GOLDEN BAY HIGH SCHOOL

CHARTER 2013

STATEMENT OF INTENT Golden Bay High School sets out to:

1. Meet National Education Priorities. These are articulated in the National Administration Guidelines.

2. Develop policies and practices that reflect New Zealand's cultural diversity and the unique

place of Maori culture. 3. Take all reasonable steps to ensure that instruction in Tikanga Maori and Te Reo Maori

are provided for all students whose parents ask for it. 4. Meet its local goals. Such goals are determined through the school’s programme of self

review, analysis of assessment data, and through consultation with all sections of the school’s community.

VISION At Golden Bay High School students prepare for the future by learning skills and gaining knowledge, and developing the personal resources that are needed to live satisfying, balanced and responsible lives.

MISSION STATEMENT The vision will be fulfilled by:

1. Designing and delivering the best possible teaching and learning programmes within the Curriculum Framework, that take into account the ability and interests of all students, and stimulate a culture of learning and a spirit of inquiry.

2. Ensuring that students develop an understanding of the history, and social, economic, cultural and physical environment of Mohua/Golden Bay and Aotearoa/New Zealand, including its global context.

3. Providing all students with the opportunity to achieve to their potential and to put

programmes in place that challenge and extend them. This includes identifying barriers to learning, and putting individual programmes in place for students who have difficulty making progress.

4. Assisting students to build their own intrinsic motivation and assisting them to develop

physical and mental well-being

5. Assisting students to acquire knowledge, skills, attitudes and values needed to be responsible

people, and helping them research and plan further study, work and lifestyle options.

6. Fostering a respectful school community that is based on mutual trust, honest communication, co-operative relationships and concern for others. Each person is encouraged to accept responsibility for their own behaviour and well-being.

7. Incorporating the principles of the Treaty of Waitangi into the learning culture, assisting

students to value Maori language and culture, and working with the local Maori community.

Values At Golden Bay High School we value the basic concepts of Human Rights in Education: that there are three ‘Rs’ which always go hand in hand: RIGHTS, RESPONSIBILITY, RESPECT.

The three ‘Rs’ underpin the values that we uphold in our school, and to which we should all aspire:

Excellence: aiming high and persevering in the face of difficulties

Diversity: accepting that we are all different and respecting those differences

Equity: being fair and understanding social justice

Innovation, inquiry and curiosity: thinking critically, creatively and reflectively

Ecological sustainability: caring for the natural environment and ensuring that our actions can maintain the environment

Integrity: being honest, responsible and accountable Peace: maintaining an environment and community that is built on non-violence Caring: showing concern for the wellbeing of others Trust: being able to rely on other people and allowing others to rely on you Appreciation: being able to recognise and acknowledge the skills, talents and achievements of

others Courage: being able to face up to things when they may not be going so well Tolerance: accepting others, even when you may disagree with their opinions Community and participation: working together for the common good

PROCEDURES FOR CHARTER DEVELOPMENT AND IMPLEMENTATION

a) Consultation: guidelines for consultation with the school’s community, including the Maori community, are laid out in the school’s Consultation policy.

The consultation process in developing this charter and strategic plan included the following stakeholders:

Staff (both teaching and non-teaching)

Students

Parents / caregivers

Manawhenua Ki Mohua

Community Organisations

Local Employers b) The following data was used in the development of this charter:

National Standards and other literacy and numeracy baseline data, including e-asTTle

NCEA Achievement data c) Ministry of Education Deadlines:

A copy of the updated charter will be e-mailed to the MOE by February The school’s annual report will be prepared for the Board of Trustees Annual General Meeting, to be held no later than April, and a copy sent to the MOE by May.

d) The following are used to support the implementation of this charter:

The budget

5 and 10-year property plans

Health and Safety manual

School policy manual

School Assessment Systems documentation

School Self Review programme

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STRATEGIC PLAN

GOAL 1: TO PROVIDE HIGH QUALITY TEACHING AND LEARNING PROGRAMMES WHICH ENGAGE STUDENTS AND WHICH PROVIDE OPPORTUNITIES FOR SUCCESS FOR ALL STUDENTS.

