LYNFIELD COLLEGE

PRINCIPAL’S REPORT

2014

Mission Statement Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment.

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INDEX 1. School profile. 2. School activities. 3. Analysis of Variance. 4. School-wide analysis of Learning and Achievement. 5. Property Review.

Year levels of students 9 – 15

March 1st total roll 1906.7 Total FTE of students

MOE Funded roll March 1 1820 March 1st

Principal grading roll 1804 March 1st

International student roll 79 March 1st

Adult ESOL student roll FTTE 97 March 1st

NESB funded students (T1 & 2)

Migrants = 67 (51) Refugees = 24 (19)

Number of nationalities 50

Size of site 10ha

Decile 6 Reviewed Nov 2014

Board chairperson Mrs Kristine Mellor May 2013

Principal Mr. Steve Bovaird Since April 2002

Enrolment scheme 2nd December 2002 Revised Aug 2004 – adult programme. Revised 2005 – accepted for 2 years Revised 2012, zone extended to Portage Rd. To be reviewed 2015

Code of practice for Pastoral Care of International Students

5th of June 2002 Date issued.

Individual teachers 123

Teaching staff (FTTEs) 119 March 1st

MOE Roll based staffing 112 March 1st

Management Unit entitlement 149

MMA entitlement 82

Support staff roll 46 March 1st

New teaching staff in Feb 5

Number of Yr 1 staff – Feb 2

Last ERO review March 2014 March 2019

Next Board of Trustees elections

May 2016

Special Education Students 12 – High 3 - Extension

PART 1: SCHOOL PROFILE

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PART 2: SCHOOL ACTIVITIES TEACHING AND LEARNING

Learning and teaching is the responsibility of Deputy Principal Cath Knell – Reported to the BOT October 2014.

Achievement and assessment is the responsibility of Deputy Principal Murray Black – Reported to the BOT September 2014.

The College is divided into 8 Faculties, one for each of the 7 Learning Areas and a Student Services Faculty (International languages remains part of the Languages faculty).

A data base of student results is stored on KAMAR, the college’s SMS. This contains not only assessment results from teachers but also generic tests scores from asTTle and entrance tests. Data is also provided to parents on the “Parent Portal”.

An Achievement Report is produced for the Board from March until the final Faculty reports in August. This details student achievement as well as modifications to courses following a close examination of student performance. Faculty leaders also report back to the senior leadership team on student achievement where the student data from the previous year’s results are examined.

An academic advisor assists and monitors students with their academic progress. Particular attention is focused on those who may fall short of literacy, numeracy and credit requirements. A mentoring programme is organised, targeting at-risk senior students. In 2014 special emphasis was again placed on Level 2 NCEA.

Our large well-organised library supports student learning. Qualified librarians provide services to students before, during and after school. In 2014 120,174 staff and students used the library. 17,000 books were issued, an increase of 900 over the previous year. 628 resource boxes were issued for class use. 1,892 devices were issued to individual students. A class set of 30 devices was issued 374 times. As well as focusing on student learning the library provides an excellent recreational reading collection, the popularity of which is reflected in the high issue statistics

A learning support unit continues to provide assistance to those who have difficulty adjusting to regular classes. The aim of the unit is to mainstream students with support from teacher aides. It includes both ORS and non-ORS students. Special programmes are offered through the SPC course. According to the SPEC organisation. “Lynfield College has become the beacon school across New Zealand. We value Shamila’s expertise and enthusiasm as she has become one of the top teachers in SPEC delivery”

The GATE programme identifies gifted and talented students and ensures that their needs are met. Student leaders support this through the Academic Council and Academic Captains.

asTTle testing and monitoring takes place at the start of Yr9, at the end of Yr9 and at the end of Yr10. Subject teachers of all Yr9 classes have access to collated assessment data in order to improve teaching.

The careers department supports students to move on from their secondary school studies into tertiary study, skills training or employment.

Lynfield College has a Pacific Island resource worker who liaises with Pasifika families, monitors at risk Pasifika students and runs the homework centre.

STUDENTS

Student numbers remained over 1850 for both the March 1st and July 1st roll returns.

Retention rates remain high with over 90% of Yr9 (2010) students still enrolled for Year 13 (2014). This is one of the highest retention rates in the country and exceeds that of many decile 10 schools.

The roll fluctuated during the year, with a net loss of 35 from March to September. Most of this loss was from Year 12 & 13 and took place after 1 July when second semester tertiary courses started.

Student welfare is supported by the form teachers, Deans, Faculty staff and Guidance Counselors. Leadership of this area is the responsibility of Deputy Principal Gabrielle Clark.

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Student leadership opportunities are valued and supported throughout each year level of the school. The student executive, Council and BOT rep all work with school management to enhance the students’ high school experience.

PLANNING AND REPORTING (Self review)

All faculties reported to the Board of Trustees during the year.

All faculties and departments contributed to the Achievement Report for 2014.

An Achievement Report is prepared for the BOT and builds up as each faculty reports to the Board. The is the main working document for the school.

The BOT has an “Achievement Statement”.

Faculties review all courses once results are available.

The strategic plan was reviewed throughout 2010 and is now current until 2015.

The Annual plan is compiled following consultation in term 4 and follows the Strategic Plan.

This report is submitted to the MOE following the April BOT meeting.

A centralised attendance system operates. The Board has upgraded computer access to ensure all staff have live access to electronic attendance rolls. A full-time attendance officer is employed by the College

All departments undertake a self-review in term 3 then meet with the principal to discuss the findings.

