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.
2. Efficient
Diocesan School for Girls is a private school located in the Auckland suburb of Epsom. It was founded in 1903 by Bishop Neligan, the then Anglican bishop of Auckland. In keeping with the founder's intent, the school provides high quality education in a Christian environment and encourages all students, from Years 1 to 13, to achieve personal excellence in all of their academic, sporting, cultural and spiritual pursuits.
The school's realisation of its strategic goal of providing the best possible environment for students is reflected in the completion of a high quality aquatic centre in 2009, following careful planning, research and consultation. The provision of high quality premises and equipment is also evident through the provision of a specialist room for teaching dance, an upgraded health centre, and the continued expansion of information and communication technologies (ICT) resources. The school has plans for significant campus development that includes all-weather turf areas for sports and recreation, and a performing arts centre.
Since the 2007 ERO review, the board of governors has appointed a new school principal whose professional leadership is providing the impetus for strategic shifts in teaching and learning. Planned changes have been supported by the senior executive team who have introduced a faculty structure and enhanced the focus on teaching and learning. Refinements to the management systems have made communication and support more effective for staff and students. The board has also appointed a new deputy principal Head of Junior School. Closer links between the Junior School and the rest of the college are facilitating the smooth transition of students to the Junior High School.
Changes in the school's leadership are resulting in a more cohesive and focused approach to teacher development. Teachers are encouraged to maintain a high standard of teaching expertise. Professional learning and development programmes have been school-wide, as well as sector and subject specific. These programmes help teachers to deliver The New Zealand Curriculum and encourage them to use current best practice in teaching, to be innovative, and to network beyond the school. Teacher performance appraisal practices have been reviewed and refined so that there is a stronger focus on teachers being effective, reflective, and professional practitioners.
Consultative curriculum review and development is another feature of school development since mid 2009. The place of the Anglican ethos in the school is being reviewed and continues to be a valued part of the school curriculum. Opportunities for students to learn Maori language and tikanga Maori are being extended. Dance has been introduced to broaden the performing arts teaching programme. Careers education is being incorporated across the curriculum. Timetable changes have been made to maximise learning time and give more prominence to literacy and numeracy teaching and learning. The International Baccalaureate (IB) Diploma was offered to senior students in 2008 and pre-authorisation is being sought for the IB Primary Years Programme. These curriculum developments reflect the school's commitment to providing all students with `a broad, general education that prepares them for effective participation in society'.
Students value the considerable individual support and encouragement they receive from their class teachers, through the Centre for the Enhancement of Learning, and through well developed pastoral care networks. Students enjoy participating in the wide range of cultural, sporting and service activities offered. Student leadership opportunities continue to be expanded as teachers give greater prominence to the student voice in classroom teaching practice, programme evaluation, and in parent-teacher meetings.
Students achieve well. High levels of academic attainment are evident in national and international examinations and in nationally standardised literacy and numeracy tests. Similarly, students succeed at very high levels regionally, nationally and internationally, as individuals and in sports teams and performing arts groups. The school sets very high standards and expectations for student academic achievement and personal excellence. These aspirations underpin ongoing developments to improve outcomes for all students. Teachers are expected to use assessment data to inform their teaching and to encourage students to think critically and reflect on their learning.
3. Statutory Obligations
Diocesan School for Girls meets its statutory obligation and requirements.
4. 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
Diocesan School for Girls 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 complies with all aspects of the Code. Currently, the school has 16 fee paying international students, four of whom stay in the school hostel. The procedures for the management of the students' pastoral care are well documented and administrative records well kept. Students are very positive about the support they receive from the Director of International Students, their student buddies, and teachers. They report that they find the academic and learning support provided by the Centre for the Enhancement of Learning extremely helpful.
Provision for Students in the School Hostel
In this review ERO evaluated the extent to which the school hostel provides a safe physical and emotional environment that supports learning for students accommodated in the hostel.
From 1 March 2007, school hostels are required to be licensed by the Ministry of Education and to comply with minimum standards specified in the hostel regulations. The school hostel, Innes House, accommodates 3 S students, who constitute 2% of the school roll. The hostel has been licensed by the Ministry of Education.
The board of Diocesan School for Girls took over the management of the hostel from the Doris Innes House Trust on 1 January 2010. This change of management will provide opportunities for hostel policies and procedures to be aligned to the school's philosophy and will enable students to have a greater influence on hostel operations.
Students report that they enjoy being in the hostel. Staff give high priority to providing a safe physical and emotional environment for the students. .
5. Conclusion
Diocesan School for Girls is deemed to be efficient, as defined within section 35A of the Education Act 1989.
Signed
Richard Thornton
Northern Region
May 2010