 December in the same year.
Head of Departm
Deputy Principal
Principal Accountant(proces
sing)
Board of
Trustees
Student Services Centre Debtors
Accountant
Board of Trustee
Se
Principal
Accountant
Nag 4
Board of Trustee Objectives for a Safe and Healthy Learning Environment The aim of the Board of Trustees is to provide a safe, healthy, comfortable and aesthetic
environment that fosters good learning and teaching by the provision of suitable and appropriate buildings, grounds and resources.
The Board of Trustees must provide a working environment that is physically safe and healthy for all staff, students, visitors and contractors within the school.
The Board of Trustees must comply with all aspects of the 1992 Health and Safety Act.
The Board’s 10 Year Property Plan ensures wise use of property resources to meet School goals and strategic targets.
The Health and Safety Committee meets to discuss school wide health and safety matter and reports to the Board as and when appropriate. The Deputy Principal is the chief adviser to this committee.
HODs are responsible for the safe and healthy learning environment within their Department.
The Deputy Principal is responsible for ensuring ongoing maintenance, and the minimization of hazards within the school.
The school community is informed of any occurring hazard as and when they occur via the whiteboard at the Student Services Centre.
A budgeted amount from the operations grant is set aside for ongoing maintenance.
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Meeting Learner Needs & Student Engagement
@ SGHS
Monitoring Teaching and Learning @ SGHS
The responsibility for the monitoring of learning and teaching programmes school wide is shared by the Principal, Deputy Principal, Assistant Principal and the Heads of Departments / TICs, although the Deputy Principal is in charge of day to day teaching and learning at SGHS.
The Principal receives verbal reports with evidence from the Heads of Faculties at the HOF PMS interview. This report is based on the regular departmental meetings, classroom visits and ongoing communication between the HOF and staff members.
A formal written report is submitted to the Senior Leadership Team in Term 1 which involves examination results analysis, in line with strategic goals. These reports are then given to the Principal and Deputy Principal.
Teachers are accountable to their Heads of Faculties for the learning and teaching in their classrooms and Heads of Faculties are accountable to the Principal.
The Deputy Principal is responsible to the Principal for the teaching standards in the school. She meets regularly with the key staff to identify students needing help and discusses with staff where teaching is not meeting the needs of students. Dealing with issues of teacher competence and discipline is the responsibility of the Principal in consultation with the Deputy Principal.
Heads of Faculty are responsible for the maintenance of teaching standards within their Faculty.
Where there is cause for concern the HOF in consultation with the Deputy Principal will put in place a programme of advice and support designed to restore acceptable and effective teaching practice.
HOFs, in consultation with the teachers in their Departments, implement a programme of peer review in order to foster continuous improvement and professional growth.
HOFs report to the Principal at their PMS interviews mid-year. Concerns are noted by the Principal which are then actioned as and when appropriate.
The Board of Trustees receives annual written report and verbal report at their Board meeting in line with a set proforma (see over).
Board of Trustees Reporting from Departments 2014HOD’s/HOF’s Must Comment on:
1. Progress on Strategic Goals to date
2. Describe mechanisms/structures that are in place within your department that enable you to know/monitor student learning in individual classrooms i.e. how do you know that learning is occurring?
3. In what ways is information / data collated and used for next step teaching in your department – give examples.
4. Identify groups of students:-(Describe ‘next step’ strategies that are evident in your department to cater for these individuals needs)
a) Who are underachievingb) Who are at risk of not achievingc) Who are achieving at high levelsd) Maori students and how they are achieving with regard to other ethnic groups in your subject areae) Pasifika students: numbers and success in relation to other groups within your departmentf) International students: numbers and progress in terms of their achievement
5. Outline within your departmenti) Departmental self-review processes e.g. student voice, staff voice etcii) Specifics around careers education – at all levels/students in your departmentiii) Assessment strategies utilized:-
Years 7 and 8
Years 9 and 10
Years 11-13
6. The Board of Trustees are very interested in new initiatives/programmes that you may have developed since your last report – Please outline.
