Hutt Valley High School

Te Kura Tuarua o Te Awakairangi

Charter Update

School’s Vision and Values

Vision                                                                                   Tirohanga whānui

Aim High – Be the best that you can be!                 Whaia te iti kahurangi!

Mission Statement                                                             Whakatakanga

To inspire and lead our students to develop their academic, cultural and sporting abilities and to grow their skills, knowledge, values and character to enable each student to be the best that they can be. To be the school of choice within the Hutt community.

Ki te whakaawe, ārahi hoki i a tātou akonga ki te whakawhānui i a rātou mahi katou i roto i te kura; ki a tipu ai rātou i roto i ngā uaratanga me ngā āhuatanga hei painga mō rātou. Kia tīpakohia ko tēnei kura i roto i te hāpori o Te Awakairangi.

                                          Values                                                                                                    Uaratanga

                                       Excellence                                                                                                     Kairangi

                                 High Expectations                                                                                            Mahi totika

                            Opportunities and diversity                                                              Nga mea Angitu, rerenga ke hoki

                             Innovation and Creativity                                                                               Nga mahi auaha

                                Respect and Integrity                                                                                 Whakute me te tika

                                      Sustainability                                                                                            Pumautanga

                                       Community                                                                                                      Hapori

               
Description of the School’s Community

The Hutt Valley High School community covers a wide range of socio-economic backgrounds in the Lower Hutt City area. It encompasses a ’settled’ area, where new housing occurs only on re-developed sites and where there is steady internal migration as families with teenage children endeavour to settle close to the centre of Lower Hutt. The largest population area is that of Maungaraki/Normandale which also contains the largest area of teenage population, while the Central Hutt – in close proximity to the school – and Eastbourne, contains the highest proportion of elderly people (70+ years).

At the time of the last census (2006), Lower Hutt City had just over 97,700 people. 64.9% of the Lower Hutt population said they belonged to the European ethnic group compared with 67.6% for all of New Zealand. 17.1% of people in Lower Hutt city said they belonged to the Maori ethnic group compared with 14.6% for all of New Zealand. The population of Lower Hutt City contains a larger proportion of Pacific peoples (10.5%) and a slightly smaller proportion of Asian people (8.7%) compared with the whole of New Zealand (at 6.9% and 9.2% respectively).

In general, the school’s community is one in which there is a high expectation of educational success for children from their parents. A growing proportion of students have after school jobs at some time of the week.

A feature of Lower Hutt is the variety of educational institutions found in the Central area. Within a few kilometres of Hutt Valley High School are Weltech, Sacred Heart College, St. Bernard’s College, Chilton St. James School, St. Oran’s College and Naenae College.

The majority of students come to the school via Hutt Intermediate (54%).

There is a high community expectation of Hutt Valley High School as an ‘academic’ school, because many of the local community are old students and that is the tradition they remember. Because the school is located close to the centre of Lower Hutt City, it is very much identified with the City itself. With the closure of Petone College in 1998 the school’s catchment area was enlarged, to include everything between the Hutt River and the Petone foreshore.

General Description of the School

Students

The school has a roll of 1,645 (May 2011), 57% boys and 43% girls, including 44 foreign fee-paying students. Students comprise 53% New Zealand European, 15% Maori, 7% Pacific Island, 15% Asian and 6% ‘other European’. Within these groups there is a considerable diversity of ethnic origins. The school also has at any one time a number of overseas students here under official exchange programmes. Two full-time and three part-time teachers deliver ESOL programmes to those for whom English is not their first language.

The school’s enrolment zone encompasses both the poorest and the wealthiest areas of Hutt City, and students come from a wide range of both employment and household backgrounds.

Twenty six students who are verified as having high or very high educational needs, of whom 20 are taught in a Learning Support Unit with specialist teachers. All of these students are ORRS funded. Six ORRS funded students are fully mainstreamed.

There is a high community expectation of Hutt Valley High School as an ‘academic’ school, and that is very much the drive of the Board of Trustees and staff. Because the school is located close to the centre of Lower Hutt City, it is very much identified with the City itself. With the closure of Petone College in 1998 the school’s catchment area was enlarged, to include everything between the Hutt River and the Petone foreshore.

 
Staff

There are 99 full-time teaching staff, of whom 59 are women and 40 men. There are also six women and one man in part-time positions. Management units are shared proportionally between men and women.

 All teachers are registered, and the school is fortunate in continuing to attract staff of high calibre and professional commitment.

There are also ten itinerant music tutors, 15 teacher aides and 34 administrative, ancillary and grounds staff.

Facilities

The Woburn Road campus consists of a variety of buildings spanning 50 years. In the last ten years a new library and administration block, Learning Support Unit, Physical Education gymnasium and Art block have been completed. The old library has become a student centre, to complement the Year 13 common room/pavilion. There are specialist Dance and Drama rooms, as well as six computer rooms. There is a new graphics area with computer facilities and the school has a laser cutter for use in technology work.

 
Community Involvement

The provision of additional resources for the school has been helped by an active Parents Association. The joint Community/School Gymnasium enables a large number of people to use the school, and the proximity of community facilities means that students can easily go outside the school for work experience, Art Gallery, Library and Polytechnic visits.

Special features of the School

Hutt Valley High School has a proud tradition of involvement and achievement in extra-curricular activities, and school sports teams, music, drama and dance are a strong feature of the school. We put an emphasis on students achieving high standards in what they do, and this is repeated in academic work. Students are encouraged to aim high and succeed in national awards, and the results of these show the school distinctly above the national average.

