Lyall Bay School
Contributing · State
- Year levels
- 1–6
- Total roll
- 282
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Freyberg Street, Lyall Bay, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-9399112
- kathy@lyallbay.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- International students
- Accepted, as stated
Lyall Bay Primary School welcomes international students aged 5 to 11 years.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 169
- Māori
- 60
- Pacific
- 42
- Asian
- 78
- MELAA
- 29
- 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 | 14 | 10 | 15 | 9 | 0 | 31 | 0 | 55 |
| Year 02 | 10 | 7 | 14 | 1 | 0 | 30 | 0 | 42 |
| Year 03 | 10 | 8 | 7 | 3 | 0 | 29 | 0 | 43 |
| Year 04 | 9 | 11 | 19 | 7 | 3 | 34 | 0 | 59 |
| Year 05 | 7 | 7 | 9 | 7 | 0 | 32 | 0 | 51 |
| Year 06 | 8 | 8 | 7 | 5 | 0 | 30 | 0 | 43 |
| Year 07 | 2 | 2 | 5 | 0 | 0 | 8 | 0 | 13 |
| Total | 60 | 53 | 76 | 32 | 3 | 194 | 0 | 306 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 8 | 12 | 7 | 0 | 27 | 0 | 46 |
| Age 06 | 10 | 7 | 13 | 2 | 0 | 32 | 0 | 43 |
| Age 07 | 9 | 9 | 8 | 4 | 0 | 30 | 0 | 45 |
| Age 08 | 9 | 8 | 20 | 4 | 1 | 30 | 0 | 53 |
| Age 09 | 9 | 11 | 10 | 9 | 0 | 36 | 0 | 58 |
| Age 10 | 9 | 7 | 8 | 6 | 2 | 30 | 0 | 46 |
| Age 11 | 2 | 3 | 5 | 0 | 0 | 9 | 0 | 15 |
| Total | 60 | 53 | 76 | 32 | 3 | 194 | 0 | 306 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Lyall Bay School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Lyall Bay School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Lyall Bay 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)
- 402
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1909
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
- 4
- Last reviewed
- 12 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 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 same report — the board assurance report of 12 November 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
checking and keeping records that a primary identity document and a secondary identity document, required for safety checking of the workforce, are sighted prior to employment. [Children’s Act 2014]
The board has since addressed the areas of non-compliance identified.
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 282 — 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.
February 2019
362
Counted while ERO’s review team was at the school. Education Review Office, report of 23 April 2019
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 12 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
Lyall Bay School , located in Wellington, provides education for students in Years 1 to 6. The school’s purpose, “ Waihangatia ngā Ākonga Tino Pai ; Building the Best Learners to achieve educational excellence for each child through a partnership between the home, the school and community ”, is underpinned by the values of Manaaki (Respect), Whakapono (Integrity), Pākiki (Curiosity) and Hiranga (Excellence).
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
Most learners make sustained progress and achievement throughout their schooling.
The large majority of learners meet curriculum level expectations for reading and writing, with most learners achieving at the appropriate curriculum level in mathematics.
The school is working to improve equity in outcomes for Māori and Pacific learners in reading, writing and mathematics.
Learners at risk of not achieving are closely monitored with a focus on improving learning to reach curriculum levels; a number of these learners make accelerated progress.
The majority of learners attend school regularly, however, the school is yet to achieve the Ministry of Education 2024 attendance target; leadership is focused on increasing the rates of regular attendance using a range of initiatives and working with individual learners and whānau .
Conditions to support learner success
Strong leadership is improvement focused and pursues strategic priorities for the school.
Collaborative leadership ensures that systems, processes, and practices are well established and sustainable.
Leaders work together to create a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
Leaders and teachers are aware of the need to improve outcomes for Māori and Pacific learners with useful action plans in place to strengthen the school’s response; evaluation of the effectiveness of these is ongoing.
Respectful, collaborative learning environments encourage students to be engaged with and contribute to their learning.
The school’s curriculum reflects the local context and offers students relevant learning opportunities.
Well-considered assessment and moderation practices ensure the gathering of reliable assessment information.
Learners with additional learning needs are well supported to access the school curriculum and experience success; external agencies are involved when appropriate.
Well established key organisational conditions prioritise student wellbeing, progress and learning.
Deliberate actions are in place to strengthen positive relationships with whānau and the school community; whānau feedback and ideas are gathered to support learning partnerships.
An appropriate range of professional learning is in place to support and grow teacher capability in key teaching and learning areas; this is aligned to learner need and school strategic priorities.
Teachers are beginning to integrate te reo Māori and tikanga Māori into classroom programmes to better reflect Te Tiriti o Waitangi .
Board members know their roles and responsibilities well; they appropriately scrutinise achievement data to inform strategic decisions for improvement.
Part B: Where to next?
The agreed next steps for the school are to:
sharpen the focus on increasing the regular attendance of learners by including this in strategic planning for the school
continue to track, monitor and respond to information on the impact of initiatives to improve outcomes for Māori and Pacific learners in reading, writing and mathematics
strengthen the school-wide understanding and use of data to inform teaching and learning practices to accelerate the progress of learners who require it.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to analyse attendance and achievement information to know the impact of strategic planning and resourcing to inform next steps for learners and to respond to any areas that require acceleration
ensure that the regular attendance of students is a priority in upcoming strategic planning and continue to work with families to promote the regular attendance of learners
Annually:
continue to review the impact of teaching and learning programmes on achievement outcomes, with a focus on Māori and Pacific learners, to know what has been successful and what needs further improvement to inform ongoing strategic direction
analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of learners.
Actions taken against these next steps are expected to result in:
improved learner achievement outcomes, particularly for Māori and Pacific learners, in reading, writing and mathematics
more learners attending school regularly.
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
12 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 4 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).