Myross Bush School

Myross Bush School

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  

​Myross Bush School​ is a contributing primary school in rural Southland providing education for children in Years 1 to 6. The school vision is Kia tu Pakari – From strong foundations we grow and stand tall together. A new principal was appointed at the start of 2024. 

There are three parts to this report. 

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.  

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.  

Part A: Previous Improvement Goals 

ERO and the school have worked together to evaluate how well the school’s learning pathway, Ako the Active Learner, supported and promoted excellence in learning. 

Expected Improvements and Findings  

The school expected to see: 

A coherent learning pathway for Ako the Active Learner that empowers excellence in learning for all.  

  • Students have a greater understanding of themselves as learners and can confidently set goals that promote their ongoing progress and achievement. 
  • The implementation of a set of rubrics (the key attributes for learning) has provided a clear learning pathway that can be applied to any age across the school. 
  • Individual learners can now clearly engage and talk about their learning and set their future improvement goals. 
  • Learners and teachers have gained greater clarity about what is to be learned and the next steps for learning.  

Other Findings 

The greatest shift that occurred in response to the school’s action has been the understanding and capability of the teaching staff in using Ako the Active Learner as a learning pathway; teaching practice is now more defined and deliberate.  

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement. 

Learner Success and Wellbeing 

Students confidently participate in learning, make sustained progress and achieve well. 
  • Most learners achieve at or above expected curriculum levels in reading, writing and mathematics. 
  • Most Māori learners achieve at or above expected levels in writing and mathematics and almost all in reading. 
  • Students with additional needs are well supported to access the curriculum and make good progress; those at risk of underachievement are quickly identified and targeted interventions are put in place. 
  • A large majority of learners attend school regularly; the school is not yet meeting the Ministry of Education’s attendance target. 

Conditions to support learner success

Well-considered leadership provides a strong vision for school direction, builds capacity and ensures consistency for ongoing schoolwide improvement. 
  • Leaders evaluate the impact of teaching and learning strategies to strengthen clear expectations about learning progress; the findings inform appropriate professional learning for staff.   
  • Leaders use assessment information and feedback from students, staff and the community well to plan and monitor improvement priorities. 
  • Leaders support teachers to inquire into their practice and the impact this has on learner outcomes, to better understand what is working well and inform where to next.
Staff collaborate and use agreed teaching strategies well to respond to the needs of learners. 
  • Teachers support learners to make progress through effective teaching practices that support a range of individual and group needs. 
  • Learners experience meaningful programmes that purposefully incorporate structured literacy strategies; regular reflection by teachers is strengthening consistency of teaching and learning schoolwide. 
  • Teachers establish warm, learning-focused environments and learners actively engage in programmes, initiatives and activities. 
Well-aligned systems and effective conditions ensure ongoing school improvement. 
  • The school facilitates regular parent, whānau and community participation in the life of the school to enhance learning opportunities through the localised curriculum. 
  • Staff develop productive partnerships within the local community; the school is perceived as a welcoming and inclusive environment which benefits students’ wellbeing and sense of belonging. 
  • The board and leaders have embedded a culture of evaluation, strategic governance and effective professional learning to sustain high quality teaching and learning. 

Part C: Where to next? 

The agreed next steps for the school are to:  

  • embed Ako the Active Learner language across the school to support independent learning 
  • continue strengthening teachers’ practice in te ao Māori, tikanga Māori and te reo Māori 
  • continue to embed structured literacy approaches, and monitor and gather individual and team data to evaluate the impact on learner outcomes over time  
  • strengthen strategies and initiatives to improve students’ regular attendance. 

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months: 

  • evaluate teacher professional development needs in mathematics and source appropriate professional learning opportunities to build teacher capability for improving outcomes for learners. 

Every six months: 

  • review reading, writing and mathematics progress and achievement information to inform teaching planning and practice for ongoing learning 
  • evaluate attendance data to review and refine strategies that increase regular attendance. 

Annually: 

  • school leaders provide evaluative reports on learners’ progress and achievement to the board to inform ongoing strategic planning and resourcing 
  • evaluate the effectiveness of literacy and mathematics teaching to improve achievement outcomes 
  • embed the consistent use of assessment tools to report on student progress and achievement. 

Actions taken against these next steps are expected to result in: 

  • further improved student, progress, achievement and wellbeing outcomes 
  • learners who can clearly communicate their strengths and needs as an independent learner 
  • increased use of  te reo Māori, tikanga Māori and te ao Māori in classroom programmes 
  • increased and sustained 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 

Sharon Kelly 
Acting Director of Schools 

​13 February 2025​ 

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 

Myross Bush School

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​

As of ​September 2024​, the ​Myross Bush School​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 

​Yes​ 

Curriculum 

​Yes​ 

Management of Health, Safety and Welfare 

​Yes​ 

Personnel Management 

​Yes​ 

Finance 

​Yes​ 

Assets 

​Yes​ 

Further Information 

For further information please contact ​Myross Bush School​, School Board. 

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years. 

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

Sharon Kelly  
Acting Director of Schools 

​13 February 2025​ 

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 

Myross Bush School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Myross Bush School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Myross Bush School is a contributing primary school in rural Southland providing education for tamariki in Years 1-6. The school vision is Kia tu Pakari – From strong foundations we grow and stand tall together.

