This learning community cluster includes two state secondary schools.

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1. Ellesmere College – http://www.ellesmere.school.nz
2. Lincoln High School – http://www.lincoln.school.nz

School governance

There are three types of schools: state, private (or registered or independent) and state integrated schools. State integrated schools are former private schools which, while now “integrated” into the state system, also provide programmes around their particular religious or learning philosophy.

State and state integrated schools, while government funded, are managed by boards of trustees. Private schools receive only partial funding from the Government. Day to day management of all schools is the responsibility of the principal.

The Crown is responsible for property provision for state and special character schools to ensure students have access to their closest school. The proprietors of state integrated and private schools are responsible for their own buildings. The Selwyn South Secondary Schooling cluster does not include any state integrated schools.

School boards are required to develop individual charters and annual plans and report their performance against these.  You will be able to access the school charter from your school or on Find a school.

Education Review Office (ERO) reports on school and early childhood performance are publicly available.

Selwyn South cluster ERO review cycle

Ellesmere College	3 years
Lincoln High School	Under Review

School roll changes

In March 2010, prior to the earthquakes, the secondary schools in this cluster provided teaching and learning to 2132 students. While individual rolls have fluctuated since then, the combined secondary roll in this cluster has declined by 64 to 2068 at March 2012.

Individual school March rolls, 2008, 2010, and 2012:

The following chart shows the ethnic composition of the combined cluster school rolls by percentage of total combined roll

Education achievement

National Certificate in Education Achievement (NCEA)  is the main secondary school qualification for students in years 11-13. NCEA can be gained at three levels – usually level 1 in Year 11, level 2 in Year 12, and level 3 in Year 13. Any student who demonstrates the required skills and knowledge to the level of a particular standard, achieves NCEA credits. Each student receives a School Results Summary that presents all standards taken throughout their school years, and the results for each. Since NCEA was introduced, more students are leaving school with qualifications. The National priority is that 85% of all school learners will have achieved NCEA Level 2 by the time they leave school. This table shows the numbers of school leavers in the Selwyn South secondary cluster who gained NCEA level 2 before leaving school.

Cluster: Selwyn South Secondary

	Total school leavers			Māori			Pasifika
Year	Number below L2	NCEA L2 and above number	Total no. of leavers	Number below L2	NCEA L2 and above number	Total no. of leavers	Number below L2	NCEA L2 and above number	Total no. of leavers
2009	81	274	355	11	32	43	2	1	3
2010	115	307	422	12	25	37	3	4	7

Note: 2011/12 data is live and cannot be released

Special Education

Special Education delivers specialist services and support to learners with special education needs across this cluster. This includes support to schools, teachers, parents, families and whānau.

Māori and Pasifika provision

Māori-medium education programmes involve students being taught either all or some curriculum subjects in the Māori language, either in immersion (Māori language only) or bilingual (Māori and English) programmes. There are no Māori or Pasifika bilingual units, or language programmes delivered by schools in this cluster.

English for Speakers of Other Languages (ESOL) provision

ESOL provision for refugee and new migrant learners from non-English speaking backgrounds is not provided in this cluster.

Land – State schools only

School sites sit outside the CERA classification process. They will not be given any TC rankings. The land in the surrounding residential area has not been classified by the Canterbury Recovery Authority (CERA). Geotechnical assessments on the state school sites in this cluster indicate land issues will not compromise continued education provision.

Further Ministry commissioned assessments may be required at a later date, should any of these sites be further developed.

Buildings – State schools only

There are 103 teaching spaces included in the 14,419 square metres (of useable space) of teaching and learning and administration areas across this cluster of schooling provision. The teaching, learning and administrative space is incorporated into 52 actual buildings. The majority of these buildings suffered damage during the earthquakes.  Repairs have partially been made to the building stock. Condition assessments confirm over time earthquake strengthening will be required across four of these buildings within the cluster.

Building condition information – State schools only

	Number of buildings	Number of buildings with EQ damage	Number of buildings with strengthening required	Number of buildings with weather tightness repairs required	Number of buildings with both strengthening and weather tightness repairs
Ellesmere College	20	20	0	0	0
Lincoln High	32	32	4	0	0
Cluster	52	52	4	0	0

Based on March 2012 rolls – a minimum of 104 teaching spaces will be required for ongoing teaching and learning in this cluster, as below.

School rolls and classroom numbers – State schools only

	March 2010 roll	Classroom (no.) current (July 2012)	March 2012 roll	Estimated classrooms required at March 2012
Ellesmere College	536	37	510	31
Lincoln High	1596	66	1558	73
Cluster	2132	103	2068	104

The way forward

Extensive condition assessments and engineering investigations have confirmed all buildings in this cluster currently remain fit to occupy. A number of the buildings across this cluster will, however, require remediation and strengthening over the longer-term.

Future planning

The earthquakes provide an opportunity, as outlined in the Education Renewal Recovery Programme [PDF; 881kb], to consider options for revitalising the greater Christchurch education network that go beyond simply replacing what was there. Discussions with schools, communities and providers within this cluster will be key to informing decisions around the future shape of education for the Avonhead education community. Ways to enhance infrastructure and address existing property issues, improve education outcomes, and consider future governance will form part of these discussions.

Community engagement

There will be conversations with boards of trustees to establish how schools in this cluster can not only restore services but also deliver improved outcomes for their education communities. In line with the support signalled in the Education Renewal Recovery Programme [PDF; 881kb] for improved collaboration, this will provide an opportunity to gain further suggestions around shared provision across schools and services within specific areas of interest and the wider community, as appropriate.

Check out the engagement schedule for further details.