In this section of our website you'll find our education system evaluations, effective practice reports, resources and guides. These are produced by Te Ihuwaka | Education Evaluation Centre and Te Pou Mataaho | Evaluation and Research Māori.
Read more about Te Ihuwaka | Education Evaluation Centre.
Read more about Te Pou Mataaho | Evaluation and Research Māori.
Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. How are schools and early learning services in Auckland responding to this increasing cultural and language diversity? This question was the basis for a new evaluation published by ERO Responding to Language Diversity in Auckland.
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.
This national report is about how effectively 15 Pacific early childhood services used Equity Funding to increase Pacific children's participation and support them to develop their language, culture and identity.
We have also published a companion report - Use of Equity Funding in Early Childhood Services.
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.
ERO has released a series of reports about the National Standards since their introduction in 2010. This latest report focuses on eight schools that are working well with the standards.
In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:
