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Lynfield College Learning Support Structure
All students at Lynfield College are placed into Hui mai classes and curriculum classes, based on option lines for their year group. Teacher aide support is provided based on the funding allocation. MOE funded students with learning/behaviour needs have at least one IEP a year.
In Years 9 and 10, students whose ability in Literacy or Numeracy is compromised, or whose behaviour is deemed to be at risk to themselves or others, can be referred (through the SENCo) to the RTLB service.
Achievement is assessed by looking at intermediate transition data, asTTle results, school assessments and in some cases, PROBE reading assessments which are carried out by the SENCo. The SENCo attends Case Conference meetings at all levels. Information from years 9 and 10 can inform referrals to the RTLB service. It can also inform knowledge of students who may need Special Assessment Conditions. Testing and data entry for SAC is carried out by the SENCo.
Intermediate transition data is used to place Year 9 students into a literacy class (LDV) for a 2 term programme (run during language option times). It runs in Terms 1 and 2 for one group and Terms 3 and 4 for the other. These classes are smaller and teacher aide support can be provided if a student is funded.
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At Years 10,11,12 and 13 the South Pacific Education Course option enables mainstream students to work on individual programmes to gain independent work skills and knowledge within an integrated curriculum. There are topics related to transition into the work force, e.g. writing a C.V., form filling, interview techniques and telephone etiquette. Supported SPEC is also available to ORS funded students.
At Lynfield, we are aware that for some ORS funded students, the mainstream experience is overwhelming. However, we are committed to ensuring as many students as possible attend classes with their peers. For some, this requires initial teacher aide support to get to class until they are confident to get to class alone. Providing an ideal learning scenario for every student with learning/behaviour needs, is not always possible. Our goal is to support students, their whanau and teachers, to ensure there is equitable access to the curriculum.
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ORS Funded Students
Achievement for students who have classes in the Learning Support department, focuses on participation and engagement through the development of literacy, numeracy and life-skills. We aim for students to feel confident and competent in supported and independent learning situations.
ORS funded students learning at Levels 1-2 of the NZ Curriculum, attend English and Maths in the Learning Support classroom (M3). Unfunded students who are at this level, and have significant neurodivergent challenges, can be included in this group. IEPs focus on the key competencies.
Students are mainstreamed for their options and core subjects. They will usually have teacher aide support, dependent on student need and the requirement to provide a safe environment for learning. For example, a student may go to PE unassisted, but have support in Technology.
In 2025, there are 17 students funded by ORS, encompassing every year level. ORS students are mostly funded for a maximum of 12 hours a week. One student has Very High ORS verification qualifying for 16 hours a week. For the students who come under the Learning Support Department, there are concessions made in regards of what year group they learn with. For instance, a Year 11 student may gain more learning from the Year 9/10 Food Tech curriculum, than from the Year 11 Hospitality option, which moves at a faster pace and is aimed at commercial cooking. A Year 13 student may be placed in a Year 11 or 12 Automotive because of their interest, but not necessarily with peers, due to challenges understanding health and safety regulations. The twelve hours a week of funding needs to be topped up by the school’s Special Education Grant as well as funding from the BOT. One student qualifies for ACC funding. His hours are reviewed each year but are usually 20-22 hours per week.
As students with considerable learning needs get older and the NCEA academic demands increase, the effectiveness of mainstream classes reduces for most. To ensure students continue to access the curriculum at their level, specialist supported learning classes are provided. These classes are differentiated to provide opportunities for the students to master skills and concepts related to the cross-curricular theme. Lynfield College offers supported PE classes, supported drama, supported food technology and supported music.
As students with ORS funding move towards the end of their schooling a transition service is employed for their final year. This is a free service for ORS funded students. Geneva will be working with two students to transition them into the two-year Life Skills Course at Unitech. Geneva will also be working with another student to explore alternative transition options. Whanau are given a choice of what transition service would best suit their child’s needs for the last year of their schooling. Another parent has chosen Hohepa, for support with the student’s transition options.
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Visiting Specialist Teachers
Lynfield College partners with Central Auckland Special School to engage specialist teachers for some ORS funded students. In 2025 four specialist teachers will be working with three students on a weekly basis. They attend IEPs and are involved with whanau as well as the students and their teachers.
Lynfield College also receives input for students who are hard of hearing from a resource teacher from Ko Taku Reo. The resource teacher has a number of students on her direct caseload as well as her indirect case load. In 2025 there will be a mixture of funded and unfunded students.
In 2025 Lynfield will also be receiving support for students with low vision. A resource teacher from BLENZ will be visiting one Year 9 student on a weekly basis and will also have others on her indirect caseload.
In 2025 a Speech Language Therapist will visit one student on a weekly basis.
Student Funding Options
In 2025, three students will be receiving funding from the Intensive Wrap Around Service. Two students (one in year 11 and another in Year 9) will be funded for 20 hours of teacher aide time per week for two years. Another Year 9 student will be funded for 1.5 hours per day for the first two terms, initially.
Eight students will be receiving funding from ‘In Class Support’. There are students who have been identified by the SENCo in 2024, as needing support for the following year due to learning challenges. The application process is carried out by the SENCo. MoE funds these students for five hours of teacher aide time per week but in most cases, more is needed.
Funding for students who need support remains an issue in 2025. In order to gain funding for students who require assistance to facilitate their learning and help manage their behaviour, the SENCo will continue to make regular applications for IRF (Interim Response Fund). The SENCo has identified 13 students who may require applications to be made in 2025. Such applications typically generate $1,000 per term which is frequently not enough to cover the identified need.
Learning Assistants (Teacher Aides)
Lynfield College currently has a number of experienced and competent Learning Assistants. Learning Assistants have access to professional development. They are able to apply for relevant courses through the channels available to all teachers. In addition, professional development is supplied by the RTLB service.
The SENCo organizes, with the liaison RTLB, for Learning Assistants to be consulted via google docs, about needs/interests/relevance and the RTLB service will design appropriate courses. Courses are delivered on teacher ‘non-contact days (PST days) but are also delivered between 8.30 and 9.00 am on a weekly basis.
The HOD Learning Support/SENCo holds weekly meetings with Learning Assistants every Friday morning between 8.30 and 9.00 am to discuss matters relevant to their roles and the students they support.
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