New Zealand Education: Educational Reviews--Private Secondary School
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The Educational Review Office (ERO) prepared the following assessment of a state contributing (elementary) school in Ashburton on South Island.
1. BACKGROUND
1.1 Scope
CONFIRMED ACCOUNTABILITY REVIEW REPORT:
Lindisfarne College
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1 BACKGROUND
1.1 Scope
The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.
The primary focus of this report is on the quality of education received by students and the performance of the managing body in
providing education services.
This accountability review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
1.2 Centre Information
Location
Hastings
Type
Independent College for Boys
Roll number
304
Number of foreign students
7
Number of teachers:
- Full-time
- Part time
28
2
Ethnic composition
Päkehä 90% Mäori 6% Asian 4%
Gender composition
Male 100%
Previous Office reports
Review, December 1991
Assurance Audit, April 1995
On site investigation
May 1998
Date of this report
June 1998
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2 SUMMARY
Lindisfarne College provides suitable staffing, premises, equipment and curriculum. The four cornerstones consisting of academic
achievement, sporting endeavour, cultural appreciation, and the Christian dimension are central to its operation and inherent in all its
activities. Staff maintain the traditional emphasis on promoting academic rigour and excellence. Students achieve very good results in
School Certificate and University Bursary examinations, and in particular, scored some outstanding results in external examinations in
1997.
Students, parents and staff hold the college in high regard, and are justifiably proud of the achievements of students. Dedicated staff,
small classes, well motivated students and a senior management team committed to the welfare of students continue to be major factors
contributing to the good quality of education provided to students in a private school setting. The continuing growth of the intermediate
department reflects the high standard of education provided to year seven and eight students. A well equipped new library and science
block are major additions to the very good facilities available to students.
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3 FINDINGS
3.1 Background
Lindisfarne College, a registered independent school, provides education for both boarding and day boys from year seven to year
thirteen. It operates under the auspices of the Presbyterian Church of Aotearoa New Zealand. A Christian dimension permeates the
college and is significant to its special character.
The college is managed by the college council. The council is representative of the college community and includes three trustees, two
members of the Presbyterian Church of Aotearoa New Zealand, three Old Boys’ representatives, two current Parents’ and Friends’
Association representatives, and six lay members. The chairman is appointed from this group. The rector is responsible for running
the college in accord with its stated philosophy, and for presenting policy to the council for consideration and approval.
3.2 Quality of Education Received by Students
Lindisfarne College meets requirements under legislation pertaining to private schools for the efficient delivery of the curriculum.
Strengths in curriculum management noted in the April 1995 Education Review Office (the Office) report have been maintained.
Students achieve very good academic successes in School Certificate and University Bursary examinations, and in particular, achieved
some outstanding results in the 1997 external examinations. Benchmark indicators for Hawke’s Bay independent and state secondary
schools show that Lindisfarne College scored consistently higher marks than average in external examinations.
Very good opportunities are provided for the extension and acceleration of able students, and for students who require remedial
assistance in reading and mathematics. Small classes enable staff to provide students with the best opportunity to achieve academic
success. Compulsory, supervised homework (‘prep’) for all students has a positive impact on student achievement.
The provision of cultural opportunities for boys is outstanding. Lindisfarne College’s cultural activities reflect that one of the college’s
four cornerstones of learning is cultural appreciation. Every boy throughout the college is encouraged to develop cultural talents. This
is achieved through compulsory participation in the wide range of clubs operating on Wednesday afternoons, and the college’s long
established house and interschool competitions. The continuing strength in debating and speech and drama is a reflection of the
considerable emphasis placed on all students acquiring skills in oral communication and public speaking. Over a third of the boys
participate in music tuition. The high standard of music and drama productions is much appreciated by parents. The college has a
well-merited reputation for operating a successful ‘Duke of Edinburgh Awards Scheme’.
Sporting endeavour is also a feature of the college. Parents and staff can be justifiably proud of the remarkable record of sporting
achievement attained by Lindisfarne College students. Compulsory participation in sport, excellent organisation by the sports’ director,
and dedicated and skilful coaching by staff ensures that this comparatively small school achieves better results than larger secondary
schools who have a greater number of potential players.
