INTERNATIONAL STUDENTS - ERO REPORT 2009

Provision for International Students: Compliance with the Code of Practice for the Pastoral Care of International Students

BACKGROUND

Timaru Boys' High School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.

The director of international students is experienced in the role. The homestay coordinator was appointed to the position in June 2008. There has been a recent growth in the number of fee-paying students attending the school. The school now has 16 international fee paying students.

The school complies with all aspects of the Code relating to welfare and accommodation.

Areas of good performance

Management of homestays.
The homestay coordinator effectively monitors and supports homestay providers. Students and hosts receive good advice and guidelines. Both the director and the homestay coordinator communicate regularly with the host families and the students and respond promptly to any situation. Careful consideration is given to the placement of each student into a homestay to ensure a happy outcome. Homestay providers spoken with by ERO said that they appreciated the school’s willingness to provide extra support and advice when issues arose.

Pastoral care.
International students’ wellbeing is effectively monitored. Students are encouraged to participate in co-curricular activities to help their integration into the school community. The students’ pastoral care needs are well catered for throughout their stay. Students have ready access to the director of international students and the homestay coordinator. Students told ERO they felt safe and well cared for.

English language support.
Students receive effective support for language learning with a qualified English for speakers of other languages (ESOL) teacher. Entry testing identifies each student’s skill level in written and oral English. English language teaching is tailored to meet the different needs of students. As students become more competent and confident in oral and written language, they move on to more challenging programmes. This support helps students to both develop their English language skills and to attain the NCEA literacy standards required for university entrance and further education.