Lynmore Primary School

Lynmore Primary School - 23/01/2020

School Context

Lynmore (Te Kura o Owhatiura) is a large school located in the Eastern suburbs of Rotorua catering for students in Years 1 to 6. The current roll of 656 students includes 122 Māori and smaller numbers from diverse ethnic backgrounds. Since the previous ERO review the principal continues in the role and there have been significant changes to the leadership and teaching teams. The board of trustees chairperson is an experienced trustee and some board members are new.

Current strategic goals are focused on building evaluative capability to build effective leaders, Māori success as Māori, wellbeing for success, developing educationally powerful partnerships and developing the local curriculum.

Teacher professional development during 2018 and 2019 has focused on transitions to school (Kakano), the development of a ‘learning through play’ initiative, the Ministry of Education Incredible Years and Positive Behaviour for Learning initiatives and future focused learning. The school is part of the Rotorua East Kāhui Ako. Teachers and leaders continue to use the Ministry of Education Progress and Achievement Tool (PaCT) and associated learning progression frameworks to inform assessment, planning and reporting processes across the school.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing, mathematics
  • science
  • learning support programmes.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is successfully achieving equitable and excellent outcomes for nearly all of its students.

Schoolwide data for 2019 shows that almost all students achieved at or above expected curriculum levels in reading, writing and mathematics. Data gathered over a longer period shows that these levels have significantly increased since 2016. Nationally standardised data about achievement in science for Year 4 to 6 students shows that these students are achieving above expected norms.

School information about achievement of students with higher learning needs indicates that these students make good progress with their individual goals.

Schoolwide data for 2019 shows that in reading, writing and mathematics there was no disparity in achievement based on gender or ethnicity. Data gathered over a longer period shows that historical disparity between Māori and other groups of students in reading, writing and mathematics has been addressed.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School data shows accelerated outcomes for almost all Māori and other students who need this.

The school gathers, analyses and reports about accelerated outcomes for all students, including those who are not achieving at expected levels for their age. This data shows that almost all of these students made accelerated progress in reading, writing and mathematics during 2019.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders are effectively empowering a culture of critical reflection and inquiry for improvement. Leadership is growing the collective capability of teachers to improve their practice and enabling an effective approach to fostering emerging leadership capability in the school. Strategic evidence-based decisions about teacher professional learning are supported by high expectations for teacher practice and for equitable student outcomes. Assessment and planning processes are well understood and thoroughly implemented so that learning needs of each student are addressed.

Leaders and teachers are highly data literate. They systematically use achievement data to evaluate all aspects of teaching and learning. Evaluation and inquiry are embedded across all aspects of school operations and contributing to ongoing improvement in outcomes for all learners.

High levels of relational trust are evident. This is contributing to a culture of collaboration and effective change management. Leaders, teachers and parents engage in open and transparent communications and relationships are focused on improving outcomes for student learning and holistic wellbeing. Parents are active participants in decisions about their child’s learning, progress and successes. Teachers, students and parents co-construct challenging and realistic learning goals which are regularly reviewed. Effective use of digital technology and face-to-face contact is enabling parents to contribute to ongoing and reciprocal communication about students’ learning journey and next steps.

The school curriculum is highly responsive to students’ learning needs, supportive of their wellbeing and holistic development. The broad, rich curriculum is implemented by teachers who know their learners very well. Teachers use this knowledge to plan responsive individual learning programmes. Their knowledge of progress across core curriculum areas combined with targeted use of standardised assessment tools is enabling them to make reliable decisions about student achievement in relation to expected levels. Assessment provides meaningful evidence of achievement and progress and a basis for determining next learning steps for each student. Learning contexts are authentic and connected to students’ lives, strengths and experiences. These contexts are increasingly connected to the land and local history. Programmes to support students with identified needs are enabling these learners to be included and experience success across the curriculum.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school is in the process of establishing a clear pathway for learning across te reo and tikanga Māori and a very productive start has been made. A next step is the further develop the te reo rua partnership as part of ongoing local place-based curriculum review and development.

