LYNFIELD COLLEGE

PRINCIPAL’S REPORT

2015

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.

Year levels of students 9 – 15

March 1st total roll 1870 Total FTE of students

MOE Funded roll March 1 1780 March 1st

Principal grading roll 1814 March 1st

International student roll 90 March 1st

Adult ESOL student roll FTTE 106 March 1st

NESB funded students (T1 & 2)

Migrants = 63 (51) Refugees = 15 (19)

Number of nationalities 55

Size of site 10ha

Decile 6 (revised Dec 2014) Reviewed Nov 2007

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. Reviewed 2014

Code of practice for Pastoral Care of International Students

5th of June 2002 Date issued.

Individual teachers 122

Teaching staff (FTTEs) 115 March 1st

MOE Roll based staffing 108.45 March 1st

Management Unit entitlement 146

MMA entitlement 80

Support staff roll 46 March 1st

New teaching staff in Feb 5

Number of Yr 1 staff – Feb 1

Last ERO review March 2014

Next Board of Trustees elections

June 2016

Special Education Students 13 – High 2 - Extension

10 Year Property plan Latest, October 2015

PART 1: SCHOOL PROFILE 2015

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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 November 2015.

Achievement and assessment is the responsibility of Deputy Principal Murray Black – Reported to the BOT November 2015.

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 2015 special emphasis was placed on Level 2 NCEA. The Ministry of Education also supported the College through its ART programme. –see Analysis of variance.

A large well-organised library supports student learning. It provides services to students before and after school, as well as in the holiday breaks. In 2015, 115,212 staff and students used the library. Over 11,000 library books and 10,000 textbooks were issued throughout the year.

Assessment, Reporting and Teaching Programme policies were reviewed.

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.

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.

E-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.

Throughout the year a common theme in many curriculum areas explored the centenary of the landing of New Zealand troops at ANZAC cove on 25 April, 1915.

STUDENTS

Total student numbers remained over 1860 for both the March 1st and July 1st roll returns.

Retention rates remain high with over 92% of school leavers being 17 years or older. This is one of the highest retention rates in the country and exceeds that of many decile 10 schools.

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

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.

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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 2015.

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.

Faculties review all courses once results are available.

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

In 2015 the Lynfield Community of Learning was established with the 2 main contributing Intermediate schools and 5 local primary schools. Achievement challenges were written for this project and will in future become part of the school goals.

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

The ERO report for 2014 identified Lynfield College as a high performing school. They were particularly impressed with the College’s Self Review procedures and are using these as a model for other schools.

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 2015. There were a number of informal issues which were dealt with internally and involved providing extra support for staff.

Provisionally Registered teachers in March 2015 numbered 1 Year 1 and 3 Year 2 teachers out of a total of 122.

14 teachers left at the end of the 2015 school year for the following reasons:

Travel Overseas 0

Moved to other schools 5

Left teaching 1

Retirement 6

Leave from Lynfield 2

Total 14

Staffing numbers by gender

Male Female

Teaching staff 38% 62%

MU holders 39% 61%

Support staff 30% 70%

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 91% of teacher staff and 22% of support staff avail themselves of the on-site expertise offered.

Professional learning through off-site opportunities totaled 391 in 2015. These were attended by 107 staff.

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A total of $74,000 of Board funds were 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.

The Professional Learning report for 2015 was presented to the March 2016, Board of Trustees.

The principal was awarded a Woolf Fisher Fellowship to attend an ICT Conference in Philadelphia and attend the Harvard Graduate School of Education in Boston.

FINANCES

See attached Annual Financial Report. SAFETY

The Health & Safety committee met 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.

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

A hazard register is maintained by the Business 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.

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 2015 report was discussed by the Board in February 2016. This was also reported to the Guidance staff at the College.

In 2015 the number of suspensions rose to 14. The number of Stand downs increased from 79 to 82. The full report is available from the college.

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 through the Pounamu form class. This included 3 Whanau Hui during the year.

