Oaklynn Special School

School Context

Oaklynn Special School in New Lynn, west Auckland provides individualised programmes for students from Years 1 through to tertiary education, who have high and complex learning needs. At the time of this review the school roll was at capacity with 158 students and a waiting list. Nine percent of children are Māori and 21 percent have Pacific heritage.

All students are funded by the Ministry of Education Ongoing Resourcing Scheme (ORS). Students attend either Oaklynn Special School, the base school, or one of the 14 satellite classes hosted at seven local schools. In addition OakTEC, also based in New Lynn, provides transition education for 23 tertiary aged students. These classes provide a significant focus on life skills that support students as they transfer into the community.

The school currently employs a therapy team of eight specialists (physiotherapists, occupational and speech and language therapists) who support students and staff. An Oaklynn outreach service team of expert teachers support students enrolled in local schools.

Oaklynn’s vision and mission are integral to school operations and interwoven through the school’s strategic plan. The school’s vision states, “We see a dynamic innovative learning community, a centre of expertise, where the learning and wellbeing of students guide the pursuit of excellence in special education practice”.

The school’s mission is “To work in partnership with our families and the wider community to promote optimum learning and wellbeing for students with special needs”.

The school’s other guiding values are:

• Whanaungatanga: building positive respectful relationships

• Hauora: wellbeing of student, family and staff

• Ako: teaching and learning

• Manaakitanga: integrity, trust, sincerity, equity

• Awhinatanga: empathy and caring.

Since ERO’s 2014 evaluation there have been staffing changes. Three experienced teachers have been appointed to the leadership team as deputy principals, along with a number of new teaching staff. In the last five years there has been a significant property rebuild of the base school.

The school is a member of the Kotuitui Kāhui Ako | Community of Learning (CoL).

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

• achievement in relation to students’ targets

• community and whānau engagement

• wellbeing and pastoral care

• health and safety

• Māori and Pacific student progress and achievement

• student attendance.

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 very effectively achieves equitable and excellent outcomes for all its students. The majority of students achieve well in relation to their individual goals, which are based on the New Zealand Curriculum’s key competencies (NZC).

Students are defined by the school as a cohort of individual learners. Each student’s progress and achievement is tracked and monitored through their personal learning plan (PLP). This approach allows teachers to capture students’ incremental steps in learning.

School data show consistent achievement over time. Māori and Pacific students continue to achieve similarly to other students in relation to the key competencies and valued outcomes.

Students and whānau are well supported to have a voice and a sense of belonging in their school community. This results in, where appropriate, students being increasingly confident and independent.

Students achieve well in relation to the school’s valued outcomes that promote learners to:

• become increasingly independent

• communicate their needs to the best of their abilities

• have a sense of belonging and feel safe in their community

• be happy and confident to use their strengths and talents.

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

All students are priority learners. They learn in an environment of optimism where their learning potential and capacity is maximised. A strengths-based approach underpins each student’s programme design, responsive to their emotional, social and physical development. The school effectively ensures all students are making good progress towards their individual goals.

Students and teachers benefit from the multi-disciplined support teams. Therapists provide essential expertise to enhance equity and excellence in valued student outcomes. Teacher aides are an integral part of the teaching team and work collaboratively with teachers to support student wellbeing, mobility and learning.

Students experience learning through a responsive curriculum incorporating therapeutic approaches in art, music, dance and drama. This curriculum is skilfully led by staff.The integration of te reo and tikanga Māori provides opportunities for student leadership and values Māori as tangata whenua. This is very meaningful for many of the students.

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?

The school is very well led by highly ethical school leaders. They draw on educational research to engage in professional learning that is focused on improving outcomes for students. Senior leaders are knowledgeable and collaborative. Parents, whānau and staff describe good relationships and partnerships as a strength of the school.

Trustees demonstrate a deep commitment to the school. They ensure accountability and are improvement focused. Students and staff benefit from trustees having a clear understanding of students’ unique complexities and challenges.

Staff participate in a coaching programme that supports them to reflect and improve their practice, wellbeing and communication processes. This sustains the consistent implementation of expectations across the school.

Effective schoolwide systems and processes promote improvement and innovation. Leaders and teachers lead and influence the wider community and education sector in the areas of leadership and special education.

A coherent approach to learning and development underpins the school’s professional learning culture and links to appraisal and schoolwide coaching. Therapy, outreach and staff teams are all integral participants in these processes that benefit all students.

Robust and systematic internal evaluation processes and practices drive improvement and innovation. Effective communication ensures the board is well informed with clear evaluative information.

