59 Hewitts Road , Merivale, Christchurch
View on mapERO 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 clauses 2 to 6, Schedule 7 of the Education and Training Act 2020.
Clause 9, Schedule 7 of the Education and Training Act requires the Education Review Office (ERO) to review private schools and to report to the Secretary for Education on whether each school meets the criteria for registration.
More information about ERO reviews of private schools can be found on ERO’s website Private and independent schools | Education Review Office (ero.govt.nz)
The criteria for registration are that the school —
a) has premises that are suitable, as described in clause 3, Schedule 7; 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 [clause 2(b), Schedule 7); 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 (clause 2(c), Schedule 7; and
d) has equipment that is suitable for the curriculum being delivered or to be delivered at the school (clause 2(d) Schedule 7); 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 clauses 2(e),(f) and 5, Schedule 7; and
g) has managers who are fit and proper persons (as described in clause 6, Schedule 7) to be managers of a private school; and
h) is a physically and emotionally safe place for students (clause 2(h), Schedule 7).
When an ERO report identifies an area within the criteria for registration that is not meeting the criteria at the time of the ERO review, that will be reported, the Ministry will be informed and the Ministry will follow up the issue with the school.
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Refer to conclusion below
A safe place is one in which risks to student safety are regularly assessed and evaluated with a view to eliminating, or at least reducing, harm. A safe place is one where clear policies exist and are acted upon to eliminate or minimise harm.
ERO’s judgement is based on the quality, intent and regular review of the school’s policies and procedures.
Please refer to conclusion below.
During the onsite phase of the review process, ERO identified the school was not meeting aspects of three criteria for registration as a private school:
c) In relation to the school 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 (as described in clause 2c, Schedule 7)
g) In relation to the school has managers who are fit and proper persons (as described in clause 6, Schedule 7)
h) In relation to the school being a physically and emotionally safe place for students (as described in clause 2(h), Schedule 7
ERO has received evidence to show that the principal and the board have taken steps to address most of these matters:
ERO considers that Rangi Ruru Girls’ School now meets the requirements in relation to school staffing (as described in clause 2c, Schedule 7) and in relation to the school being a physically and emotionally safe place for students (as described in clause 2(h), Schedule 7).
ERO finds that subject to the MOE assessment of managers as ‘Fit and Proper persons’, the Rangi Ruru Girls’ School is meeting all other aspects of the Criteria for Registration set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020 as noted above.
The school is a signatory provider to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were 24 international students attending the school.
Pastoral care is responsive and proactive with students having access to a wide range of support. International Students are very well cared for and experience opportunities to develop academically and socially. Students participate in the wider sporting, cultural and leadership opportunities within the school.
The school provides programmes that enable students to make progress in their academic studies and achieve their learning goals. The International Coordinator meets regularly with a member of the Senior Leadership Team to monitor and track the achievement and progress of International Students, as well as their wellbeing and integration into the school.
Internal evaluation processes are effective. The students are provided with opportunities to give feedback, and any emerging issues are addressed.
The boarding house, Te Whare Aroha o Rangi Ruru, provides accommodation for approximately 130 Year 9 – 13 students. The students live under one roof, with different accommodation options provided so that students are housed with their peer group and have differing levels of independence. Students have access to multiple, attractive spaces to meet and for recreation purposes, including quiet spaces.
Health and safety of hostel students is of paramount concern and students at Rangi Ruru Boarding House are provided with a safe physical and emotional environment that supports their learning and wellbeing. There are highly effective systems and processes in place at the hostel to manage safety and wellbeing. The Director of Boarding and other staff provide an environment where pastoral care is prioritised and procedures are consistent, clear and well understood. The hostel is inclusive and welcoming; an area for development, to be more culturally responsive, would be the integration of te reo, te ao Māori and tikanga Māori in hostel life.
Student and whānau voice is sought regularly, analysed and actioned where appropriate. Students are encouraged to participate fully in all aspects of the academic, cultural and sporting life of the college. Students’ learning is supported by supervisors during structured study time; the development of an academic strategy for hostel students would forge closer links between the day school and the hostel.
