Freyberg Street , Lyall Bay, Wellington
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.
Lyall Bay School, located in Wellington, provides education for students in Years 1 to 6. The school’s purpose, “Waihangatia ngā Ākonga Tino Pai; Building the Best Learners to achieve educational excellence for each child through a partnership between the home, the school and community”, is underpinned by the values of Manaaki (Respect), Whakapono (Integrity), Pākiki (Curiosity) and Hiranga (Excellence).
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.
| Most learners make sustained progress and achievement throughout their schooling. |
| Strong leadership is improvement focused and pursues strategic priorities for the school. |
| Respectful, collaborative learning environments encourage students to be engaged with and contribute to their learning. |
| Well established key organisational conditions prioritise student wellbeing, progress and learning. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
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
12 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 July 2024, the Lyall Bay School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since addressed the areas of non-compliance identified.
For further information please contact Lyall Bay 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
12 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there was one international student attending the school.
Lyall Bay School’s process for annual self-review supports successful provision for international students. The school effectively responds to learner needs and provides pastoral care for students, enabling them to participate fully in learning and the life of the school.
Shelley Booysen
Director of Schools
12 November 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Lyall Bay School caters for students in Years 1 to 6. At the time of this review, there were 362 students on the roll, of whom 22% are Māori and 7% Samoan.
The school’s stated vision is: Building the Best Learners, Waihangatia ngā Ākonga Tino Pai. The values that underpin all aspects of school life are: Respect, Integrity, Curiosity and Excellence; Manaaki, Whakapono, Pākiki and Hiranga.
Key strategic goals aim to grow students who areconnected to their community, celebrating the school’s cultural diversity and empowering teachers and leaders.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is an active member of the Motu Kairangi Kāhui Ako.
The school successfully promotes excellent outcomes for most students in reading, writing and mathematics. It continues to explore and address aspects of equity for some students.
Girls and boys achieve at similar levels in reading and mathematics. Boys do not achieve as well in writing. There is some disparity for Pacific students in mathematics and writing, and for Māori in mathematics. The data for 2018 shows improved levels of achievement for most students, including Māori. Leavers’ data shows that levels of disparity are reduced by the end of Year 6.
Students with additional learning needs are very well supported to participate, progress and achieve in relation to appropriately developed Individual Education Plans.
The school responds well to those Māori and other students whose learning needs acceleration.
Students at risk of not achieving in literacy and mathematics are identified throughout the year and a range of effective responses put in place. Most of these priority learners made accelerated progress in 2018.
Students benefit from a purposeful, schoolwide learning environment. They are on task and engaged in their learning. Relationships among students and teachers are positive and respectful. The school is inclusive. Students’ cultures, languages and identities are recognised and valued and their wellbeing and sense of belonging strongly promoted. There are high expectations for each student’s participation and achievement and their voice and opinions are valued.
The curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities. It is responsive to their interests and needs and uses local community themes and contexts. Ongoing review has developed explicit, high expectations for teaching practice, assessment and learning. A key goal is to empower students to take increasing responsibility for their learning.
Leaders and teachers use a range of nationally-referenced and school-developed assessment tools to gather sound baseline data. This is well used to inform resourcing and strategic decision making. Teachers use the information to recognise and respond to students’ interests and learning needs. Robust systems support effective measuring and monitoring of individual achievement. Sound moderation practice supports teachers to make dependable judgements about students’ achievement in reading, writing and mathematics.
Leaders drive the school’s vision and direction effectively. There is a coherence of systems and processes from strategic planning, through professional development and curriculum, to classroom practices that are designed to improve student outcomes. Professional development is focused on introducing new methodologies and growing teachers’ capability. Teachers have a collaborative approach to inquiring into their practice to assist them to more effectively respond to the needs of individuals and groups of students.
There is a clear drive to continue to improve methodology and practice. It is important as part of this ongoing process to ensure that all relevant material, including the expectations for bicultural practice, is drawn together. This should ensure that the enacted curriculum is clearly aligned and documented providing specific guidance for teaching and learning.
An established culture of reflection is evident. Leaders have adopted a standard format to guide evaluation and are working to have this consistently used schoolwide. Increasing the use of indicators of high quality intended outcomes, at the planning stage, should better enable staff to evaluate the impact on student learning of newly introduced approaches and initiatives. This should support leaders and trustees to more effectively inform decision making about planning and actions 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:
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Lyall Bay School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
To improve current practice, the board of trustees should:
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
23 April 2019
| Location | Wellington |
| Ministry of Education profile number | 2892 |
| School type | Contributing Primary (Years 1 to 6) |
| School roll | 362 |
| Gender composition | Male 56%, Female 44% |
| Ethnic composition | Māori 22% NZ European/Pākehā 40% Samoan 7% Other ethnic groups 31% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | February 2019 |
| Date of this report | 23 April 2019 |
| Most recent ERO report(s) | Education Review May 2016 Education Review April 2013 Education Review April 2010 |