The Christian dimension is fostered by compulsory participation in chapel services and religious education lessons. There is a strong
emphasis in religious education on students acting responsibly and being aware of the spiritual as well as the material nature of life. The
college chaplain, who conducts all chapel services, plays an integral role in the pastoral care system. Additional weekday Chapel
services, run by the boys, provide opportunities for them to practise their public speaking and oratory skills.
Parents receive four comprehensive reports each year. Progress reports convey useful information to parents. Deans closely monitor
student progress, particularly students with high and low grades for effort. The college’s practice of holding a morning tea to reward
students with top grades provides students with an incentive to achieve academic excellence.
3.3 Provision of a Safe Physical and Emotional Environment
The college council, management and staff take all reasonable steps to provide a safe physical and emotional environment. All students
benefit from a secure emotional environment and effective pastoral care, although there are recommendations later in this section of the
report relating to the recording of disciplinary incidents, and the need for the college to develop adequate enquiries and complaints
procedures.
The college has implemented well-considered policies and practices to support student emotional well-being. Trained prefects and
sixth formers take a leading role in a peer support programme. Deans for boarders and day boys provide pastoral care as well as
discipline. House tutors, and dormitory prefects play an important part in supporting boarders. A residential matron provides medical
and compassionate assistance for day and boarding students. She plays a significant part in creating a warm environment for all
students, especially for junior boarders. The chaplain provides counselling as well as spiritual guidance. Teachers are empathetic and
small classes enable staff to get to know their students well and respond quickly to their needs. Academic support is provided through
the subject departments and the reading recovery teacher. The four GAP tutors also effectively support teachers to deliver learning
programmes.
The college recognises transport difficulties and provides a fleet of minibuses for day boy transport. All day boys are provided with a
substantial lunch and can remain at the college for an evening meal and take part in evening homework sessions. A survey of parents
of students at the intermediate level highlights appreciation for these amenities.
The college provides an environment in which high standards of conduct and manners are promoted. Each student has his own copy
of a clearly published code of discipline and conduct. Routine breaches of a minor nature have appropriate consequences. College
policies on all forms of bullying are clearly spelt out on the first page of the ‘Codes of Conduct and Behaviour’ booklet making it clear
that such behaviour is not condoned.
A detailed analysis of routine punishments has been carried out, as recommended in the Office’s 1997 Preliminary Investigation
Report. The few serious incidents leading to suspension, withdrawal or expulsion have been tabulated for the last seventeen years.
There were no incidents of bullying recorded. However, the analysis highlighted that minor bullying, such as ‘pushing in’, sometimes
occurred in the locker area and in queues outside the dining room and hall. Management and staff have responded by ensuring a
teacher is always on duty in these areas, and the incidence of such behaviour has been minimised.
The recording of disciplinary incidents and actions arising from them, however, should be more thorough. A lack of rigour in recording
and filing information relating to behavioural and disciplinary issues means the college is unable to demonstrate clearly that its
procedures have been correctly followed in all cases and all staff and parents involved appropriately informed. It is therefore
recommended that clear and accessible records be kept of all disciplinary issues, especially those that could lead on to serious
consequences.
The second recommendation in the 1997 Office report suggested that formal procedures for making, handling and resolving complaints
be developed. The 1998 School List (a college book of school practices for students) now contains a ‘Lines of Inquiry’ section which
describes that deans are the normal first contact point for raising concerns, and that problems of a serious nature are referred to the
deputy rector or the rector. There is, however, no reference in the School List, or other documentation, as to how complaints will be
dealt with, and what avenues parents could pursue if they are not satisfied that their concerns have been adequately resolved. Senior
management should therefore develop an effective complaints policy and procedure that addresses present shortcomings. Parents
should be informed to use the procedures in all instances where they have concerns or complaints.
3.4 Boarding Provisions
Boarding staff at Lindisfarne College provide a caring environment that meets the physical, academic, extracurricular and welfare needs
of students. The boarding environment is safe and well managed.
Boarding routines are well established. Boarding administration is lead by two empathetic teaching staff who have a clear commitment
to meeting the physical and pastoral needs of students. These boarding deans, in addition to ensuring the smooth running of the
boarding houses, provide an important link between parents and the college. They are responsible for the academic welfare of the
boarders, and as such are in an ideal position to monitor the academic, extra curricular and welfare needs of the boarders. The
detailed knowledge and concern for students is a feature of boarding at Lindisfarne College.
