Seven Oaks School

Findings

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

Seven Oaks School is a fully registered, private school providing education for children in Years 1 to 8. The school is part of the Holistic Education Trust which was established in 2006 and opened for students in 2009. It is governed by the trust and supported by a school board and parent circle. The curriculum has a focus on developing students’ creativity, self-awareness, social skills and connection with nature.

Since the 2014 ERO review, the school has experienced a number of changes including a move to the purpose built site in Halswell, in July 2017. There have been some changes in principals and staffing. A new principal was appointed towards the end of 2018. The position of deputy principal responsible for curriculum development has also been established. The school offers an externally provided programme for children with additional learning needs. Since moving to the new site in 2017 the roll has increased.

2 Criteria for Registration

Trustees and educators work collaboratively and show a strong culture of care, actively promoting the well-being of children. Teachers know students and their families well. A low student to teacher ratio enables greater individual attention. Teachers make appropriate adjustments to planning to meet and extend children’s learning based on their individual interests and strengths.

Suitable tuition and staffing is provided. Where any non-registered person is delivering a curriculum programme, the principal has attested that appropriate supervision is in place. Trustees ensure educators are provided with considerable and relevant professional learning and development. Leaders and teachers have continued to develop their knowledge and understanding of the school’s curriculum. This work is strengthening a shared understanding of the school’s philosophy and valued outcomes for learners. The appraisal policy and processes should be further developed and fully implemented to comply with Teaching Council expectations.

The school has a planned approach to extending buildings and landscaping the newly developed site. Purpose-built classrooms and large outdoor areas provide considerable opportunities for children to extend their learning and explore their natural environment. Children and the wider school community are actively engaged in decision-making and are taking practical steps to further enhance the grounds to better reflect the school philosophy.

The school’s holistic curriculum is well aligned to its philosophy. Teachers actively assist children to develop as self-motivated and peaceful individuals who feel empowered to make a difference in the world. There is a strong focus on children’s well-being, sense of self and global citizenship, with an emphasis on building character and emotional intelligence. The school community is supported to understand the school’s valued outcomes for children.

Children’s views and opinions are strongly valued. Personalised programs provide children with considerable choice about their learning. They are effectively taught how to reflect on their emotional well-being, progress and achievements and to set personal goals.

Children are well supported to understand their own learning and to share their knowledge and understanding with others. They have many opportunities for real-life learning experiences and to build positive relationships with others. This is assisting teachers and students to manage any challenging student behaviours that might arise. The school has identified, and ERO agrees that greater inclusion of a bicultural emphasis would further enhance curriculum provision.

Learning areas such as literacy and numeracy are woven into delivery of play-based and thematic programmes. Achievement information shows that children who have been at the school for some time achieve highly in these subjects. Children’s learning is effectively communicated with parents.

ERO has identified a need for school trustees to ensure policies and procedures are reviewed in a systematic manner so they are assured documents and practices are up-to-date and meet all legislative requirements, including the Vulnerable Children’s Act and the child abuse policy.

Since the onsite stage of the review the principal and board have begun to address the areas identified for improvement.

3 Other Obligations

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

4 Conclusion

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

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

15 April 2019

About the School

Findings

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

Seven Oaks School is a fully registered, private school. This full primary school is part of the Holistic Education Trust which was established in 2006. The school opened for students in 2009. The curriculum has a focus on developing students’ creativity, self awareness, emotional being, responsibility, social skills and for them to feel a connection with nature. The board is committed to low class numbers with the average class size at the time of this review being one educator to eight students. During the school day, students of all ages have opportunities to work together and support one another.

Since the 2010 ERO review, the school roll has doubled. The school is preparing to extend education to Year 9 students in 2014. A secondary trained teacher was appointed at the beginning of Term 4 to facilitate the transition. In addition, the board has purchased a large site in Halswell. Plans to relocate the school in 2016 are well developed and have involved the whole school community.

2 Criteria for Registration

The trust continues to provide an environment that reflects the school’s philosophy. Extensive outside areas offer significant opportunities for exploration, creativity and extending students’ understanding of the natural world. Students spoken to by ERO expressed their enthusiasm for learning this way. Educators value students’ opinions and provide many different ways for them to express themselves.

Although classrooms are adequate, the board plans to refurbish some rooms. As the secondary school is due to open, trustees and educators are carefully considering their use of space and provision for ongoing roll growth. ERO agrees that taking a carefully considered approach is useful.

The school continues to increase its range and availability of suitable resources. This is particularly noticeable in literacy, mathematics and Information and Communication Technologies. A small library has also been established. Students make good use of the many disposable resources to support authentic learning opportunities and individualised projects. For example, students have access to materials for building animal shelters and resources for craft work. Educators need to make sure safety guidelines are adhered to, in order to ensure students’ safe use of equipment.

Since the 2010 ERO review, there have been staff changes including a new principal, two full-time educators and several part-time staff. Trustees have developed useful guidelines to employ educators that can deliver the school’s holistic curriculum.

Educators have regular meetings to share and reflect on their programmes and practices. They work collaboratively to plan and implement programmes recognising the unique nature of each individual student and class groupings.

Since the 2010 ERO review, the new principal and the trust have further developed the educators’ performance management systems. Teachers benefit from analysed feedback from students, parents and co-workers during the appraisal process.

Trustees, the principal and educators are all involved in planning and participating in professional development to build a shared knowledge of the school’s curriculum and how to improve outcomes for students. Considerable time and commitment is given by all involved. A clear sense of direction is evident in the way the principal and trustees lead the school. The school continues to develop and review useful guidelines, policies and procedures to support the delivery of the school’s curriculum, student welfare and safety.

Calm, confident educators work in caring, thoughtful ways to nurture individual learning styles. They make themselves available to students and students’ parents and take time to discuss students’ learning and development. There are positive relationships between trustees, educators, parents and students.

The school’s curriculum suitably supports students’ different learning styles, needs and interests. Developing ‘The Brilliant Curriculum' is ongoing as the leaders prepare to extend into offering secondary schooling. The curriculum provides a wide range of learning experiences including core subjects, such as literacy and mathematics, and a variety of optional studies. Science and technology also have prominence. These experiences include an emphasis on practical learning, problem-solving activities and meaningful interactions with the wider community and its environment.

Students are given significant opportunities to work at their own rate, follow their interests and develop their thinking skills. As students mature, they are increasingly given more opportunity to say how their classroom, and the school, is run. There is a shared understanding about the importance of acknowledging students’ emotional behaviours. This is expressed well by students and educators. ERO observed that some students' understanding of their own actions and their impact on others requires a range of educators' skills.

Educators actively involve parents in their students’ learning through regular conversations, the school’s informative website and meetings. Educators track student learning in literacy and mathematics as well as collecting a wide range of other learner information to reflect the school’s unique curriculum. Next steps could include collating this information to provide trustees with knowledge about how successfully students are progressing through the school’s curriculum.

3 Other Statutory Obligations

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

4 Other Matters

As the school is growing, ERO identified, and trustees and the principal agree, it would be timely to review the way students follow safety guidelines in the school workshop.

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

5 Conclusion

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

Graham Randell

National Manager Review Services

Southern Region

17 January 2014

About the School