PRIVATE SCHOOL REVIEW REPORT: WENTWORTH COLLEGE
1. BACKGROUND
Introduction
The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.
Under section 35A of the Education Act 1989, private schools are required to be “efficient”. The Act defines “efficient”, in relation to a private school as –
- Having suitable premises, staffing, equipment, and curriculum; and
- Usually providing tuition for 9 or more students who have turned 5 but are under 16; and
- Providing suitably for the inculcation in the minds of students of sentiments of patriotism and loyalty; and
- Giving students tuition of a standard no lower than that of the tuition given to students enrolled at… schools of the same class.
This report focuses on the extent to which the school meets this requirement and other statutory obligations.
This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
About the School
| Location | Gulf Harbour, Whangaparaoa |
| Ministry of Education Profile number | 484 |
| School type | Secondary (Year 7 – 15) |
| Decile rating¹ | 10 |
| Number of Teachers | 19 |
| School roll | 205 |
| Ethnic composition | NZ European /Pakeha 80%, Maori 1%, other European 15%, other 4% |
| Gender composition | Male 54%, Female 46% |
| Review team on site | Aug-09 |
| Date of this report | 13-Oct-09 |
| Previous ERO report | Private School Review, December 2006 Private School Review, October 2003 |
2. EFFICIENT
Wentworth College is an independent, coeducational school designed to cater for students from Years 7 to 15. The secondary school maintains strong links with the adjacent primary school, which operates under the same principal and board.
Previous ERO reports in 2003 and 2006 acknowledged the high quality education that the school provides in a positive and caring environment. The founders’ commitment to providing an all-round education in an environment that is both supportive and challenging is reflected in the work of senior leaders and staff The investment in high quality buildings and equipment, generous staffing ratios, and ongoing professional development has been significant. The benefit is evident in the high levels of student engagement in academic learning and in an extensive range of sporting, cultural and social activities. Students thrive in this environment of mutual respect and support.
The 2003 ERO report acknowledged that the principal and deputy principal were committed to ensuring that programmes and learning opportunities enabled every student to achieve his or her personal best. Senior staff have continued to work collaboratively to manage the growth of the school. They provide a model of enthusiastic leadership and engagement in the life of the school that encourages all staff to enjoy not only their teaching but also participation in a diverse range of activities to support the growth and development of students.
Suitable curriculum and standard of tuition
The expectations of teaching and learning at the school are based on principles of mutual respect, enjoyment of learning, and engagement. Classrooms are purposeful and students clearly enjoy the opportunities they have to explore ideas and to establish a sound knowledge base. Teachers are skilled at questioning and exploring ideas with students in a climate in which students can take risks intellectually and be supported by teachers and fellow students. Small class sizes, and the respectful relationships evident between teachers and students, and among students, foster a climate of exploration and personal challenge. Students are encouraged to respect and acknowledge achievement in a wide range of areas.
Students achieve well in National Certificates of Educational Achievement (NCEA). In 2008, over half of the students achieved merit or excellence endorsements. Monitoring these results overtime will enable senior staff to compare the achievement of students at the school with that of students in similar schools. Teachers make increasing use of standardised assessment tools at Years 7 to 10 to enable them to determine how the achievement of these students compares with that of students nationally.
Teachers with curriculum and subject areas responsibilities make very good use of NCEA data to analyse the programmes they are providing and to identify the extent to which they are meeting the needs of the students. Care is taken to ensure that moderation processes are accurate and timely. Students benefit from the wide range of courses available.
Teachers link the contexts and achievement objectives of the current New Zealand curriculum into their schemes and programme planning. They incorporate New Zealand contexts into many of their teaching programmes, particularly in the humanities and arts subjects. Teachers’ emphasis on developing students’ cognitive and personal skills is in accordance with the key competencies of the revised New Zealand curriculum.
Suitable staffing
The board places a premium on employing well qualified staff who are likely to contribute effectively to the wider life of the school. Good systems are in place to make expectations clear and a collegial culture has developed.
Good systems have been set up to manage the performance of staff. Teachers have opportunities for ongoing professional development in good teaching practice in both subject-specific areas and across the curriculum. The next step is to link teachers’ appraisal more closely to their individual professional development programme.
The particular focus for professional development over the last year has been on preparing to teach the Cambridge International Examinations (CLE) curriculum as the board wishes to introduce this qualification system.
