CONFIRMED ASSURANCE AUDIT REPORT: SHILOH CHRISTIAN
ACADEMY
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BACKGROUND
1.1 Scope
This assurance audit report prepared by the Education Review Office is based on
an examination of the extent to which the managing body is meeting its legal
obligations and undertakings to the Crown, which are contained in legislation,
regulations and the conditions of registration.
This assurance audit report was prepared in accordance with standard procedures
approved by the Chief Review Officer.
1.2 Institution Information
Location
Motueka
Type
Composite Private School
Roll number
29
Ethnic composition
Pakeha 26 Mäori 3
Gender composition
Boys 17 Girls 12
Date of previous report
Assurance Audit, April 1994
SHILOH CHRISTIAN ACADEMY
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SUMMARY
Shiloh Christian Academy, fully registered as a private school, is operated by the
Motueka New Life Centre for primary and secondary students. Part of the
eldership of the centre, chaired by its Pastor, is responsible for the governance of
the school and forms the management team . Day to day management is delegated
to the principal. The roll has remained stable since the last Education Review
Office report in April 1994.
The philosophy of the school centres on providing a Bible based curriculum
through which students are trained in the highest principles of Christian Living.
The core curriculum, which largely comprises the morning session, is provided by
the curriculum resource School for Tomorrow, also known as the Accelerated
Christian Education (ACE) programme. It is supplemented by a range of school
developed programmes, as well as selected units of study, from other providers.
Noteworthy features of the curriculum include: the emphasis placed on the self-
worth of each individual; support for students experiencing learning difficulties;
opportunities to use technology as learning tools; educational experiences and
motivation provided by fieldtrips and participation by senior students in the
annual ACE Convention; and access to a wide range of elective courses.
A comprehensive “student handbook” provides the guidelines for management.
Procedures include enrolment, attendance, standards of conduct and discipline.
The management admit the school uses corporal punishment as a means of
behaviour reform. This is against the law, and action must be taken to ensure the
practice ceases immediately.
Recommendations made in this report relate to extending health and safety
provisions, ensuring consistency, continuity and balanced programmes in each
subject, further development of monitoring and recording procedures and
extending the opportunities for professional development.
The standard of tuition and learning is comparable with those in a school of a
similar type. Students and families of the Shiloh Christian Academy are well
served by a conscientious staff. The Christian principles and teaching on which
the education is based is strongly reflected in the attitudes and responses shown
by the students. The goals related to the school’s philosophy are being met.
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FINDINGS
3.1 Administration
While the school is governed by part of the eldership of the Motueka New Life
Centre, day to day management is delegated to the principal. The principal
reports weekly to the chairperson of the eldership and this is supplemented by
regular
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SHILOH CHRISTIAN ACADEMY
discussions. Key issues to be addressed are discussed at the eldership meeting.
Current procedures are ensuring the management are informed on many aspects of
the school’s operation and in some cases the outcomes.
Systems of management are contained in a “students handbook.” This
comprehensive booklet addresses such aspects as procedures related to enrolment,
attendance, standards of conduct and discipline. Most of the systems in place are
appropriate for the school’s philosophy, size and structure. However, the
behaviour reform system, not outlined in the handbook which uses using corporal
punishment, is illegal. The management must ensure this practice ceases
immediately and more acceptable methods of dealing with misbehaviour adopted.
Central to communication with the school community is the school newsletter.
These well presented documents contain a range of information related to school
happenings. The newsletter could be used to provide a further audience for
student achievements. Informal communication opportunities are facilitated by
the close-knit family school situation and the relationship with the New Life
Centre.
The admission register records details of students on enrolment and departure.
Verification of the date of birth of students enrolling at the age of five years
should be entered in this register. Records of daily attendance are kept. Systems
are in place to monitor and follow up student absences.
The philosophy on which the school is based is clearly stated. On enrolment,
parents are required to participate in an orientation programme and agree to
support the academic and disciplinary regulations of the school. The partnership
with the parents is emphasised and this is reflected in their involvement and
support of school activities.