Year Outcomes Actions

2013 Meaningful baseline data around literacy and numeracy at Years 7-10 is produced and used to support teacher planning and reporting to parents and the Board of Trustees. All students show improvement in achievement levels when referenced to the baseline data and in the case of Years 7 & 8, against National Standards. Overall achievement levels in NCEA continue to sit well above those of decile 4-7 schools. Endorsed results in NCEA Levels 2 and 3 over a five year period continue to increase. Maori student achievement in all areas continues to show at least the same level as Non-Maori. Reporting of Years 7 & 8 literacy and numeracy, against National Standards occurs twice a year and is incorporated into the mid and end of year reporting cycles There is an increase in the level of school leaver qualifications for all students, including Maori students. Further refining of reporting processes in response to parent consultation to ensure the reports provide a comprehensive picture of student achievement.

e-asTTle coordinators for Literacy and numeracy appointed PD provided around use of baseline data by subject teachers Maths department liaison with Primary school Maths teachers strengthened Continued focus on developing literacy skills across the curriculum Review of senior course structures completed NCEA curriculum alignment process continues (two teacher –only days) and review of individual NCEA courses at Level 3 Introduction of Ka Hikitia, national education strategy for Maori students Reporting at Years 7 and 8 reviewed to align more closely to National Standards reporting requirements Trial inquiry based learning approach to teacher development (see goal 3) and report trial back to all staff Open evenings for parents established School email addresses of all teaching staff provided to parents

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2014 No student leaves school without any formal qualification. Key competencies are clearly embedded in teaching and learning in all curriculum areas. Achievement by gender as evidenced by National Standards and by achievement against curriculum levels shows that male and female achievement is comparable and that improvement by males is comparable to improvement by females. Endorsed results in NCEA Levels 2 and 3 continue to show improvement. Retention rates of students into Years 12 and 13 increase over a five year period.

Recommendations from senior course structure review process implemented where possible Staff review and development of embedding of key competencies in curriculum Re-visit gender differences in learning and review outcomes from boys’ project of 2009/10

2015 75% of all school leavers have NCEA Level 2 as a minimum qualification

GOAL 2: TO STRENGTHEN THE SCHOOL WIDE SELF-REVIEW AND REPORTING PROGRAMME

Year Outcome Actions

2013 Board Self review programme, including identified curriculum areas and identified policies, implemented. All curriculum areas report annually to the Board on student achievement. All department management documents are up to date. Draft charter presented to the February BOT meeting. Annual goals related to student achievement, including Maori student achievement. Annual report is presented to the March Board meeting and includes statements of variance. All sectors of the school community are consulted

Self review programme presented to Board at February meeting for confirmation Curriculum review model confirmed and implemented through the year Principal drafts curriculum review report and works with HOD to draft development plan for department. Community consultation - identification of relevant stakeholders, survey developed and implemented, used to inform review process and development of new charter Management documents viewed annually by teacher appraisers. Analysis of achievement data from student reports, baseline assessment (e-asTTle) Student monitoring policy requirements met. Parent consultation evening held

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Senior student leaver survey completed Board continues to commit to Iwi and Home and School representation on the Board of Trustees

2014 As for 2013 Business as usual

2015 As for 2014 Business as usual

GOAL 3: TO ATTRACT, RETAIN AND DEVELOP THE BEST PERSONNEL RESOURCE AVAILABLE TO SUPPORT HIGH QUALITY TEACHING AND LEARNING.

Year Outcome Actions

2013 Inquiry-based teacher development trial linked to appraisal and trial completed Professional development is effective and links directly to student engagement and learning Successful Deputy Principal appointment

English department link inquiry learning to appraisal HOD English reports outcomes to staff meeting Wider group established to extend trial in 2014 Model for Senior Manager appointment process developed and implemented

2014 Inquiry-based model for teacher development trial extended to a larger group of teachers Support staff appraisals linked to job descriptions and professional development Professional development is effective and links directly to student engagement and learning

Process for further implementation of inquiry-based learning established, draft rewrite of appraisal policy Review of Support staff appraisal process

2015 All teaching staff appraisals incorporate inquiry learning model

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GOAL 4: TO BE ABLE TO MAXIMISE THE EFFECTIVENESS OF RESOURCES, INCLUDING BUILDINGS.

