In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.
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The ongoing coronavirus pandemic has had a profound impact on life in New Zealand. Since the start of the pandemic, ERO has been undertaking work to understand the impact of Covid-19 on education in New Zealand. This suite of work looks at the impact of Covid-19 on learners, teachers, leaders and kaiako across the schooling and early learning sector in New Zealand - and sets out recommendations for going forward.
Aotearoa is more ethnically and culturally diverse than ever before, and good education isn’t one-size-fits-all. Culturally responsive teaching affirms and builds on children’s cultures, identity and languages to achieve successful learning outcomes. This work explores what culturally responsive teaching look like in practice and how schools and services can support good practice.
Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.
Traditionally New Zealand children started school on their fifth birthday. Recently some schools have changed this to children starting school in scheduled groups. Our latest report on starting school has found that children starting school at the same time, called cohort entry, can have many benefits for children, whānau and schools.
The ongoing coronavirus pandemic has had a profound impact on all aspects of life around the world. In Aotearoa New Zealand, significant disruption to schooling occurred in 2020 and 2021 due to national and local lockdowns, school closures, and from the ongoing uncertainty caused by Covid-19. These publications look at how schools and the system can respond to Covid-19.
Children and young people who are placed in Oranga Tamariki residential care are among the most at risk of poor outcomes later in life. The education students receive in residence has the power to reconnect them to their learning and change their lives. ERO reviewed how well education is going in these settings. This suite of work describes what we found out about the quality of education in residences and what is needed to significantly improve education for these priority learners.
Critical to science education is the quality of teaching science in schools and early learning services. To support and improve science teaching in New Zealand, ERO has explored how schools and services can strengthen their science teaching and learning. This series of reports identifies where schools and services are doing well, and highlights how schools and services could increase the impact of their science teaching and learning.
Measuring changes to education systems, let alone performance, is complex. With education systems consisting of many moving parts, there are multiple approaches to assessing education system performance across the world, reflecting the reality of this complexity. These publications explore global practice for measuring education system change.
There is a growing body of research which shows that schools who work together are more effective in improving the quality of teaching and student learning, and in supporting school development. This series of reports sets out learnings from examples of schools collaborating and working together.
The Education Review Office (ERO), in partnership with the Human Rights Commission (HRC) and the Office for Disability Issues (ODI), looked at how well the education system is supporting disabled learners in schools. We found that we need to improve education for disabled learners so they can thrive. This report describes what we found and what is needed to significantly improve education for these priority learners.
Disabled learners have the right to enrol and receive a quality, inclusive education at their local school. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, are more likely to complete secondary schooling and to go on to further study and employment. This study looked at how well the education system is supporting disabled learners. It found we need to improve education for disabled learners so they can thrive.
Quality early childhood education (ECE) affects how well all children do at school and in life – from academic achievement and earning potential to health and wellbeing. Quality ECE supports children to develop the social, emotional, communication, cognitive, and motor skills which enable them to thrive. This is particularly critical for disabled children as it sets the foundation for their future learning.
Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.
This document provides a summary of submissions and a decision on the subject matter and scope of the Education Review Office’s 2022 Long-Term Insights Briefing.
Thank you to everyone who took the time to provide a submission. Your input will help build and strengthen our Long-Term Insights Briefing paper.
Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.
Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change and can be an uncertain time. Since 2018, schools have been able to have children start in groups at certain dates during the year. This is called cohort entry. ERO found that cohort entry has a range of benefits for children’s wellbeing and learning, schools’ ability to structure transitions more easily, and for teachers due to fewer disruptions and more time to teach.
The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. Auckland in particular has had many lockdowns and is where the majority of Pacific learners live.
Pacific communities have faced the challenges of Covid-19 with resilience and schools have put in a range of responses to support Pacific learners through the disruption. This report shines a light on these challenges and shares successful strategies.
The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. ERO’s new report, Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners, looks closely at the achievement, attendance, mental health and wellbeing, school contexts, and education pathways of Pacific learners over this time. The report shines a light on challenges and shares successful strategies.
Public consultation document inviting the public to provide feedback on the substance and scope of the chosen topic of the Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice”.
We invite your thoughts on the topic and scope of ERO’s Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice” to be published by the end of the 2022.
Public consultation document inviting the public to provide feedback on the substance and scope of the chosen topic of the Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice”.
We invite your thoughts on the topic and scope of ERO’s Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice” to be published by the end of the 2022.
