Our research

This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.

Inquiry is at the heart of what drives improvement and innovation at McAuley High School. 

In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.

A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.

At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis

The deputy principal at Kerikeri High School describes the process the school leaders went through to develop electronic systems and processes to track student academic success. The principal describes how the tracking tool alerted school leaders when students were at risk of not achieving and led them to consider ways to ensure students had further opportunities to succeed.

At Invercargill Middle School, the way in which school trustees and leaders work together fosters an appreciative and respectful environment that acknowledges the contributions of everyone in the learning community.

At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.

Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.

At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.

The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.

Leadership engages in collaborative consideration of the evidence to inform a considered response to issues identified. Solutions are sought only after a thorough analysis of the problem and consideration of the evidence about what is likely to make the most difference. The implementation of new initiatives is closely evaluated.

Senior leaders at Invercargill Middle School have put processes in place to ensure that all teachers participate in and contribute to the co-construction of decisions about how best to move forward. The principal describes the approach as ‘change coming from the classroom, not the principals office’.

At Otumoetai Intermediate School, Student Learning Leaders learn how to undertake structured classroom observations focused on teaching and learning. The students and staff discuss the process and its impact.

The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.

A school principal talks about how he works with his school community to develop an environment where Māori learners are supported and can succeed as Māori.

This school has implemented the Reading Together programme for many years. Leadership sees the value of the programme in building strong learning relationships with family and whanau and supporting emerging literacy.

At Manurewa Central School, careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community. 

At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.

Students acknowledge the role leaders and teachers play in instilling in them the self-belief to become confident, connected, actively involved,  life long learners