School Charter and Strategic Plan

HUTT VALLEY HIGH SCHOOL

School Charter and Strategic Plan

2006 - 2010

Contents:

CHARTER UPDATE

SCHOOL’S VISION AND VALUES

Mission Statement

‘We aim to inspire all students to learn and confidently grow towards their full potential.’

Values

Each student who leaves will have:

Return to contents

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 (2001), Lower Hutt City had just over 95,000 people. 76% of the Lower Hutt population said they belonged to the European ethnic group compared with 82% for all of New Zealand. 16% of people in Lower Hutt city said they belonged to the Maori ethnic group compared with 14.7% for all of New Zealand. The population of Lower Hutt City contains a larger proportion of Pacific peoples (9.4%) and a slightly larger proportion of Asian people (7%) compared with the whole of New Zealand (at 6.5% and 6.6% 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 helped by the presence of large supermarkets close to the school.

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 Open Polytechnic is also located within the school catchment area.

The majority of students come to the school via Hutt Intermediate (60%).

There is still 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.

Return to contents

GENERAL DESCRIPTION OF THE SCHOOL

STUDENTS

The school has a roll of 1,755 (March 2006), 55% boys and 45% girls, including 22 foreign fee paying students. Students comprise 67% European, 13% Maori, 6% Pacific Island, 11% Asian and 3% ‘other’. 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.

STAFF

There are 107 full-time teaching staff, of whom 57 are women and 50 men. There are also seven women and two men 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, 17 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 five years we have completely rebuilt two Science laboratories. A new library and administration block and Learning Support Unit have been completed. The old library has become a student centre, to complement the Year 13 common room that was opened in 2000. Building is currently under way on new Physical Education teaching space, and by the end of the year (2006) there will be a new Art block. Existing Art facilities will be converted to Dance and Drama rooms.

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.

A recent innovation has been for Hutt Valley High School to offer an extensive range of community education opportunities in the evenings.

GOALS AND OBJECTIVES OF THE COMMUNITY EDUCATION PROGRAMME:

Return to contents

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 area 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.

Return to contents

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.

    Through the library Focus programme and research skills programme we are ensuring that every student is able to access and intelligently assess information from all sources.

  4. A broad education through a balanced curriculum covering essential learning areas with high levels of competence in basic literacy and numeracy, science and technology.

    All Year 9 and 10 students cover the essential learning areas of the New Zealand curriculum.

  5. 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.

  6. 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.

  7. 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. In 2005 71% of all school leavers from HVHS had gained at least 30 credits at level 2, and 32% had NCEA level 3 or another level 3 NQF qualification.

  8. 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, Achieve, 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. Maori students’ success rate at level 1 has gone from 53% of papers taken in 2003 to 68% of papers taken in 2005.

  9. 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 will 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.

    10. Return to contents

    HUTT VALLEY HIGH SCHOOL
    STRATEGIC PLAN

    Introduction

    Hutt Valley High School is a large co-educational school which provides a high standard of education and pastoral care to students. Its roll is drawn from a broad range of socio-economic levels, and the school prides itself on its ability to deliver top quality education to students from a wide variety of backgrounds, covering the full range of learning abilities and learning needs.

    Students are offered an excellent range of specialist courses, and are encouraged to develop inquiring minds and lifelong learning habits. Students are encouraged to be individuals, and to celebrate and acknowledge diversity.

    Return to contents

    Context

    In developing this plan, the Board is mindful of some key factors that will influence the school over the next five years:

    Return to contents

    The Vision for 2006-2010

    In the next five years Hutt Valley High School will be the school of first choice for all students in its zone. Building on current good practice, over the next five years Hutt Valley High School will:

    Return to contents

    Provide High Quality Academic Education

    Hutt Valley High School will:

    It will do this by:

    Return to contents

    Encourage and Challenge all Students

    Hutt Valley High School will:

    It will do this by:

    Return to contents

    Build a positive, safe and respectful school culture

    Hutt Valley High School will:

    It will do this by:

    Return to contents

    Attract, retain and develop high quality teachers

    Hutt Valley High School will:

    It will do this by:

    Return to contents

    Enhance its status as a leading school sharing innovative ideas and best practice in curriculum delivery

    The school will:

    It will do this by:

    Return to contents

    Seek opportunities for strategic partnerships and additional income sources

    Hutt Valley High School will:

    It will do this by:

    Return to contents

    SCHOOL STRATEGIC PRIORITIES 2006

    Return to contents

    ACTION PLAN 2006

    Each of the priorities will be reported on by the Principal to the Board of Trustees at mid-year and end of year.

    PRIORITY ONE

    To enhance effective teaching practice through on-going reflection, review and support.

    NO. OBJECTIVE RESPONSIBLE OUTCOME
    1. Specialist Classroom Teacher identifies and shares excellent classroom teaching. Lorraine Thompson (Specialist Classroom Teacher) Programme of classroom visits and staff seminars in place; report to Principal at end of each term.
    2. Review of Music, Technology and Maths departments using outside experts. The Principal Reviews take place in terms 1, 2 and 3. Report from each to Board of Trustees .
    3. Professional Development and Appraisal training for up to 20 staff. Assistant Principal (KN) Deputy Principal (BG) Programme established with Interlead Consultants. Targeted key staff undergo training. Model developed for school-wide PD system and training.
    4. Complete resource and curriculum development work in core subjects with GSE through EEPiSE. HOD Special Needs (SF) Participants from cores subjects share developed materials with departments. Teaching models shared with whole staff. Report from Group Special Education (Louise Hannigan).
    5. Expand information literacy programme to cover all Year 9 students in English and Social Studies. Librarian and Deputy Principal (BG) Programme delivered to all Year 9 students

    STUDENT ACHIEVEMENT TARGETS:

    1. All Year 9 students to have been through the information literacy programme and been assessed against relevant performance measures.
    2. Greater number of students gaining merit and excellence grades, in comparison to previous year.
    3. Asttle testing results show improvement in student achievement (literacy and numeracy).

    PRIORITY TWO

    To continue developing responses to the problem of disengaged students, through curriculum and guidance initiatives.

    NO. OBJECTIVE RESPONSIBLE OUTCOME
    1. Project K work with identified group of Year 10 students. Project K Co-ordinator Programme successfully completed.
    2. Continue curriculum adaptation in core subjects through Enhanced Programme Fund. HOD Special Needs and Principal Comprehensive bank of adapted materials covering topics in all four core areas for Years 9 and 10, available for staff use.
    3. Review the range of subjects and courses offered to ensure all students can select a relevant and realistic course. Principal and Assistant Principal (ED) Subjects offered for 2007 reflect the outcome of this review.
    4. Use additional Careers/Transition staffing to follow up identified students at senior levels to ensure positive qualifications/training/employment outcomes. HOD Careers (HO) and Senior Dean (GR) All senior students will be positively focussed on an appropriate course or training.
    5. Establish a special Year 11 programme for up to 25 students at risk of dropping out without qualifications. Associate Principal Students in this class end the year with NCEA credits commensurate with their ability.

    STUDENT ACHIEVEMENT TARGETS:

    1. A reduction in half days absent by students at all levels.
    2. All students over 16 who leave in the course of the year go to either employment or further training, having received careers advice.
    3. Special Year 11 class members remain at school for the whole year and achieve literacy, numeracy and level 1.
    Return to contents

Hutt Valley High School, Private Bag 31 909, Woburn Road, Lower Hutt, New Zealand. Phone +64 4 566 4584, Fax +64 4 566 7779 Principal Ross Sinclair: