Our research

This report shares some of the strategies and approaches used by schools who had focused on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.

The findings of this evaluation highlight improvements to the quality and consistency of the RTLB service, especially in overall governance and management. 

At Otumoetai Intermediate School, Student Learning Leaders learn how to undertake structured classroom observations focused on teaching and learning. The students and staff discuss the process and its impact.

At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis

Wellbeing for success: a resource for schools has been developed to help schools evaluate and improve student wellbeing. It highlights the importance of schools promoting the wellbeing of all students as well as the need for systems, people and initiatives to respond to wellbeing concerns for students who need additional support.

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).

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.

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.

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.

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.