Review and Improvement Services

We carry out external evaluations at early childhood services, schools and kura to provide information on their performance and to support improvement for high quality education.


We review individual early childhood services, schools and kura

We then publish reports on each school or kura and service.

We contribute to ERO’s role of reviewing and reporting on the performance of all early childhood services, schools and kura. As we do this, we support our commitment to the Treaty of Waitangi.


We have teams of trained reviewers based in offices throughout the country

For each review, our reviewers visit the early childhood service, school or kura. We see what is happening and how well things are done, read documents and records and talk with people.

We work differently with each service, school or kura according to its context, culture and needs.

Read about how we review early childhood services, schools and kura.


Our reviews support improvement for high quality education

This is so there are good educational outcomes for all learners/ākonga. We want to ensure that every early childhood service, school and kura is a great place to learn, has excellent teaching and contributes to the success and wellbeing of every learner.

We support services, schools and kura to develop their internal evaluation practice. This is so they can evaluate how well they are doing things, make improvements that are needed, and keep track of their own progress.

We contribute information from reviews to support new ways of doing things and improvement in teaching and learning.


Our focus is on what services, schools and kura do to successfully promote equity and excellence of outcomes for all learners/ākonga


This means we focus on how well services, schools or kura provide for the learners. This includes learning and wellbeing, the quality of teaching and the opportunities to learn and succeed.

We focus on how well the service, school or kura organises itself so that there are positive conditions for learning.


We work to support the growth of te reo Māori in education. We place a spotlight on outcomes for Māori learners and what parents and whānau want for their tamariki.

We also do this for other groups such Pacific learners and learners with additional learning needs. We are interested in students who are taught and learn in te reo Māori, Pacific languages and English.

We look at what is happening for learners at risk of not achieving or experiencing success.

We assess whether early childhood services, schools and kura meet legal requirements. This includes the requirements for providing a safe physical and emotional place for learning.


We work with individual early childhood services, schools and kura and the people connected with them during reviews

We work with groups of people involved in education. These groups include principals’ and school trustees’ associations, and early childhood education organisations. We discuss our review approaches and what is happening in education with them.

We also work with other education agencies. These include the Ministry of Education, the New Zealand Qualifications Authority (NZQA) and the Teaching Council.