PRIVATE SCHOOL REVIEW REPORT:
CARNCOT SCHOOL
MAY 2008
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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: Palmerston North
Ministry of Education profile number: 4101
School type: Registered private full primary (Year 1 – 8)
Decile rating1[1]: 10
Number of Teachers: 13
School roll: 137
Number of international students: 1
Ethnic composition: New Zealand European/Pakeha 74%, Maori 7%, Other ethnic groups 19%.
Gender composition: Female 100%
Review team on site: April 2008
Date of this report: 15 May 2008
Previous ERO report: Private School Review Report - June 2005
Accountability Review - May 2002
Accountability Review - June 1999
Assurance Audit - October 1995
Registration Report - April 1992
2. Efficient
Suitable Curriculum
Learning and teaching programmes are firmly based on the New Zealand curriculum, and the
school’s mission statement. Newly developed planning formats encourage consistency in
teaching approach. The purpose of learning, criteria for success, possible learning
experiences and linked assessment tasks are clearly shown. Some shared planning occurs
both in teams and schoolwide.
Girls’ individual strengths and weaknesses are well identified and a variety of suitable
programmes are provided. Most teachers offer a range of activities with different levels of
complexity for group and individual needs in literacy and numeracy. A model of good
practice exists where specific unit planning is used to extend able students in literacy. Some
students are withdrawn for specialist learning support. These programmes are clearly linked
to classroom learning. Other ways of catering for individual needs include, provision of
additional homework tasks and self-paced independent activities and challenges. Specialist
mathematics teaching occurs at all levels, where small groups of girls are withdrawn to
reinforce and enrich classroom learning.
Students enjoy extensive opportunities to participate in a diverse range of activities. An
emphasis on visual and performing arts, information and communication technologies (ICT),
languages and physical education is a feature. Students participate in many experiences
outside the classroom. A focus on community involvement and citizenship activities is an
important aspect of the girls’ education. Participation in local and international competitions
is encouraged and many students achieve a high level of success in these. Various events,
activities and programmes appropriately teach and promote New Zealand custom, heritage
and biculturalism.
Students experience a selection of leadership challenges and responsibilities. A
well-established buddy system promotes an inclusive school community. Peer mediators and
house captains are positive role models for girls. Trustees and staff emphasise tradition and
values. An holistic approach is taken to develop each girl’s potential and to encourage
qualities of respect, caring, confidence, loyalty and pride. Students demonstrate very high
levels of self discipline, motivation and self esteem.
Success and endeavours are regularly celebrated through classroom reward systems,
assemblies and newsletters.
Suitable Tuition
Teachers make genuine efforts to learn about each girl’s individual strengths, interests,
aspirations and needs. Regular assessment includes the use of a range of tools, many
standardised. Teachers use student achievement information to establish learning needs for
individuals and groups. This information is not yet well collated or analysed schoolwide to
show achievement trends and patterns over time.
ERO analysis shows that nearly all girls achieve at or above their chronological age in
measures of literacy and numeracy. Many students achieve well above national expectations
in these areas.
Highly effective teaching practice is clearly evident. Small classes allow teachers to respond
to students’ individual needs, through close monitoring and conferencing, as required.
Teachers provide opportunities for girls to work in groups, as individuals and within wholeclass
learning. Classroom routines are well established and staff have high expectations for
student behaviour, work, and interactions. Most teachers use high level questioning skills to
extend and challenge students’ thinking.
In most classrooms, formative assessment practices are developing well. Teachers share
learning goals, the criteria for success and give regular specific feedback on next steps for
learning. Girls are encouraged to become independent learners. They are confident,
articulate and show genuine enjoyment in all aspects of their education.
Classroom environments are highly conducive to learning. A positive, calm and affirming
tone prevails in most rooms. Nurturing and supportive interactions are the expectation and
girls are well behaved, polite and cooperative. Learning time is maximised within these
focused settings.
Parents are well informed about their daughters’ achievements. They are encouraged to keep
in regular contact with staff and managers. Expectations and successes are shared through
daily diaries, newsletters, e-portfolios and timetables for homework. Detailed student profiles
and formal reports show how girls achieve and progress.
The trust board receives summarised information in relation to student achievement in reading
and in mathematics competitions. The trust board delegates curriculum and the oversight of
teaching and learning to the principal. Trustees may consider making use of a fuller range of
information about student outcomes, in order to help direct strategic decisions about
resourcing.
Suitable Premises and Equipment
Trustees focus on the provision of high-quality facilities, resources and equipment for
academic, sporting, recreational and cultural activities. Carefully maintained school buildings
are set in attractive surroundings. Girls learn in modern, well furnished and generous
classroom spaces. Attractively presented and stimulating displays showcase students’ written
work and topic studies. Teachers provide many useful prompts to support and extend girls’
learning. Students access well-resourced premises to foster their appreciation, interest and
abilities in a wide range of specialist programmes, particularly in the arts and ICT. A
spacious hall/gymnasium, music suites and hard courts complement classroom facilities.
Local community facilities are used for additional learning.
The recent provision of dual Apple and PC computer platforms enables students to further
develop and enrich effective computer skills. The library continues to be extensively used by
girls for research during class and for recreational use in breaks.
The board sets strategic direction in areas of property, finance, health and safety and
personnel. Trustees maintain sound self-review processes and regularly evaluate their roles,
responsibilities and effectiveness. Effective policies and rigorous procedures promote a safe
and healthy environment. Regular maintenance checks and repairs are carried out and
hazards are identified and dealt with promptly.
Suitable Staffing
Trustees strive to employ a range of teachers to provide diversity of strengths, expertise and
experience schoolwide. A priority to maintain small class sizes, where girls receive
individual attention, is clearly evident. An appropriate performance management system is
used. It includes appraisal and attestation against professional standards to promote continual
improvements to the practice of individual teachers.
The new principal and staff demonstrate a keenness to continue maintaining the traditional
strengths of the school. They show a commitment to improving teaching practice through
ongoing involvement in schoolwide professional learning and development. The 2008 focus
on assessment practices should assist with consistency in effective classroom strategies. In
addition, the principal and teachers keep up to date with current practice through liaison with
local professional groups. Teachers take advantage of many informal learning opportunities
to converse about their students and are willing to share their skills and expertise.
3. Statutory Obligations
Carncot School fulfils the statutory obligations and requirements. The board and
management take all reasonable steps to provide a safe and well-equipped physical and
emotional environment for students. Sentiments of patriotism and loyalty are appropriately
reinforced.
4. Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students
and the Provision of English Language Support
Carncot 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.
Carncot School complies with all aspects of the Code. One international student attends the
school and her wellbeing and academic progress is well monitored. Six-monthly review
reports are forwarded to the administrator as required. The International Student director
conducts regular review against the Code and keeps staff well informed about their
obligations. Staff participate in professional development aimed at raising cultural awareness.
A high-quality learning environment contributes to the international student’s personal and
academic achievement.
5. Conclusion
Trustees, through the principal and staff, provides highly suitable premises, staffing,
equipment, curriculum and tuition to promote excellence in academic, social, cultural and
sporting achievement. Students at Carncot School receive an extensive range of educational
opportunities within an inclusive learning environment. The school exceeds requirements to
be “efficient” as defined by section 35A of the Education Act 1989.
Rob Williamson
Area Manager
for Chief Review Officer
15 May 2008
