ERO Report

2009 Education Review Office Report

Springbank School is an independent school with a strong commitment to assisting students to develop into confident young adults with strong self belief. Students from Years 1 to 13 are provided with many opportunities to develop positive personal attributes and skills in a supportive learning environment. The school has a purposeful ethos and students of all ages work together in innovative ways for the service of others.

Suitable premises and equipment

The school is on a large site with buildings that have been thoughtfully designed for school use. The indoor and outdoor premises are spacious, well laid out, and are conducive to learning. There is covered access between buildings, sun shelter for students, and good provision of outdoor seating. Effective systems are in place for managing the health, safety and hygiene of the premises.

Since the 2006 ERO report, the proprietors have continued to develop the property and have improved facilities for students and staff. Developments include the establishment of a pre-school on the property adjacent to the school, improved car parking and the provision of air conditioning in a number of rooms. Extensive provision for outdoor activities has been further enhanced by the addition of a beach volleyball court and a BMX track. All school buildings are attractive and well maintained.

Classrooms are suitably equipped and teaching programmes are well resourced. The proprietors have continued to extend the range of resources and equipment available to students in the science laboratory, the library, and in the provision of information and communication technologies (ICT). The parent group, ‘Friends of Springbank School’, continues to support and resource aspects of the school programme. Equipment and resources are well managed and are readily accessed by staff and students.

Suitable staffing

The 2006 ERO report noted that the principal, who is also the proprietor of the school, endeavoured to employ staff whose teaching philosophy and values aligned with those of the school. Teachers continue to maintain positive and respectful relationships with students and their families. This good practice reflects the principal’s goal of providing students with a warm and inclusive school environment. Supportive relationships between students and staff contribute to the family atmosphere of the school.

Staff actively support the entrepreneurial character of the school. Many of the teachers have backgrounds in the business world and are able to incorporate their previous work experiences into their teaching programmes where appropriate. This breadth of experience means that teachers are valuable role models for students and that they can provide useful mentoring for students to prepare them for future employment.

The staff appraisal process has an appropriate focus on supporting teachers in their professional growth. Teachers report that they have good opportunities for personal professional development and many belong to curriculum subject networks and receive support from the school to attend professional conferences.

Suitable curriculum and standard of tuition

Springbank School continues to provide its students with a good standard of educational and extra-curricular opportunities. Since the 2006 ERO review, the principal and staff have progressively introduced the Cambridge International Examination (CIE) programme into the school. Programmes for students up to Year 11 are currently based on both the CIE syllabus and the New Zealand curriculum.

Students experience positive and well managed classrooms at all levels of the school. They work purposefully and are respectful to and appreciative of their teachers and peers. Students are generally articulate and confident learners who value the opportunities provided by the school.

The academic curriculum is based on the CIE programme, which is currently taught from Year 1 to Year 11 and will be available to all year levels in 2011. The Primary Programme (Year 1 to 6) and the Checkpoint Programme (Year 7 to 9) focus on learning in English, mathematics and science. The other curriculum areas are currently based on the New Zealand curriculum. Older students benefit from specialist subject teaching that includes second language learning. Teachers have made good progress towards introducing the key competencies, attitudes and values of The New Zealand Curriculum.

The two year International General Certificate of Secondary Education (IGCSE) programme for students in Years 10 and 11 provides an international qualification pathway for students and will be complemented by Advanced Subsidiary (AS) and Advanced (A) Levels at Year 12 and 13 respectively in the next two years. Teachers participate in national conferences to gain professional development in CIE teaching and learning.

Students in Year 12 and 13 currently gain qualifications from the National Qualification Framework through courses of study in the National Certificates in Educational Achievement (NCEA). The school provides a good range of academic and vocational options, some of which are provided through The Correspondence School. A feature of the school is the full science course available to students at a senior level.

Students generally demonstrate very good levels of achievement. A number of students receive national recognition for their outstanding achievement in individual subjects. Over the last three years, students have consistently achieved NCEA pass rates of between 85% and 100% at Levels 1, 2, and 3. In 2008, over half the students who sat NCEA at Level 1 achieved merit and excellence endorsements.

The school’s enterprise programme is an integral part of the curriculum, and students at every level have opportunities to learn and apply enterprise skills and knowledge. The programme emphasises innovation and entrepreneurial skills, and the school has won the National BP Community project and/or the ‘innovative product award for the last four years. Students are justifiably proud of their school and their achievements. They are motivated in their work and enjoy engaging in purposeful learning contexts and activities.

Students are provided with a wide variety of extra- and co-curricular activities, including opportunities to participate in school camps, academic competitions, science and technological fairs, community projects, and cultural and sporting events. The music, athletics and tennis academies provide extension for students with special interests and abilities in these areas. Students have good opportunities to develop and demonstrate their emerging leadership skills in a variety of settings.

Patriotism and loyalty

Private schools are required to ensure the inculcation of appropriate patriotism and loyalty of students. The school charter and strategic plan incorporate the National Education and Administration Guidelines. Teachers continue to improve their delivery of both the CIE and the New Zealand curriculum.

Teachers use a range of bicultural contexts within learning programmes and continue to provide authentic ways for students to experience local Māori culture, protocol and language, as outlined in the school’s Treaty of Waitangi policy.

The school and students are active contributors to the wider community and have successfully undertaken a number of major projects. These include the refurbishment of a local railway station and the construction of a landing pad for the rescue helicopter. Students also participate in a wide range of sporting, academic, cultural and enterprise activities at regional and national levels. Students’ personal successes, and their contributions to the community, are encouraged and celebrated throughout the school.

Statutory Obligations

The school meets its statutory obligations.

Other Matters

Provision for International Students

Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support:

Springbank 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. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students. Springbank School currently has one international student enrolled.

The school complies with all aspects of the Code.

Areas of good practice:

School environment: The inclusive social environment of the school and the small class sizes benefit international students.

English language support: English language support for students is provided if required. In all cases to date, parents have opted to have full English language immersion for their children, rather than specialist language tuition.

Conclusion

Springbank School provides students with suitable premises, equipment, staffing and curriculum. Students benefit academically and socially from attending this school. They have many opportunities to develop positive and entrepreneurial attributes and skills to assist them with lifelong learning. The students receive a good standard of education and care and the school meets its statutory obligations.

The school is deemed to be efficient under section 35A of the Education Act 1989.