Our research

Te Pou Mataaho, ERO’s evaluation and research group, and Te Uepū ā Motu, ERO’s national evaluation and review team, pursued this evaluation to provide an evidence base about the initial impacts of Covid-19 on Māori-medium education and how the sector responded.

I whāia tēnei arotake e Te Pou Mataaho, te rōpū arotake, rangahau hoki a Te Tari Arotake Mātauranga me Te Uepū ā-Motu, te rōpū arotake ā-motu a Te Tari Arotake Mātauranga, ki te whakaputa i tētahi kohinga taunakitanga e kitea ai ngā pānga tōmua o te Mate Korona ki te rāngai mātauranga reo Māori, me ngā rautaki i whāia ai e taua rāngai.

In Aotearoa, Māori-medium education experienced significant disruption when the outbreak of Covid-19 forced kura to close their doors, and whānau and kaiako to adjust to home schooling and distance learning. Among the many challenges were access to technology and resources with Māori communities among the most affected.

I Aotearoa nei, i tino raru te rāngai mātauranga reo Māori i te horapatanga o te Mate Korona, i kati ai ngā tatau o ngā kura, i mate ai hoki ngā whānau me ngā kaiako ki te tīni i ā rātou mahi ki te whakaako ki te kāinga me te ako tawhiti.

Ko tētahi raru i roto i te huhua, ko te korenga o ngā taputapu matihiko me ngā rauemi, ka mutu ko ngā hapori Māori ērā i rongo i te korekore rawa atu nei.

This report provides a snapshot of student and whānau perspectives on the teaching of te reo Māori. It follows the June publication of Te Tāmata Huaroa, which provides a review of the current status of te reo Māori in English medium school settings.

This report gives a snapshot of the current provision of te reo Māori teaching and learning in a representative sample of English-medium primary and secondary schools. The education sector is seen as an important lever in the Government’s Maihi Karauna strategy for language revitalisation.

There are 14 activity centres in New Zealand that cater for secondary school students (Years 9 ‑ 13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes. Activity centres are established by agreement of the Minister of Education. Priority is given to those students whose behaviour is likely to impede their own learning and the learning of others, and who are most likely to benefit from the programme.

The Education Review Office (ERO) reviews Teen Parent Units (TPUs) on a three‑year cycle. During March and April, 2017 ERO investigated the quality of education provided by TPUs and the extent to which they supported positive outcomes for TPU students and their children.

In July 2015, ERO signed a three year Service Agreement with the Education Council to carry out teacher appraisal audits. This report presents our findings from the 2016-2017 audit.

This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. It features strategies and approaches that we observed in 40 primary schools selected from across New Zealand. These schools came from a database of 129 schools, all with rolls of 200 or more, in which the proportion of students in the upper primary years (Years 5 to 8) achieving at or above the national standard had increased. In each case achievement levels were also above average for the decile.

ERO evaluated how well 35 secondary schools were using Vocational Pathways. While most schools knew about and were using the pathways, they were not fully realising the initiative’s potential. Vocational Pathways can be a valued part of a school’s curriculum for all students when used as more than just an add-on to careers education or course selection processes.  

This guide describes how children can be supported to become confident and capable mathematical learners in the early years.

In 2013 the Education Review Office (ERO) evaluated the quality of teacher appraisal systems in schools using online surveys of principals and information from 200 school reviews. This report presents the findings of ERO’s evaluation of schools’ approaches to teacher appraisal.

This report discusses the effectiveness of employment practices in some kindergartens and education and care services.

This national report gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.

This national report presents the findings of ERO’s recent evaluation of the 14 Activity Centres in New Zealand providing alternative schooling for secondary students likely to benefit from a specialist programme.

This is the first in a series of evaluations related to principal and teacher appraisal in New Zealand schools. These evaluations are intended to provide information to help boards and school leaders strengthen appraisal practice and links with school development to improve outcomes for their students.

This report is one of a series of evaluations ERO has undertaken on how schools are working with the National Standards within The New Zealand Curriculum. In this evaluation ERO used the mathematics learning area and associated standards to look at what schools were doing to raise the achievement of students in Years 4 to 8.