ERO Report

Nelson College Prep. Dept. shares the same site as Nelson College. The preparatory school recognises the impact of positive male role models and actively promotes a responsive learning environment for boys to pursue academic, physical and personal endeavours.

The boys have access to the college facilities and sports grounds, including the whare, gymnasium, library, technology suite, sports courts and swimming pool. Resources in the local environment are well used to extend students’ learning through regular education-outside-the-classroom experiences.

The school consists of four classrooms, an administration space, resource area, and other well-maintained facilities. Buildings and equipment continue to be suitably maintained. Classroom learning environments are attractive, providing a safe and supportive atmosphere for learning.

The curriculum reflects the New Zealand Curriculum and gives priority to literacy and numeracy. Children receive tuition from staff members who have a wide range of experience and knowledge. They benefit from Nelson College specialist teachers for programmes in languages, technology, food, music, philosophy and future-problem solving. Children requiring additional support or with special abilities have their needs met through learning support and enrichment programmes. Leadership skills for boys are promoted, particularly through a range of sporting contexts.

The use of digital technologies is well embedded in teaching and learning. All students have good access to computers and electronic-learning support. A large proportion of boys bring their own digital device to school.

Teachers are involved in processes to reflect about the quality of their professional practice. The focus is on how well they support children’s learning. They are provided with clear expectations and guidelines to carry out this professional reflection. Staff members effectively model the school’s values which are displayed in the learning environment.

A new system to closely track children’s literacy progress has been introduced and the head teacher has identified the need to do the same with mathematics.

Teachers are supported by useful professional development to effectively deliver the school’s curriculum. There is a developing culture of collaboration with departments from the college to improve Year 7 and 8 students’ learning and their transition into the college. Prep school teachers are committed to fostering a range of ways to effectively engage boys in their learning.

Parents are well informed about their child’s progress, achievement and curriculum activities. A range of assessment tools is used across the curriculum and reporting to parents occurs on a regular basis. Parent involvement and feedback are encouraged and enhanced by a range of school activities which foster this relationship. The head teachers’ vision is to create a learning culture which respects a ‘boys’ world’. This recognises the environment boys enjoy and supports them to be purposeful, respectful, engaged in their learning, and prepared to act.

Effective pastoral-care processes, including a house system, ensure children’s wellbeing is monitored. There are positive relationships between teachers and children and among children. A planned programme supports children and their families to make the transition into the college.

The head teacher identified the need to continue to explore opportunities for greater collaboration with the college.

The school enjoys extensive support from its community. Parents attend school events and actively support their boys’ education. They are consulted regularly about the decisions that involve their children.

Other Obligations

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

Other Matters

Provision for international students
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. The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code, by December 1st 2016.

The school’s self-review process for international students is thorough. At the time of this review, there were two international students attending the school.

The pastoral-care programme effectively monitors and responds to international students’ needs and wellbeing. The students are well supported by the English for Speakers of Other Languages teacher. They are fully included in the school’s learning culture and wide range of school and hostel activities.

Provision for students in the school hostel
At the time of this review, the two international students were being accommodated in the Nelson College hostel. The hostel manager has attested that all the requirements of the Hostel Regulations are met.

Effective procedures and systems provide strong support for boarders’ welfare. A special focus is placed on younger boarders. Their wellbeing and learning needs are well managed. They benefit from a variety of enjoyable experiences after school and in the weekends.

Conclusion

On the basis of the information obtained during the review, ERO considers that Nelson College (Prep. Dept.) meets the criteria for registration as a private school set out in the Education Act 1989.

Dr Lesley Patterson
Deputy Chief Review Officer Te Waipounamu Southern
15 December 2016