Dyer Street School - 28/02/2018

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


Lower Hutt

Ministry of Education profile number


School type

Contributing (Year 1 to 6)

School roll


Gender composition

Male 51%, Female 49%

Ethnic composition

Māori 36%
Pākehā 37%
Pacific 15%
Other ethnic groups 12%

Provision of Māori medium education


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