Lytton Street School - 12/12/2017

School Context

Lytton Street School in Feilding has students in Years 1 to 6. The roll of 546 students includes 32% who identify as Māori and 3% Pacific. Since the December 2014 ERO report, the roll has increased by six classes.

The values of ‘Respect, Akohia, Hautoa, Ambition and Ownership’ are integrated throughout the school and displayed in each classroom.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics in relation to national and school expectations

  • behaviour and wellbeing

  • learning, presence, participation and respect for cultural identities.

Over the past three years the curriculum has been redeveloped to incorporate an increased focus on relationships, culture, engagement and fostering independent learning. Professional learning and development has focused on teaching philosophy and curriculum development. The board employs facilitators for literacy and mathematics.

The school is part of, and the principal leads, the Feilding Community of Learning|Kāhui Ako.

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?

Since the previous ERO review, the school has worked concertedly to improve equity and excellence. Student achievement data from 2015 and 2016 shows an upward trend in reading, writing and mathematics. Leaders and teachers are aware that achievement in writing and mathematics needs to further improve.

Reading data for 2016 shows that the school is achieving equitable outcomes for most Pākehā and Māori students. Almost all Pacific students achieve well in reading. In writing, there is significant disparity of achievement for boys when compared to girls. In mathematics most students are achieving, with the achievement of Māori and Pacific children slightly below their peers.

Schoolwide data shows increased progress and improved outcomes over time.

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

The school is responsive to the needs of Māori and other children whose learning and achievement need acceleration.

Pacific students’ learning needs are well known by leaders and teachers. Overall they are progressing well.There is evidence that many Māori students who require additional support make accelerated progress over time.

2 School conditions for equity and excellence

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

School leadership is highly cohesive, collaborative and effective, resulting in orderly and supportive environment conducive to student learning and wellbeing. Leaders deliberately focus on building teacher capacity so that all staff understand and consistently implement the school’s philosophy of teaching. Transitions for children into and through the school are seamless. Classes are carefully constructed and thoughtfully resourced. Board funding and allocation of resources is clearly aligned to the school’s vision, values, goals and targets. Leadership and trustees are strategic in the appointment of new teachers.

School leaders consistently track and monitor the achievement of all students. Systems for tracking and monitoring children’s progress, especially those in need of extra support are well established. How well Māori students achieve is closely monitored .Each teacher sets targets for students who receive individualised support to increase their rates of class and school wide levels and tracked termly in reading, writing and mathematics

High levels of inclusiveness are evident for children with identified special needs. They are well integrated into school activities and are engaged in appropriately individualised learning programmes.

The learning environment is managed effectively to promote participation, engagement and student agency in learning. This is seen thorough positive attitudes, increased engagement in and ownership of learning, enhanced student wellbeing and positive behaviour. Surveys of students and staff undertaken each year show very positive shifts in learning, presence, participation and respect for cultural identities. Extensive review and redevelopment of the school’s curriculum and philosophy of teaching is having a substantial impact on improving student outcomes.

Internal evaluation contributes effectively to school improvement. Leaders regularly implement surveys and reviews. Whānau and the community are regularly consulted. Staff and student voice is collected and used to determine future actions. Systems, processes and practices are subject to ongoing scrutiny and evaluation to promote positive outcomes for students.

The board effectively meets its statutory responsibilities. Their stewardship of the school promotes high quality education outcomes and safety. Board resourcing of digital technology enables equitable access for students and supports the school direction for students’ increased progress and achievement.

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

The school has identified its next steps are to: enhance the school’s curriculum; build teacher practice to use intentional teaching strategies; and increase student ownership of learning.

This ongoing development of the curriculum and teaching provides opportunity for further development of internal evaluation practice. A priority is to inquire more deeply into factors impeding higher achievement in writing and mathematics and for boys and how teaching practice can successfully address this to make a greater difference. How well external facilitation leads to shifts in practice for improved achievement in writing and mathematics should be part of this development.

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:

  • purposeful leadership and governance that sets clear direction for children’s learning and promoting equity and excellence

  • systematic data management, analysis and interpretation that identifies areas of student need and informs good decision making for teaching and learning

  • internal evaluation of student achievement, wellbeing, school systems and processes that identifies areas of strength and areas for increased attention to support positive outcomes

  • the culture of collaboration of leaders and staff that establishes shared understandings and cohesive approaches, with high expectations for curriculum implementation.

Next steps

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

  • continued use of existing information about acceleration of progress to build explicit knowledge of effective practices that promote equity for all students

  • continued monitoring of the impact of curriculum developments to identify areas for further work that support improved outcomes for students.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 December 2017

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 55%, Girls 45%

Ethnic composition

Māori 32%
Pākehā 62%
Pacific 3%
Other ethnic groups 3%

Provision of Māori medium education


Review team on site

October 2017

Date of this report

12 December 2017

Most recent ERO report(s)

Education Review December 2014
Education Review April 2011
Education Review April 2008