Myross Bush School - 15/02/2013

1 Context

What are the important features of this school that have an impact on student learning?

Myross Bush is a rural school, located on the outskirts of Invercargill. Since the last ERO review in 2009, there have been changes to the senior leadership team. The strengths and abilities of leaders and teachers are well used to help achieve the school’s goals. All aspects of school operations are strategically developed and monitored.

Students’ learning benefits from an experienced and collaborative staff. Students learn in secure and caring environments. The community, board and staff have high expectations for students learning. The school’s vision of “from strong foundations we grow and stand tall together” and its values are strongly reflected in the school’s curriculum and student outcomes.

Parents and the wider community are valued and seen as an integral part of the daily life of the school. Partnerships between home and school are developed and nurtured to maximise children’s learning.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. This judgement is evident through the following strengths.

The school has a range of valid, reliable and useful information about student learning in all areas of the curriculum.

Senior leaders and teachers effectively use achievement information:

  • with students to discuss and reflect on their progress and achievement, and to set appropriate goals
  • to identify trends to inform their teaching and to identify the students’ next learning steps
  • to identify, plan for and monitor the progress and achievement of students needing extra support with their learning
  • to monitor closely the learning and wellbeing of all students
  • to review the relevance and coherence of the school-wide learning progressions.

Trustees make appropriate decisions to allocate resources based on achievement and other relevant information to meet identified needs and priorities, and monitor the progress towards their strategic aims.

Area for review and development

Senior leaders need to use the high quality classroom information to collate, analyse, track and report rates of progress at school-wide level and for groups of students. This information would further assure senior leaders and trustees that students are making appropriate progress in relation to their needs and abilities.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is highly effective in promoting and supporting students’ learning. The principles of the New Zealand Curriculum are clearly evident in the design and implementation of the school’s curriculum. These judgements are based on the following strengths.

The school puts the students at the centre of teaching and learning.

The curriculum offers students a broad education that makes relevant links within and across the different learning areas.

All students are purposefully taught how to reflect on their own learning and learning processes.

The school’s community is well reflected in the school’s curriculum content.

Curriculum documents clearly set out the expectations for teaching and learning. These are regularly reviewed to ensure that they are still meeting the needs and abilities of students.

Students benefit from very good to high quality teaching across all learning areas.

How effectively does the school promote educational success for Māori, as Māori?

Trustees, leaders and teachers show a strong commitment to creating a more bicultural school. School leaders have developed sound systems to support teacher development and the delivery of meaningful bicultural learning across the school. Māori students benefit from a learning environment that values and reflects their culture. They regularly hear and use te reo Māori throughout the school day. Learning information shows that Māori students enjoy success with their learning. Surveys indicate that Māori students are happy to be at school.

A next step is for the board and senior leaders to include bicultural development in their strategic planning to further support success for Māori students, as Māori.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance.

This judgement is based on the following strengths:

  • the high expectations that trustees, school leaders and teachers have for students’ engagement and learning, and for themselves as professionals
  • highly effective leadership and management that is distributed across the school
  • the very strategic approach that school leaders and trustees have to all school developments
  • a holistic approach to planning and school development that ensures all school practices lead to continued improvement and positive outcomes for students
  • the high level of knowledge that trustees have about their roles and responsibilities, and the school.

The school’s practices and classroom programmes are well aligned with the school’s vision, values, policies and procedures. This alignment is well supported by the school’s ongoing cycle of robust self review. Well developed review and planning practices help trustees, leaders and teachers effectively:

  • identify priorities for improvement
  • develop and implement plans
  • monitor progress
  • evaluate effectiveness.

Area for review and development

The school leaders and trustees need to review their planning processes to:

  • ensure that the strategic plan clearly reflects and focuses on the school’s key priorities
  • improve the clarity of the links between the strategic and annual plans.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

National Manager Review Services Southern Region

15 February 2013

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys: 52% Girls: 48%

Ethnic composition

NZ European/Pākehā






Review team on site

October 2012

Date of this report

15 February 2013

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

June 2009

May 2006

March 2002