Our research

All children deserve the right to an education including those with special education needs. Through its Success for All policy, the Government expects all schools to demonstrate inclusive practice for children with special education needs by the end of 2014. This report presents the findings of a questionnaire where schools assess their own provisions for students with special education needs. It follows on from a similar report produced in early 2012.

This is ERO’s second national evaluation report on the extent to which schools have processes in place to support teaching as inquiry. It also looks at the specific inquiry approaches teachers use in classrooms.

This evaluation looked at how effectively schools use literacy and mathematics achievement information to improve learning for Years 9 and 10 students. The evaluation found that improvements are needed in most secondary schools’ practice with these students. It identifies the actions which school leaders, boards of trustees and teachers can take to help Years 9 and 10 students to be engaged, active and successful learners.

This report, Including Students with Special Needs: school questionnaire responses presents the findings from a questionnaire completed by schools reviewed in the first two terms of 2011. It is based on schools’ own views of how well they include children with special needs.

The intent of the evaluation was to gain an insight and understanding of literacy teaching and learning in early childhood education. This report complements the ERO national evaluation report, Literacy in Early Childhood: Teaching and Learning, February 2011. It presents examples of good practice from 13 early childhood services, identified during their ERO reviews, which had high quality literacy teaching and learning. ERO revisited these services in Term 4, 2010.

ERO evaluated literacy teaching and learning in early childhood services in Term 4, 2009 and Term 1, 2010.

This Education Review Office report provides examples of good practice in science teaching for Years 5 to 8, in 13 New Zealand state schools. The evaluation included intermediate schools, contributing schools, full primary schools and a Years 7 to 15 secondary school.