ERO Report 2010

Dyer Street School is long established and stands in well-maintained and landscaped grounds.  At the time of this review in November 2009, it catered for 262 students in years 1 to 6.  Eighteen percent of the roll identify as Māori.

The Board of Trustees has a clear focus on student achievement.  Well-analysed data inform decision making.  School-wide student achievement targets are evidenced based and supported by generously resourced professional learning and development.  The principal is an effective collaborative leader.  She has developed a management structure which is empowering others to lead.  Senior management actively promotes high expectations and quality teaching.

Students are engaged, enthusiastic and focused on learning.  They develop and set academic and social goals, monitor their own progress against these and are beginning to identify their next steps for learning. 

There is a respectful, affirming atmosphere throughout the school.  Relationships are positive with teachers and students engaged, enthusiastic and focused on learning.  Students expressed their appreciation of the opportunities and support they receive.

The teaching team has worked collaboratively to design and implement the Dyer Street curriculum.  This framework effectively integrates learning areas, Habits of Mind, key competencies, principles and values.  There is a deliberate focus on developing skills which may be used in any context.  Leaders seek to enhance outcomes for students through effective teacher development.  There is an enthusiastic, collegial culture with a shared focus on improving student achievement.

High quality support is provided for students identified as needing additional assistance.  Transition of students between all levels of schooling is well managed.  Programmes to meet their holistic needs appropriately build on students’ strengths.

Families are increasingly invited to be involved in their children’s learning.  Students, parents and teachers meet and discuss progress against the students’ goals and curriculum levels.  Parent groups, recently established under the Home School Partnership scheme, contribute to strategic discussion on the school’s vision and future direction and provide cultural perspectives to inform planning and decision making.

While teaching is sound with some high quality practices evident, management recognises this and is working towards greater school-wide consistency in the quality of differentiated planning and curriculum delivery.  Embedded self-review practices, based on current research and best practice models, are used as a tool for improvement to enhance outcomes for students.

The full report may be found at the ERO website.