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. |
