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Published: 17 Apr 2020
This ERO case study is part of a wider research by Oranga Tamariki to assess the benefits of SWiS, a government-funded service provided in most decile 1-3 primary and intermediate schools.
Published: 23 Jan 2014
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:
Published: 31 May 2013
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.
Published: 09 May 2022
The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. Auckland in particular has had many lockdowns and is where the majority of Pacific learners live.
Pacific communities have faced the challenges of Covid-19 with resilience and schools have put in a range of responses to support Pacific learners through the disruption. This report shines a light on these challenges and shares successful strategies.
Published: 04 Apr 2018
The Education Review Office (ERO) visited 12 schools to see how they were preparing their students as 21st century learners. Leaders were innovative, rethinking and transforming teaching and learning to equip students with the knowledge, skills and qualifications required for their future. In doing so, they also maximised learning opportunities offered by digital technology and flexible learning spaces.
Published: 28 Sep 2022
ERO looked at how well the education system is supporting disabled learners in schools. This guide provides practical advice and real-life examples of good practice for teachers to support the inclusion and learning success of disabled learners at your school.
Published: 19 Apr 2018
ERO visited Samuel Language Academy in March 2018.
Published: 28 Sep 2022
Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.
Published: 22 Nov 2019
This is a companion report to Developing Key Competencies in Students Years 1 to 8. It explores current thinking about the importance of building the capabilities of young people. It outlines what the Key Competencies (KCs) are, why they are important, New Zealand’s journey with thinking about the nature and potential uses of KCs, and where this development fits in the international context.
Published: 15 Apr 2021
Slides that can be used in presenting information about Te Ara Huarau. It covers what has informed this new approach, principles and values, what will the approach look like and what happens next.
Published: 22 Jun 2023
This guide draws on findings from ERO’s report Long Covid: Ongoing impacts of Covid-19 on schools and learning, providing what we learned from surveying principals, teachers, and learners in 2023.
Published: 13 Jun 2024
In a review of specialist day schools the Education Review Office (ERO) has found that the quality of education for students at specialist day schools is generally strong and that many of these schools are also playing a critical role as experts in supporting disabled learners in non-specialist school settings.
Published: 09 Feb 2015
Children at many schools in New Zealand experience bullying. The Bullying Prevention Advisory Group, set up by the Secretary for Education, has developed a resource called Bullying prevention and response: A guide for schools.
ERO asked 129 schools reviewed during Term 3, 2014 about their use of the guide. Most schools were aware of the resource and more than a third had used it. Schools most commonly used the guide as a tool to review their bullying policies and procedures.
Published: 06 May 2021
This case study explores the impact of the 2020 Covid-19 events on Māori learners in English-medium schools, and the response of leaders, schools and communities in the Bay of Plenty and East Coast regions.
Published: 16 May 2014
In 2013 the Education Review Office (ERO) evaluated the quality of teacher appraisal systems in schools using online surveys of principals and information from 200 school reviews. This report presents the findings of ERO’s evaluation of schools’ approaches to teacher appraisal.
Published: 01 Apr 2012
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.
Published: 01 Jun 2008
In 2008 the Education Review Office evaluated schools’ provision for gifted and talented students.
School boards of trustees, through their principals and staff, are required to use good quality assessment information to identify students who have special needs (including gifted and talented), and to develop and implement teaching and learning strategies to meet the needs of these students.
A group of schools was particularly effective in providing for gifted and talented students and ERO has set out their good practice in this report.
Published: 21 Aug 2010
This report discusses the quality of education at the nine Child Youth and Family (CYF) residential schools. These schools provide education for the young people in New Zealand's Youth Justice and Care and Protection services.The Education Review Office found that the quality of education across most of the CYF schools was not of a consistently high standard. Most of these schools need to make improvements in the delivery of the curriculum, the planning and programme design for individual students, and the processes to transition students to further education, training or employment.
Published: 29 May 2014
This report presents examples of good practice in student engagement and achievement. The examples come from a sample of secondary schools, rated decile 5 or below with rolls of 200 students or more, who had better outcomes for students than other similar schools. ERO visited seven of these schools to find out the secret to their success.
Published: 28 Nov 2016
ERO evaluated the quality of education at the Child Youth and Family (CYF) residential schools. CYF residential schools provide education for young people in Youth Justice and Care and Protection services.
