Report of External Evaluation and Review

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1 Report of External Evaluation and Review Bethlehem International School Limited trading as Bay of Plenty English Language School Confident in educational performance Confident in capability in self-assessment Date of report: 16 December 2013

2 Contents Purpose of this Report... 3 Introduction TEO in context Scope of external evaluation and review Conduct of external evaluation and review... 5 Summary of Results... 6 Findings... 8 Recommendations Appendix MoE Number: 7551 NZQA Reference: C11800 Date of EER visit: 2 and 3 October

3 Purpose of this Report The purpose of this external evaluation and review report is to provide a public statement about the Tertiary Education Organisation s (TEO) educational performance and capability in self-assessment. It forms part of the accountability process required by Government to inform investors, the public, students, prospective students, communities, employers, and other interested parties. It is also intended to be used by the TEO itself for quality improvement purposes. Introduction 1. TEO in context Name of TEO: Type: Location: Delivery sites: Bethlehem International School Limited trading as Bay of Plenty English Language School (BOPELS) Private training establishment (PTE) 127 Durham Street, Tauranga 127 Durham Street, Tauranga First registered: 21 January 2003 Courses currently delivered: Code of Practice signatory: General English IELTS Exam Preparation (12-week programme) BOPELS is a signatory to the Code of Practice for the Pastoral Care of International Students and is approved to enrol learners aged years not living with a parent, years and 18 years and over. At the time of the external evaluation and review (EER), BOPELS had one learner aged between 11 and 13 years and 12 learners enrolled aged between 14 and 17 years. The remaining learners at the time were all 18 years and over. Number of students: In 2012, BOPELS had eight domestic students and 86 international students enrolled in its programmes. The numbers change on a weekly basis, and average 25 students over the course of 3

4 the year. BOPELS learners represent approximately 16 nationalities, which is significant considering the small size of the school and learner numbers. Number of staff: Scope of active accreditation: Three full-time staff; six part-time staff Bay of Plenty English Language School General English (Level 4) Certificate in Foundation Studies (Level 3) Distinctive characteristics: The Christian Education Trust owns Bethlehem International School Limited, which trades as Bay of Plenty English Language School (BOPELS). The trust also owns other education entities, each of which is grounded in Christian philosophy. The Christian Education Trust provides central services such as finance, information technology and property services to BOPELS and the other entities it owns, allowing management to focus on the educational performance of the school. BOPELS predominantly enrols international students and offers General English language and IELTS (International English Language Testing System) preparation programmes. Previous quality assurance history: The previous quality assurance EER visit by NZQA was conducted in October The summative statements of confidence for the 2011 EER were Confident in educational performance and Not Yet Confident in capability in self-assessment. 2. Scope of external evaluation and review Following a review of submitted documents and a scoping phone call between the lead evaluator and the BOPELS principal, the following focus areas were selected for inclusion in the EER. All programmes General English and IELTS examination preparation programmes are offered, and these encompass the entire offering of the PTE. 4

5 The following mandatory areas were also included as focus areas: Governance, management and strategy International student support. 3. Conduct of external evaluation and review All external evaluation and reviews are conducted in accordance with NZQA s published policies and procedures. The methodology used is described fully in the web document Policy and Guidelines for the Conduct of External Evaluation and Review available at: The TEO has an opportunity to comment on the accuracy of this report, and any submissions received are fully considered by NZQA before finalising the report. A team of two evaluators visited BOPELS over two days. During the visit, the evaluation team interviewed the BOPELS board of directors, the principal, lead teacher, administration manager, and tutorial staff and students (including three under the age of 18 years). While on site, the evaluation team viewed a range of documents, and other resources were also sighted and reviewed. 5

