Education=20 REVIEW REPORT:
NEW LYNN SCHOOL

SEPTEMBER 2009

1............=20 About the=20 School

2............=20 The = Education Review=20 Office (ERO) Evaluation

3............=20 The Focus = of the=20 Review

4............=20 Areas of = National=20 Interest

5............=20 Board = Assurance on=20 Compliance Areas

6............=20 Recommendation

7............=20 Future=20 Action

&nb= sp; =20 C= ommunity=20 Page

Disclaimer

Individual=20 ERO school and early childhood centre reports are public = information and=20 may be copied or sent electronically. However, the Education = Review=20 Office can guarantee only the authenticity of original documents = which=20 have been obtained in hard copy directly from either the local ERO = office=20 or ERO Corporate Office in Wellington. Please consult your = telephone=20 book, or see the ERO web page, http://www.ero.govt.nz, for ERO = office=20 addresses.

This=20 report has been prepared in accordance with standard procedures approved = by the=20 Chief Review Officer.=20

1. =20 About the=20 School

Location

New Lynn, = Waitakere=20 City

Ministry of = Education=20 profile number

1389

School = type

Contributing = (Year=20 1-6)

Decile = rating[1]

Teaching=20 staff:
       Roll generated = entitlement=20
      =20 Other
       Number of=20 teachers

18.6
=20 1.44
20

School = roll

297

Gender=20 composition

Boys 50%, Girls=20 50%

Ethnic=20 composition

Māori 21%, = NZ=20 European/Pākehā 15%,
Samoan 20%, Asian 13%, = Indian=20 11%,
African 5%, Tongan 5%, Cook Island Māori = 3%,
Fijian 3%, Niue=20 3%, other 1%

Special=20 features

Oaklynn School = satellite=20 class

Review team on = site=20

August=20 2009

Date of this=20 report

18 September=20 2009

Previous ERO=20 reports

Education Review, = July=20 2006
Education Review, February 2003
Accountability Review, = May=20 1999
Discretionary Assurance Audit, August 1995
Assurance = Audit,=20 October 1993
Review, May = 1992

2. =20 The = Education=20 Review Office (ERO) Evaluation

New Lynn School has = served the=20 local community since 1888 and has taken steps to ensure that its rich = history=20 is valued and shared with all students. The board, managers and = staff have=20 effective self-review systems, and work collegially and strategically to = ensure=20 they continue to provide the high quality educational learning = opportunities for=20 students noted in the 2003 and 2006 ERO reports. Purposeful = surveys=20 and observations of learning activities are undertaken, regular staff = meetings=20 are held to reflect on student achievement and improving teacher = practice, and a=20 robust performance appraisal system is in place.

Since the 2006 ERO review, the school roll has = continued to=20 grow. A new administration block has been built and new = information and=20 communication technologies (ICT) resources have been purchased. = Parent=20 partnerships and community involvement in the school have increased and = staff=20 have undertaken many professional development initiatives using = external,=20 cluster-wide and peer support.

Teachers use a variety of nationally referenced = assessment=20 tools to assess students=92 achievement in literacy and = mathematics. =20 Achievement data are well analysed by teachers, who reflect on the = implications=20 for their teaching and for ongoing student learning. The = achievement of=20 Māori students is carefully monitored and school data show that = Māori students=20 at most year levels are achieving in reading at levels that are at or = above=20 national expectations.

Students are happy, confident learners. They = are=20 excited about what they know and can achieve. Ako and = tuakana/teina=20 approaches to teaching and learning, particularly in the use of ICT = tools, have=20 resulted in students displaying more confidence, better engagement and = increased=20 self motivation for learning. Teachers model enthusiasm for=20 learning. Standards of planning and teaching are consistently = high, and=20 teachers use well analysed achievement data to differentiate learning=20 opportunities for individuals and groups of students. Teachers = have=20 positive, caring relationships with students and facilitate lessons that = are=20 relevant to students=92 experiences and interests.

The principal is held in high regard by the school = community. He is leading the school effectively and in a collegial = manner. The senior management team is committed to improving = student=20 outcomes and to ensuring that the pastoral needs of all students are = cared for=20 in a professional manner.

The board supports the commitment of the principal = and=20 senior managers to helping their students to achieve excellence in the = academic,=20 cultural, sporting and social dimensions of the curriculum. = Trustees are=20 knowledgeable about their governance role, student achievement, and = school=20 operations. They represent the school community well and are = strongly=20 involved in school activities.

