Our research

In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.

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. 

This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.

This national report presents the findings of ERO's recent evaluation of how well early childhood services include children with moderate to severe special needs. This evaluation supports the Government's priority for every child to have the opportunity to participate in early childhood education (ECE).

This report looks at how well New Zealand early childhood services and schools are supporting transitions to school and highlights what's important and examples of good practice.

The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.

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 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.

This national report presents the findings of ERO’s recent evaluation about the extent to which primary schools were using effective strategies to improve outcomes for priority groups of learners. In this report ‘priority learners’ refers to Māori, Pacific, special needs, and students from low income families, who are not achieving at or above National Standards.

This ERO report is part of a series of reports being published over three years about aspects of the implementation of the National Standards in English-medium schools, with students in Years 1 to 8. The report focuses on schools’ progress with reporting to parents in relation to the National Standards.

All children deserve the right to an education including those with special education needs. Through its Success for All policy, the Government expects all schools to demonstrate inclusive practice for children with special education needs by the end of 2014. This report presents the findings of a questionnaire where schools assess their own provisions for students with special education needs. It follows on from a similar report produced in early 2012.

This is ERO’s first national report on CIAGE since The Quality of Career Education and Guidance in Schools in 2006. In this evaluation ERO examined the approach of 44 secondary schools to CIAGE.

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.

ERO has released a series of reports about the National Standards since their introduction in 2010. This latest report focuses on eight schools that are working well with the standards. 

This report is part of a series ERO is publishing over three years about National Standards. A consistent theme in all the reports to date is the need for strong professional leadership to effectively implement and work with the standards. 

This report, Including Students with Special Needs: school questionnaire responses presents the findings from a questionnaire completed by schools reviewed in the first two terms of 2011. It is based on schools’ own views of how well they include children with special needs.

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.

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.

This Education Review Office (ERO) evaluation focused on how effectively reading and writing was taught in the first two years of schooling, and on how well teachers used assessment information to plan and evaluate their teaching.

ERO is interested in what happens in the classroom and also in how parents and the community can help in the education of school students. We have therefore evaluated the way schools engage their parents, whānau and community. The result is a collection of three reports on different aspects of Partners in Learning: the findings of the evaluation; examples of good practice; and the voices of parents. This report sets out the views of parents and others in the community about their role in the education of their children.