ERO Report 2009

PRIVATE SCHOOL REVIEW REPORT: WENTWORTH COLLEGE

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 –

1. Having suitable premises, staffing, equipment, and curriculum; and
2. Usually providing tuition for 9 or more students who have turned 5 but are under 16; and
3. Providing suitably for the inculcation in the minds of students of sentiments of patriotism and loyalty; and
4. 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.

About the School

2. EFFICIENT

Wentworth College is an independent, coeducational school designed to cater for students from Years 7 to 15. The secondary school maintains strong links with the adjacent primary school, which operates under the same principal and board.

Previous ERO reports in 2003 and 2006 acknowledged the high quality education that the school provides in a positive and caring environment. The founders’ commitment to providing an all-round education in an environment that is both supportive and challenging is reflected in the work of senior leaders and staff The investment in high quality buildings and equipment, generous staffing ratios, and ongoing professional development has been significant. The benefit is evident in the high levels of student engagement in academic learning and in an extensive range of sporting, cultural and social activities. Students thrive in this environment of mutual respect and support.

The 2003 ERO report acknowledged that the principal and deputy principal were committed to ensuring that programmes and learning opportunities enabled every student to achieve his or her personal best. Senior staff have continued to work collaboratively to manage the growth of the school. They provide a model of enthusiastic leadership and engagement in the life of the school that encourages all staff to enjoy not only their teaching but also participation in a diverse range of activities to support the growth and development of students.

Suitable curriculum and standard of tuition

The expectations of teaching and learning at the school are based on principles of mutual respect, enjoyment of learning, and engagement. Classrooms are purposeful and students clearly enjoy the opportunities they have to explore ideas and to establish a sound knowledge base. Teachers are skilled at questioning and exploring ideas with students in a climate in which students can take risks intellectually and be supported by teachers and fellow students. Small class sizes, and the respectful relationships evident between teachers and students, and among students, foster a climate of exploration and personal challenge. Students are encouraged to respect and acknowledge achievement in a wide range of areas.

Students achieve well in National Certificates of Educational Achievement (NCEA). In 2008, over half of the students achieved merit or excellence endorsements. Monitoring these results overtime will enable senior staff to compare the achievement of students at the school with that of students in similar schools. Teachers make increasing use of standardised assessment tools at Years 7 to 10 to enable them to determine how the achievement of these students compares with that of students nationally.

Teachers with curriculum and subject areas responsibilities make very good use of NCEA data to analyse the programmes they are providing and to identify the extent to which they are meeting the needs of the students. Care is taken to ensure that moderation processes are accurate and timely. Students benefit from the wide range of courses available.

Teachers link the contexts and achievement objectives of the current New Zealand curriculum into their schemes and programme planning. They incorporate New Zealand contexts into many of their teaching programmes, particularly in the humanities and arts subjects. Teachers’ emphasis on developing students’ cognitive and personal skills is in accordance with the key competencies of the revised New Zealand curriculum.

Suitable staffing

The board places a premium on employing well qualified staff who are likely to contribute effectively to the wider life of the school. Good systems are in place to make expectations clear and a collegial culture has developed.

Good systems have been set up to manage the performance of staff. Teachers have opportunities for ongoing professional development in good teaching practice in both subject-specific areas and across the curriculum. The next step is to link teachers’ appraisal more closely to their individual professional development programme.

The particular focus for professional development over the last year has been on preparing to teach the Cambridge International Examinations (CLE) curriculum as the board wishes to introduce this qualification system.

The principal and deputy principal provide strong professional leadership as the school continues to develop and increase in size and complexity. Staff who have responsibility for specific areas of the school are encouraged to reflect on their areas and to use all available data for self review and forward planning. The school culture of high professional standards and commitment to the wellbeing of the students and staff is a fine model for emergent leaders to emulate.