Consultation with Pasifika community took place throughout the year. This was associated with the Pasifika vertical form class. 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.

A staff Wellbeing survey (late 2015) and a student Wellbeing survey (August 2015) were conducted by Student Services. The results were subsequently presented to the staff.

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PART 3: ANALYSIS OF VARIANCE

Goals and Priorities.

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: To increase student engagement and achievement through the inclusion of relevant

e-learning opportunities in class - To implement BYOD at Year 9-11. 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 develop learning activities that integrate technologies appropriately to support authentic, higher-order, collaborative learning.

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

Baseline data: The best data comes from Yr11. This was the first cohort to arrive at NCEA Level 1 after 2 years of BYOD. (Yr10-2014, Yr11-2015)

2014 2015

Yr11 NCEA Level 1 85% 87%

Yr 11 % with Merit 36% 41%

Literacy dropped 3%, numeracy was constant. There was an overall increase of 2% on those achieving Level 1, of more significance was the overall decrease in the no endorsement.

Target: By the end of 2015, all Yr 11 classes were fully operating in a Blended e-learning style.

Actions To increase student engagement and achievement through the inclusion of relevant e-learning opportunities in class.

2015 was the second year for BYOD at Year 10 at Lynfield College. Teachers created new resources and modified those they had developed the previous year to move up the SAMR model.

The continued use of e-LynC and Hapara helped teachers and students with the management of the resources they created and the students work.

Many PLD opportunities were offered to staff on how to upskill so more e-Learning opportunities could be offered to students in their classes.

E-learning opportunities were offered in the cross curricular projects that the students undertook eg. ANZAC’s and Digital Citizenship. This gave teachers an opportunity to think in a different way about what they could do in class. During the digital citizenship project teachers were surprised at the high quality work the students could produce when given some flexibility. This has seen some teachers give new opportunities to the students especially in the junior school.

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

Some teachers were introduced to Universal Design for Learning in 2014 at U-Learn. They continued to develop some UDL resources for their classes in 2015. This meant that their resources in class, assessment tasks etc were modified so that the students had a choice over how they accessed and presented their work. We are hoping to do some more work around UDL in 2016.

Teachers in some departments continued to offer students a lot of flexibility over what they completed and how.

In 2015 some classrooms were turned into more flexible spaces so students can access the spaces they need for the task they are doing.

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, higher-order, collaborative learning

8 staff attended the U-Learn Conference in the October School holidays including 4 staff that presented workshops.

WIL was present in the staffroom every second Friday morning to work with staff on Hapara, Google Apps, Moodle etc and answer any questions they had around their use of elearning in the classroom.

Individual support was given to teachers in areas including: Hapara, Google Apps, Moodle, using mobile devices with students, digital citizenship, weebly, using technology to differentiate lessons for students,

Support staff were assisted on how to use different ICT tools to assist with their work including the use of Google Drive, Microsoft Word and Powerpoint, Kamar and Grovo.

Work was also done with several departments on how they could better use e-learning in their classrooms. Help was also given with resource creation.

Workshops were held in the workshop cycle on Hapara, Google Docs, Nearpod, Zaption, Grovo, eTV. Etc These are all tools to support teachers with elearning in their classrooms.

E-Learning tips were offered on 2 occasions during the year. Teachers had time to rotate around different 5 minute tips. This was hugely successful and would definitely work as a model for future professional learning.

On TOD external facilitators were bought in to work with interested staff on e-learning.

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

We introduced a new digital citizenship programme for Year 9 and 10 students in 2015. This involved the students having blocks of time out of class over the course of the year to undertake a digital citizenship focused inquiry project. Year 9 students had to complete activities of their choice from a matrix on six different elements of digital citizenship – cyberbullying, digital footprints, copyright, online security, digital safety and online research. Year 10 students undertook a real world inquiry project. This meant that they had to work with a group on producing something to promote an aspect of digital citizenship. This program will be continuing in 2016 as it was really successful.

