The Cathedral Grammar School

Findings

On the basis of the information obtained during the review, ERO considers that The Cathedral Grammar School 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.

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 nine or more students who are of or over the age of five 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.

This school is a private, co-educational school founded on the Anglican faith. The school comprises a junior school (Years 1 to 3) and separate girls and boys preparatory schools (Years 3 to 8). The school also owns and operates an on-site early learning service.

2 Criteria for Registration

The school continues to meet the criteria for registration. The board has established a clear, future focused vision for the school. The way the board and leaders are working to realising this vision is actively promoting ongoing school improvement.

Suitable curriculum

The school provides children with a broad, varied and well-balanced curriculum that reflects the school’s special character. Children have good opportunities to achieve success across the curriculum.

The school continues to give particular emphasis to promoting children’s learning in English, mathematics, the arts (especially music), science, history, geography, sports and religious education.

Since the school’s ERO 2013 education review, leaders and teachers have introduced some significant initiatives to better respond to children’s strengths, interests and needs. These include providing better additional learning support for some children and offering a greater range of enrichment and extension opportunities for those who achieve at high levels.

The school provides children with an environment conducive to learning. Routines, relationships and the school’s values foster an inclusive school culture that helps to promotes children’s sense of belonging and wellbeing.

The board’s clear vision for the school includes aspirational goals related to children’s learning across the curriculum. It gives particular emphasis to fostering the attributes and skills that will prepare children well for their future learning. Leaders are giving appropriate priority to updating the school’s curriculum guidelines to better reflect the board’s goals for learning and teaching.

Leaders and teachers are continuing to refine assessment and reporting practices in ways that provide information about children’s learning and achievement in the various curriculum areas. They now need to consider how best to assess and report on the other aspects of children’s learning that are outlined in the board’s vision for learners.

Suitable tuition

Teaching practices engage children in purposeful learning. Teachers have high expectations, and use a wide range of teaching strategies. This has included making sure children are more aware of the purpose of learning activities and better catering for children’s interests. Teachers are also making greater provision for adapting programmes to cater for the range of abilities within classes and for providing children with challenge. Both teachers and children are making increasing use of digital technologies to support teaching and learning.

To help build on these initiatives, leaders should now make clearer in school curriculum documents their expectations about effective teaching practices.

Suitable staffing

The school’s staffing is suitable for the age range and year levels of the children and the curriculum taught at the school.

The school’s level of staffing results in a high teacher to child ratio. It includes a mix of class and specialist teachers. Recruitment practices are successfully extending the range of experience and skills within the staff.

The development of robust appraisal systems and increased provision for professional development for teachers and leaders is supporting professional growth and school improvement.

Suitable premises and equipment

The school continues to provide suitable premises and equipment. These include a wide range of teaching spaces. Existing buildings have continued to be upgraded subsequent to the 2011 Canterbury earthquakes.

A significant development has been the building of the new junior school and the creation of more all-weather outdoor playground spaces. The board has ongoing plans to improve school facilities. Good provision is made for maintaining grounds, buildings and equipment.

The school has continued to update and extend its range of resources to ensure teaching and learning is well supported both in class and specialist teaching facilities. This is particularly evident in the extended resources and support provided to foster the use of digital technologies.

School Management

The school’s managers have attested that they comply with the provisions with section 35G with respect to them 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 their other statutory obligations are met.

4 Other Matters

Provision for international students

The school is a signatory to Code of Practice for the Pastoral Care of International Students established under section 238F of the Education Act 1989. The school attested that is complies with all aspects of the code. At the time of this review, there was one international student attending the school.

The school makes good provision for the pastoral care and education of any international students. Students are involved and well integrated into the school’s community. The school makes appropriate provision for monitoring its work in this area.

5 Conclusion

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

Dr Lesley Patterson

Deputy Chief Review Officer-Te Waipounamu/Southern

15 December 2016

About the School