Our research

Data and information about teaching and learning is made highly visible and the interpretation and response are a collaborative process. Leaders and teachers reflect on the role of data in professional relationships and how an open approach builds capability and confidence to respond to the challenges that need to be addressed.

The provision of opportunities for collaborative professional learning are designed to build adaptive expertise through enabling the participation and contribution of all staff members.

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 guide describes how children can be supported to become confident and capable mathematical learners in the early years.

This report presents the findings of ERO’s evaluation of the Ministry of Education's initiative, Achievement 2013-2017.

The Prime Minister’s Youth Mental Health Project aims to improve the mental health of young people aged 12 to 19 years. One initiative of this project is a national evaluation of the current provision of guidance and counselling in schools.

The Education Review Office (ERO) evaluated how well 44 schools and five wharekura provided guidance and counselling for students.

This report presents the findings of three online surveys about the current provision of guidance and counselling in schools with students in Years 9 to 13. This is the first phase of work being undertaken by ERO as part of the Prime Minister’s Youth Mental Health Project.

This is the first in a series of evaluations related to principal and teacher appraisal in New Zealand schools. These evaluations are intended to provide information to help boards and school leaders strengthen appraisal practice and links with school development to improve outcomes for their students.

This report is one of a series of evaluations ERO has undertaken on how schools are working with the National Standards within The New Zealand Curriculum. In this evaluation ERO used the mathematics learning area and associated standards to look at what schools were doing to raise the achievement of students in Years 4 to 8.

This report is the second in our Evaluation at a Glance series. It is a synthesis of material from 15 national evaluations and reports of good practice published in the last four years that, taken together, reveal three key issues facing New Zealand’s education system. 

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 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 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.

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.