6 Summary of Results Statement of confidence on educational performance NZQA is Confident in the educational performance of Bethlehem International School Limited trading as Bay of Plenty English Language School. BOPELS is an effective training organisation that teaches English language skills to international students. Achievement is strong. The majority of students make good progress in their acquisition of English language skills, and this is indicated through the results of regular formal testing. Students in the IELTS examination preparation class are tested at the completion of their study at an approved examination centre, and results show that almost all learners improve their IELTS scores and some make significant progress. In addition, each learner s own weekly evaluation of their progress, and reflection at exit on the achievement of their goals identified at entry, indicates that they are clear about the advances they are making. Through the acquisition of English language skills, learners also identify that they gain self-confidence, which enhances their English language experience. There is a wide range of informal data from all stakeholders, in particular students, which indicates that BOPELS can have confidence that the learners are benefiting from and enjoying their time of study. Support is offered to learners through the small, friendly, family-like atmosphere, open Christian environment and daily engagement of all staff with the small number of learners. These factors contribute to the learners positive experience. Statement of confidence on capability in self-assessment NZQA is Confident in the capability in self-assessment of Bethlehem International School Limited trading as Bay of Plenty English Language School. BOPELS capability in self-assessment is strongest at understanding individual learner achievement, satisfaction and the quality of the teaching. These are the most important priorities for the school and for the learners. Review of the abundant qualitative and informal data around the value of individual learner outcomes is also collected but not systematically analysed. Doing so will further strengthen BOPELS capability in self-assessment. Self-assessment is occurring organisation-wide and is modelled well at the board level. BOPELS practices are utilised to understand and respond to individual learner needs, academic and pastoral. The collection of useful and relevant information is systematic and analysis occurs in most areas, which has led to changes and improvements in areas such as programme activities, specific support for learners, teachers professional development opportunities and support, and 6

7 changes in board membership. These self-assessment activities are purposeful and genuine. BOPELS has made improvements since the previous EER to identify better the needs of stakeholders, particularly learners, and authentic processes are in place to support the understanding of the learners educational and learning experience. External stakeholder surveys have been introduced recently, although BOPELS is not yet able to use the data in a meaningful way. Additional unsolicited feedback from stakeholders is collected alongside other informal indicators about the value of the teaching and support of learners. While this information is accessible and understood in the small school, it would be beneficial for BOPELS to formally analyse more systematically the data that is collected. 7

8 Findings How well do learners achieve? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. BOPELS has a sound understanding of the achievements of learners at the individual level, and all indications are that learners make good progress. It is clear that the learners are achieving their own goals and improving their knowledge and skills in the use of English language while at BOPELS. BOPELS uses a compilation of achievement data to monitor and gauge the progress of learners, using internationally recognised and current course books and testing. Progress is closely monitored at the level of the individual learner and reported within BOPELS and to the learners, and agents and parents receive reports as appropriate. The results of the weekly and monthly testing, which include the learners evaluating their own perception of the progress they are making in English language development, provide a clear track of achievement in the various skill areas. Almost every learner shows improvement in the testing, and all learners recognise areas of progress. More explicit level descriptors would aid teachers reporting and monitoring of achievement within and between levels. The learners reflect on their achievement and progress in English language in a written exercise they complete as part of the leaving process, and this is supported by grammar and speaking tests administered at entry and exit. Systematic analysis of the written exercises may assist BOPELS to identify trends in the learners English language development. IELTS students are achieving well. For those students who had sat IELTS exams before arrival, the results are positive, with almost all learners improving their IELTS score, and with many students achieving scores of 6.0 and above, which is desired as an entry into further tertiary programmes. Most importantly, learners are meeting the goals they set for themselves on enrolment, with the majority achieving or exceeding their IELTS score goal. Understanding the progress of learners is important to the board of directors, who meet bimonthly. The principal reports specifically about individual learner 1 The findings in this report are derived using a standard process and are based on a targeted sample of the organisation s activities. 8