The principal and deputy principal provide strong professional leadership as the school continues to develop and increase in size and complexity. Staff who have responsibility for specific areas of the school are encouraged to reflect on their areas and to use all available data for self review and forward planning. The school culture of high professional standards and commitment to the wellbeing of the students and staff is a fine model for emergent leaders to emulate.
Suitable premises and equipment
The growth of the school over a short period of time has been considerable. Significant new developments include the provision of all-weather Astroturf facilities and the expansion of specialist technology provision, as well as good ongoing provision of resources to support teaching and learning. Well planned premises and equipment now make it possible for older students to select different technology subjects, including food technology, hard material and fabrics, that link together with a common emphasis on design and problem solving, and enable students to design and create worthwhile projects.
Science laboratories are designed to facilitate hands-on learning and students are actively engaged in experimental work for much of the time because the good standard of resources and equipment make it possible. Specialist provision of art, music, science, technology, physical education and health is a feature of the Year 7 and 8 programme.
Sports facilities have always been a feature of the school. The very large gymnasium, dance studio and weights room are all part of a complex that promotes physical activity. The well developed strategic plan for this part of the school is a very good model for future growth and ongoing self review.
The development of the library is particularly noteworthy. In a comparatively short period of time, an attractive facility has been developed that provides students with easy access to independent research, including a very good range of appropriate periodicals, and a wide and well selected stock of material to promote the love of reading.
Patriotism and loyalty
The school continues to promote suitable values of patriotism and loyalty. Students are encouraged to contribute to the community and to develop individual leadership skills that demonstrate high standards of ethical conduct and personal and social responsibility. Lessons and resource materials are firmly grounded in a New Zealand context and, at the same time, students are encouraged to consider global issues and complexities.
3. STATUTORY OBLIGATIONS
Wentworth College meets its statutory obligations. Good systems are in place for monitoring regulatory compliance and for reporting to the board.
4. 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.
Wentworth 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. 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.
Wentworth College currently has ten international students enrolled. The college caters for international students from Year 7 onwards.
The school complies with all aspects of the Code.
Good systems are in place to ensure that students are well looked after. Key staff monitor students’ accommodation and ensure that all-information held by the school is up to date. The challenge of integrating international students fully into the life of the school is met in part by the careful selection of host families who are able to support international students and provide them with an appropriate social context.
English language support is provided in a withdrawal class each week for those students who need that level of support. Students are encouraged to set appropriate language goals and to take pleasure in their growing English language skills. The English language support programme is complemented by a social programme that encourages the students to develop friendships and explore the environment.
Teachers’ high expectations, and students’ evident enjoyment of school, create an environment in which international students are likely to be successful. Their progress, and the quality of the programme provided for them, is carefully monitored.
Wentworth College makes good provision for international students.
5. CONCLUSION
Wentworth College is deemed to be efficient, as defined within section 35A of the Education Act 1989. It complies with all components of its suitability statement and continues to provide high standards of education and care for students.
SIGNED
Dr Graham Stoop
Chief Review Officer
13 October 2009
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Our school policies are reviewed and updated regularly.
To request a copy of any policy, please contact the Board Secretary and EA to the Principal, Bruce Tong by emailing Gail Clews at: gclews@wentworth.school.nz. Printed copies are also available for viewing at the school office.
Administration
| Animals in School |
| Behaviour Management |
| Complaints |
| Board Conflicts of Interest |
| Personal Mobile Phones & Electronic Devices |
| Privacy |
| School Reviews |
| Use of ICT by Staff and Students |
Administration
- Academic Excellence
- Assessment & Reporting
- Assessments for Students with Special Needs
- Copyright
- Counselling & Career Guidance
- Curriculum Delivery
- Curriculum Review
- Homework
- Parent Interviews
- Patriotism and Taha Māori
School Life and Rules
Wentworth College school life and rules are printed at the front of the Wentworth College homework diary. A full copy is available from the school's office.
Wentworth Primary school life and rules are printed in the Guide for New Parents Handbook that new families receive on enrolment of their child.
Transport
Wentworth College offers a dedicated contracted bus service with convenient pick-up points at Silverdale, Orewa, and various locations along the Whangaparaoa Peninsula.
In addition, the College operates seven of its own buses, providing transport for students from a wide range of areas, including Matakana to the north, Kaukapakapa to the west, and Albany Village, East Coast Bays, Dairy Flat, and Milldale.
This extensive network ensures students from across the region have reliable and accessible transport to and from school each day.
The School Day
The Primary School day runs from 9am to 3.10pm, with sports and cultural activities held either during breaks, or before / after school and on Saturdays.
