AIDANFIELD CHRISTIAN SCHOOL SPECIAL CHARACTER REVIEW REPORT– DRAFT – NOVEMBER 2016

1. PreambleBy Deed of Novation, The Christian Schools’ Trust became the Proprietor of what was Canterbury Christian College in 2010. The Deed of Novation changed the name of the School to Aidanfield Christian School.

In 2012 a report on the Special Character of the School was prepared by the CST CEO Mark Larson. This was a brief report, of an informal nature, and predated the development of the Trust’s Special Character Review tool. (see Appendix 1)

In 2016 the Trust and the Board of Aidanfield Christian School signed off on a Memorandum of Understanding which formalised a number of customs and practices within the operational relationship between the Proprietor and the Board. The MoU included Special Character Guidelines. The Special Character Guidelines provide for a 3 yearly external review of the School’s Special Character commissioned by the Proprietor.

A new tool for these reviews has been developed by the Trust in consultation with its Member School Boards.

2. ReviewersThis review was carried out by Mark Larson (CST CEO) and Graeme Whitehead (Principal Excellere College).

Prior to being CEO to the CST Mark was Principal at Middleton Grange School – 1999 to 2010 and has undertaken a number of Special Character reviews in other similar schools including KingsGate School, KingsView School and KingsWay School.

Graeme participated in a similar type of Special Character Review at Excellere College undertaken by New Zealand Christian Proprietors’ Trust in 2013.

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3. Review Process3.1 Pre VisitBefore the Reviewers’ onsite visit (October 20/21) the following review actions were undertaken: Attestations were completed by the Board and the Proprietor around Legal Compliance

and areas of Good Practice (see Appendices 2 and 3) A range of documentation was provided to the Reviewers by the Principal. This

documentation constitutes some of the evidence for the Reviewers’ findings and recommendations. (see Appendix 5)

A Parent Survey was undertaken (see Appendix 6) It was agreed that the onsite visit would focus on gathering evidence relating to

Domains 1, 3 and 5 of the Dimensions of Effective Practice.Domain 1 – Leadership – The Senior Leadership Team collaboratively maintains and enhances the Special Character of the School.1.1 Establishes and assures an orderly and supportive environment conducive to student learning and well-being. Communicates and models clear and consistent expectations in relation to Special Character.1.2 Identifies and resolves conflict quickly.1.3 Provides multiple opportunities for students to provide feedback on the quality of their experience of the School’s Special Character.Domain 3 – Responsive Curriculum, Effective Teaching and Opportunity to Maintain and Enhance the Special Character of the School3.1 Effective and culturally responsive pedagogies promote and support student learning. Students and family identities are represented in the curriculum materials and the enacted curriculum.3.2 Pedagogy addresses spiritual formation and the development of Christian character.3.3 Differentiation in the use of multiple teaching strategies engages students and ensures a balance of surface, deep and conceptual learning.Domain 5 – Evaluation, Enquiry and Knowledge Building for Improvement and Innovation Maintain and Enhance the Special Character of the School5.1 Coherent organisational conditions promote evaluation, enquiry and knowledge building. Relational trust supports collaboration, risk taking and an openness to change and improvement.

3.1 Onsite3.1.1 The Senior Leadership Team (Mark Richardson, Paul Ferguson and Janice

Phillips – Kaye Lawn was absent during the Special Character Review on leave) presented to the Reviewers on recent highlights and challenges experienced in the maintenance and enhancement of the School’s Special Character. SLT presented their views on where the next significant steps were in the development of the School’s Special Character.

3.2.2 The Reviewers were given a tour of the School.3.2.3 A number of class visits were undertaken.3.2.4 Two teaching staff were interviewed individually. Paul Ferguson and Janice

Phillips were interviewed individually.3.2.5 Graeme Whitehead attended a Junior Assembly.

3.2.6 Graeme interviewed a group of Year 10 pupils.3.2.7 Graeme interviewed Eldrede Kahiya and Kiri Lee Williams (Proprietor

Appointees to the Board of Trustees).3.2.8 The Reviewers sighted further documentation including School Magazines

and Newsletters.3.2.9 Mark and Graeme presented their emerging findings and recommendations

to the SLT at the close of the onsite visit.

4. Executive Summary4.1 Overall the Reviewers found the School’s Special Character is being maintained and

enhanced at many levels and areas of School life. The Reviewers can assure the Proprietor that exceptional progress has been made since the change of Proprietorship to ensure staff, families and pupils understand and engage with the education with the Special Character provided by the School.

4.2 The Board and Proprietor Attestations did not bring to light any significant area of Compliance or Good Practice which is lacking. There are a number of pieces of work to enhance good practice.

4.3 The Proprietor and the Board have done a very good job of creating optimal higher level conditions to ensure the maintenance and enhancement of the School’s Special Character. (See 5.2.1 below for detail)

4.4 Working out of the strong explicit conditions mentioned above, the Board and Senior Leadership Team also recognises the particular context of Aidanfield Christian School in that it is non-denominational, an increasingly diverse community ethnically, and has experienced rapid growth and healing from a season of dysfunction and brokenness.

The level of Christian maturity of pupils and their families varies significantly.With all this in mind the Board and Senior Leadership Team have developed a high trust/high support environment for teacher development allowing them to use the platform of “explicit, clear and bold expectations” mentioned above to shape their own journey as a Christian teacher without the pressure to comply with a one size fits all model..

