Our research

In 2011 the Ministry of Education introduced funding for pedagogical leadership in alternative education to improve the quality of teaching and learning. This evaluation examined the impact of that funding initiative by looking at the work of 10 clusters providing alternative education. It also identified a set of principles to provide guidance on good practice.

This good practice report showcases 13 schools and how they've used internal evaluation to change their practice to support students to achieve. The findings from this report have informed the joint Ministry of Education and ERO resource Effective School Evaluation: How to do and use internal evaluation for improvement.

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.

ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This complementary report aims to help secondary schools review their assessment practice. It highlights characteristics common to high quality assessment practices and includes examples of good practice.

ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This report builds on this finding by giving examples of good practice in the collection and use of assessment information in primary schools. The report also includes three detailed case studies.

This national report presents the findings of ERO’s recent evaluation about the extent to which primary schools were using effective strategies to improve outcomes for priority groups of learners. In this report ‘priority learners’ refers to Māori, Pacific, special needs, and students from low income families, who are not achieving at or above National Standards.

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.

In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.

Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue.  Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.

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.

This guide draws on findings from ERO’s report Long Covid: Ongoing impacts of Covid-19 on schools and learning, providing what we learned from surveying principals, teachers, and learners in 2023.

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

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 Manurewa Central School, the relationship between the principal and trustees is described in terms of how trust and confidence is built through effective listening and transparent reporting, interrogation and discussion of information.

Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.

At this secondary school leaders and teachers have responded to students’ need for more time to achieve their goals. While not mandatory for either staff or students, lunchtime and after school learning sessions have become the norm.

This evaluation investigates how well schools are using the EOTC Guidelines in their provision of EOTC, how well their EOTC activities complement the curriculum, how well they plan for the safety of EOTC activities, and how well the revised EOTC Guidelines support teaching and safety. This report gives examples of effective EOTC teaching and practices that support safety. The report also identifies where the effectiveness and safety of EOTC could be improved.

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