Southland Boys' High School
181 Herbert Street, Invercargill · Otago & Southland
Composite score
Established
Latest ERO review
2024-09-26 · Shelley Booysen, ERO
- Leaders have high expectations for achievement, progress and wellbeing of all learners and promote collective responsibility for learner outcomes
- Most junior students make expected or better progress in literacy and mathematics with improved engagement shown in improved attendance levels
- Learning outcomes in national qualifications are increasingly equitable for Māori and Pacific learners, though some inequity remains at NCEA Level 2 and University Entrance
- Curriculum and teaching are increasingly responsive to students' learning needs, interests, aspirations, culture and identity
- Attendance rates are improving but not yet at the Ministry of Education's target
"Leaders have high expectations for the achievement, progress and wellbeing of all learners and promote collective responsibility for learner outcomes."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Both reports affirm strong wellbeing practices, but with a shift in focus and evidence. The 2022 report emphasizes refined pastoral care conditions and practices. The 2024 report demonstrates concrete outcomes of those efforts, highlighting that students now "report supportive connections across year levels and a strong sense of belonging and collective identity" alongside improved engagement and attendance. The wellbeing score decreased slightly (75 to 70), yet the later report provides more detailed evidence of student-reported wellbeing outcomes and leadership opportunities.
2022-11 → 2024-09 diff source
Both reports maintain the same equity focus and score (65), but the 2024 report provides more concrete evidence of progress. The earlier report emphasizes commitment and refined processes for equitable opportunities, while the later report documents measurable improvements in equitable outcomes, particularly noting that 'Learning outcomes in national qualifications are increasingly equitable for Māori and Pacific learners, though some inequity remains at NCEA Level 2 and University Entrance.'
2022-11 → 2024-09 diff source