Our research

This report provides findings from ERO's evaluation of how well schools were promoting and supporting student wellbeing through sexuality education.

It includes high-level findings, examples of good practice and recommendations for schools and policy audiences. It is accompanied by a series of short publications for whānau, students, and trustees.

Brochures aimed at students, whānau and Boards of Trustees are also available.

At Manurewa Central School, the relationship between the principal and trustees is described in terms of how trust and confidence is built through effective listening and transparent reporting, interrogation and discussion of information.

At Manurewa Central School, careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community. 

At Invercargill Middle School, the way in which school trustees and leaders work together fosters an appreciative and respectful environment that acknowledges the contributions of everyone in the learning community.

Until recently children with behavioural and social needs were referred to and attended one of six health camps situated across New Zealand. Each of the six health camps had an associated school attached. In 2008 ERO evaluated the quality of provisions for children at the health camps and identified significant areas that needed to improve. ERO recommended that the Ministry of Education examine the role of health camps and their schools within the wider network provision of services for students with moderate to severe behaviour difficulties. 

ERO evaluated how well 35 secondary schools were using Vocational Pathways. While most schools knew about and were using the pathways, they were not fully realising the initiative’s potential. Vocational Pathways can be a valued part of a school’s curriculum for all students when used as more than just an add-on to careers education or course selection processes.  

This ERO evaluation reports on primary schools' progress in relation to the Government's Success for All policy. Success for All is about getting all schools to demonstrate inclusive practice for students with special needs.

ERO evaluated how well schools included students with high needs. Approximately three percent of the student population have significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment. ERO’s evaluation showed that approximately half of the schools in the study demonstrated inclusive practice, while 30 percent had ‘pockets of inclusive practice’ and 20 percent had few inclusive practices.