Our research

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

Interruptions to learning are deliberately minimised. When the behaviour of individual students threatens to disrupt the learning of others, the individualized approach and resourcing enables engagement in learning to continue. This video was filmed at Invercargill Middle School.

In responding to its unique context Invercargill Middle School adopted a range of approaches to accelerate learning. Teachers share a collective commitment to making the most of every learning opportunity.

Working together to determine what the collaboration and teamwork looks like on a day-to-day basis has been a critical and continued focus of professional learning and team dialogue at Stonefields School.

At McAuley High School, the use of student achievement data and other evidence is the catalyst for determining who needs to be part of the discussion to seek solutions and establish next steps.

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.

An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.

The Modern Learning Environment requires practices and behaviours of both teachers and learners to that optimise the potential of the flexible learning spaces and digital tools.