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.

As New Zealand’s schools become more diverse, there is an exciting opportunity to look again at what we teach and how we teach. Many schools are already changing to embrace diverse ethnicities, but more change will be needed. This report includes options for change to make Aotearoa New Zealand a great place to learn for our children and young people from ethnic communities.

Quality education is the right of every child and young person in Aotearoa and is underpinned by learning environments that place the learner and learner outcomes at the centre of all activity.

This report serves to shine some light on the experiences of teachers who have come from overseas to teach in New Zealand. It is based on data collected from a voluntary survey of teachers and principals of the school where they are employed.

Aotearoa New Zealand is becoming more ethnically diverse, and this is changing quickly. It is critical that education meets the needs of all our children. This report finds that many learners from ethnic communities are succeeding in education but encounter racism, isolation, and lack of cultural understanding. We must achieve significant change if Aotearoa New Zealand is to be a great place to learn for children and young people from ethnic communities.

Good classroom behaviour is critical for creating learning environments in which students can learn and achieve, and teachers can be most effective. But ensuring positive behaviour isn’t just up to schools – it requires shared responsibility and deliberate, joint actions. This report describes the challenging behaviours teachers face in schools, the impact of those behaviours, and recommendations for action. Our companion good practice report also shares examples of how teachers and schools can effectively manage behaviour.

This short guide is for parents of children in early childhood education, and of school-aged children. It covers that we learnt from talking to schools and early childhood education services in 2020 about the impact of Covid-19. It also sets out some recommendations for how parents can continue to support their child’s learning this year.

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.

Teacher aides in Aotearoa New Zealand have a wide range of valued roles and responsibilities. We know that they can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. This report looks at what good teacher aide practice and support looks like and sets out four key areas of teacher aide practice that make a difference for learners – as well as what schools can do to set teacher aides up for success.

Evaluation and review are the engine room that drives the improvement agenda forward, involving all within the learning community in an ongoing cycle.

ERO looked at how education is meeting the needs of learners from ethnic communities and how schools can embrace increasing ethnic diversity. In this guide we share findings from our research, as well some practical things that school leaders and teachers can do to support better inclusion of learners from ethnic communities.

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

In Term 3, 2014, ERO undertook a cluster review of five Puna Whakatupu as part of scheduled education reviews. During the course of these reviews, we identified a range of good practice that was investigated further and has become Tuia te here tangata: Making meaningful connections.

Senior leaders talk about the approach and processes associated with doing and using evaluation for improvement.

Aotearoa New Zealand is becoming more ethnically diverse, and this change is fast. It is critical that education meets the needs of all our children and this draft summary for consultation looks at the experiences of learners from ethnic communities, and considers what is needed to better support them in the future.  

ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

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.

The focus on driving and sustaining improvement in outcomes in this school involves solution seeking processes typified by innovation and whole school participation. The principal describes the approach that supports this ongoing activity as more entrepreneurial than hierarchical.