Criteria for Review Timing Decisions

ERO decides the timing of the next review based on the outcome of its Education Review of a school/kura. Subsequent changes in circumstances may lead to a review taking place earlier than indicated.

There are three options for the timing of the next ERO Education Review:

• over the course of one-to-two years – Education Review: Arotake Paetawhiti
• in three years – Education Review: Arotake Paerewa
• in four-to-five years – Education Review: Arotake Paehiranga.

The names for the return times reflect these whakataukī:

Kumēa te paetawhiti kia tata - Draw closer the distant horizon
Whakamaua te paerewa kia tīna - Hold firm all that affirms
Tukuna te paehiranga kia topa! - Let excellence soar!

ERO's decisions about the timing of reviews are based on the criteria below. The criteria are designed to facilitate national consistency. The criteria do not apply to private/independent schools.

ERO expects to review most schools again in three years.

The decision about the timing of the next review is made in consultation between each review team and an ERO Review Services Manager and/or National Manager Review Services. The return timing is stated in the unconfirmed report.

Where an Arotake Paetawhiti is being recommended, the review coordinator may discuss the timing of the next review with the board chairperson, board of trustees and principal before the unconfirmed report is sent to the school.

Next ERO review over the course of one-to-two years

Education Review: Arotake Paetawhiti

ERO will decide to carry out another review over the course of one-to-two years where there is evidence that gives ERO cause for concern about the education and safety of students with regard to one or more of the following:

• Student engagement, progress and achievement
• Māori student engagement, progress and achievement
• Provision of effective teaching
• Leadership and management
• Governance
• The provision of a safe and inclusive school culture
• Engagement of parents, whānau and communities.

In addition, ERO will return over the course of one-to-two years where, in ERO’s view, the board needs external intervention at either a statutory or lower level to bring about the desired improvement.

If a Limited Statutory Manager (LSM) or commissioner or other Ministry of Education intervention was in place at the time of the review or is being recommended, the timing of the review is decided case-by-case in consultation with a National Manager Review Services.

Factors that may influence the duration of a longitudinal review will include the extent to which the school has:

• useful or appropriate documented plans for improvement
• a likelihood of stable governance and management over the next two years
• a board focus on improvement
• evidence of self-review practices that are helping to lift student achievement and are likely to support school improvement.

Next ERO review in three years

Education Review: Arotake Paerewa

The majority of schools will come into this category.

With reference to ERO’s Framework for School Reviews - The Six Dimensions of a Successful School and Evaluation Indicators for School Reviews, ERO will next review the school in three years where it finds that the school’s curriculum is effective in promoting student learning – engagement, progress and achievement.

Good performance, with aspects of high quality performance, will be evident and ERO will have no material concerns about the education and safety of students.

Overall, the school will demonstrate that:

• learners experience a well-designed curriculum that provides them with choices and pathways and supports their successful transition through schooling and on to further education and training
• learners, including priority groups of learners^[1], are actively engaged in their learning and are progressing and achieving well
• Māori learners are actively engaged in their learning, progressing and achieving^[2] well and succeeding as Māori
• there is a culture of high expectations for students and staff
• critical reflection and established processes for conducting and using self review support improvement
• leadership is effective in promoting student learning and achievement
• teaching demonstrates good quality practices, makes good use of student achievement information and is consistently effective in promoting outcomes for students
• the school has taken all reasonable steps to provide a safe and inclusive environment
• governance uses good processes for self review, direction setting and decision-making, and to ensure school accountabilities are met
• the school effectively engages the community in the life of the school.

Next ERO review in four-to-five years

Education Review: Arotake Paehiranga

With reference to ERO’s Framework for School Reviews - The Six Dimensions of a Successful School and Evaluation Indicators for School Reviews, ERO will next review the school in four-to-five years where it finds that the school’s curriculum is consistently effective in promoting student learning – engagement, progress and achievement.

High quality performance will be evident and ERO will have no material concerns about the education and safety of students.

Overall, the school will convincingly demonstrate that:

• learners experience a coherent and rich curriculum that provides them with relevant choices and pathways and supports their successful transition through schooling and on to further education and training
• learners are actively engaged in their learning, and are progressing and achieving well; and the progress of priority groups of learners is being accelerated
• Māori learners are actively engaged in their learning, progressing and achieving well and succeeding as Māori
• there is a well-sustained culture of high expectations for students and staff
• a school-wide culture of rigorous critical reflection and self review contributes effectively to sustaining the school’s positive performance and continuous improvement
• leadership is highly effective and strategic, and is consistently improving student learning and achievement
• teaching consistently demonstrates high quality practices, makes very good use of student achievement information, and is highly effective in promoting outcomes for learners
• the school has taken all reasonable steps to provide a safe and inclusive environment
• governance is highly effective in self review, direction setting, decision-making and ensuring school accountabilities are met
• the school is highly effective in engaging the community in partnerships for learning and in the life of the school.