Education Review Office

14 August 2009

Lynfield College is located in an increasingly diverse community in suburban Auckland.  Successful consultation between the school and its community in recent years is reflected in the composition of the board and in the positive ways in which the school has responded to community aspirations.  The college has a history of very good ERO reports.  Both the 2003 and 2006 ERO reports described the school as high performing.  The good practices outlined in these reports have been sustained and further developed since 2006.
 
The college provides an encouraging and supportive environment that enables students to experience success in learning and to develop life-long skills and values.  Students make good progress during their time at the college.  Successful initiatives have been implemented to improve the achievement of Mäoriand Pacific students.  Overall achievement in the National Certificates of Educational Achievement (NCEA) remains above the national average.  Students are involved in making decisions, and the many senior students who have leadership responsibilities are excellent role models and advocates for inclusiveness. 

Leadership of teaching and learning is a strength of school management.  The school-wide professional development programme is aligned with strategic goals and targets, and challenges teachers’ thinking and practice.  Recent improvements in classroom practice have focused on enhancing learning relationships and encouraging inquiry through thinking and questioning.  Learning assistance and pastoral care services are well managed.  The introduction of restorative practices complements the comprehensive guidance and support networks throughout the school. 

This report examines the timeliness and effectiveness of self review in supporting student learning.  School managers and faculty leaders use information about student achievement to evaluate and report on targets and goals.  Self review at all levels has strengthened the board’s vision of the school as a community of learners.  Further involvement of students in reviewing learning programmes and setting personal learning goals could be a useful next step.  School self review provides a high level of accountability, and most importantly, enables the school to make ongoing improvements.

High quality, consistent leadership is a key factor in the school’s success, together with cohesive and collaborative management practices.  The challenge for school managers over the next period of development is to further embed the emerging school-wide pedagogy, and to encourage the use of formative teaching practices and inquiry-based learning.  Central to ongoing planning and self review is the developing profile of the Lynfield College Learner.  This model for learning and achievement could be aligned with the school’s plans for implementing the New Zealand Curriculum and the board’s long-term vision for the development of the school. 

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

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

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

Dr Graham Stoop
Chief Review Officer