Myross Bush School - 14/08/2017


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 



Ministry of Education profile number


School type


School roll


Gender composition

Girls: 49% Boys: 51%

Ethnic composition

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

Provision of Māori medium education


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