Māori succeeding as Māori
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 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.
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.
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.
In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.
The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.
This document is a separate report from the effective practice report, Food, nutrition and physical activity in New Zealand schools and early learning services intended to provide an overview of ERO's findings.
This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.
This report documents the findings of ERO’s 2013 evaluation of how well 40 secondary schools analysed and responded to their NCEA data.
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 resource can be used with the School Evaluation Indicators. It brings together findings from ERO’s recent national reports to outline what works to accelerate progress for Māori students at-risk of underachieving in primary schools. We share approaches schools have taken where progress was accelerated and schools were able to extend their practices to help more students succeed. Innovative schools focus on inequity within their student population, resulting in improved outcomes for Māori students.
In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which:
In late 2015, the Cabinet Social Policy Committee asked ERO to assess ‘the current status of food, nutrition and physical activity in schools and early childhood services’ and to report on Health Promoting Schools that were included in the sample. We visited 202 early learning services, 46 primary schools and 29 secondary schools in the first half of 2016.
We asked: How well does the service/school promote positive attitudes to physical activity, and food and nutrition to benefit children?
This 2010 report evaluates how schools have promoted success for Māori students since ERO’s previous national report in 2006. The success of Māori students at school is a matter of national interest and priority. ERO has published five national evaluation reports on this topic since 2001. These have identified system-wide issues and recommended steps to be taken by schools and by the Ministry of Education to promote success for Māori in education.