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.
2 Criteria for Registration
Wellesley College is a fully registered, independent Anglican primary school for boys. At the time of this review, the school had a roll of 356 students. Centenary celebrations are to be held in 2014.
The school’s vision is ‘to promote intellectual curiosity and creativity.' The philosophy places an emphasis on enabling boys to be lifelong learners, achieve educational success and personal fulfilment.
The board of trustees, management and staff work in a highly collaborative manner. With the support of parents, they provide a stimulating educational environment.
Suitable curriculum
Wellesley College’s curriculum is clearly guided by the principles, values and key competencies of The New Zealand Curriculum and it is responsive to the needs of students learning in the 21st century. Along with other sources, it forms the foundation for teaching and learning programmes.
Curriculum direction extends beyond literacy and numeracy skills to promote the ability to think independently. There is an ongoing focus on inquiry learning with the expectation that it will be used as a means of engaging and encouraging students to become competent learners. They are encouraged to apply inquiry techniques of questioning, information collection and processing and application of learning. Their ideas, opinions and feedback are actively sought and valued. As a result, students confidently question, challenge and critique their learning.
Students participate in a wide range of extracurricular activities and education outside the classroom experiences. Considerable emphasis is placed on providing many opportunities for authentic exploration of the local natural environment, adjacent to the school.
A strength of the broad-based curriculum is service to the community. There is a strong emphasis on boys being active and positive members of society.
Parents are well informed about their boy’s learning through written reports, regular parent conferences and goal setting interviews. Reports contain achievement levels in relation to National Standards, and provide useful information about each boy’s development and learning outcomes.
Suitable staffing
School managers attest that they comply with the provisions of Section 35G as being fit and proper persons to manage the school. The board, principal and senior leaders are future focused and work in close partnership to promote continuous improvement in line with their strategic direction. The principal and senior management team promote a culture of critical reflection. A professional learning community is evident.
Staff are provided with very clear guidelines and expectations for teaching at Wellesley College. They are suitably qualified and registered. Students have their own home teacher for most subjects and they also benefit from teaching by subject specialists in science and technology, information and communication technologies (ICT), thinking skills and visual and performing arts.
A strong teacher appraisal system operates. It involves teachers reflecting on their practice, providing evidence of the impact of their teaching strategies, setting goals that are clearly linked to syndicate and schoolwide goals and having targeted observations. Appraisers are aware of the need to consistently document feedback to teachers about their next steps for development.
High priority is given to targeted professional learning. This is valued by teachers as a means of continuing to focus on student achievement and to critically reflect on what high quality teaching and learning entails. Current professional development relates to further developing students’ higher order thinking and embedding teaching as inquiry.
Positive and respectful relationships are a feature at the school. The modelling of respect, loyalty and integrity by students and staff is highly apparent. There is a climate whereby boys are nurtured to be resilient and self motivated learners. Student leadership is fostered.
Suitable tuition
Achievement data shows that students achieve highly. At the end of 2012, the school reported that the majority of students were achieving at or above in relation to National Standards in reading, mathematics and writing.
Students’ progress and achievement are carefully tracked and monitored, using a range of standardised assessment tools. Teachers personalise learning in their classes to effectively cater for individual needs. The Learner Support area provides additional assistance, including for those requiring extension.
The quality of teaching is high. Teachers use a range of effective strategies to engage boys in their learning and draw on their enthusiasm and prior knowledge. There are high expectations for learning and behaviour. Staff know their students well.
Teachers actively foster life skills, including work and study habits, to enhance the smooth transition to secondary school.
Suitable premises and equipment
The board and management demonstrate ongoing commitment to property management to enhance teaching and learning. Strong systems are in place to manage property development and maintenance and monitor health and safety.
Grounds and buildings are spacious, aesthetically pleasing and highly conducive to learning. Pride is taken to preserve traditions inherent in the buildings. Classrooms are large and inviting with flexible workplaces.
Students have timetabled access to an extensive range of specialised teaching spaces. These include science and technology laboratories, a new library which is a fully integrated information centre, music suite and visual and performing arts areas.
Students’ many successes and achievements are celebrated and their work is attractively displayed.
The school continues to build on its substantial ICT capacity. In 2012, Years 6 to 8 students were provided with 1:1 computer access to augment their individual learning programmes. The school’s website and intranet contribute to effective communication and provide informative portals for parents.
3 Other Statutory Obligations
There are very good systems in place for the school’s managing body to be assured that its statutory obligations are met.
4 Conclusion
On the basis of the information obtained during the review, ERO considers that Wellesley College meets the criteria for registration as a private school set out in the Education Act 1989.
Joyce Gebbie
NationalManager Review Services Central Region (Acting)
30 May 2013
About the School
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Location
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Eastbourne
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Ministry of Education profile number
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4149
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School type
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Private Primary (Years 1 to 8)
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School roll
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356
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Gender composition
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Male 100%
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Ethnic composition
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NZ European/Pākehā
Māori
Indian
Other ethnic groups
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85%
4%
3%
8%
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Review team on site
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April 2013
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Date of this report
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30 May 2013
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Most recent ERO report(s)
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Private School Review
Private School Review
Private School Review
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May 2010
March 2007
March 2004
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