Our research

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

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

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.

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.

Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn.  This video was filmed at Invercargill Middle School.

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.

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.

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.

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.

For McAuley High School, respectful caring relationships are at the heart of their learning community in setting the safe and supportive context in which teachers and learners engage and learn. The maintenance of such relationships involves every member of staff.

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

Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.

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.

Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.

In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:

• services understood and valued the identity, language and culture of Māori children and their whānau, particularly when the child and whānau enter the service
• managers and educators built positive relationships with the whānau of Māori children; and
• each service worked in partnership with the whānau of Māori children.