4.5 The Reviewers note that remarkable progress has been made since the change of Proprietorship and that the School continues to be a work in progress.Board and Senior Leadership Team are encouraged to be patient and realistic in terms of the rate of progress.Aidanfield can certainly celebrate many significant milestones since 2010 including the development of a Biblically-based curriculum in all learning areas, a rapid increase in extra-curricular opportunities, emergence of mission and service programmes, a maturing Middle School , growing International Student presence, a 4-5 year ERO return period, and the development of a strong Christian community spirit.Mark Richardson, Kaye Lawn, Janice Phillips, and more recently Paul Ferguson have been hugely instrumental in shaping and embedding the Christian culture now evident at Aidanfield Christian School.

If the School were to lose all of these four Senior Leadership Team members in a short period of time, what is in place to ensure the culture they have created will continue?

4.6 Patterns of PrayerThe Reviewers were very encouraged to discover widespread and authentic examples of both planned/formal and spontaneous/informal prayer in the life of the School. Parents, students and staff all actively participate. It is so good to see that the School has such a prayer covering.

4.7 DiversityThe Senior Leadership Team observed that with increasing ethnic and denominational diversity the School needs to respond with a Gospel educational message that is shaped for such an audience. SLT commented that it is easy to lapse into a “white/European/Decile 10 presentation of the Gospel. This is a considerable challenge and the Reviewers are pleased to see SLT recognise this need.

4.8 The Christian Schools’ Network and Communities of LearningThe School is working with the CSN on a proposal to become a Community of Learning. While the School is active in a number of other networks it recognises the case for being part of a faith based community is compelling. Areas of collaboration currently being designed by the CSN Principals offering exciting opportunities to maintain and enhance the Special Character of Aidanfield Christian School.

4.9 Parent Survey16 of 40 families contacted completed the survey.85 to 100% of parents responded that the School is doing either “well” or “very well”.68.75% considered “the School allows diversity of thinking around Christian faith and living”. 31.25% of parents considered “the School is doing okay” in this category.75% of parents considered “the School is doing well or very well” in maintaining “standards of learning and achievement that are high”. 25% of parents considered “the School was doing okay” in this category. 62.5% of parents considered “the School has excellent pastoral care”. 31.25% considered “the School was doing okay” in this area. 6.25% considered “the School is doing poorly”.Overall 100% of parents were either “satisfied” or “very satisfied” with the overall performance of the School taking everything into consideration.

4.10 Service and Mission ActivitiesSLT have identified, and the Reviewers agree, that meaningful and authentic opportunities for students to express their faith through service and missions is a priority. Increasing numbers of International Fee Paying students add to a real sense the school itself is a mission field.

4.11 Dimensions 1, 3 and 5 of Effective PracticeThe School is making good progress in the areas of Effective Practice chosen for this Review. The Reviewers discussed next steps with the SLT and these are recorded in 5.1 below.

4.12 The MOU and SC Guidelines developed by the CST and BoT are new and will require embedding and monitoring.

5. Other Findings and Recommendations5.1 Dimensions 1, 3 and 5

DOMAIN 1 – LEADERSHIP – SENIOR LEADERSHIP TEAM COLLABORATIVELY MAINTAINS AND ENHANCES THE SPECIAL CHARACTER OF THE SCHOOL

DIMENSION OF EFFECTIVE PRACTICE

COMMENDATIONS AND RECOMMENDATIONS SOURCES OF EVIDENCE

2. Establishes and assures an orderly and supportive environment conducive to student learning and well-being Communicates and models

clear and consistent expectations in relation to Special Character

Identifies and resolves conflict quickly

Provides multiple opportunities for students to provide feedback on the quality of their experience of the School’s Special Character

Commendations: Strong Biblical principles underpin all relationship

management processes and decisions. Prayer is a vital part of the school culture and is

evident in the daily life of the school. Christian worldview underpins the curriculum in all

Learning Areas, evidenced in documentation, classroom environments, staff planning, learning experiences and pedagogical practices.

There is strong collegial connectivity amongst staff, and an authentic outworking of this in practice.

A restorative process is in place to deal with any areas of possible conflict, underpinned by strong Biblical principles.

Recommendations: Explore further opportunities to develop an authentic

process to share special character with the community, perhaps video archiving events, student/staff/parent comments.

Explore the possibility of developing an area on the website where the school history is detailed, with a focus on special character.

Continue to explore how student feedback may be used to inform the process.

SLT koreroStaff koreroProprietor koreroPrincipal koreroDocumentation

DOMAIN 3 – RESPONSIVE CURRICULUM, EFFECTIVE TEACHING AND OPPORTUNITY TO LEARN, MAINTAIN AND ENHANCE THE SPECIAL CHARACTER OF THE SCHOOL

DIMENSION OF EFFECTIVE PRACTICE

COMMENDATIONS AND RECOMMENDATIONS SOURCES OF EVIDENCE

4. Effective and culturally responsive pedagogy supports and promotes student learning Student and family identities

are represented in curriculum materials and the enacted curriculum

Pedagogy addresses spiritual formation

Differentiation and the use of multiple teaching strategies engage students and ensure a balance of surface, deep and conceptual learning

Commendations: A welcoming and inclusive culture evident across

school. Use of prayer a strong aspect of school culture

(students, staff, Board, Proprietors). Learning Tree model, as Student Graduate Profile,

presents a powerful foundation for student character growth.

The Foundational Studies curriculum provides clear guidelines for the student special character journey through the school.

Students are encouraged to bring ‘who they are’ into the learning experience.

Reflective practice, as part of staff pedagogy, allows korero on challenging issues to be safe and supported.

There is an evident culture of supporting families that may be struggling with their own Faith journey, through prayer, advice, and acts of service.

There is a strong focus on growing student servant leadership as they progress through the school, with a specific focus of passing the baton from Year 10 to 9 with a three-day adventure/testimony experience at the end of the year.

