Diocesan School For Girls

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Education institution number:
67
School type:
Composite
School gender:
Single Sex (Girls School)
Definition:
School with Boarding Facilities
Total roll:
1304
Telephone:
Address:

Clyde Street, Epsom, Auckland

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Findings

On the basis of the information obtained during the review, ERO considers that Diocesan School for Girls meets the criteria for registration as a private school 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.

Diocesan School for Girls is a fully registered private school in Epsom, Auckland. It caters for students from Year 1 to 13. It has a roll of 1249 students, plus 49 international students.

Section 35I 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.

2 Criteria for Registration

The school was founded in 1903 by Bishop Neligan, the then Anglican bishop of Auckland. In keeping with the founder’s intent, the school continues to provide high quality education for girls. The school supports girls to pursue personal excellence in their entire academic, sporting, cultural and spiritual pursuits. The school’s purpose statement “be more than you ever imagined” is fostered by the board, school leaders and staff and is highly evident in the systems and practices within the school.

The school meets the criteria to have a suitable curriculum. The curriculum offers students a dual pathway. The curriculum for Years 1 to 6 is the Primary Years Programme (PYP) of the International Baccalaureate. In Years 7 to 11 the New Zealand Curriculum is taught. Students in Year 12 and 13 choose between National Certificate of Educational Achievement (NCEA) and Baccalaureate Diploma qualifications. Academic success for each girl continues to be a fundamental expectation.

Since the 2010 ERO report, the curriculum has been expanded and deepened to provide a more holistic focus on the student as a successful learner, balanced with a caring focus on girls' well being. Pastoral care is woven into every aspect of the school curriculum. Fostering the understandings of a sense of care for one self, each other, and the community is very evident in the curriculum.

Programmes that teach citizenship, mindfulness and ethics are supporting the school’s intent to develop the skills young women will need to successfully navigate a changing world. The new digital design faculty effectively links to and supports learning in other curriculum areas. There are increased learning opportunities that grow students’ cultural knowledge as a response to New Zealand’s increasing diversity and preparing students to be global citizens. Girls have many leadership roles and opportunities where they can express their views to improve and influence young women's lives.

The PYP is now fully developed and well implemented in the Junior School. Class programmes recognise the young girl as a capable and confident learner, where students lead, think about, and inquire into their learning. Teachers work collaboratively within the high school faculties to find new and innovative approaches to stimulate and challenge students’ deeper cognitive engagement.

The expansion and deepening of the curriculum is resulting in continued high academic achievement across the whole school. The school is justifiably proud of girls’ academic achievement in national and international qualifications in the Senior School.

Generous staffing supports the delivery of the curriculum and the standards of tuition are high. Specialist teachers enrich learning opportunities for all students. Very good performance management systems set high expectations and effectively acknowledge staff capabilities as learners, leaders and teachers. There is an extensive range of opportunities for teachers to investigate improvement to practice that support the school’s appraisal system. Teachers take advantage of the opportunities available for academic research and sabbatical. Staff review the impact of their teaching on outcomes for students and display a strong sense of professionalism and commitment to providing high quality education. All teachers are registered with the New Zealand Teachers Council.

The board of governors ensures that students and their teachers are provided with high quality premises and equipment to support the curriculum. Since the 2010 ERO review, the board has successfully managed the completion of several new facilities. These include the building of a large underground car park, an international standard all-weather turf area for sport and recreation, new tennis and netball courts, and the purchase of properties to extend the hostel facilities. Planning stages are complete for more significant campus developments that include a performing arts centre and opening up campus access to the chapel.

The school’s high quality and extensive self-review practices ensure ongoing development and improvement. Very good use is made of external expertise in the school’s review processes. The principal shows strong leadership in responding to review outcomes and enacting the purpose statement “be more than you ever imagined”.

The school’s managers have attested that they comply with the provisions of section 35G in respects to their being fit and proper persons to manage the school.

3 Other Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met. Systems for monitoring health and safety provisions are extensive and indicate a high level of commitment to student and staff welfare.

4 Other Matters

Provision 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. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirm that the school’s self-review processes for international students are thorough. At the time of this review there were 49 international students attending the school.

Diocesan School for Girls has high quality provision for international students. The school is very responsive to the aspirations, interests and needs of these students and their parents. There is good provision of pastoral care and English language support. Students’ progress and achievement is closely monitored. Comprehensive reporting systems to parents and the board are in place. Students are well integrated into the school community, with opportunities for leadership, contribution to school self review and the sharing of their cultures.

Provision for students in the school hostel

The school hostel, Innes House, accommodates 50 students, 4% of the school roll. It is owned by the Doris Innes House Trust and the Diocesan School for Girls board of governors. The board took over the management of the hostel from the trust in 2010. Since the 2010 ERO review the hostel premises have been extended, allowing for more girls to board. A restructuring of staffing responsible has also occurred. The hostel owners have attested that all the requirements of the Hostel Regulations are met.

In 2014 the school’s self-review systems triggered additional refinement of hostel management and pastoral care provision practices. Although some improvements are noted, the board of governors has identified plans to restructure the hostel staffing to ensure that student management practices align with the school’s high expectations for student well being.

Conclusion

On the basis of the information obtained during the review, ERO considers that Diocesan School for Girls meets the criteria for registration as a private school set out in the Education Act 1989.

Dale Bailey Deputy Chief Review Officer Northern

22 June 2015

School Statistics

Location

Epsom, Auckland

Ministry of Education profile number

67

School type

Composite (Years 1 to 13)

School roll

1249

Number of international students

49

Gender composition

Girls 100%

Ethnic composition

Māori

NZ European

Pacific nations

other ethnicities

2%

70%

1%

27%

Special Features

School Hostel, Early Childhood Foundation Class

Review team on site

April 2015

Date of this report

22 June 2015

Most recent ERO report(s)

Private School Review

Private School Review

Private School Review

May 2010

May 2007

May 2004

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 Mäori language and tikanga Māori 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 parentteacher 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 theCode of Practice for the Pastoral Care of International Studentsand 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 35 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.

Conclusion

Diocesan School for Girls is deemed to be efficient, as defined within section 35A of the Education Act 1989.

Richard Thornton

National Manager Review Services

Northern Region

About the School

School type

Composite (Year 1 – 15) Private School with boarding facilities

Numbers of teachers

132

School roll

1479

Number of international students

16

Ethnic composition

NZ European/Pakeha 75%

Mäori 2%

Chinese 8%

other Asian 4%

other European 6%

Indian 3%

Pacific 1%

other 1%

Gender composition

Girls 100%

Review team on site

February 2010

Date of this report

10 May 2010

Previous ERO report

Private School Review, May 2007

Private School Review, May 2004

Accountability Review, June 2001