Education Review Office Reports
Because of the length of the Preschool Education Review Report it has not been inserted here but click on these links to access it.
Waterloo Road Preschool Review
http://www.ero.govt.nz/ero/reppub.nsf/0/FE687DD824B28097CC25726C000E98E9/$File/60304.htm?Open
Accountability Review Report 2009
CONFIRMED PRIVATE SCHOOL REVIEW REPORT: CHILTON SAINT JAMES SCHOOL
1 Background
Introduction
The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.
Under section 35A of the Education Act 1989, private schools are required to be “efficient”. The Act defines “efficient”, in relation to a private school as -
(a) Having suitable premises, staffing, equipment, and curriculum; and
(b) Usually providing tuition for 9 or more students who have turned 5 but are under 16; and
(c) Providing suitably for the inculcation in the minds of students of sentiments of patriotism and loyalty; and
(d) Giving students tuition of a standard no lower than that of the tuition given to students enrolled at schools of the same class.
This report focuses on the extent to which the school meets this requirement and other statutory obligations.
This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
About the School
Location
Hutt City
Ministry of Education profile number
263
School type
Fully Registered Private Composite (Years 1-13)
Decile rating
10
Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.
Numbers of teachers
56
School roll
610
Number of international students
8
Ethnic composition
New Zealand European/Päkehä74%
Asian 8%
Other European 8%
Indian 4%
Mäori 3%
Pacific Island 1%
Other Ethnic Groups 2%
Gender composition
Girls 100%
Review team on site
October 2009
Date of this report
4 December 2009
Previous ERO report
Education Review Accountability Review Accountability Review
November 2006 December 2003 September 2000
2 Efficient
Established in 1918, Chilton Saint James School is an independent girls‟ school located in Lower Hutt. It is affiliated to the Anglican Church with Christian values an important part of the code of behaviour for staff and students. The school caters for students from years 1 to 13 providing a comprehensive range of academic, cultural, sporting, social and religious programmes. The special character of the school, reflected in the vision, „Chilton students will be remarkable as independent life-long learners‟ that is evident in the values and attitudes of staff and students and the priorities and policies of the trust board. As part of continual self review, the board has appropriately identified that it is timely to re-evaluate the school‟s policy structure.
Chilton Saint James School has a positive reporting history with ERO. Since the 2006 ERO review, changes have been made to consolidate from a three-school to a two-school organisation and senior management positions are being realigned.
This review evaluates the efficiency and suitability of the school‟s educational provision for students. ERO‟s judgement is that Chilton Saint James School is “efficient” and meets its statutory obligations.
Suitable Curriculum
ERO undertook observations at all levels of the school, read relevant documents, and interviewed key personnel to evaluate the implementation of the curriculum and its consistency with the school‟s definition of the its educational provision for students.
Chilton Saint James School describes its suitable curriculum as one that is „to challenge and nurture the whole child through the ages and stages of development to learn to know, to do, to live with others and to be herself.‟ There is a clear focus on providing an all encompassing education, intellectually, socially, emotionally, physically and spiritually. The curriculum is delivered in accordance with the National Education Guidelines and the International Baccalaureate Organisation (IBO) where appropriate. The school‟s special character underpins curriculum implementation at all levels.
High quality education is provided for students. Good quality assurance processes ensure that curriculum areas and course provision are evaluated. Management of the New Zealand Qualification Authority requirements is thorough. Teachers adapt programmes to meet students’ individual learning needs across all year levels. Effective teaching and learning strategies enable students to attain commendable levels of achievement. In the junior school, the majority achieve above national norms in literacy and mathematics. Individual students‟ progress and achievement are carefully monitored. The re-introduction of school-wide analysis of literacy and numeracy results for years 1 to 10 would enable management to better track progress of cohorts over time.
In 2008, all students in year 10 achieved credits towards National Certificates of Educational Achievement (NCEAs) Level 1. Senior students consistently achieve NCEA results that are considerably higher than national figures and above other decile 10 girls‟ schools. In 2008, 92%, 97% and 93.9% of students attained NCEA Levels 1, 2 and 3 respectively. Nineteen scholarships and two outstanding scholarships were awarded.
Developments since the 2006 ERO review include:
authorisation by the International Baccalaureate Organisation (IBO) to offer the Primary (years 1-6) Schools‟ Programmes (PYP);
involvement in the national Numeracy Project for years 7 to 9;
introduction of NCEA Levels 1, 2 and 3 Spanish and Drama, Level 2 Design and Level 3 Materials Technology; and
provision of some Level 4 programmes that may include New Zealand Scholarship and stage one university papers.
Students are provided with many opportunities for co-curricular activities including debating, dance, sporting and choral programmes. Participation in local and international competitions is encouraged and many students achieve a high level of success in these.
Suitable Tuition
Teachers provide a high standard of tuition. They maximise the potential benefits of small classes by effectively catering for individual student needs. Classrooms are settled with a calm and affirming tone. Students are actively engaged in their learning. Teachers have clear expectations for student behaviour, work and interactions.
Examples of highly effective practices observed include teachers:
establishing and modelling positive and respectful relationships;
skilfully recapping prior knowledge and developing critical thinking;
encouraging independent and co-operative learning;
showing enthusiasm and demonstrating well-developed subject knowledge;
readily giving of their own time to assist students needing support or extension;
maintaining print-rich classrooms and displays of student work;
providing students with opportunities to develop inquiry, research and problem-solving skills;
celebrating progress and achievement; and
providing good quality positive oral feedback.