Year Outcome Actions

2013 New open area created through demolition of 2-story block in use; Netball court as part of new outdoor area New prefab blocks landscaped Staffroom and related facilities upgraded (library building) Gym outdoor court meets needs of PE, sport and recreation programmes Cycle of exterior repainting started Financial recovery plan continues to be implemented Further reduction of deficit and of number of days requiring overdraft facility Annual fundraiser established

Consultation – staff, students, wider school community Plan upgrade of library building with project manager and MOE Implement plan Further fundraising for court resurfacing 10 year maintenance plan reviewed Hall exterior painted Term 1 Admin block condition assessment and pre-painting repairs Admin block repainted Term 4 /2013-14 Summer holidays ICT long term plan developed Funding gaps identified and lobbying directed at appropriate groups Review international student fees/short term stay/Agency participation BOT will establish a fund raising committee BOT fund raising committee will liaise with Home and School to coordinate fundraising projects

Make applications for asset purchases through funding agencies on a regular basis

2014 Replacement buildings completed on schedule and meet needs of staff and students Maintenance programme as per 10 year plan Pool upgrade carried out ICT plan – year 1 implemented Annual Accounts show a break even situation

5YA plan revised and consultation for ten year plan occurs Exterior painting cycle continues Property committee plan pool upgrade Community funding and school fundraising for pool upgrade Review of financial recovery plan Funding applications continue to be made for identified priorities

2015 10 year capital works plan in place; planned development for current 5years implemented Maintenance programme as per 10 year plan

Review of financial recovery plan Funding applications continue to be made for identified priorities

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ICT plan – year 2 implemented School in stable financial situation with small surplus

GOAL 5: TO PROVIDE AN ENVIRONMENT WHICH ADDRESSES THE PHYSICAL AND EMOTIONAL WELL BEING OF THE STUDENTS AND WHICH IS CONDUCIVE TO LEARNING.

Year Outcome Actions

2013 Anti-bullying programmes have a high profile All Year 7 & 8 form classes have a Year 13 mentor All teaching programmes make provision for students’ special needs and each department has clear goals relating to this At risk students are identified and strategies are in place for them IEPS result in individualised learning for at risk students Increased numbers of year 12 &13 students participate as peer tutors GBHS values embedded within culture to support behaviour expectations

Induction processes for new staff, Year 7 and new students at other year levels Bullying survey of all students Provide lunchtime activities for students Mentoring/community service ideals/HRiE philosophy introduced at Year 13 leadership day Big Brother/Big Sister training for mentors Review pastoral programmes: Year 9 Day Out; Y7-10 camps; Years 7 & 8 rewards systems Active recruitment of senior students as peer tutors All students with identified needs have an IEP which informs all teachers and contains clear goals which are reported against Staff and student focus on values Values promoted via assemblies, newsletters, etc.

2014 The number of incidents of bullying are reduced further Anti-bullying strategies and guidelines reaffirmed All Years 7-9 classes have a Y13 mentor All year 13 students are involved in a service to the community (school or wider)

Anti-bullying strategies reviewed Mentoring and Community Service programme developed at Year 13 leadership day HRiE – staff development programme HRiE – ideals introduced and developed with students

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Barriers to learning for at-risk students continue to reduce Review Year 9&10 Diploma programme

2015 Human Rights in Education is firmly established as a context for the culture of GBHS

All policies reviewed and framed in HRiE context

GOAL 6: TO COMPLY WITH ALL RELEVANT LEGISLATION.

Year Outcome Actions

2013 Compliance with regulations relating to monitoring of student attendance Compliance with all legislation as it relates to school operations including Board of Trustees proceedings.

