Our research

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.

Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.

This video was filmed at McAuley High School.

Driven by the conviction that everybody can achieve, leaders and teachers seek to overcome barriers to equity and excellence experienced by individual students at McAuley High School.

A deliberate approach engages family and whānau in learning centred relationships. This approach expands and strengthens the community of learners so that more active support and opportunities are provided for all the children.

A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.

This video was filmed at McAuley High School.

Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.

The Education Review Office (ERO) has released the latest in its Teaching Strategies that Work series. “Keeping children engaged and achieving in reading” is a description of strategies used by primary schools which have significantly improved their students’ achievement in reading.

This report discusses the quality of education at the nine Child Youth and Family (CYF) residential schools. These schools provide education for the young people in New Zealand's Youth Justice and Care and Protection services.The Education Review Office found that the quality of education across most of the CYF schools was not of a consistently high standard. Most of these schools need to make improvements in the delivery of the curriculum, the planning and programme design for individual students, and the processes to transition students to further education, training or employment.

This short summary accompanies the full report Responding to the Covid-19 crisis: Supporting Auckland NCEA students. It outlines the key findings from ERO’s evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students following the lockdowns in 2020. This summary briefly lists who these targeted programmes reached, their impact, and lessons for responding to future lockdowns.  

The setting of academic goals that build toward purposeful educational pathways and career options begins early at McAuley High School and supports student choices throughout their schooling.

Curriculum approaches in years 9 and 10 are designed to set students up for success.

A school principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued. A teacher and members of the Māori community describe how this principal’s leadership has facilitated a reciprocal relationship between the school and their local Māori community.

In response to student voice, this school sought external expertise to provide opportunities for the children to learn more about their identity, language and culture. For those involved, the opportunity to develop new knowledge and understandings is just the beginning of the journey.

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.