ERO Report May 2014. Sustainable Performance; How well placed is the school to sustain and improve its performance? Lynfield College is very well placed to sustain its current good practices and continue to improve its performance. This is underpinned by:

the board’s vision of the school as a community of learners

effective governance practices, together with clear alignment between the strategic

plan, annual plan, learning charter and programme implementation

board decision making that is strategic, evidence-based and aimed at sustaining

improvement and promoting innovative practices across the school

strong professional leadership, which includes the principal building and providing leadership opportunities for staff across the school

senior leaders who are active and influential in local and regional educational community networks

robust self-review that is embedded, well used and documented, and that effectively promotes and sustains development.

Progress against goals is closely monitored by the board. Input is sought from students, staff and the school community as part of the review process. ERO sees value in the board further increasing stakeholder input into the different stages of the review process.

PERSONNEL MATTERS

Personnel matters are the responsibility of the Associate Principal, Lexie Ridling.

A Personnel Report and Personnel policies were reported to the November Board meeting.

A comprehensive performance management system operates in the school.

The school was fully staffed throughout the year.

No formal complaints about staff were received in 2014. There were a number of informal issues which were dealt with internally and involved providing extra support for staff.

One teaching staff member undertook a programme of advice and guidance.

Provisionally Registered teachers in March 2014 numbered 2 Year 1 and 5 Year 2 teachers out of a total of 122.

7 teachers left at the end of the 2014 school year for the following reasons:

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Travel Overseas 0

Moved to other schools 4

Left teaching 1

Retirement 2

Total 7

Staffing ratios by gender

Male Female

Teaching staff 39% 61%

MU holders 36% 64%

Support staff 27% 73%

STAFF PROFESSIONAL LEARNING AND DEVELOPMENT

Staff Professional Learning and Development is overseen by Cath Knell (DP).

A full report is provided to the BOT at its February meeting. This focuses on activities in the previous year.

Sarah Parker (SCT - GATE) Sharon Hunt (SCT - Literacy) and Bronwen Wilson (Director of e-Learning) work actively to provide all teaching and support staff with professional learning opportunities.

Workshops on a variety of topics were offered during the meeting cycle over the course of the year. Participation rates at these workshops saw 90% of teacher staff and 32% of support staff avail themselves of the on-site expertise offered. This was a significant rise in support staff involvement.

Professional learning through off-site opportunities totaled 461 in 2014. These were attended by 118 staff, of which 11 were support staff..

A total of $88,500 was spent on Professional Learning and Development throughout the year from the operations budget.

Associate Principal, Lexie Ridling co-ordinates the orientation programme for all new staff.

All teaching staff are required to submit evidence of a professional development programme that they have undertaken over 3 years when renewing their teacher registration.

FINANCES

See attached Annual Financial Report. SAFETY

The Health & Safety committee meets as part of the meeting cycle and is chaired by Deputy Principal Alistair Aitken.

Each monthly BOT meeting receives a report from the school nurse, providing details of injuries for the previous month.

A programme of electrical testing continued throughout the year, but mainly in the July holidays

Evacuation drills took place once each term(included fire, lockdown and earthquake procedures)

A hazard register is maintained by the Property Manager.

A Health and Safety report is presented to the Board annually. Any policy matters are dealt with at this time.

STUDENT DISCIPLINE

The school maintains a Student Discipline policy as well as the Code of Conduct and the Safe School policy. Students are made aware of the expectations of a safe school through form-time and pastoral care, school assemblies and the Prospectus.

At the time of enrolment, students sign the enrolment form which includes sections on “Taking Responsibility for Safety” and an “ICT Code of Conduct” form.

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Students are offered emotional and behavioural support through the Guidance network in the school.

Stand downs and suspensions are reported regularly at Board meetings with an annual report at the start of the year. The 2013 report was discussed by the Board in February 2014. This was also reported to the Guidance staff at the College.

In 2014 the number of 5 day stand downs and suspensions dropped. The full report is available from the college.

Following the publication of MOE guidelines for Search and Confiscation, a new policy was developed by the Board. This came into effect in October 2011 and is accessible to the public via the website. Further material was provided to schools in late 2013 by the MOE following legislative changes.

COMPLIANCE

Compliance issues are discussed by the BOT at the February meeting. Delegations to the Principal and Senior Leadership team are made at this meeting.

Information on student progress is provided to parents regularly through 2 written reports, a progress report, 2 parent evenings, fortnightly newsletters, special evenings (Yr9 parents, NCEA, Scholarship).

CONSULTATION

Consultation with the Māori community took place on 3 occasions throughout the year

Consultation with Pacific Island community took place throughout the year. A Pacific Island parent support group is now functioning at the college.

Consultation with parent representatives on the Board, staff and students on the Student Council regarding the Learning Charter development.

Parent meetings were held for new Yr 9 parents, NCEA and Scholarship parents of students.

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PART 3: ANALYSIS OF VARIANCE

Focus: NCEA Level 2 Achievement

Strategic Aim: “Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment.” Mission Statement

Annual Aim: Maintain and use tracking data to identify students at risk of failure.

Enhance the relevance of learning by relating courses to future pathways.

Build student capacity to demonstrate the characteristics required of an autonomous learner at Level 2.

Promote academic success as a worthy endeavour.

Build links in the classroom to the Lynfield College Learning Charter.

Increase participation in extra-curriculum activities.

Evaluate barriers to “writing for achievement” amongst Yr 9-10 students; progressively implement blended e-learning interventions to enhance future qualification attainment.