7. Future directions for your department
Meetings: Management and StaffMeetings at SGHS primarily function to support teaching and learning in the school.StaffThese help with the spread of information and allow a forum for staff discussion on many aspects of school life. Any staff member can add to the agenda for the scheduled meetings, as per the Directions Booklet.
HOD / HOF SeminarsThese meetings are designed to offer support for all HODs / TIC and provide a forum for discussion and the dissemination of information.
DepartmentsMeetings are held according to a planned cycle and offer a network of support for sharing of resources, ideas and responsibilities within a subject area. Details of these meetings are recorded in the Department Minute Book.
BriefingHeld every Monday, key events and details on the forthcoming week are highlighted. Minutes of these meets is circulated to all teaching and support staff the following day in the form of the “In The Know’ newsletter.
Curriculum CommitteeChaired by the Assistant Principal in charge of Curriculum, this Committee is convened to discuss matters to do with curriculum, assessment and administration.
Report CommitteeCo-ordinated by the Assistant Principal in Charge of Reporting, this committee is charged with on-going review of reporting mechanisms to parents, ensuring they meet with assessment and curriculum guidelines and directions.
Year Level Co-ordinatorsThe Year Level Co-ordinator network offers support, advice and guidance to staff who request help in the form of information, problem-solving and decision-making. The year level co-ordinators meet regularly to discuss matters of concern and possible solutions. All staff have access to the information, advice and matters relating to counselling available to them through the Guidance team. Recommendations go to the Principal.
Senior Leadership MeetingA meeting between Principal, Deputy Principal and Assistant Principals and Head of Years 7 and 8, to, discuss operational matters, philosophy and school directions. This same group also meets at 8:10 am every morning to discuss the forthcoming days events.
Careers and Guidance MeetingThis is held on average once a month with the Principal. The Careers Advisor, Guidance Counsellor and careers Office Manager, and, Gateway Co-ordinator and Gateway Secretary are in attendance. Careers and guidance issues are discussed with decisions being recorded through the meeting minutes.
Priority Learners CommitteeThis Committee is managed by the Assistant Principal Student Welfare and includes the teacher in charge of Learning Support, the Guidance Counsellor, and from time to time other interested staff. Discussion is centered around ascertaining and catering for special needs of
individual students. Recommendations from this group regarding the spending of the SEG Grants are made to the Principal for further discussion and action.
ICT Teaching and Learning CommitteeChaired by the Deputy Principal, it focuses on incorporating ICT in the classroom and establishes ways which best meet the needs of staff and students in the use of ICT.
Professional Learning GroupsAt pertinent times, professional learning groups will be instigated to cover a range of professional subjects e.g. the Wellbeing School-wide, ICT and Learning, Literacy.
Literacy Co-ordinatorsThis group is facilitated by the Literacy Leader. Each department/faculty has a literacy co-ordinator who briefs and supports the development of literacy strategies pertaining to their subject.
Cambridge Committee
This committee is led by the Deputy Principal and the Heads (and their assistants) of three major faculties – Science, English and Maths, to oversee the IGCSE curriculum and exam which is offered at year 10. The rationale for this is we are lifting the learning for girls at year 10 to enable them to work and learn at Excellence level when they enter Year 11.
Assessment of Students’ Learning
“Assessment for the purpose of improving student learning is best understood as an ongoing process that arises out of the interaction between teaching and Learning, It involves the focused and timely gathering, analysis, interpretation, and use of information that can provide evidence of student progress. Much of this evidence is ‘of the moment’. Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students”. NZC P40
Learning and teaching programmes are developed by departments according to NZC guidelines.
Assessment is designed to encourage students in their learning. The emphasis is on students measuring their own progress without undue comparisons with others.
Achievement is measured in terms of goals reached as well as marks gained.
Individual classroom teachers are responsible to their Heads of Departments for maintaining records of student achievement.