Rob Kennerley from the New Zealand Police came and worked with all the Year 9 and 10 students on how they can keep themselves safe online, what the laws are in NZ, what they should do if they are a victim of cyberbullying etc.

We have encouraged teachers to take advantage of any opportunities they have in class to teach students about digital citizenship. I know many departments have taken opportunities to remind students about plagiarism and copyright issues.

We are continuing to investigate how to address digital citizenship issues with the senior

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students.

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Focus: Māori Achievement.

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

Annual Aim: Improving education outcomes for Māori students, Pacific Island students, students with special education needs and students from low socio-economic areas. The achievement of Priority learners is enhanced using data informed strategies for;

Enhancing the relevance of learning by relating courses to future pathways. Building student capacity to demonstrate the characteristics required of an

autonomous learner at Level 2.

Baseline data:

Māori All

% of students leaving at age 17+ (2014) 84% (69% NZ) 92%

% of females leaving at age 17+ (2014) 100% 94%

% of leavers with L2 (2015) 66% 88%

% of female leavers with L2 (2015) 82% 91%

% of Unjustified absences 5.9% 3.5%

% of Justified absences 11% 9.2%

% of suspensions 7% (1) 100% (14)

% of 1-3 day stand downs 20% (11) 100% (55)

84% of Māori students are still attending Lynfield at age 17. (69% Nationally in 2014)

66% of Māori leavers have level 2 (55% Nationally)

Reduce the number of justified absences. Total Māori absences still remain high.

Reduce the number of 1-3 day stand downs. The figure of 11 was half the number in 2013. (22 in 2013). The number of Māori students in the College did not change over this time

Target: Māori students will achieve to a level similar to the rest of the school. 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)

Actions (what will we do?) Māori students continued to celebrate their culture through Polyfest, cultural week,

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welcome powhiri for guests and their prominent position at all school official functions.

All Yr 9 students undertake a Māori cultural programme called Te Ao Māori. Te Reo classes are offered at all Yr levels of the school. Throughout the year Māori students and staff also took part in; Auckland City Council performances at the Fickling convention centre Rest home visits Glen Avon Primary school tutoring and powhiri German student lessons- haka/pepeha Japanese student lessons- haka/pepeha Community performances including library Blockhouse Bay Primary Lynfield Kindergarten Halsey Drive BHB intermediate BHB Christian Kindergarten and by request other community groups when possible Festival awards organisation and overseeing and teaching for Mt Maunganui

exchange student exec haka

The HOD Māori has also supported HODs to source Māori curriculum material. A Māori focus group of Māori and non Māori staff have ensured that Māori student needs are met in the school.

Gateway Programme; Of the three Māori students that were accepted into the Gateway programme, all completed 100% of their credits. The Year 13 male student achieved 27 credits, completed a successful work placement and achieved the Customer Service Award. The two female students (one Year 12 and one Year 13) also both completed their Customer Service Award in their work placement.

The career counsellor attended whanau hui each term to further build relationships with whanau and presented a career focus powerpoint and NCEA quiz at the September hui.

Students of Māori descent attended 67 career counselling appointments due to follow up sessions for some of those students. Six parents/caregivers attended appointments to support their child.

The Kei a Tatou Te Ihi Komiti (KATTI) has been running programmes for 14 years. Eight Lynfield College students were chosen at each year level to attend one full day of

learning annually. Age appropriate programmes are designed to inspire and encourage Māori students. This is a great chance for Whakawhanaungatanga, where students can build networks with each other and staff at various tertiary institutions. Yr10 O Wawata / Dreams & Aspirations Yr11 Rapuara / Career planning & options Yr12 Tu Ake / Stand up Yr13 Mahia / Just do it

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Focus: Pacific Island Achievement

Strategic Aim: “Lynfield College will inspire students to achieve educational excellence through a rich

learning and social environment.” Mission Statement.