Special Character PD provided by Dr Richard Neville ( Laidlaw College ) and Raymond Stripling ( Bethlehem

tertiary Institute ) has impacted many staff. Staff devotions challenging and nourishing. Significant emphasis on Biblical Literacy in the Junior

School.Recommendations: Continue to explore how to strengthen multi-cultural

responsiveness practices within special character. Explore how to strengthen student agency around

enabling their stories to lead special character culture. Explore capacity to lead development of a resource

base for special character component of learning (across NZ Christian schools).

Explore how to build on tukana-teina relationship opportunities throughout school.

SLT koreroStaff koreroProprietor koreroPrincipal koreroStudent koreroDocumentation

DOMAIN 5 – EVALUATION, ENQUIRY AND KNOWLEDGE BUILDING FOR IMPROVEMENT AND INNOVATION MAINTAIN AND ENHANCE THE SPECIAL CHARACTER OF THE SCHOOLDIMENSION OF EFFECTIVE PRACTICE

COMMENDATIONS AND RECOMMENDATIONS SOURCES OF EVIDENCE

1. Coherent organisational conditions promote evaluation, enquiry and knowledge building Policies, systems and processes

embed evaluation, enquiry and knowledge building

Relational trust supports collaboration, risk taking and openness to change and improvement

Sufficient resources are allocated to support change and improvement

Commendations: There is inherent engagement of staff in sharing their

Christian journey with others within a supportive high trust culture of love.

There is recognition of the unique gifts in us all and space for these to flourish.

There is the ability to have robust korero on challenging issues from Proprietors through to students.

There is a safe, supportive culture which allows for risk-taking through open-to-learning conversations and prayerful relationships between staff.

Recommendations:

SLT koreroStaff koreroProprietor koreroPrincipal koreroStudent koreroDocumentation

Look at developing ways to archive the celebration stories of the school, past and present.

Explore school-appropriate ways to evidence the special character aspect of appraisal.

Explore how to host Board/Proprietors on site to experience special character culture of the school.

5.2 General Findings5.2.1 With the change of Proprietorship The Christian Schools’ Trust and the Kings’ Christian School Trust provided robust documentation articulating the particular contours of the Special Character of Aidanfield Christian School along with advice and guidance around their delivery expectations for the Board of Trustees and PrincipalIn 2016 the Proprietor and Board agreed to adopt the “Special Character Guidelines” which further embedded shared understandings between CST, KCST and BoT around Special Character shape and delivery.The Principal, Mark Richardson, and The Christian Schools’ Trust CEO, Mark Larson, enjoy strong working relationship which focuses on ensuring any matters relating to the Special Character of the School are discussed and communicated and progressed as appropriate.The Board and Principal have put in place robust policies and processes to ensure those for whom the School was founded enjoy priority of enrolment, appointments to tagged teaching positions provide high quality teachers who are committed Christians and dedicated to integrating their personal faith to their teaching practice.Further the Board and the Principal have developed excellent policies and procedures to ensure the Special Character is reflected in curriculum design and review.The Senior Leadership Team have worked hard and successfully to mould a Christian community characterised by love, excellence and service.The Learning Tree captures how teaching and learning is intended to be at Aidanfield Christian School within the context of its Special Character and influences practice and culture at all levels.

The Charter states:

Aidanfield Christian School Mission (Our purpose)The school’s mission is to provide quality education based on a biblical Christian worldview enabling each child to fulfil their God-given destiny.

Aidanfield Christian School Vision (Our direction)Aidanfield Christian School exists to serve and work together with families in equipping children in a Biblical community to:

pursue excellence in academic learning, understand their identity, become discerning thinkers, and be faithful in service to God.

These four elements of the vision are the ACS 4 pillars of learning and have been developed into strategic goals.

Aidanfield Christian School Values (Our expression)The school acknowledges that the following virtues/values are both currently evident in the work we do as well as being aspirational – virtues/values to work towards in every area of development.

These virtues/values are;

Excellence Being the best we can be in all aspects of our school and our learning as an expression of worship.

FaithfulnessTo God, to His word, and His call on our lives to live in Christian community and in service to others.

Integrity Our inward character matches our outward appearance.StewardshipOf all the resources entrusted to us.

The Charter contains some explicit Special Character Goals.

In summary, a very explicit, clear bold framework of expectations has been established to maintain and enhance the Special Character of the School in a way which is faithful to the gospel.

The manner in which the school community rose to the challenge of Mark Richardson’s extended leave in 2015 showed many marks of a Christian community of love. Examples of compassion, care and going well above the call of duty to serve each other abound.

Behaviour is settled and conducive to learning across the campus and while there are pockets of students who are a “work in progress”, this represents considerable steps forward from 3-4 years ago, especially in the middle school.

Enrolment pressure is building strongly, parents understand the strong, explicit Christian character of the school and consider it a school of choice – as one staff member said, “ we must be doing something right! “ The Principal interviews every applicant and spells out the Special Character expectations. Other induction following enrolment is low key and informal.

The Yr 10 focus group were a delight and living testimony of the value added to their Christian character by the school.

Work is under way to develop cultural narratives appropriate to the Special Character of the school to inform campus design, curriculum and other school practices.

Many new pastoral care initiatives are evident – 24/7 youth worker, restorative practices, whanau teacher concept, guidance counsellor etc. Links to the Special Character are clear in all cases.

6. Internal ReviewThe Reviewers found that this external review is supplemented by a range of School internal review practices.

6.1 The Board has a regular policy review cycle.6.2 Proprietor Appointees on the Board are heavily involved in the development of the Annual

Plan within the context of the Charter.6.3 Aidanfield Christian School has worked with the Christian Schools’ Network to develop a

curriculum review template that has strong Special Character features.

6.4 The Board undertakes periodic audits in a range of areas. The audit process includes consideration of whether the Special Character is being maintained and enhanced.