The school is highly responsive to individual students’ needs. Flexible class placements allow students to extend their social skills. Students between the ages of 17 and 21 years develop their independence and learn how to be confident and safe beyond school. This significant focus on life skills supports them to transition into the community. Students who leave have good opportunities to continue their relationship with OakTEC.

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

The school has well developed and embedded processes for coaching staff to improve their practice. A next planned step is to extend this professional learning to enhance support staff practice.

Parents who spoke with ERO affirmed the key role the school plays in the wellbeing of their children and whānau. To build on this valued partnership the school could provide differentiated communication and networking opportunities for parents.

The school has identified ongoing challenges in maintaining the resourcing of some satellite classrooms. It is timely for host schools and Oaklynn to work with the Ministry of Education to consider how they can improve the physical environments and resourcing of these classrooms to better support students’ physical activity.

3 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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

• highly effective professional leadership

• learning programmes and approaches that provide very well for students with complex needs

• a strong professional learning community

• a school culture that promotes student, whānau and staff wellbeing

• coherent and systematic internal evaluation that ensures ongoing improvement and innovation.

Next steps

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

• extending and embedding teaching and learning approaches to enhance support staff practice

• further building on whānau partnership to provide differentiated and responsive communication and networking opportunities

• reviewing the property maintenance and resourcing of some satellite classes outdoor areas.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

About the school

Findings

Oaklynn Special School provides high quality education for students aged from 5 to 21 years who have high and complex learning needs. The collaborative approach of management, therapists, teachers, teacher aides and families contributes to effective teaching and learning. The school is highly responsive to the needs of the students and their families.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Oaklynn Special School in New Lynn, Auckland, provides education for students with special learning needs. The students are from five to 21 years of age. The base school in New Lynn operates three classrooms and a further 15 classes at host schools in the local area. Positive relationships are a feature of the school. The school-wide focus on well-being has resulted in a culture of mutual care and respect for the students and their families.

All students receive Ongoing Resourcing Scheme (ORS) funding. This funding provides support for students with the highest level of need for special education to join in and learn alongside other students. A team of therapists provides guidance and support for teachers and staff. Specialist teachers ensure students experience a wide variety of learning opportunities. Oaklynn’s Specialist Teacher Outreach Service (STOS) provides professional support for students with high needs who are enrolled in their local school. A high number of dedicated teacher aides completes the teaching and support team.

Many members of staff are long-serving and have a strong commitment to the school, the students and their families. The emphasis on professional learning and development ensures staff have a shared understanding of best practice in special education. They work well together as a team to integrate new knowledge into their professional practice.

Since the 2010 ERO review, significant property upgrades have improved facilities for satellite classes in five of the host schools. The programme for tertiary students has recently moved to a community based setting (OakTEC) in New Lynn. The high quality programmes and practices identified in the 2010 ERO report continue to be evident. The school values external review and uses it to inform future directions. Ongoing improvement is well supported by thoughtful self review.

2 Learning

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

The school uses achievement information very well to make positive changes to learners’ engagement, progress and achievement. All students are working towards or within Level 1 of The New Zealand Curriculum.

Senior managers identify groups of priority learners whose progress is harder to measure. Teachers look closely at the way these students respond to experiences and use the information gained as additional consideration in future planning. Senior managers identify a focus on using specialised programmes to target the learning of these higher priority learners as a next step.

Leaders, staff, specialists and whānau collaborate well in the gathering and sharing of assessment information that will be useful in making decisions about learning opportunities for students. The therapy team, consisting of speech and language therapists, occupational therapists, physiotherapists and a vision specialist, contributes expert assessment to identify and understand students’ strengths and learning needs.

Teachers and parents work together to develop Individual Education Plans (IEPs) for students. Parents contribute valuable and specific knowledge about their own child when they meet with teachers to set learning goals. These goals are aligned to the key competencies of The New Zealand Curriculum, are relevant to students’ interests and skills, and are highly responsive to student needs. Checkpoint meetings at key transition points in each student’s education provide an opportunity for all stakeholders to revisit the family’s vision for the student.

Teachers regularly monitor student progress towards achieving their IEP goals. This approach helps teachers to plan and personalise learning opportunities for students. Teacher aides work closely with teachers to implement and monitor learning programmes. Together, they measure the progress students make in relation to their goals. Student achievement data for 2013 shows most students’ goals were achieved at a high level.

Senior managers expect teachers to implement high quality planning and teaching practices. They have good systems in place to ensure that expectations are met. This approach supports teachers to provide consistently good practices across the school’s many different locations. Senior managers actively support teachers and teacher aides by working closely alongside them and providing practical help. A strong sense of team is evident.