Another useful next step for the school is to review annual achievement targets to focus more specifically on those students whose learning is at risk. Leaders acknowledge that this will be useful in creating alignment with current effective practices that are focused on accelerating progress for all learners.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were six international students attending the school. The school provides a welcoming and inclusive environment for international students. Achievement for these students is closely monitored and there is planned provision to support students for whom English is a second language (ESOL). This provision includes a specialised teaching space and ongoing contact with the significant number of other students in the school receiving ESOL support.

4 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Lynmore School’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that builds and sustains a culture of innovation and improvement
  • connections and relationships that contribute to a sense of belonging for students
  • a local curriculum that empowers students as independent learners.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • curriculum development to further establish and embed culturally responsive practice.

Phillip Cowie

Director Review and Improvement Services

Central Region

23 January 2019

About the school

Location

Rotorua East

Ministry of Education profile number

1791

School type

Contributing Primary (Years 1 to 6)

School roll

656

Gender composition

Male 51% Female 49%

Ethnic composition

Māori 19%

NZ European/Pākehā 59%

Other Asian 6%

European 5%

Chinese 4%

Other ethnic groups 7%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

November 2019

Date of this report

23 January 2020

Most recent ERO report(s)

Education Review January 2016

Education Review August 2012

Education Review August 2009

Lynmore Primary School - 26/01/2016

Findings

Students at Lynmore Primary School enjoy a wide range of sporting, cultural and educational opportunities in an affirming environment. The school explicitly promotes values to provide a positive culture for learning. Significant progress in assessment and moderation processes has been made. Pastoral care, inclusiveness and parent participation are also features.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Lynmore Primary School is a large urban school located in Rotorua. It caters for students from Years 1 to 6. The school’s roll of 701 includes 146 Māori students, many of whom whakapapa to Te Roro-o-Te-Rangi. Since the 2012 ERO review, the roll has slightly increased. The principal has remained the same. However, there has been a significant change in school staffing, including the appointment of a new deputy and assistant principals. Membership of the board of trustees has generally stayed the same.

In response to the areas for development in the 2012 ERO report, the principal has led a significant focus on building a positive culture for learning among the teaching team. Students have benefitted from teachers’ professional learning and development. This has focused on students as active participants in the learning process by understanding the purpose and outcomes of their learning.

As identified in the previous 2012 ERO report, effectively responding to Māori students’ language, identity and culture remains an ongoing challenge for trustees, leadership and teachers. Māori student achievement in reading, writing and mathematics is significantly below that of their non-Māori peers at the school.

Following extensive engagement with the community, the school has reviewed their vision and values statements. These make a strong commitment to providing a place where ‘students care for each other, develop a love for learning and achieve their personal best’. The values of aroha, respect, honesty, perseverance and initiative are well known and promoted, and support a calm and settled environment for learning. Students benefit from having access to extensive and well-maintained grounds and facilities, including a large native bush area, a purpose-built gymnasium and a cultural centre. At the time of this ERO review the school’s library and hall were undergoing extensive remodelling.

Students indicated to ERO that they felt included, cared for, safe and secure at Lynmore Primary School.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Students are positively engaged in meaningful learning and are encouraged to work independently. In some classes, students are able to effectively identify and monitor their own progress and achievement particularly, in aspects of literacy. The leadership team has identified the consistent use of these effective practices across the school as a priority for ongoing teacher development.

The principal has had a focus on strengthening moderation processes in supporting teachers to make reliable judgements in relation to the National Standards. This has included the use of the Ministry of Education’s Progress and Consistency Tool (PaCT). The use of the PaCT is assisting teachers to increase their understanding of students’ achievement in relation to learning progressions in reading, writing and mathematics.

Parents are well informed about their children’s learning, progress and achievement. They receive two written reports each year, and are welcomed and encouraged to meet with teachers throughout the year.

The school reports that in 2014 approximately 80% of students achieved at or above the National Standards in reading and mathematics. Slightly lower levels of achievement were reported in writing. In response to this achievement trend, the school has implemented several strategies to raise the achievement levels in writing.

