Results for "how often do ERO reports completed"

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  1. 05 Comprehensive information enables parents to support their child's learning at home

    Two barriers ERO identified in the 2015 report Educationally powerful connections with parents and whānau were a lack of assessment for learning and limited school-wide response to engaging with parents.Leaders and teachers at SYLVIA PARK SCHOOL took a deliberate approach to remove these and other barriers, and aimed to develop genuine reciprocal relationships with parents that ultimately benefited children, teachers and families.They quickly carried out comprehensive assessments with children...

    https://ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/05-comprehensive-information-enables-parents-to-support-their-childs-learning-at-home/

  2. Questions about partnership with parents, families and whānau

    How important is it that we find out parents’ views about children’s learning and wellbeing at school? You should talk with parents, families and whānau about what they want for their children. They will help you to identify the priorities for your school’s curriculum and future goals for the school’s development. You should engage parents and whānau in decisions that impact on the wellbeing of their children. You should be particularly aware of, and seek, the aspirations of distinct...

    https://ero.govt.nz/publications/school-trustees-booklet-helping-you-ask-the-right-questions/questions-about-partnership-with-parents-families-and-whanau/

  3. Section Two: Evidence of improved assessment literacy since 2007

    Through a decade of national evaluations, ERO has identified a trajectory of improvement in the collection and effective use of assessment in primary schools from 2007 to 2016.2009 Reading and WritingERO’s report Reading and Writing in Years 1 and 2 (ERO, 2009) showed more teachers of Years 1 and 2 children collected and used assessment information for their reading and writing programmes than in the 2007. Thirty‑two percent made very good use of their reading assessments to inform teachi...

    https://ero.govt.nz/publications/evaulation-at-a-glance-a-decade-of-assessment-in-new-zealand-primary-schools-practice-and-trends/section-two-evidence-of-improved-assessment-literacy-since-2007/

  4. Findings

    ERO evaluated the provision of education for international students in all schools with international students that were reviewed during Terms 3 and 4, 2011. The evaluation included 51 schools (state, integrated and private). The average number of international students in these schools was five for primary schools and 15 for secondary schools.Reviewers made judgements on six aspects of the provisions and outcomes for international students. Overall, 29 percent of schools were judged to be highl...

    https://ero.govt.nz/publications/schools-provisions-for-international-students/findings/

  5. 02 Using targeted approaches to improve writing

    ERO’s report Managing professional learning and development in primary schools (2009) concluded the extent to which teachers’ knowledge and practice improves depended to a large extent on how well the school managed its professional learning and development (PLD) programmes. Three key features identified in schools where PLD was well managed included: having a good mix of school led and facilitated professional learning targeted at identified school priorities using observation and feedback...

    https://ero.govt.nz/publications/keeping-children-engaged-and-achieving-in-writing/02-using-targeted-approaches-to-improve-writing/

  6. Evaluations of schools and other education service providers

    What we doERO’s approach to external evaluation of schools is designed to build each schools’ internal evaluation capability and encourage it to establish a cycle of ongoing improvement. Our approach leverages our School Evaluation Indicators: Effective practice for improvement and learner success (July, 2016).ERO evaluates how each school’s programmes, processes and teaching promote positive outcomes for learners, and how effectively the school focuses on improvement and accelerated...

    https://ero.govt.nz/publications/annual-report-20172018/evaluations-of-schools-and-other-education-service-providers/

  7. Part 7: Process guidelines for reviews

    Notification ERO begins the process with a notification email that gives the hospital-based service time to prepare for the external review. In the notification email ERO includes links to electronic versions of He Pou Tātaki (this document), the Hospital-based Assurance Statement and Self-Audit Checklists, the Self Report and links to electronic versions of other relevant documents. Self report The self report plays a significant part in the ERO review. ERO’s evaluation builds on the inform...

    https://ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-7-process-guidelines-for-reviews/

  8. Part 7: Process guidelines for reviews

    NotificationERO begins the process with an email notification that gives the home-based early childhood service time to prepare for the external review.In the email, ERO includes links to electronic versions of this document, the Assurance Statement and Self-Audit Checklists, a hard copy of the Self Report and links to electronic versions of other relevant documents.ERO gives the service information to distribute to coordinators/visiting teachers, parents, families, whānau and educators ab...

    https://ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-7-process-guidelines-for-reviews/