Our research

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.

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 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.

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 ERO report has been written to help schools develop enterprise learning. Seven case studies present the challenges and benefits of enterprise as authentic teaching and learning. Each of these studies show what students have achieved in different enterprise activities. They discuss what leaders and teachers have done; both those who have been supportive of an enterprise learning approach and those who have been hesitant in adapting the way they teach.

This national report focuses on the relevance and usefulness of governance training provided for boards of trustees and whānau in kura, and the extent to which this training has contributed to improvements in the quality of governance. In order to understand the context for kura governance, the report also provides an overview of effective governance practices identified generally throughout the schooling sector.

This national report focuses on the relevance and usefulness of governance training provided for boards of trustees and whānau in kura, and the extent to which this training has contributed to improvements in the quality of governance. In order to understand the context for kura governance, the report also provides an overview of effective governance practices identified generally throughout the schooling sector.