Attendance procedures are clearly documented and followed Accurate attendance records are maintained Conditions for continued approval for electronic attendance are met MOE circulars are responded to as appropriate and a file maintained Access to student and staff information is appropriate and complies with Education Act/Privacy Act/Bill of Rights Storage of personal information is secure EOTC compliance followed through

2014 As for 2013 Business as usual

2015 As for 2013 Business as usual

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Annual Plan GOAL 1: TO PROVIDE HIGH QUALITY TEACHING AND LEARNING PROGRAMMES WHICH ENGAGE STUDENTS AND WHICH PROVIDE OPPORTUNITIES FOR SUCCESS FOR ALL STUDENTS.

See “Achievement Targets” section which follows this section.

GOAL 2: TO STRENGTHEN THE SCHOOL WIDE SELF-REVIEW AND REPORTING PROGRAMME Actions Responsibility Time frame Barriers/Risks Risk Management

Self review programme presented to Board for confirmation Principal February

Curriculum review model confirmed and implemented through the year

Principal Term 3 (implementation)

Time/workload

Curriculum review report drafted and subsequent development plan for department drafted.

Principal HOD

Term 3 Time Release time for department if necessary to implement plan

Community consultation - identification of relevant stakeholders, survey developed and implemented, used to inform review process and development of new charter

Principal and Board End of term 3

Parent consultation evening held Board Term 3

Senior student leaver survey completed Principal/Senior Deans

Term 4

Home and School and Iwi representatives co-opted onto Board

Board Term 1

Department management documents viewed annually. Appraisers of HODs Throughout the year

Analysis of achievement data from student reports, baseline assessment (e-asTTle)

Principal, e-asTTle coordinator

Terms 1 and 4 Access to computers for timely completion of assessments

Targeting of computer rooms for block booking of classes

Student monitoring policy requirements met and reported on to Board.

Principal Throughout the year

Policies for review identified annually Policies reviewed and presented to the BOT

Principal Principal/appropriate personnel

Term 1 Throughout the year

Annual goals drafted from strategic plan

Annual plan, including goals, written and presented to the BOT

Annual report drafted and presented to BOT

Annual report to MOE

Redraft areas of strategic plan that require review

Principal Principal Principal. BOT chair Board Principal/Board (see community

February February February 1 March Term 4

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consultation above)

GOAL 3: TO ATTRACT, RETAIN AND DEVELOP THE BEST PERSONNEL RESOURCE AVAILABLE TO SUPPORT HIGH QUALITY TEACHING AND LEARNING. Actions Responsibility Time frame Barriers/Risks Risk Management

English Department link inquiry learning to appraisal Principal and HOD English

All year Time Incentive for lead teacher

Use of Department meetings, department release time MMA for lead teacher

Trial outcomes reported to staff

HOD English Term 3

Wider group of teachers established to extend trial in 2014 Principal and HOD English

Term 4 Time Time built into staff meeting and PD schedules

Model for Senior Manager appointment process developed Principal and Board February

Senior Manager appointment process implemented to appoint new DP

Principal and Board March

GOAL 4: TO BE ABLE TO MAXIMISE THE EFFECTIVENESS OF RESOURCES, INCLUDING BUILDINGS. Actions Responsibility Time frame Barriers/Risks Risk Management

Consultation on new area and prefabs – staff, students, wider school community Sub-committee to plan implementation Landscaping plan implemented Consultation on library building update –staff, students, Board Plan upgrade of library building with project manager and MOE Implement plan for upgrade

Principal Principal/Board Sub-committee Principal Property Committee Project Manager

March March Term 2 March April Terms 3 and 4

Funding; demolition project incomplete

Reunion committee funding

Further fundraising for court resurfacing

Principal /HOD PE /Sports Coordinator

Term 2

Insufficient funding Project deferred or completed in stages

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Upgrade courts adjacent to gymnasium Property committee October or summer holidays

10 year maintenance plan reviewed Hall exterior painted Admin block condition assessment and pre-painting repairs Admin block repainted

