Choosing a school
for your child is one of the most important decisions
you’ll ever make as a parent. Whilst much
has been written and discussed about the need
for parents to research widely, parents seem
keen to select a school that will recognise their
child as an individual.
As learning is generally easier when a child
is happy and comfortable in his/her environment,
it is important for the fit between the child
and the school to be right and that programmes
offered suit the needs of the child. In this
way, the number of playing fields, swimming pools
and tennis courts in no way can compensate for
a quality and mutually respectful interaction
between teachers and students.
Independent schools are non-government
schools and, as not-for-profit institutions,
they serve a range of different communities.
Independent schools include small and large day
schools, boarding schools, coeducational, and
single-sex schools.
Parents choose
to send their children to independent schools
because they feel a particular independent
school will best serve their child and their
child’s education.
Other considerations may include:
- provision of an education that would prepare
the child to fulfil their maximum potential
- good discipline
- the school encourages a responsible
attitude to school work
- they want their child
to have a values-based or religious education
- they
value the different teaching and educational
philosophies available at independent schools
- the
availability of boarding facilities.
There are leading examples of
both single sex and coeducational schools within
our education system and, for many years, students
have survived schooling in one or the other type
of educational institution (1)
School characteristics, such as the quality
of its leadership, the excellence of its teaching
and administrative staff and the supportive quality
of the school culture, are more important issues
to consider than gender status.
Research has identified some strengths and weaknesses
associated with both models; but these are generalised
comments and should only be seen as generalisations.
More important questions to consider would include:
How does the school cater for the individual
needs of your child?
Does the school offer a wide selection of curricular
and co-curricular programmes to cater for individual
differences?
As the calibre of teaching staff is considered
to be a critical feature, what staff development
programmes are there in place and how do they
recruit and retain the best staff?
There is a general trend towards coeducation
as parents want their children to understand
the shared attributes of boys and girls, rather
than seeing them as two segregated and different
tribal groups.
Schooling should be about preparing our young
people for life; by being confident, caring and
tolerant individuals they will be prepared to
take their place within an inclusive community
which has equal footing for both males and females.
Ask for a copy of the school
prospectus and study the school’s website
for detail about the school’s ethos and
nature and extent of curriculum and co-curriculum
programmes
Talk to teachers, students and other parents
to gain a feel about a school’s community,
culture and the calibre of the school’s
leader.
Make yourself familiar with
the latest research about finding the best fit
for your child – see
Gill J (2004) Beyond the great divide; single
sex or coeducation? Sydney UNSW Press
Identify whether the school
is able to cater for the full education needs
of your family; that is does it provide K to
Year 12 educational programmes?
Compare tuition and/or boarding
fees, scholarships and school resources (including
both teaching specialists and standard of facilities).
Compare academic programmes
to identify whether a school has depth and diversity
of academic offering.
Note that whilst some schools
on paper display a wider range of subject choice,
in reality a large student population is necessary
for that choice to be offered and supported.
Does the school offer the International
Baccalaureate? Which languages? Are the visual,
performing and balletic arts well represented?
Are there programmes for gifted and talented
students as well as those who require individualised
attention?
Compare sporting/outdoor education
and other co-curricular programmes which cater
for individual needs. Does the school have a
rural campus?
Do boarding schools offer day
and weekly boarding?Does the school want to establish
a partnership with you in the education of your
child, or is it just contractual?
When meeting school leaders,
ask them about the school’s policy on ICT; ask them about
staff professional development programmes and
their views on the generational needs of children
today.
When visiting a school, find
out about a school’s
culture which is revealed by:
- How
you are greeted by the reception and sales
staff.
- How the students relate
to each other; whether the students wear a
uniform or not and how it is worn. Are the
students happy and comfortable in their environment?
- Whether the Registrar receives
greeting from the students as they show you
around.
- Which parts of the school
were not shown.
- What a Registrar says or
doesn’t say
about a competitor.
- How the staff relate to
the students
.
References:
Australian
Council for Education Research (VCE
Data Project 1999)
Gill J (2004) Beyond the great divide; single
sex or coeducation? Sydney UNSW Press
Toppin B (2004) Getting the best fit. More on
the boy-girl thing? Professional Educator Vol
3, No 3 |
