Figure 1.--New Zealand has a number of preparaory schools. These are private schools for primary-age children. The program is very similar to that of the British prep schools. |
|
The Educational Review Office (ERO) prepared the following CONFIRMED STATUTORY REPORT of a private preparatory school in Christchurch on South Island.
The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand. This statutory report is based on an examination of the extent to which the managing body is meeting its legal obligations and undertakings
to the Crown. These are contained in legislation, regulations and the conditions of registration. The primary focus of this report is on the school’s performance in relation to its own definition of “suitable” curriculum, premises, staffing and equipment as documented. This statutory report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Location: Christchurch
Type:
Roll number
Number of teachers
Full-time:
Part-time:
Ethnic composition
Gender composition
Previous reports and confirmation dates: `In Action’ Report, November 1991; Assurance Audit, November 1994; Date of this report, 11 August 1997
The School is a full primary school for boys, administered by the the School Trust Board. The school is meeting all of its legal requirements to the Crown. The suggestions for development contained in this report are provided for the purpose of improving
the quality of the learning programmes for students. The students are provided with a broad education which promotes their academic, cultural, sporting, spiritual and social development. The teaching programmes generally reflect the content of the national curriculum statements. Effective use is made of individual teachers’ abilities and strengths to provide specialist programmes in a number of curriculum areas.
The students are provided with a good standard of tuition.
Significant progress has been made in the development of more effective curriculum management practices since the previous Education Review Office report of 1994. The appointment of a dean of studies with overall responsibility for the school’s curriculum
programme should ensure future developments are well planned and co-ordinated. Other deans have responsibility for leading and supervising curriculum delivery within particular areas of the school. A number of curriculum-related policies and programmes provide
appropriate guidance for the staff in the development of their class programmes. Continued discussion on the most effective way to implement these policies and programmes would be beneficial.
A positive employment climate exists within the school. The board makes appropriate provision for the continued professional development of the staff. Job descriptions clearly set out individual responsibilities. The planned implementation of a formal staff
appraisal system will improve the school’s accountability provisions. Requirements relating to administration, the premises and equipment are met. Effective property management practices ensure that the school buildings and grounds provide an attractive, purposeful and safe learning environment for the students. The board has continued to enhance the quality and range of buildings available for teaching purposes.
The school is meeting the requirements relating to administration and student attendance. Procedures are established for the enrolment and the attendance of students. Registers of attendance are maintained. The school’s enrolment procedures allow new entrants to be
enrolled on two occasions during the year. As a result, a number of students attend the school prior to their fifth birthday. This practice needs to be reconsidered to ensure all regulations are met. The trust board and the management of the school confirm that there have been no suspensions or expulsions since the school’s last review and that corporal punishment is not administered by any employee. To meet the requirements of the Education Act 1989, section 35A, a private school is required to provide suitable premises, staffing,
equipment and curriculum. The trust board should consider clearly documenting its definotions of suitability in terms of this legislation. This process could clarify aspects of the self-review programme and enable the board to be assured its expectations are being met.
The school is meeting the requirement to ensure students are given tuition of a standard no lower than the standard of tuition given to students enrolled at primary schools of the same class. The trust board and the management of the school have established a number of criteria which outline the curriculum for its students. These criteria are expressed in a variety of documents. The board could gather the various expectations into a summarised document to clarify its definition of a suitable curriculum.
The school aims to provide a broad education which is appropriate to the needs of the students and allows the students to experience
success. The school seeks to provide programmes which are consistent with the national curriculum statements. The teachers are
expected to provide programmes which promote the students’ academic, sporting, cultural, spiritual and social development. A strong
emphasis is given to the teaching of basic skills, particularly in English grammar, word study and number skills. A primary aim of the school is to help the students to establish good work habits. The students are provided with a wide range of appropriate programmes and learning opportunities which enable them to experience success. Students achieve significant success in entry scholarship examinations conducted by secondary schools. They also achieve considerable success through participation in a wide range of sporting events and competitions. A significant proportion of the students take part in musical and other cultural activities. These students successfully perform for the school and in public. High quality students’ art work is displayed prominently in many public areas of the school.
Class programmes at all levels of the school have a strong emphasis on the teaching of English grammar, word study and number skills. The teachers use a range of resource material as the basis of class programmes in these curriculum areas. Whole-class teaching
is adapted in most classes to provide for the different achievement levels of the students in languages and mathematics. At all levels of the school, the students develop good work habits and study skills. During the review, consistently high levels of student on-task behaviour were observed. All classrooms have a wide range of good quality student work on display from several curriculum areas. The students’ book work is well presented and is regularly marked by their teachers.
The students receive a balanced curriculum which covers the seven essential learning areas of the New Zealand Curriculum Framework. School programme statements provide guidance for the teachers in the development of their class programmes. The teaching programmes generally reflect the content of the national curriculum statements. Further developments in English, mathematics and science are necessary before all areas of the national curriculum are fully implemented. The teachers need to consider the most appropriate way of including within class programmes the viewing and presentation aspects of the visual language strand. The mathematics programme in the junior classes needs to be adapted to meet all the requirements of the national curriculum statement. The science programme in the senior classes should be more closely aligned with the national curriculum statement.
