REviewCATHOLIC DIOCESE OF HAMILTON

Chanel Centre, 51 Grey StreetPO Box 4353, Hamilton 3216, New ZealandTel: +64 7 856 6989, Fax: +64 7 856 7035

Review Report: Bishop Edward Gaines Catholic School, Tokoroa.

The aims and scope of this review are in accordance with the Aotearoa New Zealand Catholic Integrated Schools ‘Catholic Special Character Review and Development Document’

Aims:- to enable Bishop Edward Gaines Catholic School, Tokoroa, to demonstrate acceptable

standards of the Catholic Special Character dimensions: Catholic Community Pastoral Care Religious Education

- to provide an assurance to the Proprietor that Bishop Edward Gaines Catholic School, Tokoroa is authentically Catholic

- to enable Bishop Edward Gaines Catholic School, Tokoroa which is essentially the parish community assisting its parents to provide for the faith formation of their children, to show that it does this in a collaborative relationship

School DetailsSchool Type: Full Primary (Yr1-8) Decile Rating: 4

Maximum Roll: 120 School Roll Term Three 2013: 35

Non Preference: 7 Non-preference Number: 1

Please note that the Board of Trustees is shared with St Mary’s Catholic School Putaruru

2013 Proprietor’s Representatives: Catholic1. Rev Vincent Jones Yes2. Mr Paul Dykstra (Putararu) Yes3. Mr James Farrell (Putararu) Yes4. Mrs Lautalie Cowley (Tokoroa) Yes

2013 Elected: 1. Mrs Amanda Neil (Tokoroa) Chair Yes2. Mr Richard Clancey (Putararu) Yes3. Mrs Donna Dowd (Putararu) Treasurer Yes 4. Mrs Debbie Gisby (Putararu) Yes5. Mr Tony Herlihy (Tokoroa) Yes6. Mrs Jane McLean (Putararu) Secretary Yes7. Mr Fabian Perko (Putararu) No 8. Mr Jason Shailer (Putararu) No 9. Mrs Jenny MacKenzie Principal (St Mary’s Putaruru) YesPrincipal: Ms Helen McGuigan YesStaff Representative: Mrs Clare Hedge (Putaruru) YesStudent Representative: n/a

Ethnicity of Students: NZ Maori 13, European 6, Pacifica 9, East Asian 4, Indian 3

Date of on-site review: 30 – 31 July 2013.

1

Catholic Community Spirituality

The Principal, Helen McGuigan, Board and Head of RE, Karen McChlery are authentic leaders of Catholicism to the whole school community.

All staff model by example an openness of spiritual praise and thanksgiving. The spirit of the school is nurtured by the various celebrations, liturgies, social

activities, assemblies and classroom activities. There is a designated room for whole school Monday and Friday afternoon prayer

assemblies. A wide range of musical instruments are provided by the school and played with

confidence and much enthusiasm by the students and Principal. Student participation in singing and music to enhance the liturgy celebrations,

including contributing to the weekday and weekend Masses is inspiring. Staff gather at the start of each morning for prayer and reflection. Daily prayers take place in all classrooms to begin and end the day including grace

before meals. All rooms have the statement ‘Ad Majorem Dei Glorium’ – ‘For the Greater Glory of

God’ displayed on their walls. Teachers often refer to this statement during the routine of the days’ learning.

Students assist in organizing classroom prayer time and experience a wide range of prayer style.

Te Reo and other multicultural languages are integrated in the prayer formats. Prayer precedes all meetings, special events, day trips and is also part of school camp

routine. A prayer garden or an outdoor sacred space is one aspect the school would like to

pursue as a future development in the school.

1. Recommendation That the school, in consultation with the BOT, explores possible funding avenues to create an outdoor sacred space for prayer within the school grounds for staff, students and their families.

Evangelisation The vision of the school is to be the ‘new’ evangelisation of the Church – by bringing

Jesus to the school, extended whanau and parish community. The school is a first point of evangelization within the community. It was commented in the township that there is a positive profile of the school in the

wider community. “It’s always great to see the BEGS kids out and about. I don’t mind supporting that little school especially where they mix with the public schools at sports and at other things going on in our town.”- Local business owner.

There is an active evangelisation programme in place – the Principal is assisted by the Head of RE, parish members and assistant Parish Priest.

The school is committed to having all children fully initiated and active in the Catholic Faith.