Annual Aim: Career Pathways

o To ensure all students are aware of the support services that are available for

them. o To ensure all students are supported in developing their own “career management

competencies”.

Baseline data:

Pacific Island All

% of students leaving at age 17+ (2014) 90% 92%

% of females leaving at age 17+ (2014) 94% 94%

% of leavers with L2 (2015) 84% 88%

% of female leavers with L2 (2015) 92% 91%

% of Unjustified absences 5.8% 3.5%

% of suspensions 79% (11) 100% (14)

% of 1-3 day stand downs 42% (23) 100% (55)

Pacific Island students continue to make significant improvements in achievement.

2015 saw excellent results in retention levels and the proportion of students leaving with Level 2. Females are now achieving at a level similar to the whole school. More work is need with males to raise their levels. This is an issue across all ethnic groups.

Target: To increase the achievement and retention of Pacific Island students to a level

comparable to the whole school between Year 9 and Year 13. Making Pacific Island parents, families and communities better informed about our

school. We will ensure that there are opportunities for Pacific Island students and families to build collaborative relationships with teachers and the school and develop innovative approaches that improve results. (MOE Operating priority 1)

Actions

Gateway Programme; For 2015 there were 14 Pacific Island students (7 males and 7 females) who participated on the Gateway Programme. 9 of these students were in the Customer Service Award class and 4 were on Gateway exploring the retail industry, with 1 student exploring the tourism industry. 13 of these students successfully completed their work placements. 1 student left school earlier in the year to take up an apprenticeship in carpet-laying. The 13 students who remained at school for the year successfully completed 100% of their credits and the student who moved to an apprenticeship completed 81% of his credits.

Pacific parents support group. This group is led by parents and staff. At least 6 staff are

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involved. The group farewelled DP Mr A Aitken at the end of 2015. The meetings each term in the stafroom focussed on student progress and included students. This is a wonderful example of school/ community partnership.

For the first time in at least 20 years there was a Samoan group performing at Polyfest.

Priority Learners; Career related activities.

School Priority for 2015 - Career Pathways - career development activities for Māori & Pacific students to increase achievement, retention and readiness for transition on to tertiary or employment. Staff embraced the 2015 school priority of Career Pathways, with students at all year levels, through academic, careers and pastoral systems-a collective effort by all parties. Year 9 Māori and Pacific students were transitioned through the Careers Centre at the beginning of the year, in small intimate groups within their form class for half a period, to show and discuss the support services and programmes available to them across their future years at Lynfield College. Each term an extended Form Time was dedicated to student career development and form teachers guided their students through planned age-appropriate career activities to encourage students to be future focussed and review their aspirations and develop their career management competencies. Each student has a Career Pathway folder to store career activities, ideas and career plans from Year 9-13 (Google doc or hard copy). Māori and Pacific families were able to attend meetings with the career counsellor on Parent Conference evenings. Priority learners of Māori and Pacific descent were offered additional support around course selection month in August by the staff Māori focus group. Career counselling appointments 2015

Yr 13 Yr 12 Yr 11 Yr 10 Total

Māori 12 39 12 4 67

Pacific Island 53 38 16 2 109

Students of Pacific Island descent made 109 career counselling appointments with follow up sessions for some. 4 parents/caregivers attended appointments to support their child with their pathway planning. Māori and Pacific students were offered a range of annual programmes with tertiary providers to support student learning and achievement in relation to the development of their career ideas. Māori students (through the Careers Centre) were involved in a range of events with key partners in the school's wider community: University of Auckland events small groups of Māori and Pacific students attended were:

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STEAM AHEAD – Year 13 Māori and Pacific students have an in depth look at degree programmes BEAMS for Yr10 - Science related experience day FINANCE equity evening - for Māori and Pacific families to learn about Scholarships available, external financial assistance, course entry requirements and support services.

All eight of the NZ Universities and the two Auckland based Polytechnics have Māori and Pacific Liaison staff who willingly came to present to our students and attend parent evenings to encourage & support Māori and Pacific into further study beyond school. · Pacific Island Leaders of Tomorrow (PILOT) career programme ran for Years 11-13 in 2015. · Rangatahi Programme - ADHB offered our Māori students interested in Health careers, an

introduction and work experience through the Te Runanga o Ngati Whatua office. Māori and Pacific Island students have had access to the following events:

Tuākana Engineering mentoring program for Māori and Pacific students taking Science, Physics & Calculus Yr11-13 (University of Auckland team). Whakapiki Ake Yr12 & 13 Māori students interested in Māori Health & medical career pathways (University of Auckland).

There were many Māori Scholarship opportunities: eg. Ngā Mahi-a-Ringa Pūtaiao

scholarships for Yr12 Māori to attend the Hands-On Science programme at University of Otago. Otago University have two OCE (On Campus Experience) scholarships, one for a student of Māori descent and one for a Pacific Islander to visit Dunedin and the campus. This year one female Māori student was selected by University of Otago to attend.

The Gateway and CSA programmes gave senior students the opportunity to interact meaningfully with the workplace in 2015: CUSTOMER SERVICE AWARD (12/13 CSA) LEVEL 2 NCEA The Customer Service Award consisted of nine unit standards, all of which were fully assessed in the workplace (The Warehouse) by an external assessor. Students chose this course to gain experience in the Service Industry, employability skills and a head start into their first part time or full time job Achievement of Māori Students There was only one Māori student in the class. She achieved all credits and the Customer Service Award. Achievement of Pacific Island Students There were eight Pacific Island students (four female and four male). All eight students achieved the full number of credits available and the associated Customer Service Award. The benefits for Māori and Pacific students who have carried out the activities and programmes offered above show: · Increased motivation for their studies · Improved understanding of careers and pathways and the choices they can make · Increased confidence · Greater knowledge of the world of work · Development of employability skills, particularly teamwork and communication skills

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Focus: Increase the proportion of students leaving with Level 2.

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

Annual Aim: To increase the proportion of students leaving with Level 2 (NCEA)

Baseline actual data

Yr % of leavers with NCEA Level 2

2012 87%

2013 82%

2014 88%

2015 86%

The % of school leavers with Level 2 NCEA in 2015 was 86%, 2% below the target set. While this figure remained reasonably constant there were significant shifts within the Yr12 cohort. Females improved in all ethnic groups except European. MELAA and Pacific Island girls showed significant improvements as did the Asian cohort.

Target: 88% for the 2015 leavers.

Actions Case Conferences have strategically focused on areas to support student

achievement (e.g. Attendance, Academic Coaching, Achievement of Priority learners) instead of previous approach based on Dean's’ list of Students of Concern. A much broader approach, maximising the benefits of the range of staff expertise available to support student achievement.

ART (Achievement, Retention and Transition) programme broadened in 2016 to work with all students who did not achieve NCEA L1 but who are capable of achieving NCEA L1 and NCEA L2 in Yr. 12. WDN and WNN working with 33 students, their families and teachers. Infinity Learning Maps as a key tool.

Using a “Traffic Light” system to identify students for academic coaching from Progress Report data available mid-term one. Students achieving 2 or less for effort and/or achievement are targeted for academic coaching. In 2015, 79 students were identified and coached by Deans, 29 Form teachers, Counsellors and Senior Leaders.

At NCEA Level 2, 15 students were identified for coaching. By Year 12 it is usual for a number of these students will leave during the year and five of the group did. Of these, one had achieved NCEA L2 and two were within five credits of it. Of the ten students who completed the year, three achieved NCEA L2 and the remainder are in courses that will enable them to achieve it in 2016. Three students require six or less credits to achieve this. All except one student have achieved L1 Literacy (an ESOL student in appropriate courses for 2016) and all have achieved Numeracy. Assuming these students would not achieve NCEA L1, this can be seen as a 27% improvement in achievement.

5 May 2016