Assessment procedures are overseen by the Senior Leadership Team.
AssessmentAssessment of students’ progress is an essential part of the teaching programme of the school. Assessment covers all aspects of the students’ work – oral, practical and written work in the classroom, homework, tests and examinations. Teachers endeavour to be positive and encouraging in assessing their students’ work, giving credit for a good effort as well as for good results. Teacher also gives specific feedback for student’s next steps in learning.
School examinations are a form of student assessment and training for sitting examinations for external awards. In many subjects the school examination includes an oral or practical component.
No class has more than one full school examination in a year. All examinations run to a specified timetable over a period of three to seven days. Examinations for Year 10 are usually one and a half to two hours in length and are held in Term 4. Examinations for Year 11, 12, 13 are held late Term 3 and may be two to three hours in length.
All students are given copies of the school’s assessment and re-assessment procedures and/or policies.
National StandardsSouthland Girls’ High School implemented National standards at years 7 and 8 in 2010. The Head of Junior School and her team began that year with substantial internal professional development with some outside support. Reports now reflect ‘the below, at and above the level’ grading system.
National Standard goals at year 7 and 8 are set each year.
Reporting to the Parents/Caregivers on Student Achievement
Formal written reports are issued to parents at least twice a year.
Early Indicator reports are issued to Year 7-13 parents mid-way through Term 1 to give an early indication of progress.
Reports are issued to all parents at the end of Term 2. Seniors receive their final report at the beginning of Term 4 after senior exams. Juniors at the end of term 4. Whole School parent teacher Personal Learning Conferences are arranged after Interim report and Mid Term 3.
Parents and teachers may arrange meetings at other times as needed. This is done through the School Office.
The Guidance Counsellor or Year Level Co-ordinator may contact parents when necessary. The form teachers monitor attendance and contact parents about any problems.
Parents of senior students (Year 11, 12 and 13) are kept informed by letters which signal areas of concern.
Parents are encouraged to keep close contact with the school and discuss early any matters of concern.
The School follows a policy of informing and involving parents whenever problems arise with students, by letter, interviews or phone calls.
Nag 1
Learning PathwaysSelecting Learning Packages The Learning Areas at Southland Girls’ High School are structured around student choices. This is, the timetable works for the students.Students choose the subjects which will best fita) Their career pathb) Their past learning
Student have the following support in choosing subjects:a) Their familyb) Careers and Senior Leadership Team, Guidance Staffc) Their teachers
The SGHS academic year is broken into two semesters. This is the time for students to evaluate their learning and goals. It gives an opportunity to change ‘direction’ if needed,However, at all times students have the opportunity to discuss changing subjects and this is done within the confines of the system.
Managing Student Learning @ SGHS
Learning is our core business and our goal is to maximise learning opportunities and minimise any disruptions to this.
The School Day
The Diary is set a term in advance so that teachers know well in advance any potential disruptions to student learning.
The Deputy Principal manages the Diary and all additions to the Diary are at her discretion.
Managing student learning within the classroom
SGHS works on the premise that ‘teachers have the right to teach and students have the right to learn’ (without disruption). We operate a restorative framework. Guidelines for this are outlined in our pyramid (see over) with key personnel and next step procedures for doing so outlined on the flow diagram.
CLASSROOM PROBLEMS –Who to refer to?