9 achievement and satisfaction, which the board finds useful to determine and plan the best utilisation and future investment of resources and to monitor educational performance. 1.2 What is the value of the outcomes for key stakeholders, including learners? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. Learners progress in their English, meet personal goals and have a positive learning and social experience during their time at the school, developing relationships with staff, homestay families and other learners from a range of cultures. Overall, learners gain self-confidence, which enhances their English language experience and encourages them in their next endeavour. The learning experiences offered at BOPELS and the progress made in English are valued by the learners and stakeholders: parents, agents and local high schools. This is confirmed by learners in the course completion evaluations, final writing exercise and reflection on goals at exit. Stakeholder surveys have been introduced this year, and there have been a few responses, all of them very positive, although insufficient to draw sound conclusions from. Additional unsolicited feedback from stakeholders is collected and reviewed by BOPELS, and was sighted by the evaluation team. Students identify their goals at entry, which include areas of language development, and these goals are revisited at exit by the learner. BOPELS review of these goals indicates that all learners achieve at least half of their goals and, overall, 74 per cent of learners achieved all the goals they indicated on entry. The learners goals identified are broad and the tool rudimentary. Improving and refining the tool would provide further valuable information for BOPELS to review. The existing review activity does, however, provide an indication of the outcomes learners most value and that they are being achieved. The final writing exercise completed at exit also demonstrates that most students value their time and experience at the school. The personal accounts by learners about their journey contain authentic qualitative comments from which BOPELS is able to extract useful and mostly positive information. A review of these individual responses and analysis of this information may provide BOPELS with the opportunity to look for trends and use the data more comprehensively. Other indicators of value include: the retention of almost every learner for their intended period of study; the number of learners returning to BOPELS for a second period of study; family members sending siblings and other relatives via 9

10 recommendations; and ongoing and complementary relationships with local high schools. While this information is anecdotal at the moment, there is some veracity to the above indicators and it would be beneficial for BOPELS to confirm and analyse more systematically the data that is collected. The systematic use of the various activities and accumulation of the information BOPELS collects to understand the value learners and stakeholders place on their time at BOPELS is strengthened by the fact that BOPELS is a small English language school with a small number of learners enrolled at any one time, and as a result can focus on individual learners and their needs. Course completion evaluations are comprehensive, gathering meaningful information. BOPELS has internal benchmarks for responses which are closely monitored. The overwhelmingly positive evaluations completed by all learners indicate that learners needs are well met at BOPELS. 1.3 How well do programmes and activities match the needs of learners and other stakeholders? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. BOPELS has good connections within the Tauranga community and engages with Education Tauranga 2 and high schools for the mutual benefit of BOPELS, the learners and local education organisations. Through these community networks, BOPELS understands and anticipates the needs of its own learners and the Tauranga community, and as a result engages in ongoing review of its courses and offers various types of relevant courses to meet these needs. In addition to the General English and IELTS exam preparation courses, BOPELS has offered a variety of short courses which this year include: the BOOST course; a holiday programme for students attending local high schools; an English language and activities programme for two weeks in January; a sixmonth course for primary school teachers from New Caledonia; night classes for mature learners; a pre-ielts class; and hosting tour groups. Each course attracts a different group of learners with varying motivations to learn English. These characteristics determine the content, timing of delivery and duration of each course, as well as teacher selection. Ongoing enrolment and requests for these short, specific courses is a key indicator for BOPELS that these courses are in fact meeting learners needs. 2 An association of learning institutes in the Bay of Plenty region. Education Tauranga is a part of Education New Zealand. 10

11 Course information provided to General English and IELTS exam preparation learners is clear, and BOPELS takes care to understand the English level, goals and needs of learners. BOPELS is very responsive to the different needs of learners, mostly identified through learner evaluations. The goals learners identify at entry are shared with teaching staff, who incorporate activities into the programme, emphasising the benefit of learning tasks and activities to assist the learners in achieving their goals. An example involves international high school learners who want to improve their pronunciation. Learners identify that pronunciation is important as a means to assist them to communicate and engage socially with high school students who are native speakers of English. An individualised programme or set of activities is included to assist learners to attain their goals, which the majority of learners do. Social activities are included in the weekly schedule of courses, and are highly valued by the learners because they provide another dimension to learning English language and provide exposure to New Zealand culture. Most importantly, social activities provide a significant avenue for social interaction which, learner evaluations and BOPELS review indicate, are important for learners separated from their social networks. Learners are formally surveyed monthly about the classes and activities they attend. Class and individual responses and needs are identified and analysed. Where needed, changes to learners individual programmes occur as a result. The survey is a good tool, and the systematic process gathers useful information to which BOPELS responds promptly. Formal processes recently introduced to gather external stakeholder feedback from high schools and agents have been limited, although positive responses have been received to date. Analysis will be of benefit in future once the process is bedded in and more useful focused feedback is collected, although currently the limited information obtained from formal feedback is validating the informal anecdotal feedback BOPELS receives. 1.4 How effective is the teaching? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. The teaching at BOPELS is effective, enabling learners to progress in their acquisition of English language skills and achieve the goals they identify at entry. Learners own reflection of their progress indicates that they are learning and that they understand the advances they are making. 11