The Parish church is located beside the school allowing full access for students and staff during the day.

Staff attend ongoing professional development in RE and Catholic character as part of their faith formation.

The school community appreciates the friendly rapport of their parish and assistant priests.

Significant growth in weekend Mass attendance by school families. The school has identified a potential initiative to attract new students from within the

parish and wider community by establishing a pre-school education class. A suggested name for such a class being “Little Shamrocks”. This class would have the benefit of

2

orientating preschoolers to the Catholic character of the school and other curriculum areas.

2. Recommendation That the school continues with its attempts at promoting the school to attract new students from within the parish and wider community.

Values Bishop Edward Gaines Catholic School has a strong values programme and takes great

pride in providing quality learning programmes which cater for all learning, physical, cultural and spiritual needs.

Gospel values are combined with the New Zealand Curriculum Principles, Key Competencies, and Tataiako Cultural Competencies. These are incorporated in the school’s Charter, Strategic Plan and policies.

BELIEVE, ENRICH, GLORIFY and SERVE (BEGS) are the main aspects of the school focus and are emphasized on all documentation, school logo, uniforms and promotional material.

Relevant elements of BEGS values are incorporated into the Sunday Gospel reflections in the school’s newsletter and at prayer assemblies.

Students demonstrating elements of the Gospel values are acknowledged through the newsletters, at assemblies and school celebrations.

School Culture The Principal’s decision to reside in Tokoroa has enabled her to develop an extensive

knowledge of her school and the local community. The Principal appreciates the diversity of backgrounds within her community. She is actively involved with the planning and implementation of Masses, liturgical

music and school prayer. She is a visible presence for students, parents and staff. There is a unified feeling within the school. Relationships between staff members,

staff with families and staff with students are very positive. Gospel values underpin everything the school does: academically, socially and

behaviourally. Respect and courtesy are immediately felt on entering the school. Students are fully active in all aspects of the daily school life, and are regular

participants in Mass and liturgical celebrations, musical and cultural activities. There is a strong sense of personal pride from belonging to a supportive and inclusive

learning community. A goal setting survey was distributed to encourage parents and community members

to participate in the development of the school’s strategic plan and curriculum. The students benefit from the delivery of an extensive curriculum and enjoy the

variety of cultural, special character, sporting and EOTC opportunities that are provided.

A “Bishop Kids’ Graduate Profile” has been developed as part of the school’s Strategic Planning.

The school has chosen an image of a hamburger in the Bishop Kids’ Graduate Profile as a novel way of showing the priority of Religious Education and Special Character in the curriculum to their students. Each component of the hamburger represents an element of special Catholic Character, i.e. Knowledge of: traditional prayers, scripture, the sacraments, the Mass, liturgical celebrations; Understanding of: living justly, loving tenderly and walking humbly with God, the gifts and fruits of the Holy Spirit; and Experience of: developing a personal relationship with God through prayer, full and regular participation in the Mass as part of a Parish faith community and through service to the Church through contribution to the Mass.

Partnership

3

The school has made significant progress since the last review in establishing supportive relationships between home, school, parish and the wider community.

An Induction/Orientation of new families is a collaborative effort between school and parish.

The successful sharing of governance between the two Catholic schools is commendable, due to the mutual respect and acknowledgment that each school has its own identity and special character.

The parish and school partnership is a testimony of a sound and collaborative relationship.

Leadership The school has an effective and dedicated Board that is committed to Catholic

education and aspires to strengthen the Catholic links between parish, school and home.

With a number of active church goers on the Board, Catholic character is at the heart of their governance.

The Principal is a strong Catholic leader, hardworking and highly enthusiastic in her role.

She has been fully supported by the Board and school community to successfully restore the school to a three-yearly ERO cycle.

The Principal has developed a loyal team of staff and works hard to support and recognises the work of others.

She has a clear vision to lead the school forward by integrating Catholic character with student learning and development, resulting in community awareness and potentially sustaining roll growth.

Examples of the Student “Servant” Leadership Model include service in the church, school Masses and assemblies, and participation in music ministry.

Students called into leadership roles are confident and complete their roles willingly and competently.

Playground Activity Leaders (PALS) organize and facilitate games to encourage their peers to participate during lunch break guided by Sport Waikato initiatives.

