The structure of the school follows the structure laid down by the government which sees the school split into 4 structured phases. Each of these phases are designed in such a way so as to ensure maximal educational benefit.

All phases share the following basic tenants:

ONE:
Provide a dynamic, innovative, broad, holistic, inclusive, flexible and relevant curriculum promoting excellence.

TWO
Endeavor to provide a teaching and learning environment which caters for student individuality so that each learner has the opportunity to maximize his/her potential as an individual, as a learner and as a member of the community, as a leader and as a citizen.

THREE
Develop programmes which enhance core competency skills, including literacy and numeracy and develops models of learning to support the individual learning and needs of its students

FOUR
Structure the school day to provide time to cater for the teaching and learning goals of the school

FIVE
Identify and responds to the needs of students at the formal transition points from years 6-8, 8-12, and 13-18

SIX
Provide a teaching style and practice which maximizes dynamic and innovative learning and the pursuit of excellence within the Mitchell House community.

SEVEN
To foster cultural sensitivity and acceptance of others

The school has four terms. At the end of the first term a report commenting on the pupil’s progress is compiled. Parents are invited to collect this in person and meet with the teachers. Comprehensive reports, including scores for each of the learning areas as well as comments on the pupil’s progress are distributed at the end of the second and fourth terms. These scores are based on continuous informal and formal assessment tasks as well as pen and paper tests. Examinations are written at the end of the fourth term.

At the end of the second term, or as per the diary card, teachers conduct personal interviews with parents and, at the same time, give an abbreviated progress report, indicating how well the pupil has settled into his/her new class. Further interviews may be conducted throughout the year. Interview booking sheets are placed on classroom doors a few days prior to the interviews for parents to fill in. If a parent is concerned about a child’s progress at any time during the course of the year, an appointment to see the teacher concerned should be made through the front office.