In New Zealand in 2017, 85% of 18-year-olds will have achieved NCEA Level 2 or an equivalent qualification

Baseline data: 84% gained Level 2, from Yr12 in 2014 (Participation based)

Target: 85% from Yr12 gain NCEA level 2

Actions (what did we do?)

Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

Maintain and use tracking data to identify students at risk of failure. Enhance the relevance of learning by relating courses to future pathways. Building student capacity so that they can demonstrate the characteristics required of an autonomous learner at Level 2. Promote academic success as a worthy endeavour. This is supported by the Academic Council. Build links in the classroom to the Lynfield College Learning Charter. Increase participation in extra-curricular activities.

84% of Yr12 students achieved level 2 on a participation based. This was an decrease of 1% on the previous year. The change was due to the widening gap between males and females. While female remained constant at 90%, males dropped to 78%. Overall Māori (4%) and European (4%) rose, while Asian (-1%) and Pacific People (-13%) dropped. All Māori and Pacific Island students leaving Yr13, left with NCEA level 1 &2.

The drop in male achievement and Pacific Is achievement at level 2 came as a surprise. The previous year at level 1 male achievement increased 1.5%, while Pacific Is increased 2%. Almost half of the 20 Pacific Island students were within 10 credits of achieving level 2 and should do so in the first half of 2015.

2015 Annual plan: To continue to increase proportion of students leaving with Level 2 NCEA, particularly with those leaving at Yr12, Māori and Pasifika students. Monitoring of Pacific Is achievement will be essential given the significant drop in l3 achievement between 2014-15. Māori achievement improved dramatically at level 1. Monitoring of this will be essential in Yr12. Teaching as Inquiry focus on increasing Level 2 achievement- eg exploring how students can acquire more credits from co-curricular activities; A co-ordinated effort by the MOE, academic advisor and Dean

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Focus: e-learning across the school.

Strategic Aim: “Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment.” Mission Statement

Annual Aim: 2014:

To increase student engagement and achievement through the inclusion of relevant e-learning opportunities in class – To implement BYOD at Year 10

To continue to develop innovative learning environments that offer differentiated learning pathways for students.

To support staff through the professional Learning and Development programme so they can begin to develop learning activities that integrate technologies appropriately to support authentic, high-order, collaborative learning.

To continue to develop a school wide approach to digital Citizenship.

Actions (what did we do?)

Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

To provide subsidised iPads to staff. Installed a comprehensive wifi network throughout the school. Substantial professional learning using a MOE contract and in school expertise. This included a TOD. A series of 7 parent evenings to inform Yr9 parents about BYOD. A Digital citizenship evening was run by NETSAFE to support parents. Also a staff meeting. A BYOD management group met weekly.

BYOD is operating successfully in Yr10. Of the 350 students in Yr10, 340 have a device. The school is providing devices to those who don’t have one. Substantial changes have been observed in many classes. Staff understand the SAMR model of technology up take. The RTLB conducted research into 2 of the iLearn classes and were positive about the outcomes. Over 60 staff have purchased mobile devices under the assisted programme. Teaching pedagogy is starting to move in response to BYOD.

The BYOD model will be rolled out to Yr9 & 11in 2015. That will mean devices will be used by students at Yr9- 11. All students are being encouraged to bring devices. Teachers will move up the SAMR model so that the OECD 4Cs skills will be enhanced; Collaboration, Creativity, Communication, Critical thinking. Cathy Pole, RTLB conducted a mini study of Yr10 English and Science with the iLearn classes.

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Focus: To improve Pasifika student achievement and engagement

Strategic Aim: “Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment.” Mission Statement

Annual Aim: 2014: To increase the retention of Pacific Island students to a level comparable to the whole school between

Year 9 and Year 13.

To support Pasifika students achieve to a level comparable to the rest of the school.

Making Pasifika parents, families and communities better informed about our school. We will ensure that there are opportunities for Pasifika to build collaborative relationships with teachers and the school and develop innovative approaches that improve results. (MOE Operating priority 1)

Baseline data: (2012) 67% of Pasifika students were still at Lynfield at age 17. 68% of Pasifika students gained level 1 (Lynfield – 83%) 65% of Pasifika students gained level 2 (Lynfield – 85%) 69% of Pasifika leavers have level 2 (Lynfield - 85%)

Target: 70% of Pasifika students were still at Lynfield at age 17. (data not available yet) 72% of Pasifika students gained level 1 (actual 67%) 72% of Pasifika students gained level 2 (actual 60%) 73% of Pasifika leavers have level 2 (68% in 2013)Of those leaving from Yr13, 100% had level 2

Actions (what did we do?) Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

We employed a resource person to support Pasifika students and their families. We have encouraged Pasifika students to be involved in the wider life of the school ie sport, music and cultural activities. We continued development of the PI parents support group. Extension of the Pasifika homework centre to 3 nights a week. At risk students received individual coaching from a number of staff. The term 1 cultural day provides an in school opportunity for students to share their cultures with others. This generates a great deal of enthusiasm and pride. Groups include; Samoan, Fijian, Tongan & Cook Island. A staff Pasifika focus group to oversaw matters

NCEA level 1 remained the same at 68%. Level 1 literacy was 95.6%, the same as the whole school. NCEA level 2 decreased 13%, compared to a school drop of 1%. NCEA level 3 saw a vast improvement. Achievement in 2013 was 36%, this rose to 69% in 2014. This was only 5% below the whole Yr13 group. Retention and leavers data is not yet available for 2014. In 2013, 81% of 17 year old Pacific Is. Students were still at school There was a rise in the number of individuals stood down or suspended. (16 in 2014 from 12 in 2013)

There is also a greater level of engagement with the school. Increased opportunities were provided with the homework centre, sporting activities etc. Pasifika students are also actively involved in student leadership, holding 18% of such positions for 2014.This included a Samoan as Head boy and Tongan as Head girl. Both were excellent academic role model. Excellent support from the careers department.