The College teaching day runs from 8.40am to 3.20pm, with sports and cultural activities held either during breaks or before/after school and on Saturdays.
Sport
At Wentworth College we offer students the opportunity to participate in as many different sports as possible
Summer Sports (Terms 1 & 4)
Athletic
Badminton
Basketball
Cricket
Golf (Premier League and 'Learn to Play')
Rowing
Sailing (Academy and ‘Learn to Sail’)
Summer Soccer
Swimming
Tennis
Touch Rugby
Volleyball
Winter Sports (Terms 2 & 3)
Badminton
Basketball
Cross country
Hockey
Netball
Rugby*
Water Polo
*composite team with other schools
Pastoral Care and Guidance
Wentworth operates a family ‘House’ pastoral care structure, with each student placed in a House from the time of their enrolment. Within each House, students are assigned a Tutor Group which meets once a day with the Tutor’s role being to keep an oversight on each student’s attendance and progress, and to counsel them if needed. Deans also operate as part of the caring and guidance system, being there to help the students and guide them when necessary. As students move into the senior school, careers guidance is also available through the Deputy Principal.
The College is committed to the pastoral care of students. This commitment enables every student to make a confident transition from school to work or tertiary study.
Standards of Behaviour
While at school students are expected to behave with courtesy and consideration, thus contributing to an environment of mutual respect and support.
Behaviour Outside School
When travelling to and from school, the school uniform must be worn correctly and a high standard of conduct exhibited at all times. Students should be aware that when in uniform, their conduct reflects upon both themselves and the reputation of the College.
Smoking, Alcohol and Drugs
Students must not be involved with cigarettes, alcohol or drugs at school, or to and from school, or on any occasion when they are wearing school uniform, or at any function held under the control of the College. The school will view such involvement (in possession, use or association with the activity) as a serious offence. The Police Youth Aid will be given the details of any Wentworth student who becomes involved in criminal activity while at school or while taking part in any event associated with the school.
General
Students are under the school’s authority from the time they leave home until they return home, or at any function held under the control of the College.
Electronic games, CD players, I’pods, matches, lighters, or any dangerous implements must not be brought to school.
All clothing, books and sports gear must be clearly named. No responsibility will be taken for lost property, but considerable effort will be made to find it if clothing and equipment are named.
Students are not to chew gum.
No school-age or personal friends of students may be on school grounds during school time.
Bicycles may not be ridden in the school grounds and there must be no doubling.
Damage, such as broken windows, must be reported to the school office. Students must be prepared to pay for damage caused.
If parents wish to locate their children during the day or after school, they are requested to enquire at the school office. If parents wish to discuss a problem with teachers, they are requested to make an appointment.
Internet and Computer use
All students at Wentworth College are issued with their own individual login name and password, giving them access to the school’s internal network, email and internet. Prior to being given their login details, both the student and a parent/caregiver must sign an Computer Agreement, indicating their acceptance of, and agreement with, the conditions of use stipulated in the Agreement. Disciplinary action will be taken against any student found to be breaching the terms of the Agreement.
Download the 
Internet /Computer and Computer Peripherals Agreement.
Homework
Students receive regular homework, set to allow them to practise and consolidate skills previously taught at school and to develop personal study skills. Homework is expected to be completed or a note should be produced. Because students work at different speeds, it is difficult to lay down guidelines for hours of homework, but students in Years 7 and 8 will normally have about 45 minutes of homework each night, whilst students in Years 9 to 11 will normally need to do one to two hours homework.
Homework includes:
- reading and background research
- preparation of new work
- learning vocabulary
- revision and practice exercises
- revising for tests/examinations
- preparation of projects or assignments
Parents can assist by:
- taking an interest in homework
- checking a student’s homework
- helping students plan their time
- providing a quiet place or room
Textbooks and Stationery
It is each student’s responsibility to ensure that school textbooks are cared for and returned after use in the best possible condition. Damage resulting from a lack of care will be charged. Stationery lists are posted on the school website showing the requirements for each subject, with each list broken into 2 sections. It is the student’s responsibility to purchase items in the first section, whilst items in the second section will be supplied by the school and invoiced to parents.
School Lunches
Most students bring a packed lunch from home, but we also have a same day food delivery service through www.ezlunch.co.nz If you place a food order by 9am, it will be delivered at lunchtime. On Monday, Tuesday and Wednesday, you can place an order for sushi, and Thursday and Friday is a range of items from Go-Deli catering. You can see the full menu here Term 1 Menu.