Our research

In improving the teaching and learning of mathematics, leaders and teachers are working to develop safe, collaborative environments where every learner (teachers and students) can access the thinking of others to strengthen their knowledge and understanding.

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.

The team structure in this school supports the professional learning and development of leaders and teachers. Team members discuss their roles, responsibilities and the reciprocal nature of their interactions.

Evaluation and review are the engine room that drives the improvement agenda forward, involving all within the learning community in an ongoing cycle.

Members of a school strategic change leadership team  discuss how a significant drop in the NCEA achievement outcomes of their Māori students, which had been consistently tracking upwards since 2009, created a context that required a critically reflective analysis of both cohort and individual data, alongside a review of the current tracking and monitoring processes and tools.

Curriculum approaches in years 9 and 10 are designed to set students up for success.

A school principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued. A teacher and members of the Māori community describe how this principal’s leadership has facilitated a reciprocal relationship between the school and their local Māori community.

In response to student voice, this school sought external expertise to provide opportunities for the children to learn more about their identity, language and culture. For those involved, the opportunity to develop new knowledge and understandings is just the beginning of the journey.

At this secondary school leaders and teachers have responded to students’ need for more time to achieve their goals. While not mandatory for either staff or students, lunchtime and after school learning sessions have become the norm.

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.

In 2015, ERO investigated target setting in both primary and secondary schools. We focused on the extent to which targeted actions of schools supported accelerated progress for students at risk of not achieving.

The report examines how well 15 of New Zealand's Secondary-Tertiary Programmes (STPs or Trades Academies) are meeting the needs of students at risk of not staying or succeeding in education.

This report documents the findings of ERO’s 2013 evaluation of how well 40 secondary schools analysed and responded to their NCEA data.

This report presents examples of good practice in student engagement and achievement. The examples come from a sample of secondary schools, rated decile 5 or below with rolls of 200 students or more, who had better outcomes for students than other similar schools. ERO visited seven of these schools to find out the secret to their success.

These booklets have been written for everyone who parents a child - those who have care and responsibility for children attending a school. The booklets include questions you can ask, as well as general information that you may find useful. Click on the booklet to read and download.

Your child's education is an overview of education in New Zealand, from early childhood education through to secondary school. The information and questions are a useful insight into what education looks like in New Zealand and the opportunities available to your child.

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 national report presents the findings of ERO’s recent evaluation of the practices used in an initiative to support the improved achievement of a specific group of Year 12 students.

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.

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.