Gloriavale Christian Community School - 23/06/2011

1. Background

The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.

This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

2. Criteria for Registration

Gloriavale Christian Community School is fully registered.

Actions Required

Premises

The buildings and premises are suitable for teaching the school’s curriculum. They comply with local authority regulations and provisions of the building code. The school operates in premises located in the main community complex. These classrooms were identified in the 2008 ERO report as temporary. Staff and parents reported to ERO that the next step for the managers of the community was to build permanent school buildings.

Facilities in other parts of the community are very effectively used for students’ practical learning such as home economics, dairy farming and engineering. School premises are safe, tidy and well maintained. Displays of student work reflect aspects of the learning programme. Spacious grounds, including a large heated swimming pool, provide regular opportunities for students’ physical activities.

Staffing

Staff members meet the suitability criteria to teach at the school, as defined by the community. Students are well supported by a large devoted staff. Staff members who are all members of the community strongly model the community’s philosophy and values. They are experienced registered teachers, staff who have limited authority to teach (LAT) and attentive teacher aides. Five staff members are currently undertaking teacher training. The managers also employ a music specialist to teach music part time.

Since the 2008 ERO review, there have been some staff changes which have resulted in new approaches to teaching and learning.

Staff members focus on developing students’ practical knowledge for life in the community. They make good use of professional development provided by external advisers, practical resources and the community environment to develop teaching and learning programmes.

The school’s manager has attested that he complies with the provisions of section 35G in respect to being a fit and proper person to manage the school.

Equipment

The school has suitable resources for teaching the school’s curriculum. Students use a range of dated and modern texts to meet the objectives of the school’s literacy and mathematics programmes. Students have supervised access to information and communication technologies, (ICT). They use an extensive range of equipment to learn practical aspects of the curriculum that are important to the community such as technology, the arts and science. The school is well equipped to meet the health and safety requirements of students and staff.

Tuition standards

The tuition standard is suitable for teaching the school’s curriculum. Since the 2008 ERO report, achievement information in literacy and mathematics shows that most students achieve at and above the school’s expectations. In 2009 and 2010 most Grade 9 students achieved qualifications on the national qualifications framework. Older students successfully transition into the working life of the community.

ERO observed some teaching practices that strongly engage students’ interest. Other lessons were predominantly teacher directed. Staff members have high expectations for learning and behaviour. Students were on task, cooperative and polite. Written work is presented to a good standard. Teachers know students well. Positive and friendly relationships between teachers and students help to support the community values and extended family relationships.

Parents are well informed about their children's progress. Monthly reports advise parents of senior students about progress towards achievement of the National Certificates of Educational Achievement (NCEA). Parents of students in Grades 1 and 2 are involved with newly developed assessment record books. The managers acknowledge they need to review more timely ways to report and analyse school-wide student achievement information.

Curriculum

The school’s curriculum suitably meets the Gloriavale philosophy. Students are well prepared to learn the necessary literacy and mathematical skills and appropriate relationships for a life of faith and practical service within the community.

The curriculum documentation, which is mainly of schemes of work, needs to be reviewed and updated to reflect current practice. Some staff members are beginning to develop integrated approaches to planning and assessment that provide links between a range of curriculum areas and the development of practical skills and knowledge.

3. Other Statutory Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met.

4. Conclusion

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

Graham Randell

National Manager Review Services Southern Region

23 June 2011

About the School

Location

Lake Haupiri, Westland

Ministry of Education profile number

1587

School type

Private School, Composite (Years 1 to 13)

Decile1

Not applicable

School roll

127

Gender composition

Boys 54%;

Girls 46%

Ethnic composition

New Zealand European/Pākehā

Māori

94%

6%

Review team on site

May 2011

Date of this report

23 June 2011

Most recent ERO report(s)

Private School Review

Private School Review

Accountability Review

January 2008

November 2004

August 2001

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

An education review ERO covers:

  • School Curriculum
  • National Evaluation Topics (these contribute to the development of national education policy and its implementation)
  • Board Assurance Statement (which includes student and staff health and safety).

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning – engagement, progress and achievement?

Areas for review and development

ERO reports identify priorities for review and development to support on-going improvement. Often the school will have identified these through its own self review and already plans further development in these areas.

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