Dyer Street School

Education institution number:

2833

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

157

Website:

https://dyerstreetschool.com/

Telephone:

04 567 8016

Address:

9 Dyer Street, Lower Hutt

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Dyer Street School - 28/02/2018

28 Feb 2018

School Context

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:

progress and achievement in reading, writing and mathematics, and in relation to school goals
wellbeing.

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.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

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.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

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.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

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.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

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:

establishment of clear and explicit expectations for the use of local themes and contexts that include and value students’ culture, language and identity
building teacher capability and culturally responsive practice through focused coaching and appraisal that leads to consistently high quality teaching and learning.

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.

3 Board assurance on legal requirements

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:

board administration
curriculum
management of health, safety and welfare
personnel management
finance
asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

a collaborative approach and high expectations from trustees, leaders and teachers that promote improved outcomes for students
providing a positive and respectful learning environment that supports students’ engagement and learning
identifying, tracking, monitoring and responding to the needs of priority learners to improve their levels of achievement.

Next steps

For sustained improvement and future learner success, development priorities are in:

achieving equitable outcomes across learning areas and for all groups of students within the school
enhancing culturally responsive practice for teaching and learning to better support learners’ language, culture and identity
internal evaluation processes and practices, to determine the impact of initiatives, identify and embed effective practice, and inform ongoing improvement. [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

About the school

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

Dyer Street School - 18/02/2014

18 Feb 2014

1 Context

What are the important features of this school that have an impact on student learning?

Dyer Street School in Lower Hutt caters for Years 1 to 6 students. Its current roll is 239, with 23% Māori and 9% Pacific. The Pacific roll is growing. The school is part of a local cluster of schools that work together to raise the achievement of students in Naenae.

The school provides an inclusive environment for students with significant or high educational needs.

Dyer Street School has a positive reporting history with ERO. This review finds that high quality practice has continued. School leaders and teachers are strongly focused on improving learning through effective teaching.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The board, principal, school leaders and teachers use achievement information very well to make positive improvements to students’ engagement, progress and achievement.

Teachers assess, moderate and report reliable achievement information. Collaborative and individual reflection, using data, assists teachers to adapt their teaching to maximise learning. They identify students who need extra support and closely monitor their learning, carefully planning programmes, interventions and teaching approaches designed to accelerate their progress. Evaluation of success is an embedded part of this process.

Schoolwide student achievement information is used by leaders and trustees to set direction for the school and evaluate how successfully goals have been reached. They identify targets and actions for improving outcomes for groups of students, including Māori and Pacific.

Achievement information gathered at the end of 2013 shows that all student groups have made good progress this year. The school's student achievement targets have been mostly achieved or exceeded. Most students achieve at or above in relation to the National Standards in reading, writing and mathematics. A target group of Māori students has made significant and accelerated progress in writing. The progress of Pacific students is monitored. Recent changes to their patterns of achievement, showing a need for further improvement, are recognised and being addressed.

Students with special and high educational needs are well supported in classrooms. They follow carefully planned individual programmes to reach goals that reflect their parents’ aspirations.

Processes for young children's transition to school are well considered, supportive and informative. A flexible approach to enrolling new entrant children is focused on finding out about their strengths and interests.

Teachers, students and parents contribute useful and relevant information to ensure that students, at all year levels, make smooth transitions into new classrooms. New teachers are able to make a well-informed, immediate start to the next year.

Parents are well informed about the engagement, progress and achievement of students.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Dyer Street School Curriculum effectively promotes positive and improving outcomes for students.

The curriculum is well designed and links the school’s vision and beliefs to the principles of The New Zealand Curriculum (NZC) and the dimensions of Ka Hikitia - Managing for success: The Māori Education Strategy. It emphasises the development of NZC key competencies. The curriculum is underpinned by collaboratively designed indicators for high quality teaching and shows expectations for teaching across all learning areas.

The design of the curriculum, that puts students at the heart of decision making, enhances learner engagement. Well-integrated learning across the curriculum supports students to transfer knowledge, follow interests and build on strengths. Students’ views, opinions and choices drive decisions about curriculum content with teachers using these as a vehicle to teach skills. Teachers look for purposeful ways to weave learning into relevant, authentic or active situations.

Consistent, strong teaching, that reflects the school’s expectations, successfully promotes learning. Purposeful lessons that assist students to build on and use strategies and prior knowledge are evident. Teachers use a range of deliberate actions well matched to learning needs that help students to practise and develop competence.

Positive relationships with students are seen as a key component to promote success. Teachers get to know students and their families and whānau well, and recognise the expertise of parents. Parents affirm that partnerships between teachers, students and families are productive.

Students are strongly involved in their learning. They actively take responsibility and make choices to assist their progress. They understand what they need to do to improve, and work individually and cooperatively to achieve. Students are enthusiastic, self-managing learners.

How effectively does the school promote educational success for Māori, as Māori?

Māori students are well-supported to achieve. Teachers give priority to building strong relationships with whānau and acknowledge the strength of whānau in supporting their children. They get to know their students well.

The curriculum responds to Māori students’ individual and group needs. Students have opportunities to manage their own learning with support from teachers, and to voice their opinions and interests. These allow learners to thrive. Close monitoring and focused teaching accelerate students' progress. Thoughtful leadership to support change is evident.

Teachers have identified goals and taken action to raise their awareness of and confidence to deliver a culturally responsive curriculum. They have shared their learning with each other. Further work to affirm and strengthen approaches that effectively support Māori success, is a next step.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

This school is very well placed to sustain practice and continue to identify and prioritise actions that improve the engagement and achievement of students.

The knowledgeable, dedicated board focuses on receiving and using a variety of information to set and maintain a clear strategic direction, prioritising the needs of students. Multiple voices, information about achievement and results of reviews and evaluations all contribute to the board’s planning, which in turn guides its decision making.

The principal and school leaders concentrate on maximising student outcomes through high quality teaching. They know teachers’ capabilities and have high expectations that they will use the identified and known strategies that promote learning.

Comprehensive planning and review processes include gathering information about the aspirations of parents and students, and considering research and best practice examples. Collaborative development of indicators and guidelines helps practice to continually evolve and improve. Developmental appraisal and professional learning successfully assist teachers to acquire and develop expertise with using new and increasingly effective approaches. Teachers observe each other, provide focused feedback, innovatively share their learning and reflect on the success of changes to improve their practice.

School personnel contribute to and participate in a cluster of schools that are working together to develop their effectiveness. This further enhances change for improvement within the school.

An embedded culture of critical reflection and review, and a close focus on understanding and enacting the wishes of families, ensure that all changes lead to enhanced outcomes for students.

Board assurance on legal requirements

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:

board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie National Manager Review Services Central Region (Acting)

18 February 2014

About the School

Location	Lower Hutt
Ministry of Education profile number	2833
School type	Contributing (Year 1 to 6)
School roll	239
Gender composition	Male 52%, Female 48%
Ethnic composition	Māori NZ European/Pākehā Pacific Other ethnic groups	23% 55% 9% 13%
Review team on site	November 2013
Date of this report	18 February 2014
Most recent ERO report(s)	Education Review Education Review Education Review	January 2010 February 2007 June 2004