Staff have regular meetings to address organisational, administrative and
professional matters. Self appraisal or review and professional support is a
feature of the meetings.
3.2 Curriculum Management
The school’s definition of a “suitable curriculum” is clearly expressed in its basic
philosophy statement and other documents. Shiloh Christian Academy is seen as
an extension of the Christian home where students are trained “in the highest
principles of Christian leadership, self discipline, individual responsibility,
personal integrity and good citizenship,” using a Bible based curriculum.
The core programme, which largely comprises the morning session, is provided
by the curriculum resource School of Tomorrow, also known as the ACE
(Accelerated Christian Education) programme. This programme is seen to be
self-instructional, individualised, Bible-based and provides a phonetics learning to
read programme. Each of the four core subjects, mathematics, English, social
studies and science - plus word building, has sequential units of work (PACES).
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SHILOH CHRISTIAN ACADEMY
This ACE programme is implemented by teachers and monitors. Students are
involved in setting goals and organising their personal learning on a daily basis.
There is a high level of on-task work with all students demonstrating from an
early age the ability to take responsibility for time management and to develop
independent work habits. The programme demands competency in reading to
gain knowledge and students use this skill confidently and effectively.
The ACE programme is supplemented in the junior school by interactive group
work in mathematics, language, physical education, art, music and science, social
studies and health topics. In the senior school, students are able to choose from a
wide selection of elective courses including the subjects outlined above for the
junior school. From early in their schooling, computer technology is employed as
a learning tool. Students demonstrate independence and confidence in using
technology.
Motivation for many of these activities is provided by a weekly fieldtrip which
provides positive education outside the classroom experiences. Participation by
senior students at the annual ACE Convention provides social and spiritual
challenge, an audience to demonstrate skills and the opportunity to experience
new activities. There is evidence of positive outcomes for students participating
in these activities.
Importance is placed upon all students achieving to their potential. Students
progress through the units of work at their own pace. A mastery approach is
employed. Those experiencing learning difficulties receive counsel to set
achievable goals. Courses are adapted to suit the needs of students.
Correspondence courses are accessed as required. Senior students are encouraged
to work for Year 10 or Year 12 Certificates.
It would seem to be timely to review the curriculum in terms of the balance
provided for students. This would mean looking at the afternoon programme, in
particular, in relation to the ACE curriculum to ensure there is a continuous and
consistent programme in each curriculum area. The long term plans in the junior
school could provide a useful starting point for this exercise. The minimum
curriculum requirements for secondary students should be reviewed. A positive
outcome would be the upgrading of the school programme/scheme statement.
This statement would then provide the guidelines to ensure a balanced curriculum.
Student learning in subjects taught through the ACE system is closely monitored
with a high pass rate required to proceed to the next Pace. A strength is the self
evaluation carried out by each student, with scores entered on a cumulative record
card. Consideration could be given to developing and implementing monitoring
and recording systems which would demonstrate student achievement in the other
aspects of the curriculum delivered. Such information could support a broader
picture of individual student achievement and be useful for school-wide self
review purposes.
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SHILOH CHRISTIAN ACADEMY
The inculcation of patriotism and loyalty is integrated into the curriculum.
Allegiance is pledged to the Bible and the New Zealand flag. The national
anthem is sung on appropriate occasions. Respect for the government, leaders of
the country and the laws of the land is taught.
There are a number of positive indicators demonstrating the achievement of
students. International test results confirm school based achievement information
that there is a high standard of literacy. Results for mathematics, although not as
high, are still positive. New Zealand National Convention results indicate students
are achieving to a high standard in music, sport, craft, reading and photography.
Most students achieve a Year 10 or Year 12 Certificate on graduating. Work
experience reports indicate high levels on personal skills and abilities. Since 1992
half of the students have gone onto further tertiary study or training. The others
are all in employment. These indicators confirm that Shiloh Christian Academy is
achieving a standard comparable with similar schools.