6.5 Proprietor Appointees to the Board provide an annual assurance report to the Proprietor.

7. Next ReviewThe next Review is scheduled for 2019. The Memorandum of Understanding and Special Character Guidelines will be reviewed at the same time.

8. Thanks8.1 The Proprietor wishes to thank the Board, Principal and Senior Leadership Team for their co-operation with this review. It has been a pleasure to undertake.

8.2 The Proprietor also wishes to thank Excellere College for allowing Graeme Whitehead to be involved most usefully in the process.

9. Appendices9.1 2012 Special Character Review9.2 Board Attestation9.3 Proprietor Attestation9.4 List of Documentation Considered9.5 Parent Survey

APPENDIX 9.113 August 2012

AIDANFIELD CHRISTIAN SCHOOL – SPECIAL CHARACTER REVIEW – AUGUST 2012

Preamble:The Memorandum of Understanding between The Christian Schools’ Trust (Proprietor) and the Kings’ Christian School Trust (Land Trust) signed following the change of Proprietorship at Aidanfield Christian School requires a review of the Special Character of the School be undertaken within eighteen months of the change of Proprietorship.

The Review is undertaken by Mark Larson, Chief Executive Officer of The Christian Schools’ Trust and Proprietors’ Representative on the Aidanfield Christian School Board of Trustees.

The Review is undertaken in conjunction with a “Critical Friends” visit to Aidanfield Christian School on Thursday 2 August 2012 by Rebekah Key, Principal KingsView School, and Fiona Sizemore, Principal Liberton Christian School.

It is agreed that the process will be structured in five areas: Curriculum Staff Enrolments Completion of an ERO type Special Character Compliance Check List General

This report to be presented to the Aidanfield Christian School Board of Trustees, The Christian Schools’ Trust and Kings’ Christian School Trust.

In addition to this report the other Proprietors’ Representatives on the Aidanfield Christian School Board of Trustees will present their own written report to the CST at one of its regular meetings on Tuesday 28 August 2012.

In addition to this report the other Proprietor representatives on the Aidanfield Christian School Board of Trustees will present their annual written report to the CST on Tuesday 28 August 2012.

Evidence Collected:1. Foundational Documents – Deed of Integration, Deed of Novation (Change of

Proprietorship), CST/KCST MoU, Board of Trustees Handbook (including Charter).2. Interviews with Mark Richardson (Principal), Stephanie Smith (Acting Head of Middle

School), Kaye Lawn (Head of Primary).3. Comments from Rebekah Key and Fiona Sizemore.4. Class visits5. Classroom planning

6. Documentation related to staff procedures – advertising, induction, job descriptions, appraisal.

Commendations:General: Robust high level documentation in place. Clear Special Character statement and Deed

of Integration which is also included in the Board’s Charter. Good working relationship between CST and KCST – three members of KCST are CST

Trustees. Memorandum of Understanding comprehensive and clear. Aidanfield Christian School gets regular profiling at CST meetings. Aidanfield Christian School is a “guest school” at least once per year at CST meetings.

Pupil Behaviour is generally of a high standard. The staff has shown resiliency through a very difficult period and are in good heart. CST currently has three Proprietor reps on the Board of Trustees. Mark Larson (CST

nomination), Roger Cleave and Eldrede Kahiya (KCST nominees). Both have gone through an induction process and their work is supervised by Mark Larson. Roger has subsequently resigned.

Board processes are very good (see checklist). The Board is currently undertaking consultation with the parent community around parent partnership.

The Principal “ticks all the boxes” on the checklist. The Principal came to Aidanfield Christian School with experience in Christian education.

1. Enrolment procedures are rigorous. The Principal checks with Mark Larson on any questions which arise around preference definition. The Principal is considering how better to articulate expectations of parents and induct them into the Special Character of the School at the point of enrolment as part of the piece of work the Board is doing above around parent partnership.

2. Curriculum: Charter level documents give excellent Special Character guidelines to curriculum

design and development. While most curriculum plans continue to be a work in progress there is clear

evidence of integration of Special Character across the spectrum. There is extensive evidence of intentionality around integration of Biblical truth

into classroom displays, lesson planning and lesson delivery. The School musical production “Shine” is a home grown product and an excellent

example of faith and witness. The writer observed a Health lesson which is one of the best examples he has

ever seen of teaching Christianly. Draft Foundation Studies and World in Action scheme is a great start. Recently published wall charts “Growing in Wisdom and Stature” evidence of

clear local ownership of the responsibility for what Special Character will look like at Aidanfield Christian School.

3. Staff: Special Character considerations feature prominently in a well thought through

manner in recruitment, professional development and appraisal. The work the staff are doing with Dr Richard Neville (Laidlaw College) and

Raymond Stripling (Bethlehem Tertiary Institute) is to be commended. The Principal has wisely taken a more informal and non-prescriptive approach initially

in order to whet the appetites of staff to think Christianly and consider what this may mean in terms of their practice. There has been a high level of engagement and appreciation for what Dr Neville has brought which has mainly been around world-view and faith based education for multiple ethnicities.

Recommendations:1. Further clarify the KCST Board relationship. Ensure KCST have made a priority of

succession planning to bring more “locals” into the group.2. Incorporate Proprietor expanded expectations into the Trustee Handbook. Mark Larson

has furnished these to the Principal and Board Chair.3. Develop induction for parents into the Special Character of the School.4. Continue the good work already started on framing expectations for parent partnership

and inducting the parents into those.5. Provide a report to the Board on “where to next” following the completion of the work

with Dr Neville and Raymond Stripling.6. Consider developing the specific performance indicators around Special Character for

appraisal purposes.7. Classroom level planning is uneven when it comes to incorporation of Special Character

features, particularly in the Middle School. The Reviewer understands this will be a work in progress and the Heads of Middle School and Primary School need to develop procedures to quality check documentation at this level.

