PRIVATE SCHOOL REVIEW REPORT:
CARNCOT SCHOOL
May 2011
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1. Background
The Chief Review Officer has a statutory duty to report on the performance of private schools
throughout New Zealand.
Section 351 of the Education Act 1989, requires the Education Review Office (ERO) to review fully registered private schools, and to report to the Ministry of Education on whether each school continues to meet the criteria for full registration.
This review report was prepared in accordance with standard procedures approved by the
Chief Review Officer.
About the School
Location: Palmerston North
Ministry of Education profile number: 4101
School type: Registered private full primary (Year 1 – 8)
Decile rating1[1]: 10
School roll: 99
Number of international students: 1
Ethnic composition: New Zealand European/Pakeha 74%, Maori 7%, Other ethnic groups 19%.
Gender composition: Female 100%
Ethnic composition: NZ European/Pakeha 81%, Maori 6%, other ethnic groups 13%.
Review team on site: April 2011
Date of this report: 11 May 2011
Previous ERO report: Private School Review Report - May 2008
Accountability Review - June 2005
Accountability Review - May 2002
Accountability Review - June 1999
Assurance Audit - October 1995
Registration Report - April 1992
[1]
School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrate schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.
2. Criteria for Registration
Suitable premises, equipment and staffing
Trustees ensure that students learn in a very high quality school property with ample learning resources. Modern, attractive and well-maintained purpose built facilities promote academic learning and individual participation in an extensive range of cultural, sporting and recreational activities. Noteworthy features of the school premises are specialist areas for art, physical education, performing arts and a library. Recent premises improvements include an upgrade of the school office entrance, a student art gallery and garden areas. There is a genuine commitment to ongoing development of the school property.
The school’s philosophy places high value on specialist subject teaching at each year level. Regular lessons in art, music, physical education, information and communication technologies (ICT), languages and music are provided. A very experienced mathematics teacher works with groups of students alongside classroom teachers. Student creativity is promoted through planned participation in the arts through productions and art exhibitions. A ratio of one computer for every two students encourages regular use across the curriculum.
The value and relevance of initiatives are well-assessed by the principal, staff and board. The principal provides strong, reflective professional leadership. The principal and teachers frequently participate in local professional school networks. School personnel access suitable expertise to keep up with best practices in education.
The board’s strategic approach effectively manages property, finance and personnel. Health and safety is well-managed for students and staff. Regular policy and procedure reviews by trustees leads to a thorough and robust governance framework. Parent participation and viewpoints are regarded as an important part of how the school operates. Trustees ongoing monitoring of progress against the strategic plan, contributes to the positive student learning opportunities.
Suitable curriculum
A well-developed and comprehensive school curriculum guides teaching and learning.
The New Zealand Curriculum is successfully used to reflect the school’s special character. A broad based and holistic approach underpins teaching programmes. Extensive parent, staff and board consultation contributes to a clear mission statement, values, principles and vision for girls’ education. A strong focus on literacy and mathematics is made a priority. Key competencies, such as self management, support high expectations for behaviour. Regular curriculum reviews use internal and external know-how to consider the effectiveness of programmes. Students’ rich cultural diversity is recognised and celebrated in programmes and specific events. The school’s values of respect, responsibility, honesty, caring and integrity are highly evident in school practices.
Teachers provide students with an extensive range of clubs, sports, cultural activities and the arts. These are responsive to students’ interests and teachers’ strengths. Students’ high levels of enjoyment and participation in co-curriculum activities are regarded as key aspects of the curriculum. A broad range of considered leadership opportunities are made available to all students. School camps provide carefully considered education outside the classroom experiences. Regular student participation in community and fundraising activities are important aspects of the school’s curriculum.
A wide range of suitable assessment practices used by teachers appropriately inform their teaching. This includes standardised tests for reading, spelling and mathematics, which are shared with students and parents. Recent teacher professional development contributes to use of assessment practices. Curriculum leaders provide teachers with guidance to analyse data in order to identify students’ next steps for learning. Additional support and extension programmes cater for individual needs and talents. Students are increasingly provided with opportunities to be involved in assessment in order to take greater ownership of their learning.
Students successfully run weekly school assemblies to celebrate and share their accomplishments with parents and each other. Parent involvement in the recent review of school reports results in more useful information to support individual’s learning at home. Parents are increasingly better informed about the school’s curriculum and strategic direction.
Suitable standard of tuition
Students experience a highly suitable standard of tuition. The board’s high expectations for students to experience effective teaching, continues to be a sustained strength of the school. Teachers are well supported and challenged to grow as professionals. The recently reviewed appraisal system clearly links to teacher registration requirements and enables access to suitable professional development. A strategic goal supports teachers to further inquire into the use of assessment to enhance literacy learning with the assistance of a consultant.
Students are confident and focused learners who strive for personal excellence. They are highly engaged and value being challenged to take risks. Learners make significant progress in mathematics and literacy and most achieve very well. Positive, respectful relationships between students and staff prevail. This contributes to a very supportive environment highly conducive to learning.
The school's manager and board has attested that she complies with the provisions of section 35G in respect of being a fit and proper person to manage the school.
3. Other Statutory Obligations
There are effective and robust systems in place for the school's managing body to be assured that its other statutory obligations are met.
4. Other Matters
Provisions for international students
The 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. At the time of this review there is one international student attending Carncot School.
The school has highly responsive and robust processes to support international students. Ongoing review and an appreciation of the significance of culture, contribute to high quality pastoral care for students. Appropriate tuition for English as second learners is available. International students’ learning and welfare is effectively supported in classroom and in co-curricular opportunities.
The school has attested that it complies with all aspects of the code.
ERO’s investigations confirm that the school’s self review process for international students is thorough.
Provision for students in the school hostel. Carncot School does not have a school hostel.
5. Conclusion
On the basis of the information obtained during the review, ERO considers that Carncot School meets the criteria for registration as a private school set out in the Education Act 1989.
Kathleen Atkins
National Manager Review Services
Central Region
11 May 2011
