Lincoln Primary School

Lincoln Primary School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within twelve months of the Education Review Office and Lincoln Primary School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Lincoln Primary School is located in Lincoln and caters for students in years to 1 to 8. The school’s vision of developing global citizens and lifelong learners is informing future school direction. Since the last ERO report a new principal has been appointed. 

Lincoln Primary School’s strategic priorities for improving outcomes for learners are:

  • Learning Environment - identifying and nurture students’ potential in a future focused, learner-centred environment.
  • Physical Environment - respect and value the unique environment. Encourage, support and promote sustainable environmental practices.
  • Inclusive Environment – to value meaningful connections which build positive relationships and partnerships that respect diversity. 

You can find a copy of the school’s strategic and annual plan on Lincoln Primary School’s website.

ERO and the school are working together to evaluate how effectively the implementation of numeracy practices is providing consistency for teaching and learning across the school and supporting the accelerated progress of those learners who need it.

The rationale for selecting this evaluation is to ensure: 

  • the achievement for those students who most need it, particularly Māori and Pacific, is accelerated
  • there is consistency in teaching practice to enable students to progress through the school by building on their prior learning 
  • sustainability and consistency of best teaching practice across the teams, particularly for new staff.

The school expects to see continued rates of improved student outcomes in numeracy. There will be a shared understanding and clear expectations for a balanced numeracy programme that is consistently applied across the school.

Strengths 

The school can draw from the following strengths to support its goal to effectively implement numeracy practices to support accelerated progress and provide consistency for teaching and learning across the school:

  • strong leadership that builds capacity within the staff and provides opportunities for professional development and growth
  • well-established systems and processes to identify and support diverse learning needs
  • a supportive and improvement focused Board. 

Where to next?

Moving forward, the school will prioritise: 

  • supporting teacher development through targeted professional learning and development to build capacity, provide clear expectations and consistency of practice across the school
  • accelerating the progress of Māori and Pacific students in numeracy. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

20 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Lincoln Primary School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of April 2023, the Lincoln Primary School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Lincoln Primary School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

20 February 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Lincoln Primary School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Lincoln Primary School has attested that it complies with all aspects of the Code. Three international students were enrolled at the time of the ERO review.

International students are well supported within classroom learning programmes and their progress and engagement is closely monitored. Clearly defined roles and responsibilities ensure that provision for supporting international students is well understood. Detailed policies and procedures provide parents and students with useful information about the school and expectations for their learning and wellbeing. 

Shelley Booysen
Director of Schools

20 February 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Lincoln Primary School - 13/11/2017

Summary

Lincoln Primary School has a current roll of 645 students 7% of whom identify as Māori.

Since the previous ERO external evaluation in 2014 the school has experienced significant roll growth. The school currently operates a junior and senior campus across two sites. Two new deputy principals were appointed at the beginning of 2017.

Senior leaders and staff have continued to make very good progress in further improving the quality of management and curriculum processes.

Purposefullinks are made with the wider education community. This includes the recently established Ngā Mātāpuna o Ngā Pakini Kāhui Ako|Community of Learning. The school also provides technology education for Years 7 and 8 students from 11 other local schools.

Overall student achievement against the National Standards for reading, writing and mathematics shows a pattern of increasing, very high achievement since 2014.

How well is the school achieving equitable outcomes for all children?

The school is very successful in achieving equitable outcomes for all children. Leaders and teachers respond very effectively to Māori and other students whose learning and achievement need acceleration. There is no disparity in achievement between Māori and other children or between any other groups of students.

Students with additional learning needs, including English Language Learners, are well supported within an inclusive and collaborative learning environment.

Other processes that are very effective in enabling achievement of equity and excellence include:

  • a school environment that is characterised by respect, empathy, relational trust and cooperation
  • student learning, wellbeing, achievement and progress being the collective responsibility and core concern of all
  • strategic leadership and evidence-based decision making, aligned to the school vision and valued outcomes
  • a broad, localised and innovative curriculum that supports student engagement and agency
  • a culture of high expectations, effective collaboration and robust inquiry and evaluation processes.

Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in 4 or 5 years but the board has requested a 3 year review.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds very effectively to those Māori and other children whose learning and achievement need acceleration.

Children achieve very well at this school. Significant numbers of children achieve highly against the National Standards in reading, writing and mathematics over time.

The school is able to clearly show the progress of individual priority students. Leaders and teachers take collective responsibility for children’s progress and achievement. They have very effective systems and practices for identifying and responding to children who need their achievement accelerated.

The school’s broader view of progress, achievement and learning forms the competencies and skills that children need to become confident and competent lifelong learners.

The school has effective moderation processes that are well documented and regularly evaluated. Moderation across schools in the Community of Learning (CoL) has begun.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Strategic leadership and evidence-based decision making, aligned to the school vision and valued outcomes, very effectively enables the achievement of equity and excellence.

Senior leaders promote collective responsibility and effective collaboration at all levels of the school. Student learning, wellbeing, achievement and progress are the core concern of the board, leaders and staff. The school is characterised by respect, empathy, relational trust, cooperation and teamwork. There is an established culture of high expectations for students and staff.

Respectful relationships are actively promoted to support learning. Personalised learning is based on very good use of data and meaningful student goal setting.

Children are given effective and equitable opportunities to learn. Children benefit from a broad, localised and innovative curriculum that supports their engagement. Learning to learn capabilities are a key focus of teaching and learning programmes.

Strong strategic planning identifies key priorities and specific targets. School leaders prioritise and support improvement of teaching and learning. Teacher professional learning and development and resourcing are targeted to respond effectively to learner needs.

Systematic processes promote robust inquiry and evaluation to promote positive student outcomes.

Sustainable development for equity and excellence

The school has many high quality systems and processes in place for addressing equity and excellence.

What further developments are needed in school processes to achieve equity and excellence?

For continued improvement to ensure positive outcomes for children, the school’s priorities are to:

  • strategically manage roll growth to ensure that systems and current practices are consistently embedded across the school
  • use a range of sources and information to evaluate the impact of new initiatives and changes that supports children’s learning, progress, achievement and wellbeing.

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
  • 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.

Provision for international students

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

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

ERO is likely to carry out the next review in 4 or 5 years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

13 November 2017

About the school

LocationLincoln, Christchurch
Ministry of Education profile number3412
School typeFull Primary
School roll645
Gender compositionBoys 325; Girls 322
Ethnic composition

Māori 7%

Pākehā 65%

Other ethnicities 28%

Provision of Māori medium educationNo
Review team on siteSeptember 2017
Date of this report13 November 2017
Most recent ERO report(s)

Education Review 2010

Education Review 2014