8. A relatively small proportion of enrolled parents are what the writer would describe as “hard core committed to Christian education” families. It is also notable that a significant number of families appear to have superficial faith practices in the home and this reflects in the depth of faith and Biblical literacy demonstrated by their children. The Board and staff should continue to discuss the extent to which the School can be expected to “fill the gaps” balanced against the need for basic skills and knowledge pupils will need to have to engage with the School’s Special Character programme.

APPENDIX 9.2PROPRIETOR COMPLIANCE AND GOOD PRACTICE CHECKLIST – TRIENNIAL REVIEW1. Is the Proprietor currently meeting all of the conditions constituted in its Trust Deed?

1.1 Does it currently have an appropriate number of trustees?

Yes – currently 7 Trustees. Trustee succession is a regular Agenda item. Potential Trustees are often sourced from Board Proprietor Appointees and other School Board members.

1.2 How are Proprietor Trustees recruited and trained? Can the School community be reassured that Proprietor Appointees have suitable credentials to provide strong oversight of the Special Character of the Schools in its network?

An induction programme is provided for new Proprietor Trustees. The Christian Schools’ Trust currently has a good mix of professional skills, personal characteristics, theological strengths and denominational perspectives. Current Trustees are very experienced. Succession planning is a priority with an aim to appoint some younger Trustees and perhaps develop better gender representation.

1.3 Is the Proprietor’s current Strategic Plan in line with the objectives of the Proprietor Trust Deed?Yes

2. Does the school’s Integration Agreement define the School’s Special Character adequately and clarify the expectation that Special Character will permeate all dimensions of School life? Are there other supporting documents?Yes – see new Memorandum of Understanding and Special Character Guidelines developed 2016.

3. Are the foundational documents above living documents? (visible, accessible and routinely used by stakeholders)Yes – Integration Agreement, Kings’ Christian School Trust Special Character Statement and Special Character Guidelines linked to School Charter.

4. Has the Proprietor ensured an appropriate number of Proprietor Appointees on the School Board?

Yes – Currently 4 – Mark Larson, Eldrede Kahiya, Judith Bullin and Kiri Lee Williams.

5. How are Proprietor Appointees recruited and trained? Can the reviewers be assured that these Appointees can exercise due diligence in protecting and enhancing the Special Character of the School?

The Proprietor Appointees recruited from the School and wider community. Sometimes Parent Trustees transition to becoming Proprietor Appointees.Induction programme provided by Mark Larson. Ongoing supervision provided by Mark Larson. Some Christian Schools’ Network training.

6. What policies and procedures does the Proprietor have in place to protect and enhance the Special Character of the School?

See Memorandum of Understanding and Special Character Guidelines.

7. Are Proprietor Trustees aware of their statutory obligations under the Private Schools’ Conditional Integration Act (1975)?

The CST’s obligations are reviewed as part of Trustee development during Trust meetings.

8. Are Proprietor Appointees to the Board aware of their statutory obligations under the Private Schools’ Integration Act (1975)?

Has been a focus as part of the review of the Private Schools’ Conditional Integration Act and the development of the Education (Update) Amendment Act 2017.

9. Does the Proprietor ensure the Principal and Board understand the unique role of the Proprietor and communicate clearly with the Proprietor as required by the Private Schools’ Conditional Integration Act (1975)?

Section in Trustee Handbook on Board-Proprietor relationship.

10. Has the Proprietor ensured the Board is aware of its obligations under the Special Character Guidelines?

Yes – These newly developed in 2016 and reported to the Board.

11. Where applicable, does the Proprietor resource the School so that the School can fulfil the Proprietor’s expectations?

Yes – Proprietor and Board have developed an updated Master Campus Plan and in Term 1 2017 will complete a new 10 Year Property Plan.The Proprietor has in the past made other contributions to support the Special Character of the School.

12. Any other comments (that the Proprietor or its delegate may want to add)

The CST considers it enjoys an excellent working relationship with the Aidanfield Board and Principal. The School is growing and (according to a recent Special Character Review) thriving.

The Proprietor is keen to progress a number of pieces of work to further strengthen the relationship.12.1 Completion of the 10 Year Property Plan12.2 Capital Projects to support new roll growth12.3 Other items on the Campus Master Plan12.4 Review of the Trustee Handbook

COMPLETED BY (Proprietor or its Delegate)

DATE:

APPENDIX 9.3BOARD OF TRUSTEES COMPLIANCE AND GOOD PRACTICE CHECKLIST – TRIENNIAL REVIEWRespondents – Mark Richardson (MR), Kiri Lee Williams (Kiri Lee), Mandy Cleave (Mandy)

1. Tagged Positions1.1 Have vacancies for Tagged positions which have occurred since the last Review been appropriately advertised as Tagged positions?

MR Yes

1.2 Is the Proprietor given the opportunity to ensure that all applicants for Tagged positions are acceptable in terms of the Special Character of the School?

MR Yes

1.3 Does the Board’s Staff Appointments Committee ( or its equivalent) have at least one Proprietor’s Appointee amongst its members

MR Yes – generally and discussed with BoT CEO if difficulty getting a BoP rep

1.4 What arrangements are in place to cover the possibility a Proprietor Appointee is not available?

MR Discussion with BoP CEO prior to interviewing and further discussion post interviews where appropriate

1.5 Do all appointment processes, Job Descriptions and Performance Management systems ensure the employee demonstrates their ongoing ability to meet the requirements of the Tagged position?

MR Yes

2. Maximum Rolls2.1 Has the School Roll been within the maximum number set in the School’s Integration Agreement (or Supplementary Agreement) each year during the three years since the last review?