Shelley Booysen
Director of Schools
11 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls’ School meets the criteria for registration as a private school, as set out in the Education Act 1989.
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.
Rangi Ruru Girls’ School is a private secondary school located in Christchurch and is affiliated to the Presbyterian Church. It currently caters for 662 Year 7 to 13 boarding and day girls. The school is owned by the Rangi Ruru Girls’ School Board of Governors. The values of respect/whakaute, aroha; enthusiasm and endeavour/nanaiore and kipakipa; generosity of spirit/manaakitanga and integrity/mana are a key part of the school’s special character.
The broad and rich curriculum is suitable for teaching, learning and assessment.
The school’s curriculum is strongly based on the full intent of the New Zealand Curriculum, including the vision, key competencies and principles, and the school’s values. There is an intentional focus on developing students’ skills, attributes and dispositions for effective independent learning. The curriculum is responsive to the interests, needs and abilities of students. It is future focussed, involving coherent learning programmes and contexts in the areas of digital technology and sustainability.
There is appropriate support for all students to access the scope and richness of the curriculum. Learning support is wide ranging and includes supporting students to develop relevant and useful learning skills. The care and development team provides comprehensive and coordinated support for students’ wellbeing.
Since the 2015 ERO review the development of a Year 7-13 curriculum is allowing for greater continuity of learning for all students, and increased access to specialist teaching in Years 7 and 8.
Students have sufficient opportunity to learn through:
The school’s processes for performance development, and professional learning and development are effectively building the capability and collective capacity of teachers to:
The school’s appraisal process meets the requirements of the Teaching Council.
The school has suitable staffing.
Since ERO’s June 2015 review new appointments include the principal and the director of boarding.
All teachers are qualified and registered. There is an appropriate range and number of staff to deliver the learning programmes in relation to age, curriculum level and specialist subject provision.
The school’s managers and board members have attested that they comply with the provisions of section 35G in respect to their being fit and proper persons to manage the school.
The premises and equipment are suitable.
Since ERO’s 2015 review new outdoor hard court areas have been developed, the swimming pool has been repaired, and buildings have been returned to intended purposes as a result of the completion of major building projects.
The design of learning environments enhances opportunities for students to extend their choice of independent, collaborative and/or teacher-supported learning contexts. All classrooms are well equipped, including a range of specialist rooms and areas.
The school’s governing body is effectively monitoring and maintaining both the modern and heritage facilities for which it has responsibility.
There are effective systems in place to assure the governing body and senior leadership team that its other statutory obligations are being met.
The school is a signatory to the Code of Practice for Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 30 international students, including two short term, attending the school.
The school has attested that it complies with all aspects of the code.
This review confirms that the school’s self-review processes for international students are robust and lead to change when needed. The international student department, boarding house and school staff collaborate to ensure the international students’ needs are met during their stay. Valued outcomes for these students include academic and language learning, social interactions and participation in all that the school has to offer.
The school boarding house accommodates 137 students, including 28 international students. This is 21% of the school roll. It is owned by the Rangi Ruru Girls’ School Board of Governors. The hostel owner has attested that all the requirements of the Hostel Regulations are met.
Since the previous ERO review the new director of boarding has facilitated the following changes:
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls’ School meets the criteria for registration as a private school, as set out in the Education Act 1989.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
5 November 2019
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Location |
Christchurch |
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Ministry of Education profile number |
325 |
|
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School type |
Secondary (Years 7 to 13) |
|
|
School roll |
662 |
|
|
Number of international students |
30 |
|
|
Gender composition |
Girls: 100% |
|
|
Ethnic composition |
Māori |
8% |
|
Review team on site |
September 2019 |
|
|
Date of this report |
5 November 2019 |
|
|
Most recent ERO reports |
Private School Review |
June 2015 |
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls' School meets the criteria for registration as a private school set out in the Education Act 1989.
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.
The criteria for registration are that the school:
There are good systems in place for the school’s managing body to be assured that its statutory obligations are met. Rangi Ruru Girls’ School managers have attested that they comply with the provisions of section 35G in respect to their being fit and proper to manage the school.
