This page explains how we work with you to review your English-medium school/kura.
Our new Evaluation for Improvement approach was introduced from 2021. We will continue to develop this approach throughout 2021 and into 2022.
We are interested in what is working well in your school/kura and what can improve.
We work differently with each school/kura according to its context, culture and needs.
We work with you to evaluate how well things are going in your school/kura, then we help you to use the findings to decide your improvement plans and actions.
We support you to develop your internal evaluation practice to evaluate and report on your own progress.
How much and how often we work with you will reflect your strengths and focus for improvement.
We assist you to align these external and internal evaluation activities and findings to your three‑year cycle for strategic planning and reporting, internal evaluation and continuous improvement.
Our evaluators work with you as an evaluation partner throughout the evaluation and in the ongoing evaluation relationship with your school/kura.
Our evaluation approach is based on your participation and framed by Te Tiriti o Waitangi
As we work with you in the Evaluation for Improvement process, we are committed to the Māori concepts of:
- Whakawhanaungatanga: Supporting each other to grow and learn
- Mahi tahi: Doing the best for each other
- Poutokomanawa: High-quality trusted evaluation for improvement.
We work together with the people in your school and community who participate by designing, and doing the evaluation, and using the findings.
Other people will be able to participate by giving their views, perspectives and information.
We will work with you to use ERO’s School Evaluation Indicators as a key part of the evaluation.
The indicators help to provide a clear direction for the evaluation and for your school improvement. They focus on what matters most for learners/ākonga and make connections to what research says is important in education. They help the people doing the evaluation to make sense of the information they gather and reach sound conclusions from what they are seeing, hearing and reading.
We will support you to strengthen your internal evaluation practice. How we do this will respond to your needs. This includes ways to:
- do evaluation;
- use evaluation findings to plan and work on improvement over time; and then to
- find out what difference this makes for your learners/ākonga.
We will work with you to keep everyone in your school/kura and community well informed.
This will tell them what is happening in the evaluation, what the evaluation is finding at key points and what that means for your next steps.
There are five phases in the Evaluation for Improvement process
These phases cover preparing for and doing the evaluation, then reporting and using the evaluation findings.
The five phases are:
- Exploring and focusing
- Evaluating for improvement
- Reporting and planning.
We will contact you to start the evaluation process and begin our ongoing relationship with your school/kura as your evaluation partner. Our first contact will be with your board chairperson and principal/tumuaki.
Your ERO evaluator will start to get to know your school/kura, its context and culture, and talk with you about what the evaluation will involve.
We will arrange to meet and begin work with key people in your school/kura and others who might participate in the evaluation.
2. Exploring and focusing
We will work with you to decide a focus for the evaluation.
To do this, we will consider what is most important at this time for your learners/ākonga, your strengths and what will be most useful for your continuous improvement.
We will work in collaboration with people in your school/kura and community to explore and discuss:
- what you know about what is happening for learners/ākonga. This includes Māori students, Pacific students, students with additional learning needs, students in Māori-medium, Pacific-medium, bilingual or English-medium, and students at risk of not achieving or experiencing success
- your plans and priorities, and the review and evaluation activities that contribute to your improvement decisions and actions
- your thinking and planning about the requirements of the Education and Training Act 2020, school planning and reporting from 2023 onwards, and the Statement of National Education Learning Priorities (NELPS) [PDF, 218 KB]
- other available information (oral, visual and written) about your school/kura in relation to ERO’s School Evaluation Indicators and the focus on equity and excellence.
The Evaluation Focus that we decide together will be used to design and then do the evaluation.
We will work together with you to design an evaluation that best fits the context, culture and needs of your school, your strengths and the evaluation focus.
The design will include what questions we will ask, what activities and sources of information will be needed to answer the questions, the timeframes and who will be involved.
From the design, we will make an Evaluation Plan for doing the evaluation.
4. Evaluating for improvement
The people involved will work together to carry out the evaluation plan.
They will gather information from as many different sources as needed. Then they will discuss and make sense of the information using the evaluation indicators, to decide the evaluation findings.
We will collaborate with you to communicate the Evaluation findings to confirm your strengths and begin thinking about what improvements you will need to make.
In this phase we will assist you to use the evaluation findings to decide and plan your improvement actions and timeframes. As part of this, we will discuss any support for development your school/kura might need.
You will monitor and evaluate your progress with the improvement actions using your internal evaluation processes. We can assist you with this if needed.
At the end of your improvement timeframes, we will work together with you to sum up how well things are going in your school/kura, what has improved for learners/ākonga, and what further actions you might need to take.
We will assist you to link this to your next three-year cycle for strategic planning and reporting, internal evaluation and continuous improvement.
During the evaluation, we will collaborate with you to report the findings and how you are using them, your strengths and your continuous improvement pathway. This reporting will be to the school community – your learners, families, whānau, hapū and iwi.
At the summing up stage, we will report in collaboration with you to the wider public. This report about your school/kura will be published on our website.
At a suitable point during the review process, we will ask you to check your compliance with legal requirements and discuss this with us.
To do this, your board of trustees and principal/tumuaki will need to complete the School Self Audit and Assurance Statement.
If your school is a signatory to the Education (Pastoral Care of International Students) Code of Practice, we will ask you to discuss this with us at a suitable point during the review process.
We are interested in how you support any international students in your school.
If your school has a hostel for students, we will ask you to check your compliance with hostel requirements and discuss this with us at a suitable point during the review process.
We are interested in how you support students in your hostel.
We published these resources for you to use for evaluation for improvement in your school/kura. We will use them as we work with you.
- School Evaluation Indicators: Effective Practice for Improvement and Learner Success
- Effective Internal Evaluation for Improvement
- Wellbeing for Success: a resource for schools
- Effective School Evaluation: how to do and use internal evaluation for improvement
- Internal Evaluation: Good Practice
- School Trustees Booklet: Helping you ask the right questions