Senior managers collate individual and school-wide trends in achievement and report these data to the board of trustees and the Ministry of Education. Parents receive two very good written reports each year about their child’s progress and achievement. Staff appropriately celebrate students’ successes throughout the year and at transitions to the next level of education.

3 Curriculum

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

The school’s curriculum promotes and supports student learning well.

The curriculum is personalised to each student and is highly responsive to the student’s learning preferences. The key competencies form the foundation for all learning and underpin goal setting, planning and the provision of learning experiences and opportunities.

Teachers use the IEP process to define the learning pathway for each student. They are well supported by frameworks that clearly document school processes. Teachers are trusted as professionals to provide leadership for their team in finding innovative and creative ways to engage with and promote learning for students.

Staff know each others’ strengths well. Their roles and responsibilities are closely matched to their skills and expertise. As a result, staff contribute positively to the team approach in providing for students. The cultural diversity of staff reflects students’ cultural backgrounds and languages. This supports a sense of belonging and identity for students and their whānau.

Students in satellite classes are well included in their host schools. Teachers are skilled at finding ways for students to integrate with mainstream students in meaningful situations. This inclusion results in mutually beneficial experiences and relationships for the host school and Oaklynn students. A satellite class teacher at each host school ably promotes inclusive practices and opportunities.

Students at OakTEC enjoy working in a modern well-appointed environment that supports these young adults to learn together with dignity. Staff work closely with local businesses and use local facilities to provide high quality opportunities that increase students’ confidence and independence within the community.

Senior managers are committed to providing high quality, ongoing professional learning experiences for teachers. Professional learning is clearly aligned to the school’s vision for learning. Recently the professional learning focus has been to increase student engagement in learning, and to promote strategies for teaching students with autism. Implementation of both these initiatives, supported by ongoing training, will enable teachers to continue to respond to the diverse needs of individuals.

Reflective practice is well established and supports staff to continually seek improvement in their teaching practice. Senior managers plan to ensure staff have time to practise new strategies so that they can consolidate and embed their learning.

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

The school supports Māori students effectively to participate and experience educational success as Māori. Cultural groups provide opportunities for Māori students to experience aspects of their culture. Staff members support students to participate in pōwhiri and waiata. Tikanga Māori protocols during graduation ceremonies have been of cultural significance for whānau and are a highlight of students’ time at the school.

Staff are increasing their confidence in the use of te reo Māori and bicultural practices. Some staff members provide support, and raise awareness and knowledge of te ao Māori for their colleagues. As a next step, senior managers identify the need to embed the use of te reo and tikanga Māori throughout the school to further support Māori students and their whānau.

Māori students successfully achieve their individual learning goals. The board and senior managers have considered how Ka Hikitia, Accelerating Success 2013 -2017 and Tātaiāko, Cultural Competencies for Teachers of Māori Students, can influence the curriculum and teacher practice.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

Trustees bring to their role a longstanding commitment to the school and a good understanding of special needs education. A hand-over process from the previous board provided useful initial training. Trustees have a sound understanding of their governance role and responsibility. Many roles of the board have been delegated to the principal.

Trustees are very supportive of the principal and the senior management team. The board participates fully in the development and review of the school’s charter and strategic plan. Trustees are well informed through reports received from the principal and other team members. They are open and honest in their communication and see this transparency as a necessary component of effective practice.

Senior managers are strong educational leaders. They are well led by a principal who is highly respected by her colleagues and staff. Senior managers use current research and theory about special education to guide their practice. Leadership is shared amongst staff and across the school. This distributed model of leadership has resulted in shared ownership of initiatives, practices and decision making.

Senior managers know their staff, students and families well. The school has established good relationships with host schools. These have been enhanced by regular contact and good communication.

Self review is embedded and supports the school’s goals and initiatives. The leadership of senior managers helps to ensure focused, ongoing improvements to best practice. This focus includes the continued development of a coaching model to further enhance teaching and learning throughout the school.

To continue building on their very good practice, senior managers and trustees plan to:

• implement suggestions from the action plan developed in response to the Quality Service Standards review undertaken by the Ministry of Education
• review processes for documenting in-committee minutes, complaints and incidents.

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

Oaklynn Special School provides high quality education for students aged from 5 to 21 years who have high and complex learning needs. The collaborative approach of management, therapists, teachers, teacher aides and families contributes to effective teaching and learning. The school is highly responsive to the needs of the students and their families.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

24 June 2014

About the School