Dyer Street School
Contributing · State
- Year levels
- 1–6
- Total roll
- 206
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 9 Dyer Street, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5678016
- office@dyerstreet.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 121
- Māori
- 69
- Pacific
- 39
- Asian
- 29
- MELAA
- 13
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 10 | 5 | 3 | 4 | 0 | 17 | 0 | 30 |
| Year 02 | 8 | 7 | 3 | 3 | 0 | 15 | 0 | 27 |
| Year 03 | 10 | 5 | 6 | 3 | 0 | 18 | 0 | 34 |
| Year 04 | 4 | 4 | 4 | 2 | 0 | 16 | 0 | 24 |
| Year 05 | 18 | 9 | 2 | 1 | 0 | 21 | 0 | 36 |
| Year 06 | 10 | 7 | 3 | 6 | 0 | 15 | 0 | 31 |
| Year 07 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 2 |
| Total | 60 | 37 | 22 | 19 | 1 | 102 | 0 | 184 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 4 | 2 | 3 | 0 | 16 | 0 | 26 |
| Age 06 | 8 | 8 | 4 | 4 | 0 | 16 | 0 | 29 |
| Age 07 | 11 | 5 | 7 | 2 | 0 | 16 | 0 | 34 |
| Age 08 | 5 | 3 | 3 | 3 | 0 | 17 | 0 | 24 |
| Age 09 | 16 | 10 | 2 | 0 | 0 | 20 | 0 | 35 |
| Age 10 | 12 | 7 | 3 | 7 | 0 | 16 | 0 | 33 |
| Age 11 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 3 |
| Total | 60 | 37 | 22 | 19 | 1 | 102 | 0 | 184 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
83.9%
| Dyer Street School | 83.9% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 157.5% |
| Māori | 101% |
| Pacific | 78.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 90.7% |
| Total | 83.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
32.2%
| Dyer Street School | 32.2% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 60.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 57.3% |
| Total | 32.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Dyer Street School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 460
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 30 June 1947
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 8 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (8 November 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 8 November 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 206 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
November 2017
206
Counted while ERO’s review team was at the school. Education Review Office, report of 28 February 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 8 November 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Dyer Street School , in Lower Hutt Wellington, provides education for learners in Years 1 to 6. The current principal was appointed mid-2022. The values of manaakitanga , aumangea , ngākaunui and ako were adopted in consultation with students, staff, whānau and mana whenua , to enhance the mana of all students.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are becoming more equitable and excellent.
A large majority of students are achieving at or above curriculum levels in mathematics, reading and writing; Māori students are achieving as well as their peers.
Students’ sense of wellbeing is evident, supported by an inclusive culture and responsive teaching practices.
The majority of students attend regularly; the school is not yet meeting the Ministry of Education attendance targets.
Conditions to support learner success
Leadership is establishing a culture of high-quality teaching to progress student outcomes.
Leaders are developing clear, shared expectations for teaching and learning to improve student engagement and outcomes.
Progress and achievement information is collated for individual students and reported to the board; a key next step is to consider all groups of students and the specific support they might need going forward. Progress and achievement information is collated for individual students and reported to the board; a key next step is to consider all groups of students and the specific support they might need going forward.
Leaders deliberately collect whānau voice to inform strategic initiatives including the school vision and values.
Teachers are increasingly delivering effective, evidenced-based programmes to meet students’ needs.
Teachers work collaboratively to deepen their knowledge of evidenced based teaching practice in reading, writing and mathematics to accelerate student progress; there is some consistency in teaching practice.
Professional learning, facilitated by leadership and outside providers, supports and develops teaching practice, aligns to strategic initiatives and improves outcomes for students.
Leaders and the board are establishing conditions to bring about school improvement.
Students with additional learning needs are well supported to progress; teachers and whānau work together to clearly identify strengths and individual needs.
Leaders value the diverse school community; they are developing schoolwide culturally responsive practices to strengthen partnerships in learning and curriculum development.
Positive and respectful learning relationships between teachers and students promotes inclusivity and supports engagement.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen assessment practice and moderation processes to inform learning initiatives and interventions to accelerate progress and achievement
develop a consistent, evidenced-based approach to teaching and learning to meet the needs of all learners
establish a local curriculum in partnership with students, whānau and iwi; strengthen the use of te reo Māori, tikanga Māori and mātauranga Māori learning across the school
strengthen systems and processes for monitoring and improving student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review assessment practice and moderation processes and develop schoolwide consistency to support planning for accelerated learning
develop explicit expectations using evidenced-based approaches for teaching and learning; analyse and report progress and achievement for all groups of learners
strengthen capacity in te reo Māori, tikanga Māori and mātauranga Māori to support the development of a local curriculum
use attendance data to identify and implement targeted strategies
Every six months:
analyse assessment information to plan learning initiatives and interventions to improve learning outcomes
review the impact of evidenced based teaching and learning on student achievement using classroom observations, student voice and progress information
evaluate the local curriculum with students, whānau and iwi , focusing on improvement to student engagement, progress and achievement
track and monitor mid-year attendance information; review and adjust targeted strategies
Annually:
track, analyse and report on achievement, progress and attendance information to the board to identify and plan priority actions
evaluate the impact of evidenced-based teaching, including interventions for accelerated progress and achievement
evaluate and report to the board on engagement with whānau and iwi to inform future partnership initiatives.
Actions taken against these next steps are expected to result in:
improved student progress and achievement as a result of a consistent, evidenced-based approach to teaching, learning and assessment
a local curriculum developed in partnership with students, whānau and iwi ; strengthened capacity in the use of te reo Māori , tikanga Māori and mātauranga Māori
improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
8 November 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).