For this review, ERO and the board agreed = to focus on=20 the quality of teaching, with a focus on ICT. In all school = reviews, ERO=20 also comments on areas of national interest. Consequently, the = report also=20 provides an evaluation of the progress made in supporting the = achievement of=20 Māori and Pacific students, provision for students with high needs, = and the=20 school=92s implementation of the new curriculum. ERO and the board of trustees = agree that=20 the board should continue to support the principal and managers to = further=20 develop systems that enable students to be successful twenty-first = century=20 learners.

Future = Action

ERO is confident that = the board=20 of trustees can govern the school in the interest of the students and = the Crown=20 and bring about the improvements outlined in this report. ERO is likely = to carry=20 out the next review in four to five years.

3. =20 The = Focus of=20 the Review=20

Student Achievement=20 Overall

ERO=92s education = reviews focus on=20 student achievement. What follows is a statement about what the = school=20 knows about student achievement overall.

Teachers collect a variety of nationally = referenced and=20 school-based data on achievement in literacy and numeracy. = Managers have=20 reflected on the collection, collation and analysis of these data, which = are=20 used to inform teaching and decision making at all levels. There = are high=20 levels of transience in the student population, and most students, when = they=20 begin their schooling at New Lynn, are not achieving at nationally = expected=20 levels. Achievement data show, however, that students make good = progress=20 over their time at the school, with most attaining nationally expected = levels=20 within two years of arriving at the school. Good support = programmes are in=20 place to cater for students needing support or extension.

School=20 Specific Priorities

Before the review, the = board of=20 New Lynn=20 School was = invited=20 to consider its priorities for review using guidelines and resources = provided by=20 ERO. ERO also used documentation provided by the school to = contribute to=20 the scope of the review.

The=20 detailed priorities for review were then determined following a = discussion=20 between the ERO review team and the board of trustees. This = discussion=20 focused on existing information held by the school (including student=20 achievement and self-review information) and the extent to which = potential=20 issues for review contributed to the achievement of the students at=20 New Lynn=20 School.

ERO and=20 the board have agreed on the following focus area for the = review:

=B7 =20 the quality of teaching, with a focus on ICT.

ERO=92s=20 findings in these areas are set out below.

The quality of teaching = with a=20 focus on ICT

Background

The 2006 ERO report = noted that=20 New Lynn School was committed to making a positive difference for=20 students. Trustees, the principal and staff continue to focus on = improving=20 learning outcomes for students and delivering education that is relevant = and=20 gives students the necessary skills they need to be twenty=96first = century=20 learners. Since the 2006 ERO review, teachers have undertaken = professional=20 development to further develop their skills in teaching literacy, = numeracy and=20 ICT. The school has recently become the lead school in a cluster = of=20 schools participating in a new Ministry of Education ICT professional=20 development contract. The board has significantly upgraded the ICT = infrastructure of the school. The board asked ERO to evaluate the = impact=20 of this resourcing on teaching and learning.

Student = progress and=20 achievement

The school-wide focus on ICT is having a = positive=20 impact on student achievement and learning. Students and staff = spoken to=20 at the time of this review attest that the inclusion of ICT tools in the = learning programmes has improved learning outcomes for students. = They=20 report that students are more engaged, interested in learning, and are = self=20 motivated. Teachers and students are learning together. Ako = and=20 tuakana/teina approaches in the uses of ICT have resulted in students=20 undertaking leadership roles that are building their confidence and = sense of=20 responsibility. Increased access to ICT equipment, including the = internet,=20 has resulted in students becoming more independent learners.

Areas of good = performance

Strategically planned=20 implementation process. The inclusion of = e-learning and=20 new technologies has been strategically planned and is carefully woven = into a=20 curriculum that is particular to New Lynn School and that encompasses = the=20 school=92s values. Strategic planning includes:

=B7 =20 the alignment of school initiatives with the board=92s = strategic and=20 annual plans;

=B7 =20 the timely, planned increase of ICT infrastructure and=20 resources;

=B7 =20 the prior building of teacher interest and knowledge of=20 software;

=B7 =20 increasing student and teacher awareness of internet = safety;

=B7 =20 staff and community consultation and surveys; and

=B7 =20 ongoing, effective professional development opportunities = for all=20 staff, including internal and external workshops, cluster meetings and=20 individual teacher mentoring and support.

