Findings
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls’ School meets the criteria for registration as a private school, as set out in the Education Act 1989.
1 Background
The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.
ERO reviews of private schools are significantly different in process and more limited in scope and reporting than those for state and state-integrated schools, focusing as they do on the Criteria for Registration set out in section 35C of the Education Act.
Section 35I of the Education Act 1989 requires the Education Review Office (ERO) to review private schools and to report to the Ministry of Education on whether each school continues to meet the criteria for registration. The schools are privately owned and the legislative requirements are significantly different to those for state and state-integrated schools. Private schools are not required to follow the National Education Goals or National Administration Guidelines.
What does apply in place of the legislation imposed upon state schools by the Education Act is the contract between the persons paying for the tuition of the child at the school – the parents – and the school authority. Those are matters between the parent and the school’s governing body. More information about ERO reviews of private schools can be found on ERO’s website www.ero.govt.nz/Reviews-Process.
The criteria for registration are that the school —
a) has premises that are suitable, as described in section 35D; and
b) usually provides tuition for 9 or more students who are of or over the age of 5 years but are under the age of 16 years; and
c) has staffing that is suitable to the age range and level of its students, the curriculum taught at the school, and the size of the school; and
d) has equipment that is suitable for the curriculum being delivered or to be delivered at the school; and
e )has a curriculum for teaching, learning, and assessment and makes details of the curriculum and its programme for delivery available for parents; and
f) has suitable tuition standards, as described in section 35F; and
g) has managers who are fit and proper persons (as described in section 35G) to be managers of a private school.
Rangi Ruru Girls’ School is a private secondary school located in Christchurch and is affiliated to the Presbyterian Church. It currently caters for 662 Year 7 to 13 boarding and day girls. The school is owned by the Rangi Ruru Girls’ School Board of Governors. The values of respect/whakaute, aroha; enthusiasm and endeavour/nanaiore and kipakipa; generosity of spirit/manaakitanga and integrity/mana are a key part of the school’s special character.
2 Criteria for Registration
Suitable curriculum and tuition
The broad and rich curriculum is suitable for teaching, learning and assessment.
The school’s curriculum is strongly based on the full intent of the New Zealand Curriculum, including the vision, key competencies and principles, and the school’s values. There is an intentional focus on developing students’ skills, attributes and dispositions for effective independent learning. The curriculum is responsive to the interests, needs and abilities of students. It is future focussed, involving coherent learning programmes and contexts in the areas of digital technology and sustainability.
There is appropriate support for all students to access the scope and richness of the curriculum. Learning support is wide ranging and includes supporting students to develop relevant and useful learning skills. The care and development team provides comprehensive and coordinated support for students’ wellbeing.
Since the 2015 ERO review the development of a Year 7-13 curriculum is allowing for greater continuity of learning for all students, and increased access to specialist teaching in Years 7 and 8.
Students have sufficient opportunity to learn through:
- settled classrooms
- effective teaching practices and strategies
- student voice and choice informing the design of learning programmes.
The school’s processes for performance development, and professional learning and development are effectively building the capability and collective capacity of teachers to:
- deliver coherent learning programmes across the year levels
- provide individualised learning programmes
- differentiate and adapt the curriculum to best meet the needs of all students.
The school’s appraisal process meets the requirements of the Teaching Council.
Suitable staffing
The school has suitable staffing.
Since ERO’s June 2015 review new appointments include the principal and the director of boarding.
All teachers are qualified and registered. There is an appropriate range and number of staff to deliver the learning programmes in relation to age, curriculum level and specialist subject provision.
The school’s managers and board members have attested that they comply with the provisions of section 35G in respect to their being fit and proper persons to manage the school.
Suitable premises and equipment
The premises and equipment are suitable.
Since ERO’s 2015 review new outdoor hard court areas have been developed, the swimming pool has been repaired, and buildings have been returned to intended purposes as a result of the completion of major building projects.
The design of learning environments enhances opportunities for students to extend their choice of independent, collaborative and/or teacher-supported learning contexts. All classrooms are well equipped, including a range of specialist rooms and areas.
The school’s governing body is effectively monitoring and maintaining both the modern and heritage facilities for which it has responsibility.
3 Other Obligations
There are effective systems in place to assure the governing body and senior leadership team that its other statutory obligations are being met.
4 Other Matters
Provision for international students
The school is a signatory to the Code of Practice for Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 30 international students, including two short term, attending the school.
The school has attested that it complies with all aspects of the code.
This review confirms that the school’s self-review processes for international students are robust and lead to change when needed. The international student department, boarding house and school staff collaborate to ensure the international students’ needs are met during their stay. Valued outcomes for these students include academic and language learning, social interactions and participation in all that the school has to offer.
Provision for students in the school hostel
The school boarding house accommodates 137 students, including 28 international students. This is 21% of the school roll. It is owned by the Rangi Ruru Girls’ School Board of Governors. The hostel owner has attested that all the requirements of the Hostel Regulations are met.
Since the previous ERO review the new director of boarding has facilitated the following changes:
- increased numbers of boarders
- enhanced supportive relationships between the boarding house and the school
- regular surveys of students and their whānau, and valuing of their input
- good systems and levels of pastoral care.
5 Conclusion
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls’ School meets the criteria for registration as a private school, as set out in the Education Act 1989.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
5 November 2019
About the School
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Location
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Christchurch
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Ministry of Education profile number
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325
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School type
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Secondary (Years 7 to 13)
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School roll
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662
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Number of international students
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30
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Gender composition
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Girls: 100%
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Ethnic composition
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Māori
NZ European/Pākehā
Asian
Other European
Other
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8%
76%
9%
5%
2%
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Review team on site
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September 2019
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Date of this report
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5 November 2019
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Most recent ERO reports
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Private School Review
Private School Review
Private School Review
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June 2015
August 2010
September 2007
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