347 Nelson Road , Gisborne
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Lytton High School is located on the western boundary of Gisborne City and provides education for students in Years 9 to 13. The school’s guiding values are aroha, ako and aspire. The school has a Teen Parent Unit onsite, Te Whare Whai Hua.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well. |
| Leadership is working towards implementing planned and deliberate steps to improve student engagement and achievement. |
| Teaching practice and learning programmes need to be strengthened. |
| Some key aspects of school conditions are beginning to support improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
Within six months:
Annually:
Actions taken against these next steps are expected to result in significant improvement in:
ERO recommends that the Secretary for Education convenes a case conference under section 175 of the Education and Training Act 2020. This will enable key stakeholders to discuss the best way forward to bring about the following improvements in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
13 August 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2024, the Lytton High School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following area of non-compliance during the board assurance process:
The board has since taken steps to address the area of non-compliance identified.
For further information please contact Lytton High School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
13 August 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Trustees, leaders and teachers are focused on raising student achievement. Specific teaching and learning initiatives, including professional development for staff and increasing student voice, have the potential for continuing improvement. Ongoing evaluation of the impact of approaches and strategies is a key next step.
ERO is likely to carry out the next review in three years.
Lytton High School is located in Gisborne and caters for students in Years 9 to 15. At the time of this ERO review, 77% of students on the roll are Māori.
The June 2016 ERO report identified concerns relating to the curriculum, student achievement and use of achievement information. Also identified for improvement were policies, procedures and practices, including internal evaluation, to promote ongoing school improvement.
ERO, trustees, leaders and staff developed an improvement plan that aligned to the school’s strategic and annual plans. Over the past two years, leaders and trustees have worked with ERO to report on and evaluate progress towards meeting the identified goals.
In 2016 and 2017, the school led its own professional development on Positive Behaviours for Learning (PB4L), restorative practices and effective teaching strategies. In 2018, the school is participating in professional development led by an external facilitator focused on continuing to build teacher capability to improve student outcomes.
In June 2016, the following development priorities were agreed:
Good progress has been made in relation to these priorities.
Roll-based overall National Certificate of Educational Achievement (NCEA) results have increased significantly in Levels 2 and 3 between 2016 and 2017. Level 1 results decreased and in 2018 the school has increased academic tracking of those students at risk of not achieving at level 1. The curriculum has been adapted to increase the potential for student success. In 2017 at Levels 2 and 3, students at this school achieved at and above those in similar schools nationally. Approximately half of target students in Years 9 and 10 made accelerated progress in literacy in 2017.
Since June 2016, a number of curriculum developments have had a positive impact on student engagement and achievement.
Learning Advisories were strengthened at the end of 2016. These:
The school’s focus on student wellbeing has been enhanced through the PB4L programme and emphasis on the school’s three values: Ako, Aroha and Aspire. Wellbeing lessons have been introduced as part of Learning Advisories.
Teachers and leaders have increased contact with whānau in a range of ways. The use of a portal provides parents and students an online platform to share updated information about student effort and academic progress.
A deliberate, increased emphasis on seeking student voice has resulted in students having increased knowledge about their own learning, and more opportunities to make choices. Teachers adapt courses to meet students’ interests and needs.
Observations of teaching and learning show that students are well engaged within relevant, authentic contexts. Teachers share the purpose of lessons and support students to understand what they need to do to be successful. Learning conversations are evident.
Student attendance is closely tracked, monitored and scrutinised. This was a schoolwide target for 2017. In 2018, there is an increased emphasis on attendance in Year 12.
Students at risk of not achieving are identified and their learning is targeted. A number of specific interventions have been implemented to raise student achievement. These include literacy programmes for Year 9 students and a closer focus on tracking students’ progress towards achieving NCEA. This information is reported at each board meeting. Teachers have begun to increase their analysis of achievement information. This is an identified, ongoing next step.
The introduction of semesters has increased the variety and choice of educational opportunities for students. A positive result of this initiative is increased NCEA credit acquisition. Other new developments include the introduction of faculty plans that focus on raising student achievement.
Teachers follow a well-structured process to inquire into their practice. This should enable them to increase the impact of their teaching on improved outcomes for students. Next steps are for teachers to:
Leaders should increase monitoring of the quality and consistency of the inquiry process.
How well placed is the school to sustain and continue to improve and review its performance?
To sustain and continue to improve the school’s performance, leaders have identified that embedding new practices is a priority. ERO's external evaluation supports this direction.
Since 2016, trustees have undertaken governance training. They regularly discuss progress towards the school’s strategic and annual goals. The principal reports on student achievement, including for groups of students, and reports on staffing and health and safety matters.
Trustees and leaders should place increased emphasis on meeting deadlines for sending key information at specified times to meet board obligations.
The appraisal process requires development. This should include:
Trustees and leaders have taken part in an internal evaluation workshop and have begun to use a suitable framework to evaluate the effectiveness of new initiatives. A next step is to develop a shared understanding across the school to inform decision making as teachers, leaders and trustees continue to focus on raising student achievement.
The school’s initiatives and programmes have the potential for further improving student outcomes. Trustees, leaders and teachers should evaluate the impact of approaches and strategies to ascertain their impact and effectiveness.
For sustained improvement and future learner success, priorities for further development are in:
the use of well analysed data from a range of sources, for internal evaluation that identifies what is working well for students' learning and where improvements are needed.
Before the review, the board of trustees 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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Trustees, leaders and teachers are focused on raising student achievement. Specific teaching and learning initiatives, including professional development for staff and increasing student voice, have the potential for continuing improvement. Ongoing evaluation of the impact of approaches and strategies is a key next step.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
27 July 2018
| Location | Gisborne | |
| Ministry of Education profile number | 208 | |
| School type | Secondary (Years 9 to 15) | |
| School roll | 690 | |
| Gender composition | Male 51%, Female 49% | |
| Ethnic composition | Māori Pākehā Pacific Other ethnic groups | 77% 20% 1% 2% |
| Special Features | Te Whare Whai Hua – Teen Parent Unit Te Wheako – Attached Unit: Special Needs Alternative Education | |
| Review team on site | May 2018 | |
| Date of this report | 27 July 2018 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | June 2016 December 2012 May 2011 |