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Published: 11 Jun 2017
Data and information about teaching and learning is made highly visible and the interpretation and response are a collaborative process. Leaders and teachers reflect on the role of data in professional relationships and how an open approach builds capability and confidence to respond to the challenges that need to be addressed.
Published: 31 Mar 2021
This section explains what reviews we do and how we review your early childhood service. This includes centre-based, home-based and hospital-based education and care services. It explains our different approaches to reviews Akanuku | Assurance Reviews, Akarangi | Quality Evaluations and Education Reviews.
Published: 12 Apr 2021
Read about our we conduct education reviews of hospital-based education and care services. This page also includes all of the documents that services need to complete as part of their review including a letter, assurance statement, statistical information and self-reports.
Published: 31 Mar 2021
Read about our we conduct Akanuku | Assurance Reviews of early childhood services. This page also includes all of the documents that services need to complete as part of their review including a letter, assurance statement, and statistical information.
Published: 31 Mar 2021
Read about our we conduct Akarangi | Quality Evaluations of early childhood services. This page also includes all of the documents that services need to complete as part of their review including a letter, assurance statement, and statistical information.
Published: 30 Jul 2015
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.
Published: 19 Jan 2021
This short guide is for early childhood education leaders and kaiako. It covers what we found from talking to services in 2020 about the impact of Covid-19, and shares strategies used by services to respond to the challenges they faced. It also sets out some actions that could be considered for continuing to support children, parents, whānau and staff in 2021.
Published: 12 Jun 2017
In response to student voice, this school sought external expertise to provide opportunities for the children to learn more about their identity, language and culture. For those involved, the opportunity to develop new knowledge and understandings is just the beginning of the journey.
Published: 04 Sep 2017
Leadership engages in collaborative consideration of the evidence to inform a considered response to issues identified. Solutions are sought only after a thorough analysis of the problem and consideration of the evidence about what is likely to make the most difference. The implementation of new initiatives is closely evaluated.
Published: 04 Sep 2017
In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.
Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue. Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.
Published: 10 Dec 2020
Early childhood education services had to quickly adapt to changing requirements and periods of uncertainty due to Covid-19. During lockdown, services had to transition to supporting children to learn from their homes. After lockdown, they had to support children to return to services and continue their learning in a Covid-19 world. This summary highlights the efforts of early childhood services to support students and their whānau.
Published: 04 Sep 2017
Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.
Published: 04 Sep 2017
Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.
Published: 04 Sep 2017
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
Published: 15 Jun 2017
Curriculum approaches in years 9 and 10 are designed to set students up for success.
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.
