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

Location

Lincoln, Christchurch

Ministry of Education profile number

3412

School type

Full Primary

School roll

645

Gender composition

Boys 325; Girls 322

Ethnic composition

Māori 7%

Pākehā 65%

Other ethnicities 28%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

13 November 2017

Most recent ERO report(s)

Education Review 2010

Education Review 2014