ERO Report 2006

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 a 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

¹ Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2. EFFICIENT

Background

Wentworth College is an independent co-educational school designed to cater for students from Year 7 to 15. The school began operation in January 2003. The October 2003 ERO review commented that the principal and his staff had made a very good start to implementing the founder’s vision of a comprehensive and challenging curriculum that will provide high quality education in a positive and caring school environment. Wentworth College continues to be committed to provide high quality educational opportunities through a holistic and challenging curriculum, effective teaching and pastoral care. Traditional values and a broad based curriculum underpin students’ participation and leadership opportunities in academic, cultural, sporting and co-curricular activities. The board, senior managers and staff continue to grow the school by developing and strengthening systems to realise the founder’s vision of excellence.

Students achieve very well in national examinations, sporting and cultural events. Their strengths and talents are nurtured, celebrated and extended in a family learning environment. Students are confident, articulate and enjoy a variety of educational opportunities to achieve excellence. They demonstrate pride in their school.

Effective teaching and learning programmes contribute to high levels of student achievement. Highly skilful practitioners, together with generous staff/student ratios support teaching and learning programmes that are student focused. Most teachers employ teaching strategies that assist students to be active partners in learning. These teachers are skilful in delivering purposeful learning opportunities in meaningful contexts. They adopt teaching strategies that promote critical thinking and use of meta-cognitive strategies. As a result high levels of engagement and collaborative discussion are a characteristic of classroom programmes.

The principal and deputy principal work collaboratively to develop and strengthen school operations to effectively manage growth, while maintaining an emphasis on student participation and academic success. They model appreciative inquiry and this is reflected in the positive ethos that permeates the school, where strengths are built on and further developed. The principal and deputy principal are highly determined and committed to ensure that programmes and learning opportunities will enable every student to achieve their personal best.

Wentworth College is deemed to be efficient, as defined within section 35A of the Education Act 1989. It complies with all components of its suitability statement and continues to provide high standards of education and care for students

3. STATUTORY OBLIGATIONS

Suitable curriculum

Student achievement, participation and pursuit of excellence are features of the school curriculum. The New Zealand national curriculum forms the basis of curriculum programme planning and delivery. Teachers work closely together in their efforts to provide a seamless learning pathway. Students in Years 7-8 benefit from personalised learning programmes and achieve highly. This achievement continues into the senior school where high achievement results gained from National Certificate of Educational Achievement (NCEA) reflects the effective teaching and learning programmes that operate across the school.
Heads of faculty are in the process of developing and refining curriculum schemes to assist teachers in the effective delivery of programmes that are designed to achieve academic excellence and match students’ specific learning needs. They document achievement expectations that provide teachers with benchmarks and clear direction for learning.
Students have good opportunities to enhance their learning through Information and Communication Technologies (ICT). A specialist teacher provides accessible and tailored support for students to be proficient in their use of ICT. The board provides adequately to ensure that students’ learning is further extended through efficient and effective use of ICT.

The school provides a wide variety of academic programmes and extra curricular activities. Physical education and sport enjoy a high profile in the school. In addition, arts and cultural programmes are becoming a feature of the school curriculum. High achievement is gained in music, drama, dance and performing arts. Students participate in individual and team sports and achieve at national level and make good use of the large gymnasium facility on site. They are involved in school productions and performances. Students benefit from the wide range of learning experiences that the school provides.

Standard of tuition

Programme planning in Years 7-8 is detailed and specific in identifying the purpose of learning for groups and individual students. Teachers in this part of the school plan collaboratively and implement programmes that are well differentiated and personalised. They maintain current achievement information that contributes to modifications and refinements in programme planning.

Planning in the senior part of the school shows strong links to the national curriculum and national achievement expectations. Teachers in this part of the school make use of specific learning outcomes. Students who have academic strengths in particular areas are extended through opportunities to learn at higher levels. Those who have some difficulty in learning are quickly identified and provided with intensive learning support by teachers. Instructional programmes cater well for the variety of learning needs of students. Teaching and learning programmes are student focused. These factors contribute to students achieving well in national examinations.

Student progress and achievement are well monitored and tracked. Assessments are regular and enable teachers to know students’ abilities and next steps in learning. Teachers use achievement information to inform their programme planning. Most teachers provide students with specific and descriptive oral and written feedback that affirms their efforts and enables students to identify their next steps for learning.

Most teachers employ teaching strategies that assist students to be active partners in learning. These teachers are skilful in delivering purposeful learning opportunities in meaningful contexts. They adopt teaching strategies that promote critical thinking and use of meta-cognitive strategies. As a result high levels of engagement and collaborative discussion are a characteristic of classroom programmes.

Shared understanding about social expectations and a strong pastoral care programme provides a family culture that students and staff enjoy. Students relate positively with teachers and with their peers. They have good access to external specialist support should this be required.