As a result of these good practices, new = technologies have=20 been quickly embraced by teachers and are supporting students=92 = learning=20 effectively.

Catering for differentiated learning. = Teachers=20 use well prepared lesson plans that have been developed to cater for = students=92=20 differentiated needs. Planning is guided by the use of relevant=20 achievement data. The school expectation is that ICT tools will be = used to=20 improve literacy and numeracy outcomes for students. In addition, = ICT=20 tools enable teachers to cater for students=92 various learning = styles. =20 Teachers and students are readily able to access resources to enhance or = clarify=20 spontaneous interests that arise. Teachers are using ICT tools=20 successfully to enable students with special needs to access the = curriculum and=20 to provide them with an alternative way of recording their learning. =

Support for teachers. Teachers are = well=20 supported to grow their ICT skills. A robust performance = management system=20 includes appraisal discussions and the use of professional = readings. =20 Regular monitoring of school expectations for teaching and learning = ensures=20 consistency of practice across the school. Staff enjoy positive=20 relationships, report that they feel valued, and are open and willing to = adapt=20 their teaching styles to further improve student achievement. They = welcome=20 leadership opportunities to support their peers and further develop = their own=20 expertise.

Enhanced learning opportunities. The = principal=20 and senior managers have an innovative, visionary view of teaching and = learning,=20 which is encompassed within the curriculum. This view is = continually open=20 to further thinking and challenge and is always aimed at improving = learning=20 outcomes for children and raising student achievement. Their = approach to=20 extending students=92 world view includes giving students opportunities = to be=20 involved in community events and employing specialist teachers to extend = students=92 cultural and environmental learning opportunities.

Growing home-school partnerships. = Good=20 practices are in place to enable the school and families to work = together as=20 partners in children=92s learning. Initiatives include = whānau-hui,=20 weekly parent morning teas and harekeke and numeracy workshops to = enable=20 parents to support their children=92s learning at home. Parents = are kept=20 well informed about what their child can do and areas that still need = further=20 support. Managers and staff know students and their families = well. =20 In addition, students are well supported and their parents are involved = during=20 transition phases from one sector of schooling to the next.

Well embedded self-review practices. = The school=20 and managers are focused on continual school improvement. They = have strong=20 self-review systems in place to encourage reflection and to ensure that=20 reflective practices are naturally embedded in all aspects of teaching, = learning=20 and management. The focus of the school=92s self review is on = raising=20 student achievement, improving student learning opportunities, and = increasing=20 teachers=92 skills.

Areas for = improvement=20

Learning progressions. = Managers have=20 identified the need to develop a school-wide overview of learning = progressions=20 for the expected use of ICT tools and software at various year = levels. In=20 addition, as part of their review processes, they intend to survey staff = again=20 to determine how staff and student needs have changed and could now be = best=20 supported.

Reporting to parents. As part of the = school=92s=20 introduction of The New Zealand Curriculum, managers plan to = show, in=20 their reports to parents, students=92 actual achievement levels, = together with=20 nationally expected levels of achievement. This reporting will = enable=20 parents to know how well their children are progressing in comparison = with other=20 New Zealand students of the same age.

4. =20 Areas of=20 National Interest

Overview

ERO provides = information about=20 the education system as a whole to Government to be used as the basis = for=20 long-term and systemic educational improvement. ERO also provides=20 information about the education sector for schools, parents and the = community=20 through its national reports.

To do=20 this ERO decides on topics and investigates them for a specific period = in all=20 applicable schools nationally.

During=20 the review of New Lynn=20 School ERO = investigated and reported on the following areas of national = interest. The=20 findings are included in this report so that information about the = school is=20 transparent and widely available.

Success for Māori = Students:=20 Progress=20

In this review, ERO evaluated the extent to = which the=20 school was familiar with the Māori = Education Strategy =96=20 Ka Hikitia: Managing for Success and progress made = since the=20 last review in promoting success at school for Māori students.=20 Twenty one percent of students at New Lynn School identify as=20 Māori.

The school reports it has considered Ka = Hikitia and=20 made changes to some of its practices as a result.

Background

Māori students are highly motivated = and engaged in=20 their learning. Whanauangatanga is an integral part of the = school=92s=20 inclusive environment, and includes positive and supportive learning=20 relationships between teachers, students and whānau. The = school continues=20 to have a strong commitment to the guiding principles of biculturalism, = as noted=20 in the 2006 ERO report, with importance placed on children being = provided with=20 learning experiences that integrate Māori values, traditions, = language and=20 culture.