Student
Classroom / Subject Teacher Tutor TeacherNon Attendance
CareersGuidance
Learning Issue (individual / group)Classroom concern
(Teacher)
HOF / HODSCT
SLT
DP HOJSAP
(Curriculum)
DP
Principal
Learning Support
Priority Learners Committee YLC
SLT
HOJSAP
(Student Welfare)
Non Attendance OngoingBehaviour Ongoing or
Multiple
PRT Co-ordinator
Ongoing Repetitive Behaviour
Reporting
Learning Club
Multiple Learning
Academic Tutor International
Students
Copied to Tutor Teacher
How Do I, As A Classroom Teacher, Manage Student Learning
As a school we operate a ‘Restorative Philosophy’ where responses and outcomes depend on participants and situations
Restorative
Conference
Restorative Whanau
Hui
Restorative
Mediation
Restorative
Conversati
Restorative Mini Chat
UNIVERSAL RESPONSE
RE-AFFIRMING RELATIONSHIPS Learning difficulties
Incorrect uniform
Class offences (off task, not ready to learn, talking, calling out, put downs, incomplete homework, inappropriate language)
Attendance (worrying pattern/truancy)
Inappropriate playground behaviour Vandalism (minor and repetitive)
Referral to HOD/special needs, guidance and / or careers
DP for uniform pass, removal of item and note in Learning Log
Positive reinforcement of good behaviour, phone calls home in conjunction with TT, naming, shifting, comments in Learning Log, time out, referral to TT when concerned, mini chat, restorative conversation,whanau contact, withdrawal procedure
Referral to TT Referral to TT/ YLC Referral to TT / YLC / AP(Student Welfare) / DP
Withdrawal procedure, referral to YLC / SLT,whanau contact, referral to guidance/careers/special needs/specialist teacher/HOD outside agencies,
Referral to YLC / SLT
Referral to YLC / SLT Referral to YLC / SLT
Referral to YLC,
Referral to DP Referral to DP
Repetitive misbehaviour (increased frequency &
intensity)
Deliberate abuse of students
Deliberate abuse of staff Defiance of staff
TARGETED RESPONSE
INTENSIVE RESPONSE
Referral to SLT / BOT
Ongoing non compliance
Gross misconduct
Physical violence
Threatening / dangerous behaviour
1 – 5% of school population
Identification of students at risk of not achievingStudents whose learning needs are not being met will be identified by class teachers. Students with learning difficulties on entry to school are identified from previous and new student interviews which are discussed by the Assistant Principal, the Head of Junior School and the teachers from the contributing school(s) and also other members of the pastoral network as and when appropriate.
While all teachers have a general responsibility to identify learning difficulties, both tutor teachers and subject teachers have a particular monitoring role with respect to learning.
Year Level Co-ordinators provide academic support and monitor students progress at each level for early identification and intervention. If appropriate students with difficulties are referred to Learning Support and if necessary, discussed at the Special Needs Meeting.
Provision for Students with Particular Learning NeedsSpecial arrangements are made where necessary in consultation with staff, guidance team and parents.
Provision to meet special and particular learning needs includes:
1 Peer tutoring at all levels in all subjects.
2 Reading development – individual and group assistance.
3 Mathematics support.
4 Group teaching within classes.
5 Individual programmes monitored by guidance staff.
6 Tutorials outside timetabled class times.
7 Specialist help, e.g. teacher aid for individual students.
8 Regular reviews of curriculum.
9 Gifted and Talented Programmes
10 MOE/NZQA – Special Assistance Applications e.g. Language funding for PR students for whom English is a second language / reader-writer funding.
Nag 1
Priority Learners @ SGHSSouthland Girls’ High School is committed to ensuring that all students are able to access the excellent, quality education provided at this school.Substantial financial resourcing in excess of what is allocated by the Government through the Operations Grant, is allocated to achieving this goal.
Key components to the success of our initiative/direction are: Well trained and qualified Teacher Aides On-going professional Development of Key staff by the Assistant Principal (Student
Welfare) and the Head Guidance Counsellor. Regular Special Needs meetings with key school wide personnel i.e. Head of Literacy
Support, Assistant Principals, Guidance Counsellors, Numeracy Support, RTLBs in which provision of resources and services are reviewed to ensure student needs are being met.
Designated and regular meetings with Special Education personnel Regular review and updating of the Special Needs (Student) register Professional Development for whole of staff at Vision Monday meetings. Provision of special ESOL option for students form whom English is not their first language
Nag 1 & 4
Maori Education Needs
The NZC provides a parallel document “Te Marautanga O Aotearoa” and while it is clear that they come from different perspectives, both articulate a vision for young people. This vision focuses on developing Key Competencies for School and future careers, and the development of the skills needed to be successful life-long learners.
