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Published: 01 Jan 2018
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.
Published: 04 Sep 2017
At Otumoetai Intermediate, all teachers are engaged in differentiated professional learning and development. Those with similar goals are ‘buddied’ with another staff member.
Published: 01 Mar 2007
Knowing what students know and can do is fundamental to effective teaching and students’ learning. Teachers need to assess student achievement to know whether or not their teaching is meeting the learning needs of their students.
In 2006, ERO evaluated how effectively schools collected and used assessment information. This report details the findings of that evaluation and recommends what can be done to make assessment practices in schools more effective.
Published: 01 May 2009
This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one about PLD in primary schools and the other is on secondary schools.
This report discusses how well primary schools:
• plan for PLD;
• build a culture in which teachers learn and develop; and
• monitor the effectiveness of teachers’ learning and development.
Published: 01 May 2009
This is one of two national reports by the Education Review Office (ERO) on how well schools manage teachers’ PLD. This one is about PLD in secondary schools and the other is on primary schools.
This report discusses how well secondary schools:
• plan for PLD;
• build a culture in which teachers learn and develop; and
• monitor the effectiveness of teachers’ learning and development.
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: 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.
Published: 01 Jun 2007
ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This report builds on this finding by giving examples of good practice in the collection and use of assessment information in primary schools. The report also includes three detailed case studies.
Published: 01 Jun 2007
ERO evaluated the collection and use of assessment information in schools in 2006. The evaluation concluded that more work can be done to improve assessment practice in schools. This complementary report aims to help secondary schools review their assessment practice. It highlights characteristics common to high quality assessment practices and includes examples of good practice.
Published: 24 Apr 2018
High quality assessment and evaluation allows us to focus on student progress and outcomes at classroom, school and system levels. It helps teachers, schools and systems to report on student achievement across points in time, and provide information for parents, trustees and the public about the quality of education.
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: 12 Apr 2021
This report looks at how well science is led in services and schools, how well science is woven through the curriculum, and how well kaiako/ teachers include science in a responsive curriculum. Each section of this report provides leaders, kaiako, and teachers with reflective questions to consider, which could support improvements. We also identify opportunities for improvement at both the individual service / school level, and for the system.
Published: 03 Mar 2016
In Term 3, 2014, ERO undertook a cluster review of five Puna Whakatupu as part of scheduled education reviews. During the course of these reviews, we identified a range of good practice that was investigated further and has become Tuia te here tangata: Making meaningful connections.
Published: 06 Apr 2011
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.
Published: 30 Apr 2013
ERO guides for parents 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.
How is my child doing? suggests questions parents can ask teachers in primary and secondary schools about their child's learning and wellbeing at school, and what to expect. It also looks at what makes a successful school.
Published: 14 May 2018
The Education Review Office (ERO) has released the latest in its Teaching Strategies that Work series. “Keeping children engaged and achieving in reading” is a description of strategies used by primary schools which have significantly improved their students’ achievement in reading.
Published: 04 Sep 2017
Inquiry is at the heart of what drives improvement and innovation at McAuley High School.
Published: 04 Sep 2017
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.
Published: 04 Sep 2017
At McAuley High School, classroom teacher observations are a frequent occurrence and students report how they regard this as teachers actively modelling learning behaviour.
Published: 04 Sep 2017
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.