MR Yes – a lot of discussion regarding this year on year.Projected roll issues from 2018 – over roll problem

2.2 If there was any discrepancy at any point was the Proprietor consulted?

3. Preference Students3.1 Does the Principal and/or Board keep an up-to-date database of which students are in the Preference category, with the necessary evidence to verify their preference status?

MR Yes

3.2 Does the Principal and/or Board keep an up-to-date waiting list of Preference enrolments, particularly if the School has an Enrolment Scheme?

MR Yes

3.3 Does the number of non-preference students comply with the number/percentage set in the School’s Integration Agreement (or Supplementary Agreements)? Has there been a discrepancy at any time since the last review and was the Proprietor consulted about that discrepancy?

MR Yes – no discrepancies

3.4 Does the Principal and/or Board keep an up-to-date database of which students are in the non-preference category?

MR Yes

3.5 Does the Principal and/or Board keep an up-to-date waiting list of non-preference enrolments particularly if the School has an Enrolment Scheme?

MR Yes

3.6 If the School has an Enrolment Scheme is it compliant with the School’s Integration Agreement in respect of the following – determination of preference, non-preference allocation, maximum roll?

MR I believe soEnrolment Scheme doesn’t list % of non preference allowance

3.7 Does the School have processes to secure commitment by parents to the Special Character of the School and agreement that their children will be taught in a Special Character environment?

MR Sign Statement of Faith on enrolment form, interview at enrolment

3.8 Are policies and processes in place to develop enrolled into partner parents?MR Policies – no Processes - yes

4. Curriculum4.1 Are there effective monitoring measures in place to ensure the School’s curriculum follow any guidelines published by the Proprietor? (PSCIA S32)

4.2 If applicable, is the School’s curriculum and its implementation, “responsive to the sensitivities of students and parents of different religious or philosophical affiliations”?

Kiri Lee Yes. Refer to Aidanfield Christian School/ School Charter. Page 3 Responding to diversity, Our culture diversity. With this at the forefront, I believe ACS meets this in all that they do.

MR I believe soMandyYes I believe it is. There is no doubt that the special Christian character is evident in the

curriculum and all families in the school know this. I believe the curriculum is taught from the “non-negotiable basics” of Christianity (e.g. the Trinity, Salvation through Jesus etc)and that teachers would welcome questions and discussions from those who held differing beliefs on these matters, without compromising their own view and with understanding towards the opposing view.

4.3 Does the Board consider the School’s curriculum meets the requirements of the Special Character Guidelines?

MR I believe so although I cannot remember a specific BoT review on this. S.C. is reflected in most curriculum audit

5. General Board Policy and Practice5.1 Do the Board’s Committee structures, policies and meeting structures reflect the paramount importance of the Special Character?

Kiri Lee YesMandy The board’s committee structures reflect the importance of the special character by

usually (if not always) including a Proprietor rep , for example with audits. The policies always reflect the special character and at times great pressure (probably perceived, not actual) is felt to make the right decision because of the Christian character we are upholding and showing through our actions and because of the duty we have to uphold this. Prayer is made over the appointment of staff and all are welcome to bring what they feel God is saying to the Board table. The meeting structures begin with devotions, allow time for discussion and for all views to be heard. All comments are valued and appreciated, and there is respect shown to all at the Board table. I believe this reflects a meeting that shows the special character.

5.2 Does Special Character ( including prayer ) permeate the agenda at Board meetings?

Kiri Lee Yes. We meet 20minutes before the meeting starts share in kai, devotion, prayer then start our board meeting. Experience Godly relationships, rely on the Holy spirit and God’s word to guide us in all we do.

MR YesMandy See above. Also, at the time when our principal was on extended sick leave, there

was much prayer that went into decisions that had to be made around his leave. Everyone desired that he be supported in a way that showed Christian love, the board also believed and trusted that as we made honorable decisions God would honor the school and carry it through that difficult time. And He did!

5.3 Does the Board have a plan for developing and enhancing the Special Character of the School with the Strategic and Annual Plan?

Kiri Lee Yes. See the Charter 2016MR Reflected through Charter planningMandy The school has been working on integrating the Special Character clearly into

planning documents to have it permeate the whole curriculum. I am not sure whether enhancing the Special Character is a particular current focus.

5.4 If the Integration Agreement contains the schedule which describes the special educational ethos of the School, has the Board put in place effective measures to ensure the preservation, growth and enhancement of that ethos?

Kiri Lee Unsure.MR Specific plans – no, but I believe it is happeningMandy I believe the special character is at the forefront of all the school do. The Board

backs the Principal’s judgement in this area, for example in enrolments. I know that this enrolment season Mark has taken extra care to understand the depth of genuiness of the applicant’s faith. There are effective measures in place when hiring staff to ensure the special character is maintained, such as a proprietor rep always being part of the interview team. Special character questions are included in the application form, also in the interview questions, and Pastoral references are always checked. With regards to teachers, measures that enhance and grow this are staff devotions, and opportunities to care for each other (meals etc). To encourage growth of the special character the board backs requests for outings, activities, or resources that will grow the student’s faith.

5.5 Does the Board have in place policies and systems to continually monitor all School activities to ensure they are at all times “... conducted and operated so as to maintain and preserve the School’s Special Character”?

Kiri Lee YesMR Delegated to Principal?Mandy The Board places confidence in the Principal and the Senior Lead Team with the day

to day running and activities of the school, that they are appropriate and preserve the Christian Character. If there is ever any doubt the activity/request is taken to the Board and discussed and the proprietor’s judgement is honored.

5.6 Does the Board give permission to use the School premises or equipment when required or request permission to do so?

Kiri Lee Unsure what you asking here. If your meaning to the wider community and offering our school building for hire? there is a procedure to follow and this normally is done through Rhonda.