Stewardship Board members place a high value on the preservation of the Catholic character of the

school and are mindful of the importance of this in their shared governance role. Catholic character underpins all policies and practices. The majority of the school’s policies include Scripture or spiritual quotes relevant to

each context, for example, the Children’s Behaviour Policy makes reference to Mark 10:14 –“Let the children come to me”, the Finance Policy begins with “That we stay faithful to our responsibilities as Guardians of the school and the wider community”, the Camp, Excursions and EOTC Policies state – “To be at peace with our environment and experience God in our awareness”.

School signage, icons and displays declare the school’s Catholicity. The care of the school environment is a shared responsibility with the Board.

The charism of the Sisters of St Joseph ‘that we will draw on the strength and resilience of God’s love, live simply, engage with others to meet human needs, be advocates for the voiceless, care for the earth, wonder at nature and create homely communities’ is clearly evident in this school.

Significantly the Principal and Head of RE were both educated in Josephite schools. There are plans in place with the Hamilton Diocese to modernize the school’s learning

environment and to provide a more attractive outdoor play area.

Worship The principal and staff provide a range of experiences to ensure a Catholic culture of

prayer, liturgy and faith-based celebrations are promoted at the school. There is strong prayer spirituality among staff, students and parents.

4

Morning assemblies are held each day which includes prayer. Students explained that prayer is part of every classroom, beginning and end of each

day and before lunch break. Commendable high level of attendance and parish involvement by staff and families. Students participate joyfully and enthusiastically in school liturgies and Masses. Staff and students enjoy the generous interaction of their parish priest Father Vince

Jones and assistant priest, Father Reno Alima in the life of the school. “Father Reno is cool and he tells us we are cool too.” - Students’ comments.

Service/Social Justice Care and concern is shown for families in need (e.g. principal, staff and board

members visit families in times of crisis). During the time of this review the school was fully engaged in supporting a family who had lost their father in a tragic work related accident, a parent who was actively involved in the daily life of the school.

Whanau groups, BOT, students, parents and parish have formed a tight supportive unit to provide meals, time, and prayer in response to their needs.

An in-depth coverage of Social Justice Week activities includes Mass and a mini focus of the current Caritas theme.

Collaboration with Parish There are strong and positive relationships between the Principal, the Board of

Trustees, Parish and Clergy. Invitations, Newsletters, Home-Link books, School Prospectus are handed out to

ensure that there is regular and open communication to all stakeholders. The Principal, DRS and staff are highly regarded by the parish and school families.

“We love worshiping with our little school whenever we can and Helen is a blessing to us all.”- Parishioner’s comment.

The Principal and staff contributed to St Pius X Parish Sacramental Programme and the Parish Jubilee.

The Principal is a Minister of the Word and leads the Music Ministry at weekend Masses.

The local St Vincent de Paul and Catholic Women’s’ League are actively involved supporting the school such as fundraising events for school camps and funding a numeracy programme.

The school reciprocates by working with the Catholic Women’s League on selected parish based projects.

The school worships with the parish community once a term for a weekend Mass and participates in parish events.

Clergy are often present during the school week, interacting with students and staff and supporting music and RE programmes.

Pastoral CareRelationships

St Mary MacKillop’s quote - “Never see a need without doing something about it” underlies the pastoral care philosophy and practice of the school.

Manaakitanga, the wellbeing of others, is a key component and a strong characteristic throughout the entire school community.

The school, parish and board members delight in offering hospitality to visitors to the school.

The school has a Breakfast Club as an outreach service for their students. The school newsletter contains a section where the principal welcomes new families to

the school and acknowledges those demonstrating qualities of special character under titles such as “Caught Being Good”, “Students of the Week”, or “Amazing Mums”.

5

Condolences to grieving families are also acknowledged in the newsletter. The BOT and school community actively support families in need.

Safety The students commented about their own safety and how they believe they are

supported and well cared for at school. They are encouraged to report any worrying issues. There is a genuine concern for others. The school grounds are well fenced from the busy main highway and students are

aware of their responsibility to adhere to the playground rules. Students and parent are made aware of the Cyber Net Policy and expectations relating

to the use of information technology devices. Although there are further Capital Works developments planned by the Board, the

reviewers are concerned that there a few buildings requiring urgent attention with regard to health and safety:

(i) The student’s ablution facilities are in urgent need of an upgrade.(ii) The staff toilet facilities and students’ sickbay area are barely adequate.