Learning is valued and students are encouraged to pursue academic excellence.
Pastoral care provisions effectively support students and encourage mutual respect and harmony. Student leadership is fostered and allows seniors to develop self-reliance and responsibility.
Parents are well informed about their daughters‟ achievements. They are encouraged to keep in regular contact with the school. Expectations and successes are shared through daily diaries, weekly bulletins, informal discussions and goal-setting conferences throughout the year. Comprehensive student learning portfolios, student-led conferences, formal reports and parent teacher interviews provide detailed information about girls‟ achievement and progress.
Suitable Staffing
The principal and associate principal continue to provide effective leadership and, together with staff, are dedicated to the school‟s vision and philosophy.
The board employs suitably well-qualified staff who have a wide range of complementary skills. Teachers are enthusiastic and committed to improving outcomes for students. During the previous three years, the board has generously supported professional development in curriculum differentiation and teaching of thinking skills with a clear focus on strengthening teachers‟ pedagogical skills and knowledge. Teaching and administrative staff effectively model expectations for professionalism and values underpinning the ethos of the school.
The revised performance appraisal process is well designed to support the school‟s strategic goals and individual staff members‟ reflection and growth in their roles. A detailed action plan highlights successes and guides teachers in addressing areas requiring further development. Teachers are appraised against the Ministry of Education professional standards.
Systems are in place to check that all teachers hold current practising certificates. A comprehensive „Ethos in Practice‟ staff handbook provides clear guidelines to enable them to support the school‟s special character. Effective advice and guidance programmes are implemented for provisionally registered teachers. A systematic process is used for police vetting of non-teaching staff.
Suitable Premises and Equipment
Suitable premises and equipment for teaching and learning, include facilities for a wide range of artistic, technological and sporting pursuits. The attractive library contains an appropriate variety of books and ICT to support students‟ reading and study needs. In the junior school, classrooms are suitably resourced with books and materials for all curriculum areas. In the senior school, rooms contain specialised, up-to-date and good quality equipment and resources for teaching and learning in the wide range of subjects offered. Most rooms now have data projectors and high quality computer technology.
The school prides itself on the character and tradition inherent in its buildings and grounds. Care is taken to ensure classrooms are well maintained and additions to the property are in keeping with the school‟s particular style. Gardens and grounds are attractive and very well presented.
The board has made a commitment to the maintenance and ongoing development of property and facilities through its strategic plan. The director of strategy and operations is responsible for this aspect of school operation. A buildings and grounds committee meets regularly to discuss works, health and safety and equipment and reports to the board to inform its decision making about improvements required.
Since the 2006 ERO review comprehensive plans have been put in place to improve the layout and facilities at the school. The first stage of the project is due for completion in December this year and will result in improved staff, administration and library facilities, information and communication technologies (ICT) rooms, a science laboratory and classroom. On completion of the 15 year plan it is envisaged that departments, amenities and outdoor areas will be much improved and better defined for learners and teachers.
Patriotism and Loyalty
Patriotism and loyalty are inculcated through the implementation of the skills, values and attitudes of the New Zealand curriculum and PYP. There is a strong ethos of students learning to live in harmony with others to create a sense of identity, to value what they have in common and to show respect. A student-led Community Service Committee provides assistance to a wide range of charitable organisations in the local community. Students are also involved in collaborative programmes of community service including The Duke of Edinburgh‟s Hillary Scheme that is a highly valued part of school life. This involvement reflects the school‟s commitment to its stated intentions of valuing an outward looking perspective both nationally and internationally and fostering awareness of New Zealand‟s heritage.
Although the school has a suitable Treaty of Waitangi policy, further integration of te reo me ngā tikanga Mäori in the school environment could usefully enhance bicultural awareness.
Statutory Obligations
Chilton Saint James School fulfils its statutory obligations and requirements. It continues to be well governed and managed to ensure efficiency as defined by section 35B of the Education Act 1989 in providing suitable premises, equipment, staffing and curriculum. Staff work collaboratively to provide a safe, inclusive and welcoming environment to promote student well-being, learning and achievement.
Other Matters
Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support
Chilton Saint James School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students. The school has 8 international fee-paying students.
The school complies with all aspects of the Code.
Efficient administration and management systems support the welfare of international students. Documentation relating to the care and accommodation of students is clear, comprehensive and regularly reviewed. Orientation programmes help students to settle in and ready access to ongoing pastoral care is available.
Students are positive about the quality of education they receive and state they are well supported by their teachers, homestay families and the homestay coordinator. All are enjoying their Chilton experience and appreciate the efforts staff make to assist them with their work commitments.
The differentiated, personalised and multi-level learning environment of the school means individual learning needs are met. Students‟ English language ability is assessed on arrival and support is given to further develop these skills through the English for Speakers of Other Languages programme. The school maintains detailed individual files of student achievement and personal information. Academic progress is reported regularly to parents and to the school board.
Conclusion
Chilton Saint James School is efficient, as defined by section 35A of the Education Act 1989, in providing suitable premises, equipment, staffing and curriculum. It continues to provide high standards of education and pastoral care in a supportive environment where students are provided with a wide range of opportunities to excel.
Kathleen Atkins
National Manager Review Services
Central Region
4 December 2009
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