The effective use of student achievement information to accelerate the progress of students at risk of underachieving needs to be a priority for trustees, leaders and teachers. To support this, consideration should be given to:

  • the board setting specific targets focussed on accelerating the progress of students at risk of under achieving, particularly Maori
  • leaders specifically monitoring and regularly reporting progress and achievement of these students to the board
  • teachers regularly reflecting on the effectiveness of their own practice about raising the achievement of these at risk students
  • leaders and teachers developing reciprocal relationships with parents and whānau, and the deliberate use of strategies to involve them as active participants in their children’s learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school has a broad curriculum that provides many opportunities for students to learn and experience success. Appropriate priority is given to the teaching of reading, writing and mathematics. Students benefit from a well-planned and implemented music programme taken by a dedicated teacher outside of the classroom programme. They also enjoy and participate in an extensive range of sporting and physical education programmes, activities and competitions.

ERO observed some teachers using highly effective strategies that support and promote student learning. In these classes students were able to articulate their learning, progress and next steps, and they experienced a curriculum that accelerated their progress. Digital technology was an integrated part of these class programmes. These teachers were responsive to the language, identity and culture of their students. The leadership team has identified the consistent use of these effective practices across the school as a priority for ongoing teacher development.

Students with special learning needs have access to a wide range of appropriate programmes and initiatives. A new Special Needs Education Coordinator (SENCO) supported by a Resource Teacher for Learning and Behaviour (RTLB) have reviewed the systems and processes to more effectively monitor the progress and achievement of students with identified special needs. This has resulted in the clarification of roles and responsibilities for teachers and support staff so that they are able to better meet the needs of these students.

An important next step for the school is to further refine the school’s curriculum guidelines in relation to The New Zealand Curriculum (TNZC). Particular emphasis should be given to:

  • developing a shared and agreed understanding in partnership with teachers of expectations for teaching and learning
  • developing and implementing a sequential Māori language programme, as well as a focus on integrating identity and culture in all learning programmes
  • establishing clear learning pathways in each subject area, including oral language
  • developing a cohesive focus in incorporating the key competencies across the curriculum.

How effectively does the school promote educational success for Māori, as Māori?

The principal has a strong focus on promoting educational success for Māori as Māori. She has established useful links with the kaumātua of Te Roro-o-Te-Rangi to provide the school with support and guidance. A highly knowledgeable whānau group willingly support the school and work alongside teachers to incorporate Māori language, identity and culture. Teachers should embrace the knowledge and experience of this group to further benefit Māori students.

The principal has actively sought, and been involved in, professional learning for teachers to reflect on their own identity, culture and belief systems. This learning provides them with a good foundation to explore Māori cultural values and identity. This included a noho marae. Many teachers participated in the He Papa Tikanga programme. Staff te reo and tikanga Māori knowledge and understanding has been strengthened by this. This is likely to raise the capability and confidence of teachers to deliver a culturally responsive programme, which values the knowledge and experience Māori children bring.

The school has an experienced teacher responsible for leading kaupapa Māori across the school. She works with whānau involved with kapa haka and provides valuable support for teachers. A successful initiative in 2015 was for a group of Māori students to visit a local marae to learn about history and places of importance for iwi.

The next step is for the board, school leaders and the whānau group to work together to develop and implement a strategic plan that reflects the aspirations of students and their whānau.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance because:

  • highly skilled and experienced trustees make good use of their individual knowledge and professional expertise
  • the recently established senior leadership team includes experienced and knowledgeable assistant and deputy principals
  • the principal has a strong focus on working towards providing equitable outcomes for students and their families
  • teachers are committed to ongoing professional learning and are working collaboratively in the best interests of students
  • the school continues to benefit from high levels of community involvement.

The next step is to review the structure, roles and responsibilities of the new leadership team to support a more cohesive, strategic approach to address the areas for development identified in this report:

  • raising the achievement of students at risk of poor educational outcomes, particularly Māori
  • implementing a curriculum that realises the vision and principles of TNZC.

Board assurance on legal requirements

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

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Students at Lynmore Primary School enjoy a wide range of sporting, cultural and educational opportunities in an affirming environment. The school explicitly promotes values to provide a positive culture for learning. Significant progress in assessment and moderation processes has been made. Pastoral care, inclusiveness and parent participation are also features.

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

26 January 2016

School Statistics

Location

Rotorua

Ministry of Education profile number

1791

School type

Contributing (Years 1 to 6)

School roll

701

Gender composition

Girls 52% Boys 48%

Ethnic composition

Pākehā

Māori

Asian

Pasifika

Other

64%

20%

5%

2%

9%

Review team on site

October 2015

Date of this report

26 January 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2012

August 2009

August 2006