MR Delegated to the Principal with some consultationMandy Yes, giving priority to groups that uphold the special character ( are Christian) or

whose activities do not clash with upholding the special character.

6. Consulting, Collaborating With and Reporting to the Proprietor (PSCIA)6.1 Do the Board and Principal ensure that “the Proprietor together with his servants, agents and licensees ... have at all reasonable times access to the School to ensure that the Special Character of the School is being maintained”?

Kiri Lee Yes. Sufficient notice is courtesy, so that people can make themselves available to guide round the school if and when needed. e.g Mark Richardson

MR YesMandy Yes

6.2 Does the Board have a 10 Year Roll and Property Maintenance Plan fulfilling its obligation to maintain the Proprietor’s asset to a standard comparable to a State School within the requirements of the Board’s obligations outlined in the Ministry of Education Property Management Guidelines?

Kiri Lee Not sure if it’s 10 years but there is a maintenance Plan.MR DevelopingMandy Yes. The 10 year roll and long term building plan has occupied much Board

discussion over the past year.

6.3 Does the Board reasonably co-operate with the Proprietor in matters relating to the number of Proprietor’s Appointees, their selection (where appropriate) and their role as the Proprietor Appointees on the Board?

Kiri Lee Yes.MR YesMandy Yes. There has not been any argument about the appointment of a proprietor rep.

6.4 Are there efficient measures in place to ensure that the Board consults with and reports to the Proprietor as and when appropriate, on all matters pertaining to the Special Character of the School particularly:

Kiri Lee YesMR Yes, mostly through BoP reps and Principal

The Special Character dimension of the Performance Management System including Job Descriptions, Professional Standards Performance Agreements and annual Performance Appraisals of all tagged positions in the School?

Kiri Lee YesMR S.C. is included as appropriate.MandyYes in the interview process. I have not seen a Perfomance appraisal agreement apart from

the Principal’s though. The special character dimension could be stronger in this possibly.

MR N6 – Yes on the assumption that BoP reps have link to BoP and consult and reflect on all issues with the BoP lens

Relevant parts of all School curricula and programmesMR YesMandy Yes – there are regular curriculum reviews and in the last year the integration of special character into the curriculum was reported on

How the Board and Principal effectively manage and monitor the work of any Health Centre or Health professionals who are employed and come on site.

Kiri Lee UnsureMR NAMandy Unsure

.

All relevant parts of all Board policies.Kiri Lee YesMR YesMandy The Board is very quick to ask the Proprietor’s recommendations and feedback on issues or questions that arise

The general ethos, environment and culture of the School.Kiri Lee YesMR YesMandyYes

Relationships between staff members and their colleagues, their students and the School community.

Kiri Lee YesMR YesMandy The Board is very quick to ask the Proprietor’s recommendations and feedback on

issues or questions that arise.

The School Charter, Strategic Plan and Annual Plan particularly Special Character guides.Kiri Lee YesMR YesMandy The proprietor reps have input into these.

6.5 Do Proprietor Appointees: Consult with the Proprietor or their agent on a regular basis.

Kiri Lee UnsureMR Unsure – assume yes Mandy Not sure

Keep the Proprietor or their agent up to date on all matters concerning the Special Character.

Kiri Lee YesMR Assume yesMandy Not sure

Report to the Proprietor or their agent at least annually and in detail on the state of the Special Character and all matters related to it.

Kiri Lee YesMR I believe soMandy Not sure

6.6 Do Board members gain and maintain an understanding of the School’s Special Character?

Kiri Lee YesMR GenerallyMandy Yes. Input from the proprietor during discussions is helpful.

6.7 Does the Board foster a Christ-centred ethos which promotes unity while allowing for the diversity that exists within evangelical expressions of faith?

Kiri Lee YesMR Work in progressMandy Yes. See 5.1 and 5.2

6.8 Do Board members, in their relationships with each other, staff, students and the wider community manifest and promote the Special Character?

Kiri Lee I’d like to say yes, but I think some do it better than others.MR YesMandy As far as I have seen, yes. All live out their faith.

6.9 Does the Board promote the Special Character in its statements and publications?Kiri Lee YesMR YesMandy I have not been part of a statement or publication so I am not sure.

7. Health Curriculum7.1 Is the Health Curriculum delivered in accordance with the Special Character of the School?

Kiri Lee YesMR Yes, as much as is possible

Mandy Yes- it is delivered with consultation with parents and from a Godly perspective.

7.2 Do the Principal and relevant staff take appropriate action including consulting with both the community and the Proprietor to ensure that the Health Curriculum programmes and their delivery reflect the Special Character of the School?

Kiri Lee YesMR I believe so. There is good guidance in the documents to support thisMandy Yes, consult with community. Not sure about proprietor, but it has probably been

approved by the Board of which a proprietor rep is part of.

8. The Principal8.1 Does the Principal Job Description and Performance Agreement capture Special Character dimensions and accountabilities appropriately?

Kiri Lee YesMR No specific S.C. focus areasMandy I haven’t seen it.

8.2 Does the Principal have an appropriate awareness of and commitment to the Special Character to articulate it to the School community?

Kiri Lee DefinitelyMR This Principal thinks he doesMandy Yes. He shows this regularly in the school newsletters with deep and insightful

ponderings and teaching.

8.3 Does the Principal promote the Special Character of the School in the wider community?

Kiri Lee YesMR YesMandy I believe he would but I haven’t experienced this.

8.4 Does the Principal provide leadership and direction in Special Character matters both in his / her personal behaviour and encouragement of staff.

Kiri Lee YesMR Probably best for others to comment onMandy Yes

8.5 Does the Principal adequately provide for staff to be professionally developed in relation to the Special Character of the School.

