- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
Rangiora New Life School is an integrated area school for students in Years 1 to 13. The board, principal and staff actively foster the school’s special Christian character.
The school has maintained many of the positive features noted in the January 2008 ERO report and made very sound progress in addressing the areas identified for improvements in teaching and learning.
Behaviour management has been strengthened so that students can enjoy a safe and supportive learning environment.
There has been a significant increase in the number of secondary students enrolled at the school. The principal, senior staff and teachers have extended the range of course options and other learning experiences for these students, including the Cambridge International Examinations programmes, sports and performing arts.
Primary and secondary students benefit from the school’s close relationships with similar schools, in particular, the increasing opportunities provided for distance learning and sport.
Most secondary students achieve well. Reports to the board show ongoing improvements from year to year in the number of students succeeding in Levels 1 to 3 in the National Certificate in Educational Achievement. Students achieve better than in similar schools in completing certificates and in Level 1 literacy and numeracy.
Results in 2010 show a 100% pass rate at Year 11 (Level 1), 76.5% at Year 12 (Level 2) and 85.7% at Year 13 (Level 3). Overall, more students gained merit and excellence endorsements than in previous years. The school gained its first scholarship award in statistics. The pass rate of 84% for University Entrance was well above that in similar schools.
Student achievement in literacy and mathematics in Years 1 to 8 is variable. Many students achieve at, and some above, national expectations in reading, mathematics and writing. Achievement is higher in reading and mathematics than in writing which reflects the national trend.
Teachers have identified several groups of students who are achieving below, and in some cases, well below National Standards. The board and school leaders have set some appropriate targets to lift the performance of these students.
School leaders and teachers are making increasing use of assessment information to evaluate the effectiveness of teaching programmes and practices and consider the best ways to raise achievement.
The school has well-developed systems for identifying and responding to students’ individual learning needs, particularly in reading. Withdrawal programmes, included opportunities for gifted and talented students are well planned, taught and monitored. Steps have been taken to strengthen teachers’ knowledge and skills in meeting these students’ strengths and needs within their classroom programmes.
School leaders recognise the need to continue to improve student records and track the progress groups of students make over their time at the school. This will help them to evaluate more effectively how well the school’s curriculum is promoting student learning.
Achievement reports show that while most Maori students in Years 1 to 8 are achieving at and some above National Standards in literacy and mathematics, almost half of Māori students are achieving below these standards, particularly in reading and writing.
School leaders are aware that they need to do more to promote success for Maori students and foster biculturalism. They have developed a comprehensive development plan, along with a detailed annual plan, to further improve the learning outcomes for Maori students in 2011 and over time. These initiatives now need to be given priority.
The school has not maintained its consultation with the parents of Māori students. This process is planned for 2011.
The targets set for raising the achievement of Māori students are included with the targets for all students. These targets should more clearly show students’ individual learning needs and how teachers plan to lift performance.
The school’s new curriculum is well designed. It strongly reflects the school’s special character and takes into account the needs, interests and strengths of students.
Particular features of the school’s curriculum include:
The quality of teaching continues to improve. This is largely the result of the school leaders’ focus on improving teachers’ knowledge, understanding and use of effective teaching practices and well-targeted professional development. For example:
School leaders acknowledge that they need to continue to support teachers in developing and embedding teaching methods that successfully engage students in learning and cater for their varying strengths, interests and needs.
The school is in a good position to sustain and improve its performance and enhance student learning because:
The quality and usefulness of some plans and reviews could be improved. For example:
The school has generally good systems for reviewing compliance with the Code. Students receive effective pastoral care and quality of education. Although most students stay for a short time, they have good opportunities to mix with New Zealand students.
Currently, the board does not receive reports on the progress and achievement of international students so that they can be assured that programmes and resources are benefitting these 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 were nine international students attending the school.
The school has attested that it complies with all aspects of the Code.
ERO’s investigations confirmed the school’s self-review process for international students is thorough.
Rangiora New Life School does not have a school hostel.
Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
Not applicable
ERO is likely to carry out the next review within three years.
Graham Randell
National Manager Review Services Southern Region
11 May 2011
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Location |
Rangiora, North Canterbury |
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Ministry of Education profile number |
0418 |
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School type |
Composite (Years 1 to 15) |
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Decile1 |
8 |
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School roll |
314 |
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Number of international students |
9 |
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Gender composition |
Girls 51%; Boys 49% |
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Ethnic composition |
New Zealand European/Pākehā Māori Asian Other |
74% 10% 4% 12% |
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Special Features |
Christian School |
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Review team on site |
February 2011 |
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Date of this report |
11 May 2011 |
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Previous three ERO reports |
Education Review Education Review Supplementary Review |
January 2008 December 2004 April 2002 |
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