Destiny School

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Findings

On the basis of the information obtained during the review, ERO considers that Destiny 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.

Section 35I of the Education Act 1989, requires the Education Review Office (ERO) to review fully registered private schools, and to report to the Ministry of Education on whether each school continues to meet the criteria for full registration.

This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

2 Criteria for Registration

Destiny School in Wiri, Auckland, is a fully registered private school for students in Years 1 to 15. The school is governed by the Destiny Board of Governors and is located in the Destiny Church complex. The school’s unique special character is fostered through strong connections between the school, church and community.

The school’s standard of tuition is suitable. Leaders and teachers are continuing to strengthen teaching capability as part of developing a seamless approach to education across the school. Primary and college staff are increasingly working together for professional learning. The principal and senior teacher are also providing good guidance to develop more consistent and effective teaching practices schoolwide. The current focus is on students experiencing learning approaches that help them to understand what they are learning in each lesson, and why and how they can meet their learning goals.

Students sustain their engagement in learning tasks and programmes. They respond positively to the clear expectations and routines set by leaders and teachers. Teachers’ respectful and supportive relationships with students help them to confidently participate and contribute to class and group work. Students are articulate and teachers encourage them to share their ideas and perspectives, ask questions and to learn from their mistakes.

Whole school kapa haka is highly valued by students, parents and staff. This is helping to foster Māori students’ sense of pride in their language, culture and identity as Māori.

The school provides a suitable curriculum that reflects the school’s values and vision statement. The school’s character education programme complements the academic programmes. The values, which are taught and regularly reinforced, underpin relationships and practices within the school.

The Cambridge International Curriculum provides a framework for teaching and student learning in Years 7 to 13. Students in Years 1 to 6 learn through programmes based on the New Zealand Curriculum, as well as the Cambridge science framework. This year a small group of Year 12 students is following correspondence programmes related to the National Certificate of Educational Achievement (NCEA).

Teachers make good use of termly assessment data to closely track students’ progress and to guide their planning. There is a strong focus on shifting the achievement of students not yet achieving at expected levels. Parents receive regular and detailed information about their children’s achievement and next steps for learning.

The school has suitable staffing. The principal and senior teacher demonstrate professional leadership. They work alongside teachers and support staff, and volunteer helpers to promote students’ learning and personal growth. Effective processes are used to guide staff appraisal and to meet the Education Council requirements for issuing and renewing teachers’ practising certificates.

The school continues to provide suitable premises and equipment. Students learn in spacious environments well suited to delivering the curriculum. They benefit from the church complex’s facilities, including a large multi-purpose room which is used for physical education, wet day recreation, kapa haka and whole school activities. There is a well-equipped computer suite and a science laboratory to support specialised curriculum programmes for senior students. The school has plans to continue improving the condition of the outside field and car park area.

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

4 Conclusion

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

21 September 2018

About the School

Location

Wiri, Auckland

Ministry of Education profile number

1655

School type

Composite (Years 1 to 15)

School roll

140

Gender composition

Girls 54% Boys 46%

Ethnic composition

Māori
Pākehā
Pacific
other Ethnic Groups

90%
4%
5%
1%

Review team on site

August 2018

Date of this report

21 September 2018

Most recent ERO report(s)

Private School Review
Private School Review
Private School Review

October 2013
August 2009
September 2006

Findings

On the basis of the information obtained during the review, ERO considers that Destiny 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.

2 Criteria for Registration

Destiny School is a fully registered composite school catering for students in Years 1 to 15. The school provides a sound education based on its philosophy of learning and teaching. The curriculum holistically addresses students’ intellectual, social, emotional, physical and spiritual development. The strong links between the school, church and its community enhance the values and beliefs that underpin the unique special character of the school.

The school is structured in four areas based on student year levels. This enables a progressive learning programme and smooth transitions through primary to secondary. The structure also enables the development of a seamless curriculum through the year levels.

The school’s curriculum is based on a Tripartite Education Programme (TEP) which reflects the school’s philosophy. The curriculum is designed around the Cambridge International Curriculum framework. The New Zealand Curriculum has also been integrated into this framework. Clear documentation guides teachers in implementing learning programmes.

Students continue to progress and achieve steadily in most areas across the school’s curriculum. School leaders have strengthened the analysis and use of student achievement information. Teachers make good use of data to inform their teaching and report on student progress and achievement. The principal has plans to further extend the use of data to improve student achievement.

Teachers have continued to provide comprehensive reports to parents. They now also provide a well informed analysis of school wide achievement in reports to school governors.

Teachers are innovative, committed and professional in their approach to teaching and learning. They use good instructional teaching strategies and regularly reflect on their practice to improve outcomes for students.

Students are purposefully engaged in their learning. They are supported by clear routines and appropriate resources and work independently and co-operatively. Students set personal learning goals and are encouraged to take responsibility for their learning.

The principal and team leaders provide effective professional leadership. They work collaboratively to sustain a culture of high expectations and continuous improvement. Sound appraisal processes are linked to appropriate professional development opportunities. School leaders model effective self review processes across all areas of school operations.

Leadership has been strengthened in the school through restructuring and the recent appointment of four team leaders. Distributed leadership has enhanced support for teachers. The school provides appropriate staffing at all year levels and for a wide range of specialist learning areas.

The wide range of support personnel involved in students’ learning is an additional strength of the school. Personnel include teacher aides, volunteer helpers, church leaders, and the wider community. The school, church and community work together to focus on success for the future lives of students. Destiny school and the church community have a commitment to build capability to enhance the sustainability of the school.

Teachers are very committed to the school’s vision and philosophy. They are passionate about the school’s current developments and future direction. A next step for school leaders is to consider ways in which they can consolidate and manage organisational systems to support staff work load and time management.

The school has recently moved into new premises that are still under construction. These extensive facilities have been designed to support the schools learning philosophy and future direction. The school has effective systems in place to manage health and safety processes and requirements.

Junior classrooms are well resourced, attractive and conducive to learning, with opportunities for flexible use of space and equipment. Many of the secondary learning areas are currently still under construction.

Classrooms are well resourced for Information Communication Technologies (ICT). There is also a well equipped computer suite. Students and teachers use ICT well as part of curriculum programmes.

The school managers have attested they comply with the provisions of section 35G in respect to their being fit and proper persons to manage the school.

3 Other Statutory Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met.

4 Conclusion

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

Dale Bailey

National Manager Review Services Northern Region

4 October 2013

About the School

Location

Wiri, Auckland

Ministry of Education profile number

1655

School type

Composite (Years 1 to 15)

School roll

161

Gender composition

Girls 83 Boys 78

Ethnic composition

Māori

NZ European/Pākehā

European

Asian

Other

132

11

13

2

3

Review team on site

August 2013

Date of this report

4 October 2013

Most recent ERO report(s)

Private School Review

Private School Review

Private School Review

August 2009

September 2006

October 2003