Kiri Lee UnsureMR Opportunities are available through internal discussions PD courses etc.

Mandy Not sure

9. Stewardship9.1 Has the Board budgeted to meet the resourcing needs of Special Character components of the School’s Strategic Plan?

Kiri Lee YesMR No specific S.C. budget focusMandy Yes

9.2 Do the Board and Proprietors work closely together to ensure complimentary stewardship to support the Special Character of the School?

Kiri Lee Yes, I feel this is an on-going. MR Through BoP repsMandy Yes. Particularly good relationship with Mark Larson

9.3 Does the School collect the Special Character Donation and if so how is the fund spent?

Kiri Lee It is voluntary. I don’t know what it is spent on.MR The BoT collects a voluntary donation not a special character donationMandy No

9.4 Do financial policies and procedures manifest the standards of excellence and integrity that honour the Special Character of the School?

Kiri Lee YesMR I believe soMandy Yes Financial statements are produced on time, the Principal and PA recently

(maybe last year) changed providers to ensure financial statements were being produced on time and to an excellent standard. Financial procedures are transparent and financial procedures clear and upheld.

10 PROPRIETOR AND BOARD WORKING RELATIONSHIP

10.1 In addition to any comments made above, in what ways is the Proprietor’s current performance helpful to the Board?

MR Responds to building needs, supports roll growth, provides guidance on pertinent issues, is involved in enrolment decisions as needed.

Mandy I find it particularly helpful having Mark Larson’s experience and depth of understanding in the Board. I also appreciate the approach the Proprietor has taken with potential diversive issues around sexuality, gender & marriage by producing a document as a

starting point for discussion, and providing further CSN Board discussion opportunities around this. The Proprietor has also openly talked to the Board about dissolving the KCST, and offered guidance around which Cluster of Learning to join. They are also open about their financial position and the balance between growth (new buildings) and income. It was also apparent when the Proprietors have spoken to our board that they appreciate the different flavour and character that each CSN has within its special character and do not want the schools to be clones of each other. I find this openness helpful and healthy.

10.2 In addition to any comments made above, in what ways is the proprietor’s current performance unhelpful?

MR Personal comment not reflective (necessarily) of the BoT. The BoP position on debt and risk seems to have shifted and is unhelpful. The multi school role of the BoP still seems to be a challenge but the work to address this is appreciated.

Mandy I have not found the Proprietor’s performance unhelpful.

10.3 Are there any comments on the Proprietor-Board relationship the Board wishes to make?

APPENDIX 9.4dimensions of effective practice

APPENDIX 9.5AIDANFIELD SPECIAL CHARACTER REVIEWLIST OF DOCUMENTATION SIGHTED BY THE REVIEWERS

1. Christians Schools’ Trust – Board of Trustees Memorandum of Understanding and Special Character Guidelines (2016).

2. Charter and Annual Plan

3. Education Review Office Report (2014)

4. Miscellaneous Newsletters and School Magazines

5. 2012 Special Character Report (Mark Larson)

6. Staff Appointment Documentation

7. Staff Induction Material – “Unlocking Learning in the 21st Century”

8. Foundation Studies Scheme

9. Science Scheme

10. English Scheme

11. Health/PE Scheme

12. Curriculum Reviews – English, Maths, Arts

13. End of Year Parent Survey on the Quality of their Educational and Special Character Experience at Aidanfield Christian School (2014)

14. Principal Performance Agreement

15. Staff Performance Management Documents

16. Trustee Handbook

APPENDIX 9.6

Aidanfield Christian School Special Character - community survey

Answered: 16

Very Well Well OK Poorly Very Poorly Total Weighted Average

The School caters for the spiritual development of children appropriately for their age and stage.

62.50%10

25.00%4

12.50%2

0.00%0

0.00%0 16 1.50

The expression of the Christian Faith in the School is appropriate to a School context.

68.75%11

31.25%5

0.00%0

0.00%0

0.00%0 16 1.31

The School mission and vision are articulated and implemented effectively.

68.75%11

25.00%4

6.25%1

0.00%0

0.00%0 16 1.38

Parents are valued as partners in children’s education.

62.50%10

31.25%5

6.25%1

0.00%0

0.00%0 16 1.44

The School is a vibrant expression of Christian community.

43.75%7

50.00%8

6.25%1

0.00%0

0.00%0 16 1.63

The School’s expression of its Christian Special Character is relevant and engaging for students.

62.50%10

31.25%5

6.25%1

0.00%0

0.00%0 16 1.44

The School has positive leadership with a clear direction.

50.00%8

50.00%8

0.00%0

0.00%0

0.00%0 16 1.50

The School equips staff well to deliver its Special Character

31.25%5

50.00%8

18.75%3

0.00%0

0.00%0 16 1.88

Very Well Well OK Poorly Very Poorly Total Weighted Average

effectively.

School standards of learning and achievement are high.

37.50%6

37.50%6

25.00%4

0.00%0

0.00%0 16 1.88

The School has excellent pastoral care.

31.25%5

31.25%5

31.25%5

6.25%1

0.00%0 16 2.13

The School allows for diversity of thinking around the Christian faith and living.

18.75%3

50.00%8

31.25%5

0.00%0

0.00%0 16 2.13

Q2

.

Very Satisfied Satisfied Dissatisfied Very Dissatisfied Unsure Total Weighted Average

Taking everything into consideration how satisfied are you with the overall performance of the School?

56.25%9

43.75%7

0.00%0

0.00%0

0.00%0 16 1.44

16 responses

4 Comments

My daughter has thrived here and really enjoyed her teacher Miss Nixon

Didn't understand the last question, Shouldn't it be encouraging unity?!

More time needs to be focused on Maths and spelling.

Were disappointed with the poor standard of teaching by some teachers.