Gisborne Girls High School

2010 PROSPECTUS

Read it online ...or download
(requires Acrobat Reader - 5MB file)

... or contact the school for your copy
info@gisbornegirls high.school.nz

  Gisborne Girls’ High School has an open roll.
  A student may apply to Gisborne Girls’ High School for enrolment regardless of where she lives.
  An application form for admission can be downloaded here (requires Acrobat Reader).
  Applications for enrolment are welcome at any time.
  Confirmation of enrolment is given as soon as possible after the application is processed.
  Subject selection interviews for incoming Year 9 students will be held during November.

     Our latest ERO Report is now public - click the image above for the full report or check out the summary presented on this page.
     We are very proud of the report and we are celebrating being the first school in the area to be moved onto the new 4-5 year cycle of review.
     We acknowledge the extensive work of our professional and committed staff in providing the platform for the level of student success that we currently enjoy and which is reflected in the ERO report.

Welcome to our School
Haere mai ki to matou kura

Mission Statement
To provide educational opportunities
which will challenge young women
to reach their full potential.

Te Mauri o te kura tuarua o nga kotiro o turanga.
Ki te whakapuaki I nga huarahi o te matauranga,
hei whakakaha atu I te hunga wahine,
kia piki ki te taumata e hiahia ana ratou.

SENIOR RE-ENROLMENT & SCHOOL COMMENCEMENT 2010

RE-ENROLMENT

Wednesday 27 January
2010 Year 12 students are to report some time between 10am and 2pm to the School Assembly Hall to re-enrol and confirm their timetable. Class placement cannot be assured if students fail to re-enrol.

Thursday 28th January
2010 Year 12 students are to report some time between 10am and 2pm to the School Assembly Hall to re-enrol and confirm their timetable. Class placement cannot be assured if students fail to re-enrol.

SCHOOL YEAR COMMENCEMENT

Tuesday 2nd February
Year 9 and Year 13 students and any new enrolments at any level.
Report to the School Assembly Hall at 9am for class allocation, timetables and orientation.
Students will be released at 12 noon and are not expected at school in the afternoon. The Kaiti bus will leave school at 12:15pm.All country buses will run at he normal times.

Wednesday 3rd February
First day for Year 12 students joining Year 9s. Out of Year 13 only Prefects are required to attend to work with Year 9 students - other Year 13 students are not required.
School will continue to 1:30pm.

Thursday 4th February
First day for Year 11 students joining Years 9, 12 and 13 students.
School will continue to 1:30pm.

Friday 5th February
First day for Year 10 students joining all other levels.
School will continue to 1:30pm.

School Office: open for enquiries - Ph 868 6092
Uniform Shop: open from 9:00am to 2:00pm on weekdays from Wednesday 20th January to Friday 29th January

Heather L Gorrie
Principal

Heather Gorrie - Principal 2008-

Heather Gorrie - Principal

Note: Our most recent Newsletter is available for viewing and\or download through the menu item at the left. If you would like to receive newsletters regularly by email (and in colour) please forward your email address to newsletter@gisbornegirlshigh.school.nz.

Education Review Office 2009 Report Released:

Gisborne Girls’ High School is an urban secondary school in Gisborne city. The school has an attached activity centre and shares hostel facilities with Gisborne Boys’ High School. The Whare Matauranga complex under construction is a clear sign of the board’s and staff commitment to recognising the importance and the place of Māori in the school. Trustees and staff maintain an ongoing culture and climate that centres on improving student achievement and engagement in all areas of school life. The bi-cultural diversity of the community is celebrated, establishing a distinctive school identity.

Achievement: Students achieve well. National Certificates of Educational Achievement (NCEA) levels have increased annually, over the past four years. In 2008, students performed above the national average in NCEA level 1 literacy and numeracy attainment, and levels 2 and 3. results compare favourably with schools of similar decile. The number of students gaining sufficient NCEA credits to qualify for entrance to university exceeded national expectations. Māori achievement at senior level, continues to improve towards comparable levels with non-Māori students. The rate of improvement for Māori students in the junior school is less than their non- Maōri peers, and not as encouraging as at senior level. The school has a well-merited reputation for sporting and cultural excellence. Senior students benefit from extensive opportunities in vocational and academic learning pathways.

ERO Reporting History: The school has a positive ERO reporting history and a clear ongoing focus on improvement. Trustees, and the principal who was appointed in July 2008, govern and manage the school well. The principal leads change judiciously. The traditional strengths of the school, identified in previous ERO reports, are sustained, and new initiatives introduced to improve student achievement and engagement. Students benefit from improvements that promote their learning.

Self-Review: Schoolwide self-review practices are useful. Senior managers systematically analyse achievement information as the basis of board decision making and planning. Teachers use student achievement information to review the effectiveness of their programmes, and to determine the needs of individuals and groups of students. Continuing evaluation of the effectiveness of teaching strategies and relationship management within classrooms is worthwhile, to further improve school self review and outcomes for students

. Student Safety: The board and staff take all reasonable steps to promote students’ safety and wellbeing. Initiatives for monitoring student attendance assist staff to more immediately address truancy and absenteeism. Teachers are beginning to use restorative justice techniques to address inappropriate behaviour and improve student engagement. Embedding this approach to behaviour management at junior level is an area for further development. An extensive guidance network and pastoral care system enables school staff to respond promptly to parents’ requests and students’ needs.

Dave Boardman

David Boardman 1948 - 2009

Home

Future Action: ERO is very confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in 4 - 5 years.

International Students: Gisborne Girls' High School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.
The school complies with all aspects of the Code.

    Support for students: Staff responsible for international students continue to offer a good standard of care. International students are well supported on their arrival at the school, to integrate into the school, hostel and their home stays. The director of international students carefully interviews prospective home-stay parents, organises police vetting and keeps in constant contact with the parents. School staff regularly discuss and address the needs of international students. The director and school staff systematically monitor their welfare.
    Induction: Students report that they receive a good induction programme when they arrive at school. They have knowledge and understanding of the support systems they can access to make them feel welcomed into the school environment. International students appreciate and enjoy the opportunities they have to experience New Zealand culture through friendships and school events they share with students at the school.
    Accommodation: International students have appropriate accommodation. The two international students in the school hostel are well cared for. Student surveys and discussion with a home stay parent show that students appreciate the care and assistance they receive in their home stays.
    Self review: The director regularly reviews policies and practices relating to the care and education of international students. The annual Ministry review is carried out as required and improvements identified are implemented to benefit students’ welfare and education.
     ESOL programmes: ESOL programmes provides sound opportunities for international students to develop their written and oral language skills. All students arrive at the school with some proficiency in English language. Well-chosen learning experiences enhance students’ acquisition of spoken and written English. Appropriate assistance is given to international students to meet NCEA course requirements.
      Language support: Most international students arrive at school with relatively good English language skills. Students are tested on arrival and appropriate individual learning programmes are established for them, linked to qualifications on the New Zealand Qualifications Framework. Students’ progress is monitored and recorded in individual profile folders. The specialist teacher liaises with classroom teachers to ensure the language programme aligns with each student’s class programme.

Education Review Office Report 2009

Read the full copy of the most recent (2009) ERO Report online
Note: Gisborne Girls High School is due for its next review by the ERO in 2013-14