3. Recommendation It is in the reviewer’s view, that the upgrading of the student’s ablution facilities should be a priority, and is clearly a matter of health and safety. Therefore it is recommended that the BOT makes an urgent submission to the Diocese for the upgrade of the students’ ablution facilities.

Behaviour Management There is a positive and skillful approach to behaviour management based on the

knowledge and understanding of their students’ circumstances and the elements of special Catholic character.

Gospel Values, the Key Competencies and the school’s motto of ‘Believe, Enrich, Glorify and Serve’ are promoted by staff.

The reviewers found Bishop Edward Gaines students, aka “the Bishop Kids”, to be genuinely polite, well behaved, and eager to learn.

They showed empathy toward each other, especially to students with physical learning barriers.

The school has procedures in place to carefully support children to address any negative behaviour and allow others to work.

There are programmes to support student behaviour such as Golden Rules, Student of the Week for each class and Caught Being Good vouchers.

Bi Cultural Awareness The school works hard to ensure it is culturally responsive by personalizing learning

experiences for their students and adheres to the principles of Kahikitea, Tataiko and the Pasifika Education Plan.

The school values the importance of the Treaty of Waitangi and its biculturalism heritage.

The Treaty of Waitangi Policy includes an opening phrase – “We respect the Sacredness of each other through love of our culture.”

Maori Tikanga is integrated into all important school events and learning contexts where possible.

Teachers utilize Maori values and beliefs as an integral part of the RE programme which includes Maori spirituality and waiata.

Students and staff participate in the ritual of powhiri with respect and understanding. Reviewers were treated to a whole school mini powhiri at the beginning of their visit,

confidently led by students.

6

Multi Cultural Awareness The school is fully immersed in the Polynesian culture; this includes Pasifika aspects of

the special character. Students are also encouraged to participate in a range of cultural and leisure activities

such as performing in the districts’ combined Polyfest (Polynesian Festival). This festival integrates the school community and other Polynesian and Maori cultural groups within the wider community at various age levels.

A member of the Board and members of the school community attended and contributed to the Tokoroa 2013-2016 Pasifika Plan community meeting held in 2012.

Samoan and Cook Island Masses are held on a regular basis, embracing the multi cultural aspects of the school community.

School House Groups are named after historical or influential clergy from various cultural backgrounds significant to the school’s multicultural community – French, European, Maori and Samoan:

AUBERT - Suzanne Aubert: founder of Sisters of Compassion, served the under privileged in WhanganuiDOUGLAS - Francis Douglas: a New Zealand Priest killed during the Second World War and regarded as a martyrMARIU - Max Mariu: first Maori Catholic Bishop who was based in Tokoroa TAOVINU’U - Pio Taovinu’u: first Polynesian Catholic Bishop and Cardinal

Organisation Although there is no formal plan for the pastoral care of the school community, there

is a strong intuitive manner in which pastoral care is shown, such as assisting families in need with uniforms and food parcels.

Staff are encouraged to share concerns with their colleagues. New students are guided by an older ‘buddy’ student. The school’s Prospectus Enrolment Pack and Home-Link Booklet inform families about

the school’s organization, uniform requirements and essential contact details.

Pastoral Care of the Principal The Board and school community are very supportive of the Principal in her role. The strong working relationships between all parties ensure the welfare of the

Principal is a priority. The school community is proactive regarding the challenges of their teaching

Principal, and the responsibility they have to ensure her teaching time is not compromised by minor matters that could otherwise be addressed at a more convenient time.

Professional development opportunities for the Principal are encouraged and endorsed by the board.

The Principal appears to have a good balance between professional work and personal down time and makes close contact with her support system of friends and colleagues when necessary.

Religious EducationLeadership

The Principal, Helen McGuigan is a highly motivational Catholic leader who enjoys encouraging staff, students and families to be passionate as she is about Catholic education.

The Head of RE is very experienced in teaching and guiding staff in RE, being previously the Primary RE Advisor for the Hamilton Diocese, and has returned to the classroom environment part time, as the Principal’s release teacher.

7

Board members have a real commitment to the school’s special character and encourage staff to take full advantage of all RE professional development opportunities offered through the Diocesan network.