Support staff including the chaplain, a residential matron and a team of house tutors, effectively complement the work of the boarding
deans. The house tutors’ handbook clearly outlines their responsibilities and duties.
Facilities provided recognise the different needs of younger and older students. Recent developments include the rebuilding of the
areas for the most junior boarders. After evening and homework sessions, boarders have access to college facilities, such as the gym,
and library with its suite of computers.
Senior dormitory prefects share responsibility for monitoring the welfare of the small number of boarders in their care and ensure good
routines. Junior and middle boarders contribute to the smooth running of the boarding establishment and the college through a system
of daily reciprocal duties known as ‘trades’. These duties assist with administration and contribute to the tidy environment of the
school and boarding areas. Student assistance in the dining hall allows the tradition of formal meals to be maintained.
Boarders spoken to all enjoy being boarders. Flexibility provides for full and weekly boarding. Formal evening homework sessions
with high levels of staff support contribute to students’ academic progress. The boarding environment is an important factor in the
involvement of boarders in cultural activities and college life in general.
3.5 New Zealand Curriculum Framework
It is clear that the college sets out to provide education based closely on the national curriculum requirements of the state system. This
report evaluates the college's readiness to meet the requirements of the National Education Guidelines and the New Zealand
Curriculum Framework, and makes suggestions as to how staff can meet these requirements.
The college offers a wide range of academic, cultural, physical and social learning experiences. Detailed departmental schemes give
staff comprehensive guidelines to plan and deliver the present curriculum. The college is moving towards the full implementation of the
New Zealand Curriculum Framework. Mathematics, English, science, physical education and social studies departments have started
to use the national curriculum statements as the basis for their planning.
The college should now work towards meeting the requirements of the New Zealand Curriculum Framework. Many staff use single
texts and limited resources. The challenges of providing programmes based on national achievement objectives and incorporating a
wide range of resources still have to be addressed. New planning systems and a wider range of curriculum delivery methods are
needed.
Current practices for assessing and recording student achievement are thorough. Monitoring and assessment activities are largely
derived from the chosen curriculum texts. Numerical assessment data is collected and converted into percentages and students are
ranked accordingly. Examinations across the curriculum are administered twice yearly.
Teachers should investigate the use of a wider range of assessment techniques. Assessment practices in most departments should be
revised to include formative assessment procedures to complement the normative ranking systems currently in use. Teachers should
also consider how student progress is to be monitored against national achievement objectives.
Sound departmental evaluation and some student evaluation occurs in the intermediate department and evaluation of the achievement
of specific learning objectives occurs in the physical education department. These very good evaluation systems should be extended to
all departments.
The intermediate department student portfolios provide a detailed cumulative record of individual student progress and is valued by
staff, parents and students. They include samples of work and assessment tasks in English (writing, spelling, handwriting),
mathematics, social studies and science. The portfolios provide relevant and effective information for designing and developing
programmes. Staff use the information as evidence to validate assessment. Feedback from parents is encouraged and received.
Students are encouraged to use their portfolio to monitor their own progress. A similar system should be considered for the secondary
area of the college.
3.6 Delivery of Mathematics in the New Zealand Curriculum
Intermediate Department
The mathematics programme for the intermediate department places an appropriate emphasis on all strands of ‘Mathematics in the
New Zealand Curriculum’. Students are thoroughly taught in a traditional classroom environment with careful teacher guidance, and
their progress is carefully monitored. Teachers set benchmarks for testing and reteach and retest where targets are not achieved by the
majority of students. Involvement by students in self assessment should be encouraged.
Secondary Department
The secondary department makes use of the Progressive Achievement Tests to confirm data gathered by the entrance examination and
to confirm the placing of form three students in ability streams. Further information is obtained from the primary progress cards if it is
needed.
The department has a policy of, as much as possible, keeping each student with the same mathematics teacher for years nine, ten and
eleven. This allows the teacher to build up a detailed knowledge of each student’s mathematical needs and put in place procedures to
address them. Extra tuition is freely available for students needing it.
Planning and teaching for year nine and ten classes incorporates the strands and achievement objectives of the curriculum. The
department recognises that students have different needs.
The department undertakes self review. External examination results are analysed, staff appraisal takes place and staff are involved in
appropriate professional development.