Property Committee Caretaker Project Manager Caretaker

Term 2 Term 1 Term 4/summer holidays

5YA insufficient

MOE support

ICT committee reconvened and long term plan developed Principal Term 2

Funding gaps identified and lobbying directed at appropriate groups

Finance committee Throughout the year

Review international student fees/short term stay/Agency participation

Finance Committee Term 1

BOT will establish a fund raising committee BOT May

BOT fund raising committee will liaise with Home and School to coordinate fundraising projects

Home & School rep on Board

Throughout the year

Make applications for asset purchases through funding agencies on a regular basis

Project leaders through Finance Committee

Throughout the year

GOAL 5: TO PROVIDE AN ENVIRONMENT WHICH ADDRESSES THE PHYSICAL AND EMOTIONAL WELL BEING OF THE STUDENTS AND WHICH IS CONDUCIVE TO LEARNING. Actions Responsibility Time frame Barriers/Risks Risk Management

Induction processes include anti bullying strategies for new staff, Year 7 and new students at other year levels Bullying survey of students Provide lunchtime activities for students

Deputy Principal, Counsellor, form teachers Counsellor Sports Council, senior student leaders

As needed (term 1 for Year 7) Term 3 Throughout the year

Students not “telling” about bullying; Inappropriate Staff response to bullying

Continual reinforcement of programmes; discuss with parents

Mentoring/community service ideals/HRiE philosophy introduced at Year 13 leadership day Big Brother/Big sister training for mentors

Principal/Year 13 form teacher/dean Counsellor

Term 1 Term 1

Review pastoral programmes: Year 9 Day Out; Y7-10 camps; Years 7 & 8 rewards systems

Deans Term 3

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At risk students are identified and strategies are in place for them IEPs developed for all students with identified needs, which inform all teachers and contains clear goals which are reported against Active recruitment of senior students as peer tutors Year 12 &13 students trained and participate as peer tutors

Pastoral network teams SENCO/ORS teacher Deans SENCO

Throughout the year Terms 1 and 4 Term 1 Term 1

Lack of buy-in by classroom teachers Insufficient student volunteers

Process streamlined to ensure teachers have input. Extrinsic rewards budgeted for

Staff focus on values at staff meetings, PD sessions Student focus on values at assemblies, form meetings, newsletters

Principal Deans/form teachers /Principal

Throughout the year Throughout the year

GOAL 6: TO COMPLY WITH ALL RELEVANT LEGISLATION. Actions Responsibility Time frame Barriers/Risks Risk Management

Attendance procedures are clearly documented and followed Accurate attendance records are maintained Conditions for continued approval for electronic attendance are met

Deputy Principal Deputy Principal Deputy Principal

Throughout the year Throughout the year Throughout the year

MOE circulars are responded to as appropriate and a file maintained

Principal/Executive Officer

Throughout the year

Access to student and staff information is appropriate and complies with Education Act/Privacy Act/Bill of Rights

Principal Throughout the year

Storage of personal information is secure Principal Throughout the year

EOTC compliance followed through Principal Throughout the year

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Achievement Targets 2013 STRATEGIC GOAL: To provide high quality teaching and learning programmes which engage students and which provide opportunities for success for all students.

Annual Targets: 1. NCEA Achievement rates: Level 1: 85%; Level 2: 85%; Level 3: 77.5%; UE: 70% 2. NCEA rates of endorsed results - mean achievement rates over five year period:

Merit: Level 1: 32.5%; Level 2: 22.5%; Level 3: 17.5% Excellence: Level 1: 10%; Level 2: 9%; Level 3: 7%

3. Baseline Literacy and Maths data Years 7-10: i) Median, and upper and lower quartile scores are above national norms ii) At each year level, an effect size shift of between 0.20 and 0.45 from beginning of year

assessment to end of year assessment 4. National Standards:

Above expected level At expected level Below expected level

Year 7

Reading 25% 65% 10%

Writing 20% 70% 10%

Maths 25% 60% 15%

Year 8

Reading 30% 65% 5%

Writing 25% 70% 5%

Maths 25% 70% 5%

5. Maori Student achievement: targets for Maori student achievement are as set out above for all students.

Background: While achievement levels overall (NCEA and e-asTTle) compare very favourably with national data, there remains a small tail of underachievement and the focus for us should be on lifting as many of those students as possible to be able to meet the demands of NCEA in Years 11 and 12. Having established e-asTTle as the primary source of nationally referenced assessment data, supported by PAT listening and numeracy project assessments, we will use the data obtained, along with the in class teacher –generated data to measure progress. We feel that determining value added to the group provides a good indication of the success or otherwise of learning programmes. The simplest method to determine this is to use effect size shift benchmarks; an effect size shift for normal learning would be around 0.15 – 0.20; we are seeking to double this. At the three NCEA levels, HODs/TICs are expected to analyse achievement data against teacher expectations of students arising out of prior information. With the small numbers of students this gives a far better picture of value added than comparing to other school results. Achievement rates across all subjects combined has some validity, but the comparatively small numbers in each cohort mean that endorsement data is best considered over a significant period of time, such as five years. 2012 data shows that we are moving slowly to raise this aspect of achievement and the goals have been set to reflect the progress made. Maori student achievement generally sits at or just under the achievement for all students; the goal reflects the desire to have Maori students consistently achieve at or above the same level as all students.

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Target Areas: All curriculum areas Target Group: All year levels Action Plan: Actions Time frame Who? Resources

e-asTTle coordinators for Literacy and numeracy appointed

Start of year Principal MMA for each teacher

Whole staff development around use of baseline assessment data

All year Principal/SCT Staff meeting time

Maths department PD focus on improving numeracy skills

All year HOD Maths Department meeting time; release time for department

Liaison with primary schools’ maths teachers strengthened

All year Principal, HOD maths

Identification of students with significant literacy and/or numeracy deficits

Start of year SENCO

Targeted support for identified students in place As needed through the year

SENCO Budget support for teacher aide hours;

Reporting against national curriculum levels in reading, writing, Maths, at Years 7 & 8 refined for mid-year reports

Term 1 for term 2 reports

Senior Management team

Revised report interview programme and student goal setting programme implemented

Start of 2013 SMT/Deans

Open evenings for parents established Teacher email addresses provided to parents for improved contact

Throughout the year Start of year

Board and Principal Principal

NCEA Level 3 programmes implemented to meet NZQA alignment outcomes

Throughout the year

Subject teachers Access to subject advisers / new web-based resources, best-practice workshops, Teacher-only days

Review of course structures in the senior school progressed to completion

Start of Term 3 Principal/review group

Review Maori student achievement data and introduce Ka Hikitia at staff meeting; consider implications for GBHS; seek Iwi input into process

Term 1 Principal/Maori Liaison teacher

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Appendix 1 - DESCRIPTION OF SCHOOL AND COMMUNITY

General Description of Golden Bay High School

Golden Bay High School, a state co-educational Year 7-13 school, is situated at the northern end of the Takaka township in Golden Bay. The school serves the Takaka valley and the coastal area from Wainui to Onekaka, thus requiring 60-75% of students to travel to school by bus. The school draws its roll from three contributing primary schools and has a roll of 310. Thirteen percent of students identify themselves as Maori and the school has a close working relationship with the Onetahua Marae. There are also many students whose parents are recent European immigrants. Each year the school may enrol a small number of international fee paying students, who are all hosted with local families. The school is very well supported by the local community and has a vibrant Home and School Association.

Our school’s aim is to continually develop programmes that recognise the interests and abilities of all students and encourage them to reach their full potential and to maintain a life long interest in learning. Staff expectations for success are high for all students, and academic results in external examinations and competitions are very good. The relationship between staff and students is friendly and positive. It is based on high expectations of student behaviour and a commitment to non-violence.