One of the key Principles with the NZC is the honouring of the Treaty of Waitangi. The School freely acknowledges the importance of acknowledging and implementing a bi-cultural ethos and practices within our school. SGHS provides an inclusive integrated and personalised learning opportunities according to the interest and abilities of each individual. The NZC promotes this view also by stating the “non-sexist, non-racist and non-discriminatory, it ensures that students’ identities, languages, abilities and talents are recognised and affirmed and their learning needs are addressed”.
Improving the achievement of Maori students is a major priority for all teachers within the school. Teachers expect Maori students to achieve at a similarly high level to that of non-Maori students. Monitoring of Maori students progress is carried out by all staff and data is regularly collected, collated and reported by Heads of Department/Faculties to the Board of Trustees at their monthly meetings.
Key teaching qualities underpin learning within the classroom and in the wider school.1) Differentiated learning strategies (along the lines of Te Kotahitanga) for all to access and achieve greater
levels of learning.2) The concept of AKO – reciprocal learning where learners can be teachers, and teachers can be learners.3) Tuakana Teina – that older and younger will share learning with each and role modelling by older to
younger students will be promoted and encouraged, involvement by all students in the community, and into leadership roles.
4) Manaakitanga (leading with moral purpose) Maori Students (like non-Maori students) are encouraged to focus and explore goals and beliefs and to pursue them to ensure their own success. In the classroom, this means teachers are expected to focus on how to close the gaps between the highest achieving and the lowest achieving students, by employing appropriate and high quality teaching and learning strategies.
5) Pono (having self belief). Maori students, and teachers of Maori students are encouraged to develop Pono in their everyday life and school activities so as to become “critical, creative thinkers who are willing to take reasonable risks in their learning which in turn produce confident, life-long learners capable of effectively engaging in their local community and in the Global Economy”. (SGHS Mission Statement)
6) Awhina tanga (guiding and support). The Pastoral system at SGHS is built around relationships and knowing student needs and supporting and guiding them to reach their potential. All students are encouraged to develop their skills both in learning and in leadership.
Outside the classroomThere are a number of way in which the school demonstrates its commitment to bi-culturalism:- Professional Development for staff on the best ways to engage Maori students- Tikanga Maori and Te Reo – using the language and following Maori protocols e.g. karakia at staff meeting
and special events.
- Reporting on the achievement of Maori students by Departments at Board of Trustees level- Establishment of its own ‘stand alone’ school Kapa Haka- Maori Girls Leadership is promoted through Senior and Junior Maori Girls’ Careers Forum and Maori Girls
Focus Group.- Linkages with the wider community through the Waihopai Ruanaka, Maori Women’s Welfare League, Te
Pakiaka at Southern Institute of Technology- Involvement of girls in competitions such as Nga Manu Korero, Matariki Hikoi/Maori Design show.
All students have the opportunity to acquire knowledge of Te Reo Maori was an option at years 9-13, and in the learning at years 7 and 8. The learning of another language is highly valued and encouraged at Southland Girls’ High School with Te Reo being one of five languages offered to students. The School is especially focussed on the acquiring and use of Te Reo in an effort to become a more bi-cultural school.
The school is committed to bridging the achievement gap between Maori and non-Maori with its across the board focus on striving for excellence and careful monitoring of individual achievement through the subject departments and the Pastoral network.
He Kakano @ SGHS
He Kakano was a school-based professional development strategy for school leaders that: focuses explicitly on improving culturally responsive leadership and teacher practices to ensure that Maori
students enjoy educational success as Maori. supports leaders to become relational and pedagogical leaders who are able to establish and sustain and
maintain the educational , social and cultural conditions necessary to bring about educational change for Maori students. Essentially school leaders need to be argentic-agents of change-to ensure the success of Maori in our school.
uses evidence and data as a basis for making change need to improve outcomes Maori students. This in turn leads to the setting of culturally responsive goals that lead to school Evidence of the impact of our He Kakano work has been seen in the improvement in terms of retention and achievement 2012 and 2013. The work continues..
