Heddon Bush School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 66
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 233 Hall Road, Winton
- Territorial authority
- Southland District
- Phone
- 03-2361144
- office@heddonbush.school.nz
- Directions
- Get directions
Other schools nearby: schools in Southland
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.
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.
- Uniform
- Required
Our school uniform consists of a polo shirt and fleecy top.
- Required
- Where to buy the uniform
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.
- In their words
- OUR VISION - Ko te Moemoeā
- The school’s vision for students is that they are supported to reach their full potential, socially, physically, emotionally, intellectually and technologically, and that they become confident, connected, and actively involved life-long learners.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 35
- Māori
- 6
- Pacific
- 4
- Asian
- 20
- MELAA
- 6
- Other
- 2
- 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 | 3 | 1 | 2 | 2 | 0 | 8 | 0 | 11 |
| Year 02 | 1 | 1 | 4 | 0 | 0 | 5 | 0 | 10 |
| Year 03 | 1 | 0 | 2 | 1 | 0 | 2 | 0 | 6 |
| Year 04 | 1 | 0 | 2 | 0 | 0 | 3 | 0 | 6 |
| Year 05 | 3 | 1 | 1 | 1 | 0 | 6 | 0 | 9 |
| Year 06 | 1 | 0 | 3 | 0 | 0 | 8 | 0 | 11 |
| Year 07 | 2 | 1 | 1 | 2 | 0 | 4 | 0 | 9 |
| Year 08 | 1 | 1 | 4 | 0 | 0 | 3 | 0 | 8 |
| Total | 13 | 5 | 19 | 6 | 0 | 39 | 0 | 70 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 2 | 2 | 0 | 9 | 0 | 12 |
| Age 06 | 0 | 1 | 3 | 0 | 0 | 4 | 0 | 8 |
| Age 07 | 1 | 0 | 3 | 0 | 0 | 2 | 0 | 6 |
| Age 08 | 1 | 0 | 2 | 1 | 0 | 4 | 0 | 8 |
| Age 09 | 3 | 1 | 1 | 1 | 0 | 6 | 0 | 9 |
| Age 10 | 1 | 0 | 2 | 0 | 0 | 7 | 0 | 9 |
| Age 11 | 2 | 1 | 2 | 2 | 0 | 3 | 0 | 9 |
| Age 12 | 1 | 1 | 4 | 0 | 0 | 3 | 0 | 8 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 13 | 5 | 19 | 6 | 0 | 39 | 0 | 70 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
45.4%
| Heddon Bush School | 45.4% |
|---|---|
| Southland Region | 61.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 87% |
| Māori | 121.4% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 38.4% |
| Total | 45.4% |
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%
| Heddon Bush School | 0% |
|---|---|
| Southland Region | 6.3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Heddon Bush School | 0% |
|---|---|
| Southland Region | 2.8% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 13 March 1881
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
- 14 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (14 August 2023)
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 board assurance report of 14 August 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 66 — 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.
November 2019
57
Counted while ERO’s review team was at the school. Education Review Office, report of 28 January 2020
April 2016
57
Counted while ERO’s review team was at the school. Education Review Office, report of 27 May 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 14 August 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 12 months of the Education Review Office and Heddon 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
Heddon Bush School is a small rural school located in Central Southland. It provides education for children in years 1-8. The school’s vision for students is that they are supported to reach their full potential, socially, physically, emotionally, intellectually and technologically, and that they become confident, connected, and actively involved life- long learners.
The school’s strategic priorities for improving outcomes for learners are:
meeting all students’ unique learning needs through provision of a rich and varied curriculum, in a positive and safe learning environment which fosters students’ social, physical and emotional development
building educationally powerful connections and communications with parents and whānau to improve learning outcomes for students
improving and developing appraisal, inquiry, reflection and self -review systems to continue to improve practice.
You can find a copy of the school’s strategic and annual plan on Heddon Bush School’s website.
ERO and the school are working together to evaluate how well the school’s curriculum and teaching is supporting student progress and achievement in literacy and the development of skills to manage their own learning and wellbeing.
The rationale for selecting this evaluation is that the school:
has a number of students whose families move regularly and they want to make sure these students have the best foundations for ongoing success in learning
wants to lift achievement and accelerate progress in literacy – particularly for boys.
The school expects to see:
students who are new to the school settle quickly, make friends and begin to make progress in their learning
all students progressing and achieving at expected levels in literacy
students feeling increasingly confident to manage their own learning and wellbeing.
Strengths
The school can draw from the following strengths to support the school in its goal to lift achievement in literacy and foster the development of students’ self-management skills:
board members, school leaders and teachers who are committed to meeting the diverse needs of learners
a positive, inclusive school culture that is welcoming and accepting of new students and their families
a teaching team that is fully engaged in ongoing professional learning to improve the quality of teaching and student learning outcomes.
Where to next?
Moving forward, the school will prioritise:
continued professional development for teachers to deliver effective literacy teaching and to foster students’ wellbeing and self-management skills
effective evaluation to know about how well teaching and learning programmes are working to achieve expected learning outcomes
ongoing curriculum development to ensure effective practices become embedded and can be sustained over time.
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.
Shelley Booysen Director of Schools
14 August 2023
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).