Our research

ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.

This ERO qualitative case study report undertaken on behalf of Oranga Tamariki captures the voices of children and their whanau who were recipients of the Social Workers in Schools (SWiS) service. SWiS is a government funded, community social work service provided in most English and Māori medium, decile 1-3 primary and intermediate schools.

Improvement in Action brings to life ERO’s School Evaluation Indicators and illustrates what works to achieve successful outcomes for all children and young people in the education system.

The case studies complement the video sequences in Improvement in Action.

In 2014, the Education Review Office (ERO) undertook an evaluation of the extent to which schools were promoting and responding to student wellbeing in primary and secondary schools. This 2016 effective practice report provides further detail about practices in selected schools that promote wellbeing for all students, and describes how these schools respond when concerns, issues or events require more targeted support.

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 presents the findings of ERO's 2013 evaluation of principal appraisal in primary and secondary schools.

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

This report presents the findings of ERO's 2013 evaluation of how schools ensure student safety when recruiting and managing staff. ERO focused on four key areas in this evaluation. To make this report easier for school staff and trustess to consider, the findings, recommendations and self-review tools have been grouped under each of the four headings below:

This national report is ERO’s seventh report about international students. This evaluation included 95 schools (both primary and secondary) and focused on five aspects in relation to international students – integration, progress and achievement, education programme, pastoral care, overall approach and self review.

This national report gives an insight into what Canterbury schools and early childhood services experienced during and after the earthquakes. It tells their stories and gives good advice about emergency planning for others in the education sector.

This national report combines current research with findings from recent ERO reports about students' transitions between and through schools. The report discusses the important pastoral care and learning support processes needed for successful transitions.

The evaluation looked at four aspects of international education (schools' self review, pastoral care, quality of education and social integration) and concluded that most schools were highly effective or generally effective in all four aspects.

This Education Review Office report provides schools and policy makers with examples of how 10 New Zealand secondary schools successfuly support boys' education. The schools in this study were selected on the basis of their good overall levels of student achievement, previous positive ERO reports and their well-developed pastoral care and support strategies. Five boys' schools and five coeducational schools are used as case studies