The goals for 2014 remain around Pasifika achievement. The resource person continues to support PI students and their families. New prediction tools for identifying students at risk with NCEA will be introduced. Emphasising “knowing your students” with all staff. Maintaining current initiatives. The College will participate in Polyfest 2015. With a Fiafia night in the week prior to the performance. In some key target areas results are still below expectation. We will continue to work on these.

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pertaining to Pasifika students. Planning commenced at the end of 2014 for a Pacific group to perform in Polyfest

The Samoan attendance rate was 2% below the overall school rate while Tongan was identical. The % of Pacific Island students leaving school for tertiary study was 77% compared with an overall 76%( 1994 birth cohort)

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Focus: To improve Māori student achievement and engagement. Strategic Aim: “Lynfield College will inspire students to achieve educational excellence through a rich learning and social environment.” Mission Statement

Annual Aim: 2014: To increase achievement and retention of Māori students to a level comparable with the whole

school.

To increase the number of Māori students experiencing success as Māori* through access to Te Reo Māori programming, Kapa Haka training and by experiencing tikanga within the classroom.

To improve the cultural competency of teachers in support of teaching Māori learners well. * (for Māori to experience success as Māori, education must reflect their language, identity and culture)

Baseline data: (2012 data) 66% of Māori students were still at Lynfield at age 17. 65% of Māori students gained level 1 (Lynfield – 83%) 63.6% of Māori students gained level 2 (Lynfield – 68%) 60% of Māori leavers have level 2 [15 leavers] (Lynfield - 82%) Māori attendance rate is 81.5% (LC overall 90%) - 2013 terms 1-3.

Target: 68% of Māori students were still at Lynfield at age 17.(Actual in 2013; 64%) 66% of Māori students gained level 1 (2014 Actual – 85%) 66% of Māori students gained level 2 (2014 Actual – 64%) 61% of Māori leavers have level 2 [18 leavers] (Lynfield - 85%) Māori attendance rate is 5% below the overall rate. Justified absences are 3% above the overall -2014 terms 1-3.

Actions (what did we do?)

Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

Progress a strategy to improve the cultural competence of teachers in support of teaching Māori learners well. Eg Professional development sessions were run by Māori focus group staff throughout the year in the professional learning time slots. Online resources were provided to staff to enable them to improve their Te Reo capability. Support teachers to develop understanding and practices underpinned by Tataiako: Cultural Competencies for teachers of Māori Learners. Resourcing was implemented with a view to enhancing the learning experience of Māori as Māori through:

The level of Māori achievement increased 18% (on 32 students) at level 1. Only 5 students missed, while 27 achieved. Māori Literacy 90% and Numeracy 83% at level 1 dipped slightly in 2014 The level of Māori achievement at level 2 rose 4% to 68%. Data for 2014 on leavers is not available. The % of leavers with level 2was 60% in 2013. . High performing Māori students continue to flourish. The at risk students

Hard work and careful monitoring resulted in a significant improvement in Māori achievement at level 1. Significant improvements also took place at levels 2 & 3. The drop in UE of 13% reflects the National drop of 13% for Māori students resulting in changes to the criteria for UE.

To continue to improve the retention, engagement and achievement of Māori students. Student self-esteem is generally at a very high level. Positive feedback has followed al Kapa Haka events. This will be continued. The Rarotonga trip in 2014 further enhanced the mana of Te Reo in the College as did the new Te Ao Māori Yr9 programme. Closer tracking of attendance with a full time attendance officer. Continue the relationship with the community and the Kapa Haka group. This helps with parental contact. New prediction tools for

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Māori focus group Support for kapa haka Participation in Polyfest and the celebration of student success.

continue to be a challenge. Two Māori students were suspended in 2014. None were excluded or expelled. There was a 41% reduction in Māori student discipline interventions in 2014.Most significant with females.(13 to 5)

identifying students at risk with NCEA will be introduced.

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Part 4: SCHOOL-WIDE ANALYSIS OF LEARNING AND ACHIEVEMENT

TIMETABLING STRUCTURE 2014 Year 9: Twelve horizontal Year 9 form classes were timetabled to allow for the size of the cohort and to meet the special needs of several groups:

Advanced learners

Students requiring specialised ESOL support

Students requiring specialised learning support In addition to these broad bands the Year 9 structure included:

Reception class facilities for those students with little or no English language proficiency (Foundation)

In each core course on the timetable an extra class was timetabled into a block of four form classes. These classes were further resourced with iPads. Students with learning support requirements were identified for each course and were able to attend the iLearn class at the same time as the other students worked in their regular class.

Learning Support interventions based on individual need, either permanently or as the need or circumstance arose

Students who selected to be in one of the vertical form classes (Pounamu PA or Pasifika PI) were still part of one of the horizontal form classes for timetabling purposes ie they attended teaching classes with their horizontal form class.

Year 10: Thirteen Year 10 classes took a programme of core courses (English, Maths, Science, Social Studies, Health & Physical Education) plus two option courses.