The school offers a full range of the curriculum, including Maori and International Languages. Where class numbers are too low to run a class, subjects can be offered, or the curriculum extended, through the Correspondence School, Nelson Marlborough Institute of Technology, universities and other agencies. The school prepares candidates for NCEA and will offer credits towards the National Certificates. Workplace learning is offered to senior students through Gateway. We encourage our students to participate in academic activities such as International Schools English, Science and Maths competitions, Regional Science Fair, the Brain Bee challenge, the Young Enterprise Business Scheme and a range of regional literacy and maths competitions to both extend them and to allow us to measure their progress against other schools.

The school places a strong emphasis on transition education, education outside the classroom and health education. In years 7 and 8, extensive screening and one-to-one teaching, provide all students with the opportunity to reach required levels of literacy. This support continues if required.

The school employs an Arts Coordinator to help increase student access to arts related opportunities both in Golden Bay and further afield, and to expose the artistic talents of our students to the community. Instrumental and vocal music tuition is available and the school has had a concert band and rock bands. Golden Bay High School students have competed in both the Smokefree Rockquest and Stage Challenge competitions and aim at staging a school production annually. They also have the opportunity to take part in Kapa Haka within the school and in the wider region. In 2008 one of our students made the national finals of Nga Manu Korero.

The school participates in the UNESCO ASP network through our Art and Social Sciences departments and through the Cultural Diversity class at Year 10, and students in recent years have produced work on the Sub-Antarctic Islands for the World Heritage Education project and participated in a World Heritage International Youth forum. We are working towards becoming a ‘Human Rights in Education’ school.

Our outdoor education programmes take advantage of the local environment. We also offer a full range of sporting and recreational opportunities at regional, national and international level and employ a Sports-fit coordinator to support the work of PE staff and sports coaches. All these activities support the school’s goals of building a healthy lifestyle, learning to cope with challenges and difficulties, and building self-esteem.

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Description of the Community

Golden Bay has a population of 5000, 1200 of whom live in Takaka township. The area is experiencing growth, especially among the older age groups. The summer months see an influx of visitors. Income is derived mainly from agriculture (dairy farming, horticulture and dry stock). Fishing, tourism, retailing and arts and crafts are other sources of livelihood. 27% of those in employment are self-employed (twice the regional average) but professional, technical and managerial groups have a small representation. There is a wide range of incomes, with some families suffering hardship and a relatively high proportion of the population receiving a social welfare benefit of some description. The population has a heterogeneous cross-section of lifestyles and attitudes. The range of skills and qualifications in the community is wide, and the level of education in the community, and thus the expectation of academic success for children, is very high by New Zealand standards. One of the reasons for this is that there are significant numbers of people who choose to live in the Bay for lifestyle reasons. This in turn raises the decile rating of the school to a level that does not reflect the limited income in the Bay. Golden Bay is a trusting, secure, low-crime community, and young people are able to cycle or walk to activities without fear. Golden Bay has an excellent climate, and the close proximity of mountains and sea makes it an ideal base for many sorts of aquatic and mountain activities. Sailing, kayaking, diving, rock climbing, tramping and caving, as well as the use of the environment as a classroom for Geography, Biology, and Outdoor Education, are all features of the school in the community. There are cultural and sporting clubs in the community including musical and drama groups. There are, however, few organised entertainment facilities for young people. Golden Bay is separated from the rest of Tasman district by a winding road over the Takaka Hill. This isolation limits exposure of our young people to career options and creates a big leap from school to tertiary level education. It can also limit access to extension programmes both academically and sporting. Talented students in sport and music, although well supported by the community, often travel significant distances to participate fully. The school is very much part of this community. Individuals and organisations from the community use the school facilities on a regular basis and assist the school with fund-raising, teaching programmes and by providing work experience opportunities for our students, including via Gateway learning. Our highly successful Year 9 ‘Day Out’ programme places students with an adult mentor from the community and is very dependent on support from all parts of our very diverse community.

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The Board of Trustees of Golden Bay High School accepted this Charter as its undertaking to

the Ministry of Education on 18 March 2013 and submits it for approval.

Chairperson Board of Trustees Bruce Packard Date 18 March 2013 Approved

For Minister of Education Date