Focus:Realising Maori Potential
Actions:Key Objectives
Building a positive profile for Maori “it’s OK to be Maori”.
Provide opportunities for Maori learning as Maori.
Mentoring of Maori Grow Kapa Haka numbers
and levels Increase links with whanau Implement professional
development around “Me Korero” for staff.
Incorporate the He Kakano Project in all practices, procedures and systems.
Intermediate Outcome
Growing confidence of staff to use Te Reo in teaching and learning activities.The use of Te Reo by staff and students at school events increases e.g. School Powhiri, Leadership assembly
Intermediate Outcome
At end of /term 1 2013 Maori and non achievement statistics are comparable
Intermediate Outcome
More students join Kapa Haka
Intermediate Outcome
He Kereo and Taitaiako are key documents informing staff and practice
Intermediate Outcome
The learning environment allows for Maori girls to learn and be proud to identify as Maori.
Intermediate Outcome
Retention rates improve as does achievement.
Intermediate Outcome
Mentoring by staff to staff and Maori students to ensure that outcomes for Maori achievement and learning are at similar levels to Pakeha
Intermediate OutcomeIncreased attendance by Maori students and greater participation in cultural, sporting and leadership activities in the Kura
Ultimate Outcomes for project
Greater number of students taking Te Reo
Bi-culturalism at SGHS will be evident in a variety of school related activities.
Evidence that (staff voice) Maori and Non Maori staff will be working together to raise achievements e.g. mentoring, involvement in Kapa Haka
Achievement data will show increasing number of students achieving better results at NCEA and fewer discrepancies between Maori and non Maori students.
Involvement of parents/whanau in school related activities
“Student voice” collected will indicate that Maori girls feel accepted and comfortable in the school.
More Maori students are involved in leadership, and other activities
Parents of Maori students see SGHS as school of first choice.
Greater percentage of Maori students continue into year 13.
Retention rates of Maori students are comparable with Pakeha.
Intermediate Outcome
Maori Representative on the board of Trustees is the norm.
Review period – Target Dates1. Two checkpoints (immediate outcomes) end of
semester 1 and semester 2 20132. Ultimate outcomes – Term 1 2014
How – review – same as evidence data.
EvidenceMaori student voiceWider community (parents/whanau)voiceAttendance dataLeaving status / student retention dataNZQA results
Pasifika Educational Needs
The NZC principle of cultural diversity expects all schools and their curriculum to “Reflect New Zealand’s cultural diversity and value the histories and traditions of all its people”.
Pasifika students make up approximately 2% of our total school population yet nationally they represent 7% (2006 census) of the total population. There is a strong Pasifika component and influence within the population of Invercargill.
The school will endeavour to meet the needs of Pasifika students by:
- Engagement of Pasifika students in learning, ensuring they participate in the classroom and achieve at the respective levels of learning.
- The monitoring of their achievement in literacy and numeracy.- Professional Development for teachers to ensure quality engagement of Pasifika students within the
classroom.- Making strong(er) connections with the families and the Pasifika community.- Encouraging, building and taking advantage of community events- Providing additional English classes for those for who English is not their first language and not the
language spoken at home.
But most importantly
- Valuing the cultural identity, protocols, language and customs of Pasifika students and their community.
The school through NZC and wider school activities is committed to positively harnessing Pasifika diversity and their multiple views within the teaching and learning at SGHS, so as to engage young Pasifika women in learning and ultimately leading to higher levels of achievement.
Pasifika Plan Intervention Logic
Key Objectives for the project
To improve achievement of Pasifika students
To increase the professional capacity and understanding with staff, around teaching and learning of Pasifika students.