12 Teaching follows the planning and approach determined by the standard and by the internationally recognised texts and tests that BOPELS uses, which tutors supplement with a range of materials. Formal and informal meetings provide regular opportunities for tutors to share their experience and ideas as well as resources. Teaching and learning resources are appropriate, well organised and accessible. Tutors work effectively as a team and have extensive English language teaching experience. All are bilingual and have experience living overseas in non-english speaking countries. There is careful selection of tutors to ensure they are aligned with the school ethos. New tutors are well orientated and able to observe colleagues and receive support as they settle into the school and role. The depth of theoretical knowledge of English language teaching could be strengthened, although this has been somewhat mitigated by BOPELS engaging an external consultant who is highly qualified and experienced in teaching ESOL (English for Speakers of Other Languages). Recently, this consultant conducted comprehensive tutor observations. These observations and the resulting report are now informing tutor appraisals, highlighting areas for professional development. The principal is actively engaging with a high-performing English language school, which is a good initiative. Over time, these good initiatives are intended to further support the development of programmes and the teaching at BOPELS. Learners provide feedback about the quality of the teaching and tutors once a month in course evaluations and again on exit. These evaluations are reliably occurring and are closely monitored, and any areas for improvement responded to quickly. Learner evaluations are overwhelmingly positive and cover both the morning and afternoon classes and the overall experience in the classroom. Benchmarks have been established by BOPELS for each area. The principal and the programme leader review evaluations and respond to learners one-to-one to discuss any areas requiring improvement. Overall, learners are engaged with the teaching and the teaching staff, whom they identify as helpful, attentive and competent. 1.5 How well are learners guided and supported? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. BOPELS is experienced at supporting international students, including those under 18 years of age, and the organisation has a sound understanding of its learners well-being. BOPELS is an openly Christian environment, with its mission statement and values filtering through from the board of directors to learners and reflected in the pastoral care they receive. Learners at BOPELS feel connected and well cared 12

13 for in the friendly, family-like atmosphere which contributes to the overall success of the English language experience. BOPELS recognises that the first week of study is the most difficult for students. The programme leader meets with learners after the first week to check that they are settling into the school and their homestay. This provides an early opportunity to address any issues. Subsequent to this meeting, academic and pastoral support is provided one-to-one and relies on the daily engagement of staff with learners. Staff are accessible at school and after hours, often hosting learners in their homes and having informal get-togethers. BOPELS is attracting learners from many cultures and, considering the small number of learners at the school, has a wide range of differing nationalities attending. Learner diversity is valued for the opportunities it provides for cultural and social understanding within the school. The interactions with learners from other cultures, as well as opportunities to speak with native English speakers, are of real benefit to learners who recognise this as enhancing their learning experience. Communication with agents and parents occurs regularly via monthly reporting. The evaluation team saw evidence that the Code of Practice for the Pastoral Care of International Students is being regularly reviewed and its requirements are being adhered to. BOPELS has a range of multilingual speakers and access to counselling services for native speakers of other languages if required. Good processes are in place to ensure homestay families and learners are well matched. BOPELS survey form for homestay families has recently been reviewed and is comprehensive. Although to date few responses have been received using this version, a wide variety of meaningful information is becoming available and very recently began to be utilised to inform BOPELS of future decisions around placement options for homestay families and learners. Overall, BOPELS understands how well supported and guided learners are through daily engagement in shared staff and learner facilities, in the classroom, with the small number of learners, and through learner course completion surveys. These processes are being improved with the recent introduction of agent surveys and a comprehensive homestay survey, although BOPELS has still to gather and analyse meaningful data from these surveys. Informal and formal staff meetings provide opportunities to discuss individuals and respond immediately to any identified need for support. Unsolicited feedback from families and the exit reports by learners emphasise the kindness, support and care provided to learners who are a long way from home. 13