Rangi Ruru Girls' School is located in Merivale, an inner suburb of Christchurch. Its special character is as a private and independent, Presbyterian Church school for girls in Years 7 to 13. Twenty percent of the girls attending the school are boarders.
Since the 2010 ERO review, there have been significant changes in the way the curriculum is delivered. This includes strengthening practices that promote students’ self-directed learning and the use of a wide range of technologies in a modern learning environment. Small class numbers and high adult-to-student ratios help to ensure the teachers know the best ways to support each student's learning.
The majority of students achieve at or above national norms. Students who have specific learning needs are well catered for with targeted teaching programmes. There are many opportunities for students to be challenged through the school’s wide range of extension programmes.
The school culture is based on well-understood values, positive relationships, care and wellbeing. Students are well supported by a range of qualified pastoral-care staff and specifically focussed programmes to meet their needs.
Students experience a wide range of curriculum and extra-curricular opportunities to extend their interests and knowledge. They have many opportunities to share their ideas and make decisions about their learning pathways. Effective links with the local and wider community support authentic and meaningful learning. This includes social actions such as finding ways to support local, national and international causes.
The managers and teachers have developed a highly reflective and evaluative culture of ongoing improvement. They are working to further embed recent initiatives and to integrate a coherent curriculum that focuses on wellbeing for girls.
The buildings and premises are suitable for teaching the school’s curriculum. They comply with local authority regulations and provisions of the building code.
Since the 2010 ERO review, there has been significant rebuilding, strengthening and modernisation of all buildings. Most of the buildings have either been replaced or redesigned as a result of the 2011 Canterbury earthquake or to meet the school’s future focus and strategic vision.
The buildings and grounds effectively support students’ interests across the breadth of the curriculum. The new buildings have been well designed to reflect modern learning practices and the school’s well-established traditions. The colourful and comfortable furniture in flexible learning spaces caters for differentiated teaching and learning styles.
The school’s technology policy of students bringing their own device (BYOD) is effectively meeting the needs of student learning. It is supported by staff expertise, current software, the school’s ICT infrastructure and the use of clear guidelines. The modern, high quality resources and equipment are well organised and easily accessible.
Rangi Ruru is suitably staffed to support the age range, curriculum and size of the school. There is a good balance of specialist, general and itinerant teachers who provide a range of opportunities to meet the needs and interests of the students.
The strong, stable leadership team is strategic and future focused. The board, principal, managers and teachers work collaboratively to improve and develop programmes to meet the diverse interests and abilities of students. A detailed and robust performance management system assists teachers to better support students' learning.
The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. Eighteen international students were enrolled at the time of the ERO review. The school has attested that it complies with the Code.
Managers have developed comprehensive policies and procedures that are regularly reviewed to meet the requirements of the Code.
Most international students live in the boarding house. This enables better student integration and immersion into the New Zealand culture. Students enjoy friendships within the boarding house and are included in a wide range of activities in school hours and weekends.
Students are well supported for their English learning needs. The new International Dean is reviewing current systems, including the orientation process and monitoring of student progress over time.
The school boarding house accommodates 98 students. This is 16% of the school roll. The boarding house is owned by the Rangi Ruru Board of Governors Inc. Girls’ School. The hostel owners have attested that all the requirements of the Hostel Regulations are met.
There is a very welcoming and friendly environment in the boarding house. Students:
On the basis of the information obtained during the review, ERO considers that Rangi Ruru Girls' School meets the criteria for registration as a private school set out in the Education Act 1989.
Graham Randell
Deputy Chief Review Officer Southern
16 June 2015
|
Location |
Christchurch |
|
|
Ministry of Education profile number |
325 |
|
|
School type |
Secondary (Years 7 to 13) |
|
|
School roll |
612 |
|
|
Number of international students |
18 |
|
|
Gender composition |
Girls 100% |
|
|
Ethnic composition |
Pākehā Māori Asian Other ethnicities |
78% 5% 9% 8% |
|
Review team on site |
April 2015 |
|
|
Date of this report |
16 June 2015 |
|
|
Most recent ERO reports |
Private School Review Private School Review Private School Review |
August 2010 September 2007 August 2004 |