Caring, collaborative, inclusive learning communities
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
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.
At Invercargill Middle School, students and teachers contribute to, and work in, a supportive learning environment characterised by manaakitanga and whanaungatanga.
This report highlights how early childhood services keep up to date with changing regulations and legal requirements in order to effectively manage for children’s safety and wellbeing.
This ERO evaluation reports on primary schools' progress in relation to the Government's Success for All policy. Success for All is about getting all schools to demonstrate inclusive practice for students with special needs.
This evaluation looks at the Ako Panuku programme, which is funded by the Ministry of Education for Māori secondary/kura teachers. ERO conducted an online survey of all teachers involved in the programme and also visited a number of schools and kura. Our findings show that a high proportion of teachers found the programme to be highly effective or effective for them. Ako Panuku has had positive outcomes for participants and their students.
This is the latest report in the series of ERO's national evaluation reports about the implementation of the National Standards in English-medium schools with students in Years 1 to 8.The evaluation involved 237 schools reviewed by ERO in Terms 3 and 4, 2010. The report indicates that schools are still at varying stages of working with the National Standards.
ERO evaluated how well schools included students with high needs. Approximately three percent of the student population have significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment. ERO’s evaluation showed that approximately half of the schools in the study demonstrated inclusive practice, while 30 percent had ‘pockets of inclusive practice’ and 20 percent had few inclusive practices.
This Education Review Office (ERO) evaluation focused on how effectively reading and writing was taught in the first two years of schooling, and on how well teachers used assessment information to plan and evaluate their teaching.