14 1.6 How effective are governance and management in supporting educational achievement? The rating for performance in relation to this key evaluation question is Good. The rating for capability in self-assessment for this key evaluation question is Good. The distinction between governance and management is clear and there is transparency in the relationship between Christian Education Trust, which is the 100 per cent shareholder of BOPELS, and the operation of the PTE. The structure offers a specialist skills base and expertise in specialist areas such as finance and information technology, which allows the principal and staff at BOPELS to focus their energies on areas directly relevant to the educational performance of the learners. Governance and management at BOPELS have a shared vision for quality education that brings change to people s lives. The living example of BOPELS board and staff commitment to this vision is shown through the enrolment and support of learners with known learning difficulties, and in a couple of cases the continued support and commitment made to learners who during their time at BOPELS presented with behaviours and mental health issues that staff found challenging. The board recently implemented processes to review its own performance, including having a clear selection process and criteria to refresh membership of the board. Recruitment to the board is based on PTE and English language teaching experience and a Christian ethos, which ensures board members have the necessary range of skills required to govern the PTE effectively. Educational performance is incorporated into board discussions and decisionmaking through the reporting of explicit achievement and student satisfaction data. There is good evidence of strategic planning to strengthen the organisation s position, and a clear commitment to the development of the principal in her role and the professional development of staff, which enhances the sense of being valued that BOPELS staff experience. BOPELS is a small and effective team, who share and commit to the organisational vision, values and culture. Communication via formal and informal meetings occurs where learner individual progress, teaching practice and other organisational and relevant matters are discussed. A range of stakeholder feedback, from learners, agents, homestay families and local schools indicates that BOPELs is effective in fostering an environment that supports learners to achieve their goals and gain experiences that are highly valued. 14

15 Focus Areas This section reports significant findings in each focus area, not already covered in Part Focus area: Governance, management and strategy The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good. 2.2 Focus area: International student support The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good. 2.3 Focus area: All programmes The rating in this focus area for educational performance is Good. The rating for capability in self-assessment for this focus area is Good. 15

16 Recommendations NZQA recommends that BOPELS continue to embed stakeholder surveys into its processes, and systematically review the informal and unsolicited data collected to identify trends and enable meaningful use of the data to gain a stronger understanding of outcomes. 16

17 Appendix Regulatory basis for external evaluation and review External evaluation and review is conducted according to the External Evaluation and Review (EER) Rules 2013, which are made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. Self-assessment and participation in external evaluation and review are requirements for maintaining accreditation to provide an approved programme for all TEOs other than universities. The requirements are set through the NZQF Programme Approval and Accreditation Rules 2013, which are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. In addition, the Private Training Establishment Registration Rules 2013 require registered private training establishments to undertake self-assessment and participate in external evaluation and review, in accordance with the External Evaluation and Review Rules (EER) 2013, as a condition of maintaining registration. The Private Training Establishment Registration Rules 2013 are also made by NZQA under section 253 of the Education Act 1989 and approved by the NZQA Board and the Minister for Tertiary Education, Skills and Employment. NZQA is responsible for ensuring non-university TEOs continue to comply with the rules after the initial granting of approval and accreditation of programmes and/or registration. The New Zealand Vice-Chancellors Committee (NZVCC) has statutory responsibility for compliance by universities. This report reflects the findings and conclusions of the external evaluation and review process, conducted according to the External Evaluation and Review (EER) Rules The report identifies strengths and areas for improvement in terms of the organisation s educational performance and capability in self-assessment. External evaluation and review reports are one contributing piece of information in determining future funding decisions where the organisation is a funded TEO subject to an investment plan agreed with the Tertiary Education Commission. External evaluation and review reports are public information and are available from the NZQA website ( The External Evaluation and Review (EER) Rules 2013 are available at while information about the conduct and methodology for external evaluation and review can be found at 17

18 NZQA Ph E 18

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