288 Mill Road North , Myross Bush
View on mapTēnā 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.
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.
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.
The school expected to see:
A coherent learning pathway for Ako the Active Learner that empowers excellence in learning for all.
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.
The following findings are to inform the school’s future priorities for improvement.
| Students confidently participate in learning, make sustained progress and achieve well. |
| Well-considered leadership provides a strong vision for school direction, builds capacity and ensures consistency for ongoing schoolwide improvement. |
| Staff collaborate and use agreed teaching strategies well to respond to the needs of learners. |
| Well-aligned systems and effective conditions ensure ongoing school improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2024, the Myross Bush School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
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
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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
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.
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.
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
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2022, the Myross Bush School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
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
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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.
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.
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.
Some school processes need further development in order to improve the quality of school data and information gathering.
The principal has identified, and ERO agrees, that the school needs to strengthen:
Steps are underway to address the first two areas but these will require further work.
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.
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:
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
|
Location |
Invercargill |
|
Ministry of Education profile number |
3991 |
|
School type |
Contributing |
|
School roll |
179 |
|
Gender composition |
Girls: 49% Boys: 51% |
|
Ethnic composition |
Māori: 2% |
|
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 |