To connect more with the Pasifika parent community
Identify mechanisms for reporting to the wider parent community
To utilise the ‘Pasifika experts’ in the wider community
To put in pastoral supports to ensure Pasifika students are engaged in learning and attending school.
Intermediate Outcome
Survey Pasifika students to assess their needs and wants.
Intermediate Outcome
Survey the Parents/caregivers of the Pasifika community
Intermediate Outcome
Collect pastoral and achievement data on Pasifika Students e.g. Literacy, numeracy, NCEA, RTLB and GC
Intermediate Outcome
Research ‘best practice’ for the teaching of Pasifika students
Intermediate Outcome
Reporting mechanisms are developed over time
Intermediate Outcome
Develop better links with fanau
Intermediate Outcome
Create a bank of Teaching and Learning strategies for the teaching of Pasifika students
Intermediate Outcome
Develop a greater understanding amongst staff of the classroom environment needed to enhance the achievement of Pasifika students
Ultimate Outcomes for project
Pasifika achievement will increase over time
Teaching staff will express confidence in catering for the needs of Pasifika students within the classroom
Data/evidence shows that Pasifika students play an active role in school community activities.
Pasifika parents/caregivers feel comfortable in being involved in their daughter’s learning and being part of the school community
Mechanisms are in place to enable the school to report to the Parent and wider Pasifika community
Increase the attendance of Pasifika students in line with other groups within the school
Intermediate Outcome
Develop with the staff/parents the reasons/need for a Pasifika Plan
Intermediate Outcome
Continued growth of Pasifika group Oli Ula.
Evidence:
Pasifika student voiceNZQA dataParent Voice
Special Programmes with Specific Financial Resources
STARSTAR continues to provide extra opportunities for students to explore career and work experience and courses within the community and the school, particularly with Years 10-13.
Priority Learners CommitteeRegular meeting of the staff Priority Learners Committee means that specific needs of students are more readily being identified. A Comprehensive list has been collated relating to the special (learning), physical and health needs of students.
GatewayGateway provides opportunities for senior girls to access career pathways outside the school. Girls choose a particular type of business/career and work with this entity throughout the year under the guidance of the Gateway Co-ordinator. Under this scheme, students can gain additional qualifications (Unit Standards) which add to their qualifications package.
Professional DevelopmentKey to maintaining high quality teaching is on-going and sustained Professional Development with both internal and external opportunities.
The principle aims of the Professional Development programme are to promote the professional growth of teachers and to foster school improvement in line with the school Strategic Plan and in response to the needs with the individual teacher.
The over-riding goal is that all Professional Development must enhance the teaching and learning within the School and ultimately student engagement and achievement.
The Professional Development is the responsibility of the Deputy Principal.
Year 1 and 2 Teachers - Provisionally Trained Teacher Programme
This is the responsibility of the Deputy Principal.
Time, staff and resources are allocated in this area. Years 1 and 2 follow a programme of advice and guidance which includes resource development, classroom management and staff development and is run by the Deputy Principal. She/he works closely with their co-ordinator, their Supervisors and Heads of Departments. Their programme includes weekly timetabled meetings, class visits and informal discussion.
Induction of New Experienced StaffExperienced staff new to the school are welcomed to the school, given a tour of the school if necessary, and have available the ‘Directions’ booklet (information for new staff at Southland Girls’ High School). Each new staff member will be given a social buddy who will help induct the new staff member in their first few days. The new staff will also have a department buddy who will be the point of call within their department.
Local In-service Days are available and staff can either offer themselves for a particular course, or be invited by the Deputy Principal to attend a particular course. Staff are also encouraged and supported financially to attend holiday conferences and courses outside the local area. Visiting other schools further afield is another available option.
Teacher Only Days are organized according to the current needs of the staff and school. Review days are also organized when necessary.
