Lee Stream 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 

Lee Stream School is located in a rural area west of Dunedin and provides education for learners from Years 1 to 8. At the time of the review, the school’s roll comprised of 10 learners. A new principal was appointed in January 2023.

The values of Whanaungatanga | Relationships, Ako | Learning, Rangatiratanga | Leadership, Kaitiakitanga | Guardianship, Mahi Tahi | Collaboration and Manaakitanga | Care support the school vision of Together, plant the seed, grow the child.

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

Improvement and progress

This section is about the progress the school has made since the September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating the extent to which individual pathways towards the graduate profile cater for each learner, whether they are achieving at expected levels or require extra support or extension.

The school expected to see students setting high personal learning goals and growing independence in using processes, tools and strategies to learn new concepts and transferrable skills. 

Findings

Evidence indicates that learners increasingly set high personal learning goals and take greater ownership of their learning. Learners demonstrate growing independence in using a range of processes, tools and strategies to develop new learning and transferable skills across the curriculum. Individualised learning pathways have a positive impact, effectively supporting learner progress, and contributing to increased independence and purposeful goal setting.

Parents are well informed about their child’s progress and can see that their child is progressing academically, developing the capabilities needed for future learning pathways.

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 1 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.

• Almost all learners attend school regularly.
• The school is exceeding 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.

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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

Next steps for improvement

This section provides more detail for the school to include in its 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 are well supported through a caring, relational school culture, underpinned by clear expectations. They report a strong sense of belonging and connectedness to the school and wider community.

Leadership is student‑centred and values‑driven, fostering positive relationships across the school community that support responsiveness to the rural context. 

The School Board demonstrates a strong, collaborative partnership with staff, with decision‑making consistently centred on learners.

Staff actively lead teaching and learning, setting clear improvement goals and achievement targets that closely align to learners identified needs.

High levels of progress and achievement are sustained through effective teaching practices, appropriate systems for tracking learning, and a focus on success for all learners. Responsive and flexible programmes support learners in a multi-level setting through intentional, targeted teaching.

Staff engage in ongoing professional learning conversations that enable reflective practice, shared ideas and collaborative decision‑making, enhancing teaching and learning.

Key priorities

• Sustain high levels of progress and achievement in literacy and mathematics through ongoing targeted teaching and continued systematic monitoring of learner progress.
• Strengthen assessment practices to align with the new curriculum requirements and inform high-quality planning and responsive teaching.
• Sustain high levels of regular attendance.

Actions to bring about improvement

Every six months:

• the principal and Lee Stream School Board review the effectiveness of targeted teaching approaches for identified learners, including small group and individual support, evaluating the impact on progress
• staff review current assessment practices to ensure alignment with the new curriculum requirements, enabling learner progress to be clearly tracked over time
• staff and the Board monitor and review attendance information and respond early to emerging patterns

Annually:

• the principal and Board evaluate annual progress and achievement data in literacy and mathematics to identify the impact of targeted teaching approaches and inform future planning and resourcing
• staff evaluate assessment and tracking systems to enhance planning, teaching and reporting to parents and whānau
• the principal and Board gather and analyse learner, parent, whānau and community voice to identify ongoing strategic improvement priorities.

Expected outcomes

• Sustained high levels of progress and achievement in literacy and mathematics for all learners.
• Assessment practices that are well-aligned with curriculum requirements and support high-quality planning, teaching and reporting.
• Sustained high levels of 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 students' wellbeing.

During this review the Board has attested to meeting 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

8 May 2026