Lytton Street School's community reflects the wide spread of socio-economic groups found in a large provincial town. The school's Decile ranking, assessed from census data is 3. A feature of the school is the number of Special Programmes for children with special learning needs and abilities. Reading Recovery is provided for approximately four children each day, and other programmes include Reading Assistance, Oral Language, Life-Skills, Mathematics, Peer Mediation Programme, Playground Dynamics, Enrichment for children with special abilities, and a range of other programmes to develop specific skills in the educational, as well as musical, sporting and cultural areas of the curriculum.

Our school has a reputation for the emphasis it places on excellence as a desirable goal, and for the value it places on pupil dignity. It believes in celebrating success and rewarding effort. Lytton Street School focuses on individual achievement, and has developed and refined excellent systems for monitoring and tracking pupil progress. Lytton Street School opened in 1901 with two classrooms and a roll of 97. The school has a long and proud history, and former pupils regularly return for informal visits. We celebrated a very successful and enjoyable Centenary in October 2001. In 2006 there are 21 classroom spaces, a hall, a large library, dental clinic, resource teachers' rooms, administration area and several resource storage areas. Major remodelling was carried out during 1992-2000. A purpose-built room for the Resource Teacher Learning and Behaviour was completed in 1997. 1998 saw the addition of a two-space multi-purpose classroom block used as a Communication & Technology Centre - supported by a Teachers' Preparation Room and a Teachers' Library. Sound Field Systems are now installed in all classrooms across the school. The hall, staffroom and library are used by various community groups on a regular basis, and the three adventure playgrounds, constructed with PTA funds, are also used extensively outside school hours. The School roll grows from 380 - 440. Staffing numbers include a Resource Teacher of Literacy and Resource Teachers, Learning and Behaviour. The student population is from a socio-economic mix of families. Ethnic groups comprise 69% identifying as European, 28% Maori and 3% "other". Fewer than 1% of the students have English as a second language on entry to school. A small number of rural children travel to school by bus. Staffing has been relatively stable over recent years, and all teaching staff are fully qualified. A number have undertaken further tertiary qualifications. The school employs an Office Manager, Administration Officer, Resource Manager, several Teacher-Aides (Special Needs), a Property Manager and three Cleaners. Many outside agencies and personnel have regular contact with the school, including Health Nurses, Special Education, Massey University College of Education, Teacher Support Service, CYF&S, Speech-Language Therapist, Sensory Resource Centre, Police and Emergency Services.

A planned programme of upgrading and environmental development has been initiated in recent years. The Ministry of Education has funded the major remodelling works, and the Board of Trustees has provided two large spaces for Resource storage and Maintenance shed. The Board has an ongoing commitment to improving the school environment, with the addition of landscaped gardens, seating, signage and shade areas. A commitment to providing appropriate technology for students has added many computers and a fully automated library system. A large area of asphalt/concrete has been renewed recently. There is still one smaller area which requires attention to ensure a safe useable surface. The school is committed in its philosophy of maintaining and further developing positive and regular communication between parents/caregivers, students and teaching staff.

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