In the Advanced Learner Programme two classes undertook a full Level 1 NCEA Science course. One of these classes took a Level 1 NCEA Geography course and a second studied a modified Social Studies course based on internal Level 1 Social Studies standards. In addition four students took Level 1 NCEA Maths.

The three Advanced Learner classes were blocked together on the timetable for mathematics to allow differentiated groups to operate between the three classes.

In each core course on the timetable an extra class was timetabled into a block of four form classes. These classes were further resourced with iPads. Students with learning support requirements were identified for each course and were able to attend the iLearn class at the same time as the other students worked in their regular class

Learning Support continued to be provided for students on a withdrawal basis

ESOL support was provided through the Foundation class and for mainstream classes the Language support course in one of the option lines.

Senior Option lines: The 2014 Course Flow Chart on the next page shows the courses offered at the various levels and illustrates the variety of pathways which provided students of different abilities the opportunity be involved in gaining a qualification. The differentiated course structure at Years 11 – 13 allowed all students to work towards a NCEA certificate by gaining achievement standards or unit standards or by operating a multi-level timetable.

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LYNFIELD COLLEGE COURSE FLOW CHART 2014

Yr 9 Yr10 Yr 11 Yr 12 Yr 13

English English Eng creative writing L1 Eng crafted writing L2 Eng crafted writing L3 Eng formal writing L1 English L2 English L3 Media Studies L2 Media Studies L3 Com English L1 Com English L1/L2 U Std Com English L2/3 U Std

ESOL English Academic L1 U Std English Academic L2 U Std English Academic L2/3+U Std EFS L1 U Std EFS L2 U Std ELS ELS ELS L2 U Std ELS L2/3 U Std ELS ELIP ELIP ELIP ELIP ELIP Adults ESOL

Language German German German L1 German L2 / (Cor) German L3 / (Cor) Japanese Japanese Japanese L1 Japanese L2 / (Cor) Japanese L3 / (Cor) Chinese Chinese Chinese L1 Chinese L2 / (Cor) Chinese L3 / (Cor) Māori Māori Māori L1 Māori L2 / (Cor) Māori L3 / (Cor) Spanish L1 / (Cor)

Maths L1 Maths Advanced r L1/2 Maths Advanced r L2 Maths - Calculus L3 Maths Maths Maths L1 Maths L2 Maths - Statistics L3 Maths Units L1 Maths Units L2 U Std Maths Applied L1 Maths Applied L1/2 U Std Maths Numeracy L1 U Std

Sci Biological Adv r L1 Biology Adv r L2 Biology Adv r L3/Schol Science Foundation L1 Biology L2 Biology L3 Science Science Science Mainstream L1 Science L2 Science L3/Schol Science Adv L1 Chemistry L2 Chemistry L3 Chemistry Adv r L2 Chemistry Adv r L3/Schol Sci Physical Adv r L1 Physics Adv r L2 Physics Adv r L3/Schol Physics L2 Physics L3

Social Studies Social Studies Soc Studies L1 History L1 History L2 History L3 Geography L1 Geography L1 Geography L2 Geography L3 Classical St L2 Classical Studies L3 Tourism L2/3 U Std

Economics L1 Economics L2 Economics L3 Business Studies Business Studies Business L2 Business L3 Accounting L1 Accounting L2 Accounting L3 Commerce L2 Commerce* L3

Phys Ed Adv L1 Physical Ed L2 Physical Ed L3 Physical Ed & Physical Ed & Physical Ed & L1 Sports Studies L2 U Std Sports Studies L3 U Std Health Health Health L1 Health Studies L2 Health Studies L3

Arts Drama Drama Drama L1 Drama L2 Drama L3 Drama & Dance Drama & Dance

Music Music Music L1 Music L2 Music L3 Music Applied L1/2/3 Music Applied L1/2/3 Music Applied L1/2/3

Visual Arts Visual Arts VisArts Paint&Print L1 VisArts Paint&Print L2 Visual Arts Paint L3 Pacific Arts VisArts Dig Media L1 Visual Arts Design L2 Visual Arts Design L3 Visual Arts Photo L2 Visual Arts Photo L3

VisArts Vis Culture L3

Tech Mat Hard Tech Materials L1 Tech Materials L2 Technology (ETM) L3 Tech Eng Prac L1 U Std Tech Eng Practical L2 U Std Tech Electronics L1 Tech Electronics L2 U Std Automotive L2 U Std Automotive L3 U Std Cabinetry L1 U Std Carpentry L2 U Std Carpentry L3 U Std Graphics Graphics L1 Graphics L2 Graphics L3 Technology Tech Mat Soft Tech Fash & Des L1 Tech Fash & Des L2 + U Std Tech Fash & Des L3 + U Std Tech Fash Apparel L2/3 U Std Food Tech Food & Nutrition L1 Food & Nutrition L2 Food & Nutrition L3 U Std Child Care L2 U Std Child Care L3 U Std Hospitality Intro L1 U Std Hospitality L2 U Std Hospitality - Barista L3 U Std Beauty Therapy L2 U Std Hospitality - Catering L3 U Std

Comp Apps Text Info Man Digital Technologies L1 Digital Technologies L2 + U Std Digital Tech(DTG) L3 + U Std

Robotics Electronics Info Tech Web

L2 U Std

Info Skills(ISM) L3 + U Std

Robotics Programming & Web L3 + U Std

SPC SPC SPC L1 U Std SPC L1/2 U Std Cust Service Award L2/3 U Std

KEY:

Bold Course is compulsory L1, L2, L3 Level of Standards – NCEA The course stops at the end of that year U Std Unit Standards – NCEA

Leads on to r Restricted entry Italics Course the same at either Yr11&12 or Yr12&13 Advanced Learner course

(Cor) Correspondence School course may be offered * New course for 2014

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CURRICULUM The opportunities in 2014 for students to follow courses from the New Zealand Curriculum are seen in the Course Flow Chart on the previous page. Each course was based on the relevant curriculum documents currently available. ASSESSMENT Entrance Testing At the end of 2014 data about students enrolling for Year 9 at Lynfield College was collected from the contributing Intermediate Schools. In particular National Standards Grades for Reading, Mathematics and Writing were entered into Lynfield’s student management system (KAMAR) alongside the College’s entrance test results. This data will be used for student placement in classes and for analysis by classroom teachers to help identify student learning needs and will be archived for future tracking and analysis. It will also be accessible to every teacher of a Year 9 course through a markbook summary. Achievement Grade Student achievement was reported to parents at the end of Term 1(Progress Report), at mid-year and at the end of year as a report grade. The achievement range for each grade allocation was determined by the Faculty Leaders and indicated to parents the level of achievement according to the following 5 Outstanding achievement 4 Achieving to a very good standard 3 Achieving to an acceptable standard 2 Achieving below standard 1 Achieving well below standard

In Year 9, core and option courses have developed common tests to enable tracking, and comparisons between groups, within groups and from year to year. Together with end of year “Junior Exams” the assessment data provided information for allocating grades to report to parents. In Year 10, all subjects departments conducted common testing throughout the year. Students attempted some NCEA standards during the year in Mathematics and NCEA assessment grade criteria for Achieved, Merit and Excellence criteria were used within most courses. In the senior courses, grades were allocated in relation to the achievement of A, M or E outcomes in the NCEA assessment criteria. Comments:

By the end of the year the data from testing enabled staff to make valid recommendations as to which Level 1 course in the core subjects would be appropriate for each student.

Data also guided the planning / staffing of the option structure for the 2015 timetable.

Parent Conference meetings allowed teachers to discuss achievement grades and student progress at two opportunities during the year – March/April and July/August.

Changes by NZQA to the criteria for achieving UE Literacy and Numeracy meant students in Year 12 could use specified Achievement Standards from courses other than English or Maths to achieve the ten ‘UE Literacy’ (L2) or ‘Numeracy’ (L1) credits to be eligible for UE in 2015 and beyond.

Assessment grades were published through KAMAR onto the Parent Portal and the student portal (SMS Student on e-LynC) – including end of year junior exams.

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asTTle Testing asTTle Reading tests were used at Lynfield College in 2014 to measure all junior students’ achievement against the NZ Curriculum levels.

Three testing events are used to compare results for the same cohort – the start of Year 9 (Term 1/2), at the end of Year 9 (Term 4) and at the end of Year 10 (Term 4). In all cases there was an increase in the median score of the asTTle reading level which are grouped in Table 2 into Curriculum Level codes. While there have not been clear patterns in the size of the progression between curriculum levels as students advance from Year 9 – 10 the analysis of the reading scores shows a significant extension into the higher curriculum bands for the students in Year 10 even when the median level does not shift significantly. The advanced learners appeared to have been more responsive to the learning / thinking initiatives. asTTle results are published for individuals on the Parent and SMS Student Portals and an interpretative guide is being developed to assist with the interpretation of asTTle results. Table 2: asTTle Reading data 2005 – 2014 showing curriculum level achievement

asTTle Reading data 2005 - 2014

median reading level at time of testing Year 11

start of

year 9

end of

year 9

end of

year 10

% of cohort

achieving

Level 1

NCEA

2005

2006 3A 4P

2007 4B 4A 4A

2008 4B 4B 5P 72%

2009 4P 4P 5P 65%

2010 4P 4A 5P 78%

2011 4P 4A 4A 78%

2012 4P 4A 4A 82%

2013 4P 4P 4A 81%

2014 4B 4A 4A 85%

asTTle levels 4B level 4 basic

4P level 4 proficient Year 9

4A level 4 advanced

5B level 5 basic Year 10

5P level 5 proficient

5A level 5 advanced

6B level 6 basic year 11

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Year 10 – NCEA achievement A total of 60 Year 10 students from the two advance learner classes entered external NCEA standards as part of their Science and/or Geography courses. Table 2: Year 10 Advanced Learner student results 2014: Number of Yr10 students gaining course endorsement

Domain entries Course Endorsement

students standards none Merit Excellence

Science – 6 Ach Stds

60 360 9 31 20

Geography 6 Ach Stds

30 180 - 21 9

Social Studies 2 Ach Stds

30 60 - - -

Comment: This group of students achieved at a very high level. The percentage of Excellence endorsement results gained by this group in both Science and Geography is very high (10SSN Social Studies is not eligible for endorsement as it only includes internals.)

NCEA Results Comparative Achievement Tables (All data taken from NZQA website using participation based data.)