Religious Education Curriculum The school’s RE strategic goal is to make lessons more interactive for students in a

multi-level class. A ‘Hamburger Model’ shows the order of priority in which RE and Special Catholic

Character is included in the school’s curriculum. These in Bright and orderly classrooms show clear evidence of RE curriculum delivery. Planning is specific and detailed and contained records of student learning. Modeling books have become a good record of learning. Evaluations are completed; quality student achievement data is gathered and used to

inform the teaching programme. The reviewers observed two lessons (two separate multi-year groups), taught

appropriately to the levels of ability. In the senior room students’ self evaluation is undertaken verbally and through writing

in their colorful, personalized booklets or prayer diaries after each RE lesson. The junior class walls have several student-made RE posters, prayer cards, artwork,

writings and religious pictures. Student workbooks contain a vast array of completed tasks related to the current

Liturgical calendar and previous feast days. Students are encouraged to manipulate learning activities on the Interactive

Whiteboard. Teachers apply a variety of learning strategies – pair share, group discussions,

scripture research, and modified learning activities to support and/or extend students. Assessment data is collated after the teaching of each Strand and discussed at staff

RE meetings for future planning. The teachers have identified that although the student group work is on task and

discussions are relevant, groups need more support with scriptural research and activities.

The weekly newsletter contains information on the current RE activities happening in the classrooms.

Resources RE Resources are well organised into strands, learning modules, liturgical calendar

with accompanied music for the class programmes and staff. Resources are easily accessible in all classrooms at the appropriate levels. An appropriate amount is set in the budget each year for RE resources and PD. Although not sited during this review, there is evidence in the student’s work books

that the digital resource is frequently used. Teachers use relevant YouTube musical video clips and other technology sources to

enhance their RE lessons when necessary and for professional development purposes.

Integrated Curriculum Staff plan appropriately integrated learning experiences with other curriculum areas

such as Social Sciences, Physical Education and Health, the Arts including Information Technology.

Catholic Social teachings are integrated into the students’ learning experiences at all year levels.

Professional Development The staff is proactive in developing their faith formation and take full advantage of

professional development opportunities. Two of the three staff are trained in the Understanding Sexuality programme.

8

The Principal and staff make use of professional development meetings with neighbouring school, St Mary’s Putaruru, and cluster meetings.

Communication An impressive, user-friendly student ‘Home Link Book’ contains useful information for

parents such as school and traditional prayers, dates for Masses and Liturgies, school and parish contact details, and various homework activities.

Parents are informed of current classroom RE programme via newsletters, informal conversations before or after school and invitations to the classroom.

Parents commented that they feel included in all aspects of their child’s development in RE.

With almost 100% return of the Community Survey forms for this review, the feedback received was very positive towards the principal, staff, governance and the school in general.

Examples of comments received: “This school is my kids other home, sometimes they don’t want to leave!” “Extremely awesome support, the school is great just the way it is.” “Thank you for what you teachers do for these lovely children.” “The school has a lovely spiritual feeling…the very open door policy supports this…the priests are kind and compassionate.” “Pastoral care is a very important part of the school structure…our fantastic relationship we have with our priests and the school community is awesome!”

Progress with recommendations in last review

1. Developing the school charism. It is recommended that the whole school community explore and discern the foundational values which make Bishop Edward Gaines School distinctive. Once these values are defined then a clear programme of teaching and learning, behaviour management, appraisal and development will provide the framework for future growth. It is suggested that the Diocesan Schools Office initiate a consultation process which enables Bishop Edward Gaines School to explore its distinctive identity while under the protective direction of the joint Board of Trustees contract.

Bishop Edward Gaines has addressed the above recommendations from the last review through teaching and research of the special Catholic character aspects of the school:

(i) A strong relationship with their local Josephite Sisters. The charism of the Sisters of St Joseph of the Sacred Heart has been adopted and celebrated by the school.

(ii) School buildings are all named after holy people (MacKillop House, Pacelli Room, Chanel Room, Roncalli Room and Aquinas Room).

(iii) The senior students having researched and are able to articulate what makes these people inspiring role models as followers of Christ.

(iv) School House groups are relevant to the NZ Catholic culture and to the special Polynesian and Pasifika culture of Tokoroa: Aubert, Douglas, Mariu & Taofinu’u (see Multicultural Awareness section, page 7).

(v) An annual memorial Mass to celebrate and honour Bishop Edward Gaines. (vi) Since 2012 a Charism Unit is taught at the beginning of each year to remember

and acknowledge all the holy people and names associated with the school.