Myross Bush School’s strategic priorities for improving outcomes for learners are:

  • that all ākonga will progress and achieve at their highest educational potential

  • to ensure the school provides for the wellbeing of ākonga and kaiako

  • to deliver a real-world curriculum that values Te Reo and Tikanga Māori.

You can find a copy of the school’s strategic and annual plan on Myross Bush School’s website.

ERO and the school are working together to evaluate how well the school vision for learning, “Ako the Active Learner,” is supporting and promoting excellence in learning.

The rationale for selecting this evaluation is:

  • the school’s vision for learning is what supports the drive for academic excellence for all ākonga

  • understanding the “how” and the “why” guides each student to understand what empowers them in their learning pathway.

The school expects to see a coherent pathway for “Ako the Active Learner” that empowers excellence in learning for all ākonga and kaiako.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the school vision for learning:

  • a strongly collaborative, and unified leadership and teaching team

  • positively strong learning relationships between ākonga, kaiako and the community

  • effective internal evaluation practices that informs ongoing improvement

  • research-informed and innovative approaches that guides teaching and learning

  • a strong and engaged school community that supports a meaningful curriculum.

Where to next?

Moving forward, the school will prioritise embedding and sustaining the positive shifts that have been made in teaching and learning.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

20 October 2022 

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

Myross Bush School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of March 2022, the Myross Bush School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Myross Bush School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

20 October 2022 

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

Myross Bush School - 14/08/2017

Summary

This Year 1-6 school has 180 children. A small number of children identify as Māori, Pacific, or are from other ethnic backgrounds.

A new principal was appointed in Term 4, 2015. There have also been several changes in the senior leadership team.

Since the last review the school has:

  • introduced a more student-led model for learning, known in the school as the ‘Active Learner’

  • modified some classrooms to create a modern-learning environment to enable children to have greater choice in how and where they learn

  • developed more useful learning progressions for literacy, mathematics and the key competencies.

How well is the school achieving equitable outcomes for all children?

The school effectively responds to Māori and other children whose learning and achievement need acceleration. The school has a number of comprehensive processes that support children in achieving equitable and excellent outcomes. The quality and subsequent reliability of internal evaluation needs to be improved.

Particular strengths of the school that support equity and excellence include the ways in which:

  • children are actively supported by teachers to take responsibility for their own progress and achievement

  • the school has implemented research-informed and innovative approaches to teaching and learning

  • it is well led and governed.

Over time children continue to achieve at high levels in reading, writing and mathematics against the National Standards. There are no significant disparities in achievement between different groups in the school.

Several school practices need further development to improve the quality of school data and information gathering.

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school effectively responds to Māori and other children whose learning and achievement needs acceleration.

Across the school, there are high levels of achievement against the National Standards in reading, writing and mathematics. There are no significant disparities in achievement for different groups of children. The next step is for the school to improve its moderation practices in order for school leaders and the board to be confident about the reliability of teachers’ assessment judgements.

The school aspires for its children to be ‘active learners’ and has adapted teaching practices and the school environment to achieve this. As a result, most children could talk about how well they are achieving and their next learning steps.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Most processes and practices are effective in achieving equity and excellence for all children.

All children benefit from a more culturally responsive curriculum. Māori children have gained a greater sense of identity and belonging through learning more about their language and culture. Regular consultation with parents of Māori and Pacific children supports this.

There is a deliberate focus on lifting the achievement of any child who is below the National Standards. Teachers work intensively with small groups of children to address gaps in their learning. They inform, regularly update and involve parents and teacher aides in this support.

The school is well led and governed. Leadership is reflective and improvement focused. Change has been managed in a consultative and responsive manner.

The school’s priorities for development are well considered, planned and kept to the fore. School initiatives, actions and practices align well with school priorities and plans for raising achievement. Teachers are well supported to grow professionally. They value their collaborative work culture.

Sustainable development for equity and excellence

Some school processes need further development in order to improve the quality of school data and information gathering.

What further developments are needed in school processes to achieve equity and excellence?

The principal has identified, and ERO agrees, that the school needs to strengthen:

  • assessment and moderation practices so that school leaders and the board are fully assured about the reliability of teachers’ judgements
  • the frequency of monitoring and reporting on the progress of target students
  • the quality and frequency of internal evaluation of different curriculum areas and other aspects of teaching and learning.

Steps are underway to address the first two areas but these will require further work.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • strengthen assessment and moderation practices
  • tighten the monitoring and reporting of target children’s progress
  • implement regular and ongoing, formal internal evaluation of the curriculum and other aspects of teaching and learning.

ERO is likely to carry out the next review in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

14 August 2017

About the school 

Location

Invercargill

Ministry of Education profile number

3991

School type

Contributing

School roll

179

Gender composition

Girls: 49% Boys: 51%

Ethnic composition

Māori: 2%
Pākehā: 90%
Pacific: 2%
Other: 6%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

14 August 2017

Most recent ERO reports

Education Review: February 2013

Education Review: June 2009

Education Review: May 2006