Table 3: Percentage achievement by students eligible for Level Certificate

Level 1 Level 2 Level 3 UE

Lynfield national Lynfield national Lynfield national Lynfield national

2004 66.9% 65% 64.0% 72% 54.1% 68% 51.6% 64%

2005 74.9% 66% 70.0% 72% 69.2% 68% 57.5% 64%

2006 73.3% 69% 75.9% 74% 69.0% 70% 60.2% 66%

2007 69.7% 72% 74.1% 76% 70.1% 71% 59.9% 67%

2008 73.1% 71% 68.9% 76% 64.3% 70% 54.9% 66%

2009 65.8% 72% 75.1% 76% 59.5% 69% 50.7% 64%

2010 80.1% 74% 81.8% 79% 71.5% 73% 61.9% 65%

2011 80.2% 77% 86.9% 82% 71.0% 75 % 65.7% 67%

2012 82.9% 78% 85.1% 83% 69.4% 76% 63.9% 67%

2013 81.2% 81% 85.1% 85% 73.7% 79% 70.6% 70%

2014 84.6% 84% 84.1% 88% 76.7% 81% 62.1% 63%

Comments: The statistical data in the tables shows the “participation based” percentage calculations ie each percentage reflects the number of students achieving a certificate in relation to the total number of students at that Level who were entered in enough standards to have been able to achieve a certificate. Lynfield does not withdraw students from a course if they are not achieving – rather we work with them through monitoring by the Academic Advisor, the Dean and the course teacher to encourage and develop their achievement. However as this is not the practice in all schools some overall statistics do not show as high a level of achievement for Lynfield College as they do at other schools. Results for Level 1 and Level 3 showed an improvement on 2013. All levels showed high achievement rates. UE achievement dropped nationally as a result of changes to the UE requirements. Lynfield students maintained their achievement close to the national average.

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Tracking the shaded boxes diagonally down the table follows a cohort – achievement of a certificate represents meeting the criteria for the level across one year’s work. Lynfield College students have generally achieved above the average level for all students (national) and the overall pattern is of high achievement levels.

Some cohorts have shown variations to this pattern but there is a trend of improvement. The analysis of this data has been part of the constant reviewing and professional development by staff. The information about qualifications that is given to students and parents, as well the planning and teaching within each faculty ensures the success of the learning and achievement of Lynfield students. The dip below the national comparative data for Levels 2 and 3 remains a concern.

Table 4: Comparison with all national and similar school national data for 2014 results (All

data taken from NZQA website using participation based data.)

Table 5: Percentage of year level achieving Endorsed Certificates in 2014

(All data taken from NZQA website.)

Comments: Certificate endorsement is seen more and more as an achievement goal for students to set and track during their senior years. The promotion and recognition of students’ efforts to achieve their best results are encouraging this culture at Lynfield College by placing value on high achievement.

Certificate Endorsements showed a significant increase for Level 2 despite a drop in overall Certificate achievement at that Level.

Excellence endorsements were above the national levels at all levels except Level 1.

Course Endorsement data is also available – no comparative data is available and the analysis of this data will be developed by faculties.

Over 50% of both Yr11 and Yr13 students are attaining an endorsed certificate.

Lynfield College

national all schools

national Co-ed schools

Decile 6 Co-ed schools

Level 1 84.6% 84.2% 82.4% 81.5%

Level 2 84.1% 88.3% 87.0% 86.2%

Level 3 76.7% 80.6% 78.5% 77.3%

Percentage of students gaining Endorsed Certificates

(compared to Decile 6 Co-ed schools) Certificate: Level 1 Level 2 Level 3

2014 2013 2014 2013 2014 2013 Endorsed with

Merit 35.9% (30.5%)

37.8% (37.0%)

31.8% (22.5%)

25.5% (28.5%)

27.9% (22.5%)

35.6% (28.3%)

2013 - 2014 -1.9% +6.3% -7.7% 2012 - 2013 -1.1% -1.9% +5.1%

Endorsed with Excellence

21.9% (22.5%)

21.1% (18.9%)

21.6% (10.4%)

15.3% (14.2%)

14.6% (10.2%)

16.5% (12.6%)

2013 – 2014 +0.8% + 6.3% -1.9% 2012 - 2013 +1.7% +0.7% +11.0%

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Table 6: 2014 achievement of ENDORSED CERTIFICATES

Comparisons between Lynfield College and neighbouring schools, other co-ed Auckland schools and national statistics. (All data taken from NZQA website.)

Achievement of Excellence endorsed certificates is well above the National average and most local schools. The Level 2 achievement is particularly notable. Table 7: Lynfield College students achieving Scholarships in 2014

Scholarships 39 (27)

Outstanding Scholarships*

5 (5)

TOTAL 44 (32)

Accounting 1 Earth & Space 1 Photography 1

Biology 15 English 2 Physical Education 5

Calculus 2 Media Studies 2 Physics 7

Chemistry 5 Music 1 Statistics 4

Classics 2 Painting 1

(Two scholarships were gained by a student from Year 12)

Comments: The overall number of scholarship maintained a very pleasing level and the spread of achievement continues to cover a wide range of subject areas in different faculties. Four Scholarship Awards (achieving three scholarships) and five individual Outstanding Scholarships were gained by Lynfield students. Extra tuition was offered through school based and local tutorials, seminars and workshops.

An analysis of factors contributing to the patterns of achievement has focussed on the Level 3 endorsements and scholarships. There is a strong interest to use individual tracking and mentoring as well as developing teaching and learning opportunities to enhance the achievement of our more able students.