Appraisal@SGHSThis is based on the Performance Management policy and in line with the guidelines and time line. All reporting and Performance Management procedures will take place from 1 April each year to 31 March in the following year.The ultimate aim of the PMS is to bring about personal growth in a teachers teaching and learning practice. PMS is also aligned to the school and department strategic goals and is/can be supported by professional development opportunities.
PMS InterviewsEvery teacher has a PMS interview at the beginning of each PMS cycle to review the year and set personal PMS development goals for the year in line with their department and school goals. The PMS cycle is one of coaching and mentoring.
Discussion is based around on-going self-improvement and goal setting.
In any school situation, teachers are required to be reflective practitioners.In the NZC “effective pedagogy: teachers actions promoting student learning” teachers are expected to “inquire into the impact of their teaching on their students”. The PMS interview allows for their reflections to be discussed, ideas raised so that new directions and strategies are implemented and give an indication for future professional development needs. These are then communicated to the Deputy Principal via the PMS progress, coloured forms send out to staff and also via HoDs.
Updating QualificationsIn line with the NZC and the principles of life-long learning, staff are encouraged and supported financially to keep up to date with relevant qualifications through university and other tertiary study. Half their fees are paid upon successful completion of course/paper(s).
Organisation and Allocation of Teaching and Learning Spaces
Where possible, classrooms are grouped in faculty areas. This enables team teaching and easier access to subject resource areas and staff workrooms.
Specialist rooms are provided for all staff where possible however there may need to be the sharing of a mixture of specialist and non-specialist by some staff.
An ongoing programme of modernization and refurbishment ensures classrooms are of acceptable standard to meet the needs of the curriculum, and the students and staff concerned.
Any improvements to property must ultimately benefit student learning and achievements.
General classrooms are allocated where possible to meet the wishes of teachers as well as the needs of the School. It is necessary because of the size of the schools that some teachers will have their own room on a rotational basis.
All staff have designated work areas and some staff have offices. All staff have access to photocopiers, computers, telephones and fax, and a large number of the classrooms in both the East and West Wings have Interactive Whiteboards.
Learning Outside the ClassroomNutrition and Physical Activity
The Board of Trustees, Senior Leadership Team and Staff have a strong focus on ensuring that healthy eating and physical activity is promote and fostered within the school.
Despite the Government reneging on the Nutritional Bag, the school is determined that our Nutritional focus will be retained because of the connection with good learning. We know from our reading that the right food can enhance learning. We are also mindful of the growing obesity issue that is increasing amongst young adolescent women. The Nutrition Committee is made up of a number of key members:
Sport Co-ordinatorHOF Food and NutritionHOF Health and Physical EducationBoard MemberCanteen Co-ordinatorStudentsPrincipal
Primarily, their focus is to ensure that all messages around nutrition and physical activity are linked t student well-being, learning and achievement. The school Canteen role in supporting the school’s endeavour is critical to conveying daily messages around healthy eating.
The Committee also links with Public Health South and other key health personnel to enlist their support and guidance in our direction. The Physical Education department runs comprehensive Health classes in all aspects of learning within their subject range. Their bi-annual survey of parents/caregivers gives feedback on their programmes, but also enables them to inform, as a matter course, parent and caregiver on nutritional matters and focuses within the school
Co and Extra Curricular ActivitiesThe School provides a huge array of sporting and cultural activities in the belief that learning doesn’t always occur in the classroom alone.
Guidelines: Each year staff are requested to volunteer for portfolios and a list of responsibilities is drawn
up.
Because of the large number of sports teams, parents and members of the community act as coaches. Senior girls also coach junior teams. Every sport must have an adult coach/manager/supervisor.
All activities operate on a user-pays, cost-recovery basis. Money is allocated to some whole school activities from the Activities Account e.g. house Activities
A programme is planned for the year of house activities, socials, inter-school exchanges and fixtures such as the school cross country run.
All staff are expected to support where possible co-curricular activities. New activities are added according to pupil demand, staff interest and current fashions. The
number and variety of activities allow every girl to display and develop talent and interest.
