St Margaret's College

Findings

On the basis of the information obtained during the review, ERO considers that St Margaret's College 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 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

St Margaret’s College is an independent school founded on the Anglican faith. It is located in Merivale, close to central city Christchurch. The college is governed by a Trust Board and provides education for girls from Years 1 to 13. There is also a pre-school onsite, which supports a planned approach to transition to school and allows young children to access school facilities and resources.

The college continues to meet the criteria for registration as a private school.

Suitable Curriculum and Tuition

St Margaret’s College is a school community that is founded on the Anglican Christian values of honesty, integrity, loyalty, caring and compassion which fosters a holistic approach to learning. There is a strong focus on girls’ spiritual and emotional wellbeing as well as their academic success. A family-like atmosphere contributes to a supportive and inclusive environment. Respectful and positive interactions between staff and students are clearly evident. The college maintains close links with the parent and past pupil communities.

Teaching and learning is underpinned by a coherent, well-structured curriculum that reflects the New Zealand Curriculum (NZC). Dual academic pathways for senior girls provide a choice of qualifications, with both National Certificate of Education Achievement (NCEA) and the International Baccalaureate (IB) Diploma offered. Each pathway is equally valued and expectations for achievement are consistently high.

The college is strongly focused on supporting girls to attain academic excellence. Considered and planned transitions between the three levels of the college provide a cohesive pathway. Successful learning foundations are established in the junior years and are extended through the middle school. The college has consistently gained very high levels of NCEA achievement over time. There are very high rates of achievement of University Entrance. A high majority of IB Diploma candidates have gained the qualification.

Girls are highly engaged in learning and benefit from a holistic education. They are provided with programmes that are flexible and responsive to their individual learning needs, strengths and interests. Staff enable girls to take responsibility for their own learning and they are encouraged to develop a sense of self-efficacy. Well-constructed, regular feedback about learning strengths and improvement priorities supports girls to achieve their academic, personal and wellbeing goals. Student, parent and community voice is highly valued and used to inform decision making by the Trust Board, leaders and teachers.

The college’s many specific and targeted programmes encourage working together as a community to help girls develop a sense of empathy, resilience and personal responsibility. The broad range of extra-curricular activities extends learning experiences and provides opportunities for older and younger girls to work together. A high proportion of girls are involved in the many opportunities available for leadership, sporting activities and the performing arts.

School leaders need to continue to strengthen bicultural practices and programmes across the college.

Suitable staffing

The college provides suitable staffing and standards of tuition. All teachers are qualified and registered.

A robust performance management process is consistently applied across the college. There is a strong focus on individual accountability and appropriate support for teachers is provided. Leaders ensure the appraisal system is in line with the Education Council requirements and current best practices.

The teaching inquiry process is used as a deliberate focus for raising awareness about student and staff wellbeing. This is helping to ensure a cohesive and collective approach to building shared understandings about current strengths and future improvement priorities. Teachers’ professional learning and development is clearly aligned to the college’s priorities and future direction. Good use is made of individual staff strengths across the life of the college.

Since the last ERO review, a new executive principal and some senior leaders and staff have been appointed. The executive principal has overall responsibility for the college and preschool.

Suitable premises and equipment

The Trust Board has continued the extensive rebuild of its buildings and facilities that were damaged due to the 2011 Canterbury Earthquakes. As part of this process the Trust Board has ensured that the premises best meet the current and future educational and extra-curricular needs of St Margaret’s College learners.

The college grounds and facilities are attractive and well maintained. High quality resources and specialist facilities enables a wide range of opportunities to extend girls’ learning across and beyond regular curriculum areas. Many of the college’s facilities are well utilised by the wider community, which supports the focus of girls engaging with service and giving back to the community. Systems for monitoring and reviewing health and safety provisions for staff and students are thorough.

The college’s managers have attested that they comply with the provision of section 35G in respect to their being fit and proper persons to manage the college.

3 Other Obligations

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

4 Other Matters

Provision for international students

The college 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. The college has attested that it complies with all aspects of the Code.

At the time of this review there were 19 international students attending the college, including 4 exchange students. All of the international students enrolled at the college must either live at the hostel or in the care of their parents.

This review confirms that the college’s systems, processes and practices to support international students are robust. Strong pastoral care provisions support international students’ learning and wellbeing. International students are well integrated into life at the college. The effectiveness of the learning programmes is evident in the achievement of the girls during their time at St Margaret’s. The Dean of International Students is focused on increasing understanding and sharing of best practices through maintaining a close network with international student staff at other local independent schools.

Provision for students in the school hostel

The school hostel, St Margaret’s College, accommodates 132 students, 16% of the school roll. It is owned by the St Margaret’s Trust Board. The hostel owner has attested that all the requirements of the Hostel Regulations are met.

Hostel girls experience high levels of care and support for their physical and emotional wellbeing. They have access to many college facilities outside of school hours. The hostel is effectively managed and there is regular communication between the hostel and school staff which ensures a holistic understanding of each individual boarder. College leaders and hostel staff are highly responsive to feedback from the girls. They are continually identifying ways in which to upgrade and improve aspects of hostel life to best meet the needs of boarders.

5 Conclusion

On the basis of the information obtained during the review, ERO considers that St Margaret's College meets the criteria for registration as a private school set out in the Education Act 1989.

Alan Wynyard

Director Review & Improvement Services

Te Waipounamu - Southern Region

24 October 2018

About the School