2. Communication. The high interest level and proactive approach to raising the school’s profile in the community could be further enhanced by developing strategies to publicize school activities in the parish and the community at large e.g. permanent displays of school news and activities in the parish foyer, orientation days, and a copy of the school newsletter included with the parish newsletter. Developing relationships with the four Catholic

9

secondary schools will focus parents on the continuity of education which is provided for students.

Bishop Edward Gaines has addressed the above recommendations from the last review through:

(i) School displays, brochures and newsletters are available in the Parish foyer for interested parties to read.

(ii) School events are advertised in the Parish newsletter and parish events are also advertised in the school’s newsletter.

(iii)The school’s website www.beg.school.nz and school Facebook page is used to communicate with their local community and further afield.

(iv) Strong relationships with the Tokoroa Catholic Women’s League and St Vincent de Paul.

(v) Both Parish Priests being actively involved in the life of the school.

3. Religious Education .The religious education curriculum is central to the school’s Special Character. A more holistic approach to planning which focuses on children’s cultural context and personal experiences will strengthen the connection between what we learnt and how we live. Regular updates for parents, for instance, sending home snippets from the Family/Whanau book or parts of the Religious Education curriculum, either additional to newsletters or incorporated into the newsletter would enhance the home/school partnership. Parent education evenings about the Religious Education curriculum, perhaps as an addition to the parent interview evening, will ensure that the parents have a better understanding of the concepts and attitudes included in the curriculum. Keeping displays of children’s learning and documentation current indicates the value placed on the Special Character in the school.

Bishop Edward Gaines has addressed the above recommendations from the last review through:

(i) Consultation with the school community in 2012 when designing its new school curriculum which now aligns with the NZ Curriculum and is underpinned by Gospel Values and Catholic Character.

(ii) Ensuring that Religious Education is a core curriculum priority along with Literacy and Numeracy.

(iii)The school’s vision and graduate profile explicitly articulates the knowledge, understanding and experiences of special Catholic Character that the school wants their students to develop.

4. Compliance .1. Letters of recommendation to teach the religious education curriculum are required

from the Bishop for the untagged teachers in the school otherwise alternative arrangements for teaching the curriculum will need to be made.

2. That the preference and non-preference system be adhered to according to the Integration Act.

Bishop Edward Gaines has addressed the above recommendations from the last review through

(i) A letter was sent to Bishop Denis Browne seeking approval for an untagged teacher to teach the Religious Education Programme.

(ii) The untagged teacher is fully supported by the Principal, Head of RE, and the Parish Priest also assists with teaching and learning.

(iii)An active evangelisation programme has been established. The school has worked hard at addressing the number of non-preference students in the school.

10

Summary of recommendations in this review (for inclusion in your annual plan for next year)

1. That the school, in consultation with the BOT, explores possible funding avenues to create an outdoor sacred space for prayer within the school grounds for staff, students and their families.

2. That the school continues with its attempts at promoting the school to attract new students from within the parish and wider community.

3. Although not usually considered as part of the Catholic Character Review process, in the reviewer’s view, the upgrading of the student’s ablution facilities should be a priority and is clearly a matter of health and safety. Therefore it is recommended that the BOT makes an urgent submission to the Diocese for the upgrade of the students’ ablution facilities.

Statutory Special Character CompliancesIn relation to the terms of the Private Schools Conditional Integration Act (1975) and its Integration Agreement, the special character compliances required of Boards of Trustees of New Zealand Catholic Integrated School was attested to by the full board of Bishop Edward Gaines Catholic School, Tokoroa and signed 31 March 2013.

Information was collected in an area of special national interest, namely professional development in Catholic Character and Religious Education.

ConclusionThe school’s mission statement states that ‘the learning community of Bishop Edward Gaines Catholic School’s vision for graduate ‘Bishop Kids’ is to empower them to be confident, connected, actively involved lifelong learners instilled with Gospel values so that they are well prepared to Believe, Enrich, Glorify and Serve as 21st century citizens’.

Bishop Edward Gaines Catholic School has a fresh vibrancy that is clearly evident. Strong leadership and governance work hard with a supportive parish and school community towards achieving their mission statement.

The reviewers felt extremely privileged to witness a very special Catholic school in action and congratulate Bishop Edward Gaines school community for working “for the Greater Glory of God”.

……………………………L G DayCatholic Character Review Coordinator.

............................................ ………………………………….D Porter N Kampjes

11

Lead Reviewer. Reviewer.

Bishop Edwards Gaines Catholic School 30 July 2013

12