9 Dyer Street , Lower Hutt
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.
Dyer Street School, in Lower Hutt Wellington, provides education for learners in Years 1 to 6. The current principal was appointed mid-2022. The values of manaakitanga, aumangea, ngākaunui and ako were adopted in consultation with students, staff, whānau and mana whenua, to enhance the mana of all students.
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.
| Outcomes for learners are becoming more equitable and excellent. |
| Leadership is establishing a culture of high-quality teaching to progress student outcomes. |
| Teachers are increasingly delivering effective, evidenced-based programmes to meet students’ needs. |
| Leaders and the board are establishing conditions to bring about school improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result 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
8 November 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 August 2024, the Dyer Street School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
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For further information please contact Dyer Street 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
8 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Dyer Street School is in Naenae, Lower Hutt. The school caters for 206 students in Years 1 to 6, and 36% are Māori and 15% Pacific. The school roll has reduced since the 2014 ERO review.
The school’s stated vision for student success is to develop: learners who are confident, competent and flexible. The LEARN values underpin teaching and learning.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
There have been changes to leadership and teaching staff including a new principal in term 4, 2014.
The school is part of the Naenae Kāhui Ako|Community of Learning.
School leaders are working to reduce the disparity in outcomes for Māori, Pacific and boys to achieve equitable outcomes for all students.
School achievement information shows that from 2014 to 2016 the large majority of students achieved at or above national expectations in reading, writing and mathematics.
This data shows that boys achieved significantly lower results in mathematics, reading and writing where the level of disparity is widening. Māori student achievement is lower than their peers within the school in all areas, though 2017 data shows that disparity is reducing in reading and mathematics. Pacific students achieved less well than their peers overall.
Many students require additional support for their learning. At the time of this ERO review, the roll included 7% of students with complex learning needs and 6% who have English as their second language. They are well supported with appropriate programmes and interventions. Their progress is monitored against each student’s individual education plan.
Leaders and teachers are working to increase the effectiveness of the school’s response to those Māori and other students whose learning needs acceleration.
School end of year data for 2017 shows some students, including Māori and Pacific, who were identified as priority learners at the start of the year, have made accelerated progress.
Leaders have reviewed and refined their systems to better meet the needs and accelerate the progress of target students, especially in writing. Priority learners are well identified. A sound process effectively tracks, monitors and reports on the overall achievement of these students.
Teachers collaboratively inquire into the effectiveness of their practice, planning and assessment to better respond to the needs of students. Teachers gather, collate and make good use of a suitable range of assessment information to inform decision making. Moderation practice appropriately supports valid and dependable assessment judgements by teachers.
There is a purposeful learning environment. Relationships among students and with teachers are positive and respectful. Staff promote students’ wellbeing, sense of identity, belonging and engagement in learning. Student voice is valued. Increasing student responsibility and making decisions about their learning is a key strategic priority.
School charter targets and reporting to the board are about overall achievement against national expectations. The school should consider refining target setting and reporting to specifically focus on accelerating the progress of priority students, groups and cohorts. This should enable leaders and trustees to better monitor and respond to the school’s goal of achieving equitable and excellent outcomes for all students.
The school curriculum is being reviewed. Key aspects for development are:
Leaders recognise the need to strengthen internal evaluation processes. They have adopted a standard format to guide evaluation, though this is not yet consistently used schoolwide. Increasing the use of well-analysed data to inform evaluations should enable leaders and trustees to better measure the impact of programmes and inform planning for ongoing improvement.
Before the review, the board 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 the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, development priorities are in:
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
28 February 2018
| Location | Lower Hutt |
| Ministry of Education profile number | 2833 |
| School type | Contributing (Year 1 to 6) |
| School roll | 206 |
| Gender composition | Male 51%, Female 49% |
| Ethnic composition | Māori 36% Pākehā 37% Pacific 15% Other ethnic groups 12% |
| Provision of Māori medium education | No |
| Review team on site | November 2017 |
| Date of this report | 28 February 2018 |
| Most recent ERO report(s) | Education Review February 2014 Education Review January 2010 Education Review February 2007 |