Our research

I roto i Te Kura Huanui: Ko ngā kura o ngā ara angitu, ko ngā uiui me ngā whānau Māori, kaiārahi, kaiako, kaimahi, kaumātua hoki e tūhura ana i te ngākau titikaha o ngā hapori ki te whakarauora, ki te whakapakari hoki i te reo Māori me ngā tikanga Māori mō ā rātou mokopuna, tamariki, uri whakatupu anō hoki. 

Te Kura Huanui: The treasures of successful pathways and supporting documentaries explore the Māori-medium education pathway, through a rich collection of interviews and research conducted in partnership with early founders, whānau, leaders, graduates, kaiako, kaimahi and kaumatua.

ERO is undertaking a series of evaluations on the implementation of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. This report examines how prepared services are to implement Te Whāriki, including their engagement with professional learning and development, and determining 'what matters here' and next steps.

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

This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. It features strategies and approaches that we observed in 40 primary schools selected from across New Zealand. These schools came from a database of 129 schools, all with rolls of 200 or more, in which the proportion of students in the upper primary years (Years 5 to 8) achieving at or above the national standard had increased. In each case achievement levels were also above average for the decile.

This article originally appeared in ERO Insights - Term 1, 2018 and explores how the ethnic diversity of the primary and secondary school roll has changed in New Zealand since 2009, and whether these changes are leading to more diverse or more segregated schools.

An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.

Professional learning reflects the approach that has been established for students. Learning is differentiated with multiple opportunities for engagement and structure in manageable steps.

This video was filmed at McAuley High School.

Inquiry is at the heart of what drives improvement and innovation at McAuley High School. 

Māori educators and a Māori student draw from their own experiences to discuss the concept of identity and the central role schools play in the identity development of Māori students.

Working together to determine what the collaboration and teamwork looks like on a day-to-day basis has been a critical and continued focus of professional learning and team dialogue at Stonefields School.

At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.

At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.

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.

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.

This guide describes how children can be supported to become confident and capable mathematical learners in the early years.

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 report is one of a series of evaluations ERO has undertaken on how schools are working with the National Standards within The New Zealand Curriculum. In this evaluation ERO used the mathematics learning area and associated standards to look at what schools were doing to raise the achievement of students in Years 4 to 8.

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.

This evaluation looks at the Ako Panuku programme, which is funded by the Ministry of Education for Māori secondary/kura teachers. ERO conducted an online survey of all teachers involved in the programme and also visited a number of schools and kura. Our findings show that a high proportion of teachers found the programme to be highly effective or effective for them. Ako Panuku has had positive outcomes for participants and their students.