Areas of progress

Success for = Māori=20 students. Success for Māori = students continues=20 to be an important focus for the board, senior leaders and = teachers. Māori=20 student achievement is tracked over time and is closely monitored = against=20 national expectations. Senior leaders and teachers separate these=20 achievement data to report to the board and analyse the information to = identify=20 students=92 skills and next steps for learning. Ongoing = professional=20 discussion about the progress of Māori students ensures that they = are provided=20 with specifically tailored support. The school also has an = emphasis=20 on:

=B7 =20 setting annual targets specifically aimed at improving the = achievement of Māori students;

=B7 =20 relevant professional staff development, which includes = training=20 on catering for cultural giftedness;

=B7 =20 teachers using an data driven approach to plan, share good = practice and reflect on classroom practice; and

=B7 =20 communication and information-sharing with whānau = through regular=20 consultation that develops effective home-school learning = partnerships.

Progress for Māori = student=20 achievement. Achievement data for = terms 1 and=20 2, 2009 indicate that Māori students in most year levels continue = to make good=20 progress in reading. Close tracking and monitoring of progress = ensures=20 that students=92 needs are identified early and that targeted support is = provided.

Facilitating new knowledge = and=20 learning. Senior leaders=92 = strategically=20 planned focus on ICT has led to teachers using ICT tools to facilitate = new=20 knowledge and to provide innovative learning experiences for Māori=20 students. The students value the variety of opportunities they = have to use=20 interactive learning techniques and to develop their skills in = E-Learning=20 through access to the web-based curriculum. They understand how = their=20 involvement in ICT can benefit and extend their education and=20 knowledge.

Culturally appropriate=20 learning. Relevant professional = development=20 has fostered teachers=92 understanding of culturally appropriate, high = quality=20 learning experiences for Māori students. Increasing = teachers=92 knowledge=20 has led to the school-wide use of preferred learning styles for = Māori in=20 classroom programmes and has supported the implementation of gifted and = talented=20 programmes that encompass the concept of cultural giftedness. = Students=20 report that their ideas and interests are being catered for and that = they have a=20 deeper understanding of appropriate learning strategies. =

Supporting Māori=20 identity. Students who are = identified as Māori=20 by their whānau when entering the school are supported through the = use of a=20 Māori enrolment form. The information requested on this form = enables=20 teachers to make connections with Māori children and supports the = children=92s=20 sense of belonging to their Māori heritage. The information = provided=20 includes students=92 iwi and hapū. Senior leaders and = teachers use this=20 knowledge to develop their understanding of and relationship with = Māori students=20 and their whānau and to also identify and track the students=92 = progress through=20 the school=92s assessment systems.

The Achievement of = Pacific Students:=20 Progress

In this review ERO evaluated the progress = the school=20 has made since the last review in improving the achievement of its = Pacific=20 students and in initiatives designed to promote improved = achievement. =20 Thirty-four percent of the school roll is identified as Pacific and the = majority=20 of these students are Samoan.

Areas of good performance

Pacific student=20 achievement. Achievement data for = terms 1 and=20 2, 2009 indicate that Pacific students in most year levels are making = good=20 progress in reading. There is a marked shift in achievement in = Years 2, 3=20 and 4 from term 1 to term 2, showing that the focus on teaching and = learning in=20 literacy is making a positive difference. Close tracking and = monitoring of=20 progress means that teachers know Pacific students well and ensures that = students=92 needs are identified early and that the students are = provided with=20 targeted support.

Effective use of assessment=20 information. Senior leaders and = teachers=20 separate Pacific student assessment information and analyse these data = to report=20 to the board and to identify students=92 current skills and next steps = for=20 learning. Teachers use data to inform their planning. = Ongoing=20 professional discussions about achievement information provide them with = the=20 opportunity to reflect on their teaching and learning practice. = Specific=20 achievement targets for Pacific students are set and are closely = monitored=20 through school-wide assessment systems.

Valuing cultural=20 diversity. A strong, = inclusive=20 culture is a feature of the school and is reflected in teaching = practices, and=20 in board representation and involvement in school events and learning=20 experiences. Senior leaders and teachers value the richness of = children=92s=20 culture and languages and enjoy using greetings with students and their = families=20 that acknowledge their cultural identity.

