Lytton Street School

School Report

Tēnā 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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved. 

About the School

Lytton Street School provides education for learners in Years 1 to 6. There are currently 533 learners enrolled in the school. Pākehā | New Zealand European learners make up 60% of the school roll with 33% Māori learners. The remainder of learners are from other ethnicities.

The vision is to be an inclusive and culturally responsive kura and learners are encouraged to know and use the school’s value of Māramatanga, which encompasses being reflective, inquisitive, responsive and observant.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance. 

• The large majority of learners attend school regularly.
• The school is approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absent is reducing overtime.

Assessment

This section is about how the school assesses learner progress and achievement.

• The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
• Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

Next steps for improvement

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Learners experience a strong sense of belonging and connection to the school and benefit from the support of staff and leaders who foster a culture of care.
• Staff demonstrate extensive knowledge of the learners and their whānau, providing equitable opportunities that ensure inclusion, learning, and success.
• The school fosters a supportive, collaborative staff environment, with leaders who drive continuous improvement and set high expectations for teaching, learning, and student success.
• Professional learning for staff remains a strong focus, and leaders actively develop future leadership within the staff.
• Teachers collaborate to plan and deliver responsive, high-quality teaching throughout the school, they design and implement purposeful learning programmes that support learners’ literacy and mathematics skills.
• Teachers have embedded structured literacy across the school and implemented a structured mathematics programme, enhanced by targeted professional learning.
• Teachers identify learners who need additional support or extension, provide effective assistance, and monitor progress regularly, sharing successes with whānau.
• Teachers use robust evaluative processes and reflective practices to adapt their approaches, responding to learners’ needs to enable improvement.

Key priorities 

• Align New Zealand Curriculum changes in assessment with current schoolwide processes and assessment practices.
• Enhance teachers’ understanding of the new Mathematics and English curriculum and improve outcomes for learners through targeted professional learning.
• Improve learner progress and achievement in reading, writing and mathematics, particularly in boys’ writing and equity of progress and achievement between all groups of learners.
• Further increase learner regular attendance. 

Actions to bring about improvement

Every six months:

• leaders and teachers review and refine schoolwide assessment processes to align with New Zealand Curriculum changes
• leaders and teachers review reading, writing and mathematics progress and achievement information to inform teaching planning and practice
• leaders report to the School Board and the community on progress and achievement
• leaders and teachers evaluate attendance data and refine strategies that increase regular attendance

Annually:

• leaders evaluate schoolwide assessment processes to inform and further strengthen teaching and learning, and alignment to the New Zealand Curriculum changes
• leaders evaluate initiatives implemented to improve attendance and equitable outcomes for learners, especially for boys in writing
• leaders evaluate the impact of professional learning on teaching practice, progress and achievement and outcomes for learners.

Expected outcomes

• Enhanced progress and achievement in reading, writing and mathematics leading to more equitable outcomes for all groups of learners.
• Strengthened school-wide assessment practices that align with curriculum changes and effectively inform next steps in learning with improved outcomes for all learners.
• Increased regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school’s policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports student’s wellbeing

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

The next public report on ERO’s website will be a School Report and is due within four 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

Sharon Kelly
Director of Schools

23 September 2025