Full implementation of the mathematics curriculum document will require planning to clearly indicate achievement objectives expressed
in terms of student outcomes, and assessment against these. Senior class programmes are appropriately based on the content of
examination and sixth form certificate prescriptions.
3.7 Delivery of Science in the New Zealand Curriculum
Intermediate Department
Planning in the intermediate department incorporates the strands and achievement objectives of the ‘Science in New Zealand
Curriculum’. Planning recognises the different needs of students. Units are appropriately based on the national achievement
objectives. A wider range of resources could be utilised.
Science is thoroughly taught. Evaluation of student’s learning is carried out at the completion of each unit but there is no documented
evaluation of the quality of the learning programme, the effectiveness of the teaching, or the suitability of resources used. Analysis of
test results is only for reporting to parents.
Secondary Department
The new science laboratories and refurbished resource areas provide ideal facilities for the teaching of the sciences. Each laboratory
has convenient access to workrooms and storerooms, and there is space for senior students to carry out independent investigations.
Small classes enable teachers to meet the individual needs of students.
Formal tests are a significant, but limited, assessment device. Developments are taking place to incorporate more formal assessment of
practical activities using clear criteria made known to students. Projects and assignments also form part of the assessment process.
The department has a self review procedure. Staff appraisal and professional development occur.
Implementation of the curriculum document is well under way. Planning processes reflect the document. Senior classes are
appropriately guided by the content of examination and sixth form certificate prescriptions.
3.8 Delivery of English in the New Zealand Curriculum
Intermediate Department
The language programme in the intermediate department includes all strands of the English curriculum. Teaching programmes, which
are well planned and delivered, cover the basics thoroughly, but are reliant on a limited range of core resource material. These
resources have been linked to the levels, strands and functions and processes of the curriculum. Resources have been carefully
selected to reflect the goals of the departments for the delivery of English at this level.
Some consideration has been given to link the intermediate English curriculum to the programme undertaken at the year nine and ten
level. Staff have identified as a goal of the intermediate department the desirability to have a more seamless programme and continuity
of resources.
Secondary Department
Staff in the secondary department are also implementing ‘English in the New Zealand Curriculum’. Student progress for year nine and
ten students is monitored against national achievement objectives. Extensive analysis of School Certificate and University Bursary
English examination results shows that college means were higher than national means for 1993 to 1997 in School Certificate, and
higher in 1996 and 1997 in University Bursary. Last year, three boys obtained scholarships in bursary English.
Detailed and thorough departmental documentation guides teacher planning and assessment. Each teacher has an English department
manual, which contains detailed curriculum implementation plans, expectations for teacher planning and assessment. Teachers also
have detailed unit plans in a separate folder. Planning is appropriately based on the achievement objectives of the English curriculum.
Staff are aware that they should use a wide range of resources, rather than a single text book, and are appropriately seeking to extend
the range.
Achievement information forms the basis of comprehensive departmental self-review, and is used evaluate programme effectiveness,
and future planning. The head of department’s (HOD) 1997 report to the rector highlighted the following three factors which are
contributing to effective delivery and evaluation of the English curriculum.
· Progressive Achievement Test results for each year seven to ten student are used to compare strengths and weaknesses. If a
student is identified as being in need of remedial work, he is given appropriate extra tuition.
· The English programme allows for a wide range of skill development. Lindisfarne’s unique emphasis on the development of a wide
range of oral and communication skills promotes student confidence.
· Baseline essays in portfolios are used to compare progress in writing, reading and presenting skills on a qualitative basis.
Reviewer observation of programmes in action and examination of departmental documentation confirms that secondary department
staff are currently delivering the national English curriculum well.
3.9 Readiness to Implement Technology in New Zealand Curriculum
The college is not well placed to deliver the ‘Technology in New Zealand Curriculum’ in 1999. Despite a well equipped workshop,
and a superb new library which has the latest information technology, the college is not adequately resourced to deliver all seven
technological areas. The challenge is for management and staff to decide whether to treat technology as a separate learning area with
its own department or as a integrated subject. It is essential that whole-school professional development is first undertaken to enable
staff to form a shared understanding of the technology curriculum and distinguish between information technology, the use of
technology and the curriculum itself. The college should then be better placed to make an informed decision about the implementation
of ‘Technology in the New Zealand Curriculum’.