Preparing to Give = Effect to the=20 New Zealand Curriculum

Schools are currently working towards = implementing=20 The New Zealand Curriculum by February 2010. During this review = ERO=20 investigated the progress=20 New Lynn School = is making=20 towards giving full effect to the curriculum as part of its planning,=20 organisation and teaching practice.

ERO found that school = leaders and=20 teachers at New Lynn School = are=20 giving full effect to The New Zealand Curriculum in their = planning,=20 organisation and teaching.

Including Students with = High=20 Needs

During this review ERO investigated the = extent to=20 which the board and school leaders of New Lynn School = provide an=20 inclusive education for students with high needs. This included = collecting=20 evidence about the school=92s policies, processes and practices to = support the=20 enrolment and induction of students with high needs and to support their = participation and achievement at school. The information collected = during this=20 review will contribute to information that will be reported in a = national=20 education evaluation report.

Prior to a review, a board of trustees and = principal attest=20 in the Board Assurance Statement that they have taken all reasonable = steps to=20 meet their legal requirements including those detailed in Ministry of = Education=20 circulars and other documents.

The board of New Lynn School = was asked=20 to attest to whether it had =91ensured that teachers of students with = disabilities, and other contact staff, have a sound understanding of the = learning needs of students with disabilities and, where necessary, have = put in=20 place support systems centred on each individual with = disabilities.=92=20 The board was also asked to attest that =91policies and = procedures that=20 relate to students who have special education needs are implemented = without=20 discrimination=92.

ERO=92s findings confirm these=20 attestations.

5. =20 Board=20 Assurance on Compliance Areas

Overview

Before the review, the = board of=20 trustees and principal of New Lynn=20 School = completed an=20 ERO Board Assurance Statement and Self-Audit = Checklist. In=20 these documents they attested that they had taken all reasonable steps = to meet=20 their legislative obligations related to:

=B7 =20 board=20 administration;

=B7 =20 curriculum;

=B7 =20 management of=20 health, safety and welfare;

=B7 =20 personnel=20 management;

=B7 =20 financial=20 management; and

=B7 =20 asset=20 management.

During the review, ERO = checked=20 the following items because they have a potentially high impact on = students=92=20 achievement:

=B7 =20 emotional=20 safety of students (including prevention of bullying and sexual=20 harassment);

=B7 =20 physical=20 safety of students;

=B7 =20 teacher=20 registration;

=B7 =20 stand-downs,=20 suspensions, expulsions and exclusions; and

=B7 =20 attendance.

Compliance

ERO=92s investigations = did not=20 identify any areas of concern.

6. =20 Recommendation

ERO and the board agree = that the=20 board should continue to support the principal and managers to further = develop=20 systems that enable students to be successful twenty-first century=20 learners.

7. =20 Future=20 Action

ERO is confident that = the board=20 of trustees can govern the school in the interest of the students and = the Crown=20 and bring about the improvements outlined in this report. ERO is = likely to=20 carry out the next review in four to five years.

Dr Graham Stoop

Chief=20 Review Officer

18 September 2009

These are the findings = of the=20 Education Review Office=92s latest report on New Lynn=20 School.

ERO reviews do not = cover every=20 aspect of school performance and each ERO report may cover different=20 issues. The aim is to provide information on aspects that are = central to=20 student achievement and useful to this school.

If you=20 would like a copy of the full report, please contact the school or see = the ERO=20 website, www.ero.govt.nz.

ERO is an independent, = external=20 evaluation agency that undertakes reviews of schools and early childhood = services throughout New Zealand.

ERO follows a set of = standard=20 procedures to conduct reviews. The purpose of each review is=20 to:

Reviews=20 are intended to focus on student achievement and build on each = school=92s self=20 review.

ERO=92s framework for = reviewing and=20 reporting is based on three review strands.

=B7 =20 School=20 Specific Priorities =96 the quality of = education and=20 the impact of school policies and practices on student = achievement.

=B7 =20 Areas of=20 National Interest =96 information about = how=20 Government policies are working in schools.

=B7 =20 Compliance=20 with Legal Requirements =96 assurance that = this school has=20 taken all reasonable steps to meet legal requirements.

Most ERO reports = include=20 recommendations for improvement. A recommendation on a particular = issue=20 does not necessarily mean that a school is performing poorly in relation = to that=20 issue. There is no direct link between the number of = recommendations in=20 this report and the overall performance of this school.