Auckland Girls’ Grammar School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Auckland Girls’ Grammar School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Auckland Girls’ Grammar School in Central Auckland caters for young women in Years 9 to 13. Most students attending the school travel from outside the local area and reflect the diverse demographic of greater Auckland. 

Ngā Tūmanako o Kahurangi, the school’s bilingual whānau unit’s vision is to grow independent young women of strength and character with a focus on the best outcomes for Māori kōhine.

Auckland Girls’ Grammar School is the managing school for Eden Campus Teen Parent Unit and the license holder for AGGS Childcare Centre which is located on the school site. 

Auckland Girls’ Grammar School’s strategic priorities for improving outcomes for learners are:

• Honour Te Tiriti o Waitangi partnership.
• Culture of excellence.
• Commitment to learning, growth and development.
• Foster connections through culturally enabling practices.
• Health and wellbeing of our people.

You can find a copy of the school’s strategic and annual plan on Auckland Girls’ Grammar School’s website.

ERO and the school are working together to evaluate how well staff and learners engage with and respond to achievement data to promote excellent and equitable outcomes.

The rationale for selecting this evaluation is: 

• school leaders are determined to support a culture of excellence and equity in teaching and learning
• the achievement of NCEA Merit and Excellence endorsements is an area for further improvement
• to ensure barriers to achieving literacy and numeracy co-requisites are mitigated for all learners 
• to enhance student agency through improved understanding about their own learning and next steps. 

The school expects to see: 

• increasing numbers of learners achieving NCEA with Merit and Excellence endorsements
• embedded systems and processes to support teachers and learners to engage meaningfully with achievement data
• teachers confidently and consistently using data to inform teaching and learning, with a focus on accelerating student achievement
• learners demonstrating agency and self-belief in their ability to achieve personal excellence
• a junior curriculum that supports learners to develop agency regarding their academic progress.

Strengths 

The school can draw from the following strengths to support its goal to evaluate how well staff and learners engage with and respond to achievement data to promote excellent and equitable outcomes for all learners.

• the school board and senior leaders have a focus on equity and improving outcomes for Māori and Pasifika kōhine
• established systems and processes to support professional learning for teachers
• an overall upward trajectory in NCEA achievement at all levels, including University Entrance.

Where to next?

Moving forward, the school will prioritise:

• developing a shared understanding of the explicit skills required to continue to shift the overall achievement of our learners
• professional learning for leaders and teachers to continue to build school wide evaluation capacity and data analysis capability.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

15 May 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home