3.3 Personnel Management
The school has determined its own staffing level. There are two full time
registered teachers, one of whom is the principal. The teachers are supported by
two part time teachers, one of whom is registered for specific teaching
responsibilities each week. Further support is provided by two monitors who
assist with a range of teacher aide tasks. The outcome is a teaching support team
which positively uses a range of skills to support student learning.
Staff are employed on the basis of their training, skills, and evidence of a clear
Christian witness in their lifestyle. Staff must be in complete harmony with the
philosophy of the school and work to ensure a godly atmosphere. All staff
demonstrate commitment and dedication to these ideals and use their skills to the
benefit of students.
The school and its staff are members of two Christian school associations. These
are the New Zealand Association of Christian Schools and the Fellowship of
Accelerated Christian Education (NZ). These associations provide a flow of
information, fellowship, conferences and staff training. Professional development
opportunities focus on ACE programmes. As the school also operates other
programmes, benefit could be gained by participation in a wider range of selected
professional development opportunities.
3.4 Asset Management
While the school management, chaired by the Pastor has responsibility for the
management of its assets, day to day matters are actioned and monitored by the
principal. A team of fellowship members attend to specific responsibilities of
care and upkeep. The outcome is a property which is clean, attractive and well
maintained.
The modern building consists of a large learning centre, an assembly/multi-
purpose hall, a science laboratory, art room, staff work space, kitchen and other
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required facilities. The facilities meet building, health and safety obligations and
requirements. The outcome is an attractive and well organised environment for
students to receive their education.
All furniture and equipment is suitable to the curriculum being implemented. Key
features include office (cubicle) seating arrangements for students to do their
PACE programme, furniture and equipment to meet supplementary and elective
programme requirements and technology to meet a range of curriculum needs.
Trial evacuation schemes are known and drills are held each term. Management
should ensure the scheme is charted and displayed at appropriate points
throughout the buildings. Such assistance would ensure all users of the facilities
know of the procedures. A record of the dates of evacuation drills would also
help to provide assurance that legal obligations are addressed.
The school has a health and safety policy which positively promotes the health
and safety of students, staff and other facility users. Key features include regular
inspections to eliminate potential hazards, provision of first aid supplies and the
keeping of accident records, checking of safety equipment, outline of emergency
procedures and the promotion of sun safety.
There are areas of health and safety which, if developed further, could enhance
current systems. While there are regular inspections of the buildings and facilities
to identify potential hazards, these inspections could be based on a checklist,
which can become a record not only of the inspection but suggested actions;
management could ensure that at least one staff member has a current first aid
certificate; and implement risk management procedures to ensure student safety,
particularly for out of school field trips.
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SHILOH CHRISTIAN ACADEMY
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ACTIONS REQUIRED
4.1 Ensure no corporal punishment is employed at the school.
[S139A Education Act 1989]
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SUGGESTED DEVELOPMENTS
5.1 Supplement health and safety provisions by:
•
documenting outcomes of inspections to identify potential hazards;
•
charting and displaying evacuation procedures at appropriate sites in
the school building;
•
providing training to ensure at least one person on-site has an
appropriate first aid certificate;
•
implementing risk management procedures for out of school
educational experiences.
5.2 Review the components of the curriculum to ensure they provide a
continuous, systematic and balanced programme in each subject.
5.3 Develop monitoring and recording systems which identify what students are
achieving in each subject area.
5.4 Extend opportunities for professional development to support the
implementation of programmes other than the ACE programme.
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CONCLUSION
Students attending Shiloh Christian Academy are receiving their education
through the ACE programme and a range of other educational activities. A
number of indicators confirm students achieve at a standard comparable with
those in similar schools.
S I G N E D
Lennane Kent
Senior Review Officer
for Chief Review Officer
Date: 30 May 1997
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