16 May 2008

To the Parents and Community of Lytton Street School

These are the findings of the Education Review Office's latest report on Lytton Street School .

Lytton Street School is an attractive and welcoming school that serves the children of its local community well. Trustees, the principal and staff provide a supportive, caring learning environment where adults and children enjoy each other's company. Teachers and students assist each other to develop new skills. Students state they appreciate participating in leadership, sporting and cultural opportunities. The principal, supported by the leadership team, provides well-respected guidance within the school.

This review provides an evaluation of the quality of teaching and learning in writing. Also evaluated is progress made promoting Mäori student achievement and the effectiveness of professional development and learning opportunities for teachers. Strategies to promote student physical and emotional safety are investigated.

Student achievement information shows that, although many students enter school with limited skills in literacy and numeracy, they make significant progress in their first year at school. The majority of students read at or above levels expected for their age. Consideration of student achievement information, particularly for Mäori students, should continue to focus schoolwide planning.

Students participate in well-planned lessons in writing, meaningfully linked to students' previous knowledge and experiences. Clear learning intentions inform teaching programmes. Grouping is flexible and based on identified goals for individuals. Students respond positively to the ‘buddy learning' approach used in classrooms. They are motivated, keen writers and their achievement and progress is promoted through needs-based programmes.

Learning needs of students are well known by teachers. Assessment of writing identifies levels of achievement and individual needs. Students receive focused constructive feedback about their achievement and suggestions for ongoing improvement. Students understand what they can do and their next steps for learning.

Clear expectations for teaching practice, professional development and reflection opportunities promote the competence and confidence of teachers to provide effective writing programmes. Teachers successfully organise and manage the classroom environment to support student learning. School leaders effectively contribute to improving outcomes for students in writing programmes.

New trustees are developing their understanding of governance roles through attendance at training workshops and the support of the experienced principal.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO is likely to review the school again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.

Signed

Rob Williamson
Area Manager

for Chief Review Officer