This report highlights how early childhood services keep up to date with changing regulations and legal requirements in order to effectively manage for children’s safety and wellbeing.
In Term 1, 2015, ERO evaluated how well 200 early childhood services managed their responsibilities under the Privacy Act 1993. The evaluation looked at what service leaders knew and understood about their responsibilities around the collection, storage, use, sharing and disposal of information about children.
This booklet is useful for any organisation interested in internal evaluation for improvement. This overview of the processes and reasoning involved in effective internal evaluation for improvement draws on a previously published resource Effective School Evaluation – How to do and use internal evaluation for improvement (2015).
In 2015, ERO investigated target setting in both primary and secondary schools. We focused on the extent to which targeted actions of schools supported accelerated progress for students at risk of not achieving.
This national report presents the findings of ERO's recent evaluation of how well early childhood services include children with moderate to severe special needs. This evaluation supports the Government's priority for every child to have the opportunity to participate in early childhood education (ECE).
This report examines how well students with special education needs are included in New Zealand schools. The report provides an update on progress towards meeting the Government target that, by the end of 2014, 80 percent of New Zealand schools will be doing a good job and none should be doing a poor job of including and supporting students with disabilities.
This report presents the findings of ERO’s evaluation of how well 68 secondary schools in Term 1 2014 promoted and responded to student wellbeing.
This report documents the findings of ERO's 2013 evaluation of Teen Parent Units. ERO found that most of the Units were operating well.
This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.