Since the previous Office visit, a number of developments have enhanced the quality of curriculum delivery. The syndicates operate more effectively. The teachers are making increased use of co-operative planning. Several teachers complete tracking sheets to
monitor curriculum balance in some areas of the curriculum. The involvement of outside resource people has increased the staff’s awareness of new curriculum programmes, planning and assessment methods. The staff development programme should include time for all of the teachers to become familiar with the content and implications of the school’s curriculum policies and statements.
New curriculum accountability systems have been developed to enable the principal and the board to be assured about the quality of curriculum delivery. The appointment of a dean of studies with overall responsibility for the school’s curriculum programmes is an
effective component of the new management structure. Other deans have been delegated responsibilities for a number of classes. Their responsibilities for the development and delivery of the curriculum programmes within their areas of the school are defined in their
job descriptions. The management acknowledge the need for further training for the deans to enable them to fulfil all of their
responsibilities successfully.
Curriculum self-review practices are implemented at class, syndicate and school levels. The self-review policy provides a suitable
framework for these reviews. The ability of the school to assure the board that the school’s programmes are meeting the needs of the
students would be enhanced by the adoption of a standard format for syndicate reviews. Conclusions about trends and patterns of
student progress and achievement could be included in reviews.
The assessment of student achievement is regularly undertaken in all classrooms and in most curriculum areas. The teachers use a range of assessment practices. Extensive use is made of examinations to assess student achievement. The school policy on
assessment emphasises that teachers’ planning will include learning outcomes against which the achievement of the learner can be measured. Objective-based assessment practices are used by a number of teachers in some curriculum areas. This form of assessment could be extended to enable the school policy to be fully implemented.
The school is conscious of the need to provide suitably for the inculcation of patriotism and loyalty. The school gives appropriate emphasis to national celebrations such as Waitangi Day and Anzac Day. School programmes make suitable provision for students to
learn about aspects of New Zealand history, society and culture.
The school employs suitably qualified staff. To be appointed, the teachers must be registered and able to provide evidence that they are competent practitioners and have specialist teaching strengths. The teachers are expected to contribute to the overall life of the school, take a full part in cultural and sporting activities and be supportive of the school’s ethos and special character. The board supports and encourages professional development. A comprehensive staff development programme is funded by the board. The programme is effectively linked to school priorities and provides opportunities for all staff to improve their professional development needs and interests. All staff undertaking professional development activities are required to prepare a written report and
to share any important findings with the rest of the staff. The school’s professional development programme is improving staff performance.
The introduction of a formal performance appraisal system in 1997 will improve the school’s accountability provisions. Job descriptions for all staff have been reviewed and updated. The appraisal process includes provisions for self appraisal, classroom observation and formal discussions between the appraiser and the appraisee. Deans will be provided with release time to undertake appraisal responsibilities. A positive working environment has been established within the school. Staff interviewed during the review confirmed that the school implements fair employment practices and that the board provides a good working environment. Significant developments since the last Office report include the adoption of a number of personnel management policies covering such areas as equal employment opportunities, complaints, sexual harassment and the appointment of staff. The board is in the process of negotiating a collective employment contract with the teaching staff.
The board provides suitable premises for the school by implementing an appropriate range of property management practices. These practices are designed to ensure the school’s buildings meet the Ministry of Education regulations for new private school premises and
the requirements of the health and safety legislation. They also aim to meet the academic needs of the students and provide a suitable working environment for the staff.
The board has continued to develop the quality and range of buildings and classrooms available for teaching the students. The buildings and grounds committee works effectively in managing the extensive range of school buildings. The involvement of staff
members on the committee provides a wider perspective of property issues. Since the last Office report, further modifications have been made to teaching spaces within both classroom blocks. The school’s buildings provide attractive and purposeful teaching areas
that meet the needs of general classroom teaching and the teaching of a number of specialist curriculum areas.
A number of property management policies provide guidance for the board and the staff. The policies, which cover all property and safety areas, are well implemented. Policies have been distributed to staff members and key policies are displayed in the staffroom. The board is well aware of the health and safety legislation requirements. A consultant has prepared a detailed hazard audit for the board. A number of the hazards identified in the report have already been addressed. The consultant has also discussed the report with the staff and outlined their responsibilities under the health and safety legislation. Detailed procedures have been implemented for the emergency evacuation of the school. The procedures include the evacuation of the school hostel. Regular evacuation practices are held.
The school is well resourced. An ongoing programme of resource purchasing ensures that new resources are provided and old resources and equipment are replaced. Extensive purchases of information technology equipment have been made. Continued development of the school library and junior reading materials have enhanced the school’s resources in these areas. The school grounds provide an attractive environment for the students. The grounds are well maintained. A wide range of physical facilities is effectively used to support classroom programmes and the recreational needs of the students.
There are no actions required for compliance.
The managing body should consider:
defining more precisely its definitions of suitable curriculum, staffing, premises and equipment;
aligning the school’s programmes in English, mathematics and science more consistently with the national curriculum statements;
ensuring all the teaching staff are familiar with the contents and implications of the school’s curriculum policies, statements and management guidelines;
developing and implementing common practices for the deans to fulfil their responsibilities to lead and manage their syndicates;
extend the use of objective-based assessment practices to reflect the school policy.
The students are provided with a broad education which promotes their academic, cultural, sporting, spiritual and social development. School records indicate that a significant number of students achieve success in external examinations and competitions. Effective
curriculum management practices contribute to a positive learning environment. Teaching programmes generally reflect the national curriculum statements.
Isabell Sinclair-Irwin, Area Manager for Chief Review Officer, Date: 11 August 1997