The school is proud to be inclusive, and celebrates diversity of background and ability. Anyone who lives in our zone has the right to attend, and our professional responsibility is to provide suitably demanding and rewarding challenges for all our students. Beyond the classroom there are well developed support networks involving students, counsellors and deans.

Our size is our strength, and gives us the flexibility to offer a wide range of option subjects and extra-curricular activities. The majority of our students go on from here to some form of training or further study. Whatever their particular areas of strength, our leavers are noted for three characteristics: they accept differences; they are prepared to ask questions; they have achieved success in some endeavour. With this basis, they can go confidently forward.

Contribution to National Education Priorities

The Board of Trustees will comply with the following National Education Goals:

1. The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand society.A wide range of courses is offered at each level, catering for different needs and abilities. There is a strong pastoral emphasis, working through Deans, Guidance Counsellors, Liaison Students and Mediators.
2. Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.Close liaison with contributing schools, pre-testing and Asttle tests provide clear indications of the learning needs of our students, and courses and assistance are tailored to meet them.
3. Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world. All students have access to modern information sources through a modern library and wider school courses offer a thorough range of study opportunities.
4. The early core skills that are built on prior knowledge and the contributuion of the home are extended further. Paretns are encouraged to build a close relationship via regular form teacher contact, so that a genuine partnership is built between home and school.
5. A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology,and physical activity .All Year 9 and 10 students cover the essential learning areas of the New Zealand curriculum, including a core Health and Physical Education course..
6. Excellence achieved through the establishment of clear learning objectives, monitoring student performance against those objectives, and programmes to meet individual need.All subjects in the junior school are assessed against HVHS Junior Learning Standards, which link directly to curriculum statements. Senior students are assessed against Achievement and Unit Standards. ORRS funded students and a few mainstream students are on Individual Educational Programmes, reviewed throughout the year.
7. Success in their learning for those with special needs by ensuring that they are identified and receive appropriate support.There is a Learning Support Unit for students who receive ORRS funding and for whom mainstreaming is not a practicable option. Students in the main stream who are identified with learning needs are supported by teacher aides, specialist reading teachers and curriculum adaptation.
8. Access for students to a nationally and internationally recognised qualifications system to encourage a high level of participation in post-school education in New Zealand.Students access NCEA at levels 1-3 and Scholarship. Some students are able, through STAR funding, to follow Polytechnic courses along with school subjects.
9. Increased participation and success by Maori through the advancement of Maori education initiatives, including education in Te Reo Maori, consistent with the principles of the Treaty of Waitangi.The school has a mentoring programme, Success, for Year 9-13 Maori and Pacific Island students. The programme encourages the development of effective learning and social habits and the setting of goals to facilitate progress in the school. The Victoria University Outreach Programme and the Awhina Whanau both encourage Maori and Pasifika students to aspire to university study via skils work and mentoring.
10. Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgement of the unique place of Maori, and New Zealand’s role in the Pacific and as a member of the international community of nations.The principal point of contact with local Maori communities is with the parents and caregivers of Maori students at school. Whanau support meetings between the Principal, members of the Board of Trustees and Maori parents provide the forum which will assist the school to meet the needs and aspirations of Maori students. Other important points of contact for the school are Te Runangaanui o Taranaki Whanui kite Upoke o Te Ika a Maui and the local marae in Waiwhetu and Petone.Maori language classes are offered to all Year 9 to 13 students. Kapa Haka is supported in the school with the provision of curriculum time and their important role in the ritual of school life is recognised. The school’s Polyclub provides opportunities for Pacific Island students to celebrate their cultures, and the school’s annual Multicultural Evening celebrates the wide range of cultures represented among the students and staff.

 
Hutt Valley High School Strategic Plan 2011-2015

HEART:  To foster positive student engagement and pride in all aspects of school life and to foster positive relationships between all members of the school and wider school community.

1.  To promote pride in Hutt Valley High School.

2.  To create more opportunities for a student voice to have an impact on the day to day life of the school.

3.  To improve communication with the wider school community.

4.  To develop new means for fostering positive student/teacher/parent relationships.

5.  To engage the wider school community in a special project to celebrate HVHS.

 
MIND: To raise the active involvement and achievement of all students to enable them to develop to their potential.

1.  To track individual student achievement to improve student outcomes.

2.  To maintain a culture of encouraging students to strive for excellence both in curricular and extra-curricular pursuits.

3.  To enhance teaching and learning to focus on individual students by:

                extending best classroom practice;

                embedding the principles and philosophy of the New Zealand Curriculum;

                further developing reflective practice.

4.  To ensure that all school leadership is focused on student engagement and achievement.

 
BODY:  To provide a safe environment where all human, physical and financial resources support improved student learning.

1.  To provide an environment and culture where students feel safe and welcome.

2.  To develop a culture of practices that respect and sustain the environment.

3.  To improve student attendance.

4.  To continue to improve the physical environment.

 Each of the elements in Heart, Mind and Body will be developed further in annual plans during the lifetime of this document.

2011 Goals Based on the Strategic Plan

HEART:  To foster positive student engagement and pride in all aspects of school life and to foster positive relationships between all members of the school and wider school community.

MIND: To raise the active involvement and achievement of all students to enable them to develop to their potential.

BODY:  To provide a safe environment where all human, physical and financial resources support improved student learning.

Ross Sinclair
Principal