Identity
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 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.
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.
ERO has written this booklet for boards of trustees. It is one of many tools available to help you in your role as a trustee. It focuses on student achievement and wellbeing, and the role the board plays in these two areas. The booklet includes questions and information that will guide you in your discussions with school leaders and as a trustee.
Research evidence shows early in a child’s life is a critical time in terms of the rapid language development that takes place, particularly in the first two to three years.
This evaluation investigated how effectively young children’s oral language learning and development were supported in their early years of education.
In 2014, the Education Review Office (ERO) undertook an evaluation of the extent to which schools were promoting and responding to student wellbeing in primary and secondary schools. This 2016 effective practice report provides further detail about practices in selected schools that promote wellbeing for all students, and describes how these schools respond when concerns, issues or events require more targeted support.
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.
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 report presents the findings of ERO’s evaluation of how well 68 secondary schools in Term 1 2014 promoted and responded to student wellbeing.
This report documents the findings of ERO's evaluation of how well 159 primary schools reviewed in Term 1 2014 promoted and responded to student wellbeing.
This report presents the findings of ERO's 2013 evaluation of principal appraisal in primary and secondary schools.
This report presents the findings of ERO's 2013 evaluation of how schools ensure student safety when recruiting and managing staff. ERO focused on four key areas in this evaluation. To make this report easier for school staff and trustess to consider, the findings, recommendations and self-review tools have been grouped under each of the four headings below:
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 gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.
In this evaluation Partnership with Whānau Māori in Early Childhood Education, ERO focused on the extent to which: