Our research

In 2020, Auckland students were particularly affected by Covid-19 and extra support was provided to them. Following this, ERO undertook an evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students. This report outlines the findings of this evaluation - including the reach and impact of the programmes, and lessons for future responses.

This short summary accompanies the full report Responding to the Covid-19 crisis: Supporting Auckland NCEA students. It outlines the key findings from ERO’s evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students following the lockdowns in 2020. This summary briefly lists who these targeted programmes reached, their impact, and lessons for responding to future lockdowns.  

I roto i Te Kura Huanui: Ko ngā kura o ngā ara angitu, ko ngā uiui me ngā whānau Māori, kaiārahi, kaiako, kaimahi, kaumātua hoki e tūhura ana i te ngākau titikaha o ngā hapori ki te whakarauora, ki te whakapakari hoki i te reo Māori me ngā tikanga Māori mō ā rātou mokopuna, tamariki, uri whakatupu anō hoki. 

Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.

ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.

This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice.  It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help secondary school leaders think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help secondary school teachers think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help primary school leaders think about how they can support stronger science teaching and learning in their school.

To support leaders and teachers to review and strengthen the science learning opportunities they provide, ERO explored the strategies and approaches that a selection of schools had taken to increase students’ engagement in science. This short guides draws on this work to help primary school teachers think about how they can support stronger science teaching and learning in their school.

Science is important – we rely on science and scientific thinking in almost every endeavour in our modern society. High quality science education at school is essential for learners who want a career in science, but it is also important for all learners to help them understand the scientific issues that whānau, communities, and nations face. Issues such as climate change, healthy living, and innovation all depend on science.

This short guide is for Board of Trustees for schools. It covers what we found from talking to both Boards of Trustees and schools in 2020 about the impact of Covid-19. The guide shares suggested actions for continuing to support students, parents, whānau and staff in a Covid-19 world.

The ongoing coronavirus pandemic has caused significant disruption for students across New Zealand, due to lockdowns, social distancing and ongoing uncertainty. The Education Review Office interviewed 750 schools and surveyed over 2500 principals and teachers across the country, from May through to September 2020, to understand how they have responded. This summary highlights how schools have supported students and their whānau in the face of Covid-19.

New Zealand schools have one of the highest rates of bullying among OECD member countries. In this evaluation, ERO looked at the extent to which schools were effectively working towards an environment in which students feel safe and free from bullying.

A companion report to this one, Bullying Prevention and Response: Student Voice focuses on ERO’s survey of students on their experience and understandings of bullying and effective bullying prevention and response.

This report presents our findings from a student survey about how well their schools prevent and respond to bullying.

Improvement in Action brings to life ERO’s School Evaluation Indicators and illustrates what works to achieve successful outcomes for all children and young people in the education system.

The case studies complement the video sequences in Improvement in Action.

This article originally appeared in ERO Insights - Term 1, 2018 and explores how the ethnic diversity of the primary and secondary school roll has changed in New Zealand since 2009, and whether these changes are leading to more diverse or more segregated schools.

This document is a separate report from the effective practice report, Food, nutrition and physical activity in New Zealand schools and early learning services intended to provide an overview of ERO's findings.

ERO has written this booklet for boards of trustees. It is one of many tools available to help you in your role as a trustee. It focuses on student achievement and wellbeing, and the role the board plays in these two areas. The booklet includes questions and information that will guide you in your discussions with school leaders and as a trustee.

This report presents the findings of ERO's 2013 evaluation of principal appraisal in primary and secondary schools.