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Wellbeing for success: a resource for schools

Published: 21 Mar 2016

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.

Audience:: Education; Parents; Schools

Content type:: Research

Topics:: Wellbeing; Mental health; Resilience; Whanaungatanga; Hauora; Health and Physical Education; Resource Teachers: Learning and Behaviour (RTLB)

Starting School Together: What Do We Know?

Published: 26 May 2022

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

Audience:: Academics; Early learning; Education; Parents; Schools

Content type:: Research

Topics:: Te Ihuwaka; Te Ihuwaka | Education Evaluation Centre

Including Students with High Needs Primary Schools

Published: 10 Jul 2013

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.

Audience:: Education; Māori-medium; Parents; Schools

Content type:: Research

Topics:: High needs; Special education; Inclusion; Ethical standards; Stand Children's Services Tu Maia Whanau; Inclusive practices; Group Special Education (GSE); Resource Teachers: Learning and Behaviour (RTLB); Primary

Student Safety in Schools Recruiting and Managing Staff

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:

Audience:: Schools

Content type:: Research

Topics:: Safety; Vulnerable Children's Bill; Board of Trustees; New Zealand School Trustees Association (NZSTA); School policies and procedures

Covid-19: Impact on schools and early childhood services - Interim Report

Published: 28 Aug 2020

ERO has a comprehensive and fast-tracked work programme underway to understand the ongoing impact of Covid-19 on students, services and schools, and on teaching and learning in Aotearoa New Zealand in the English and Māori medium education sectors.

Audience:: Early learning; Education; Parents; Schools

Content type:: Research

Topics:: COVID-19; Early childhood services; Schools; Te Ihuwaka | Education Evaluation Centre

Supporting school improvement through effective principal appraisal

Published: 16 May 2014

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

Audience:: Schools

Content type:: Research

Topics:: New Zealand School Trustees Association (NZSTA); Board of Trustees

Science in New Zealand schools and early childhood services - series summary

Published: 12 Apr 2021

Science is important – we rely on science and scientific thinking in almost every endeavour in our modern society. High quality science education at school is essential for learners who want a career in science, but it is also important for all learners to help them understand the scientific issues that whānau, communities, and nations face. Issues such as climate change, healthy living, and innovation all depend on science.

Audience:: Early learning; Education; Schools

Content type:: Research

Topics:: Science; Early learning; Early childhood services; Integrated schools; State schools

Starting School Together: What Do We Know About Cohort Entry? Summary

Published: 25 May 2022

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change and can be an uncertain time. Since 2018, schools have been able to have children start in groups at certain dates during the year. This is called cohort entry. ERO found that cohort entry has a range of benefits for children’s wellbeing and learning, schools’ ability to structure transitions more easily, and for teachers due to fewer disruptions and more time to teach.

Audience:: Academics; Early learning; Education; Parents; Schools

Content type:: Research

Topics:: Te Ihuwaka; Te Ihuwaka | Education Evaluation Centre

Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners

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.

Audience:: Education; Schools

Content type:: Research

Topics:: Te Ihuwaka; Te Ihuwaka | Education Evaluation Centre

Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners - Summary

Published: 06 May 2022

The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. ERO’s new report, Learning in a Covid-19 World: The Impact of Covid-19 on Pacific Learners, looks closely at the achievement, attendance, mental health and wellbeing, school contexts, and education pathways of Pacific learners over this time. The report shines a light on challenges and shares successful strategies.

Audience:: Education; Schools

Content type:: Research

Topics:: Te Ihuwaka; Te Ihuwaka | Education Evaluation Centre

Including Students with High Needs

Published: 30 Jun 2010

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.

Audience:: Education; Māori-medium; Parents; Schools

Content type:: Research

Topics:: High needs; Special education; Inclusion; Ethical standards; Stand Children's Services Tu Maia Whanau; Inclusive practices; Group Special Education (GSE); Resource Teachers: Learning and Behaviour (RTLB)