School % endorsement

Level 1 % endorsement

Level 2 % endorsement

Level 3

(A) M E (A) M E (A) M E

Lynfield 42.2 35.9 21.9 46.6 31.8 21.6 57.5 27.9 14.6 Lynfield 2014 41.1 37.8 21.1 59.2 25.5 15.3 47.9 35.6 16.5

National(All) 47.3 35.0 17.7 58.9 26.9 14.2 58.5 28.9 12.7

Decile 6(All) 54.4 32.7 13.0 65.8 23.8 10.4 66.7 23.4 9.9

Decile 6 (Coed) 57.3 30.5 12.2 67.0 22.5 10.4 67.3 22.5 10.2 Decile7 Coed 2014 47.7 35.5 15.4 60.6 27 12.4 60.4 27.0 12.6

Avondale 56.4 35.4 8.2 61.7 26.9 11.4 71.2 22.5 6.2

Mt Roskill 40.2 39.3 20.4 53.5 31.9 14.6 47.8 39.3 13.0

Onehunga 54.9 31.0 14.1 70.9 20.5 8.7 63.5 27.7 8.8

Mt Albert 33.3 40.6 26.1 42.3 38.3 19.4 49.3 34.4 16.3

Green Bay 48.4 33.7 17.8 65.5 24.1 10.5 62.6 23.4 14.0

Rosehill 56.7 31.2 12.1 72.1 19.7 8.2 73.4 18.8 7.8

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Table 8: Achievement of other NZQF Qualifications in 2014:

Some Faculties – particularly Technology – are planning courses and assessment programmes that encourage students to achieve other Certificates and gain Vocational Pathways Awards. This is the first time NZQA has published the school achievement of Other NZQF Qualifications. Vocational Pathways Awards are still published on an individual basis only.

YEAR

11

YEAR

12

YEAR

13

11

2

22 2

2 1

159 162

1

11

11 1

2

National Certificate in Early Childhood Education

and Care

Other NQF Qualifications 2014

National Certificate in Drama

National Certificate in Maori (Te Waharoa)

National Certificate in Hospitality (Foundation Skills)

National Certificate in Music

National Certificate in Mathematics

National Certificate in Tourism (Introductory Skills)

National Certificate in Music (Level 2)

New Zealand Certificate in Food and Beverage

Service

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PART 5: PROPERTY REVIEW

Property and Achievement (March 2014) Lynfield College has prided itself on providing a working environment for staff and students that is conducive to and fully supportive of the high academic standards expected by the Board and the local community. It is the belief of the staff, management and Board that students perform best when their study environment is to the highest possible standard and meets the needs of 21st century learners. While NCEA results consistently exceed the National average across a range of subject areas there is a belief that these could be enhanced further if specific improvements were made to the physical surroundings in Science and English. Over the past 5 years much has been improved in Technology and Physics, where the physical environment now addresses the needs of students in the new learning environment. (ie new curriculum, assessment methods, classroom technologies and a wider range of pedagogies) The recent improvements in the technology facilities have encouraged more student participation to the extent that demand has outgrown the facilities. The range of technology subjects on offer has also increased eg at Yr 12 there are now 14 different subjects available at NCEA level 2. At the start of 2013, 4 new state of the art science laboratories, staff workrooms for maths & science and Sport and Physical Education facilities were opened for student use . Construction of a new Café started in November 2012. Work was completed at the start of term 3 and students were able to start using it. The school is also embarking upon ICT infrastructure upgrades. In 2011 the school was linked to the Ultra-face broadband cable owned by Vector. This has seen a vast improvement in internet speed in the College. The next step took place in late 2012 with a SNUP upgrade providing new internal network capabilities. At the start of 2012 we completed a WiFi network with the aim of introducing a BYOD, Bring your own device” programme. Term 1 has seen the WiFi trialled by staff and after Easter it will be opened up to students. In the future the BOT aims to;

Complete the physical upgrade of the remaining science areas, 5 of which were built in the 1950-60s.

Convert the use of many of the existing rooms as a space rationalisation takes place following construction in 2012. This includes moving International Languages to C block, Social Science (2 rooms) from C to B blocks, where the science labs have been decommissioned. Initial work started on this at the start of 2013.

Developing a restaurant and commercial kitchen in J block. .

Renovate the English department resource area and work space. Currently the English department is housed in an old locker bay of a Nelson block. The only renovation work done there since it was built in 1963 has been to remove the lockers, create a small office and put in 5 banks of Lundia shelves.

Develop a roof replacement programme for many parts of the school. In many areas roofing is now more than 50 years old.

Redevelop the hall and music rooms which are totally inadequate for their use in the 21st century. They were built in 1958 with an additional classroom added in 1999. The practice spaces are too few and too small. Music now involves 160 students undertaking itinerant music lessons with a waiting list of another 160. The total area available to do this is 42.65sq. metres

Redevelop the hall which can only accommodate one year level at a time. With our 92% retention rate of students to Yr13 we struggle to accommodate those attending our senior prizegiving. It is not possible to accommodate Yr 12 & 13 students at one function.

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The Board embarked on a major building programme, worth over $4 million at the start of 2012. At the end of 2009 the Ministry of Education provided $2,773,555 to address a space deficiency of 1105 gross square metres.

Accommodation Roll, March 1st 2014

Out of zone Total MOE Others

9 115 335 International Students 87

10 116 360 Adult FTTE 113

11 154 344

12 119 323

13 132 343

113

Total 636 1819 1906

This means that the Board must accommodate 836 students, as there is no Government accommodation funding for Out of Zone students, International students and adults. Modernisation funding (5YP)

The next sum of 5YA funding will be available after 1 July, once the 10YPP has been completed. The sum of money is $1.7 million with $300,000 being retained to help fund the 5 blocks which will need remediation due to leaky buildings.

Ten Year Property plan.

The 2009 plan is being replaced by N-Compass during term 1 of 2015