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This short guide is for school leaders and teachers in schools with primary-aged students. It covers what we found from talking to schools in 2020 about the impact of Covid-19, and shares strategies used by schools to respond to the challenges they faced. It also sets out some actions that could be considered for continuing to support students, parents, whānau and staff in 2021.

Strong connections between schools and parents and whānau are essential to accelerating the achievement of our kids, particularly those at risk of underachieving. This booklet helps parents, families and whānau to form effective relationships and educationally powerful connections. 

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.

Based on surveys and interviews of 25 schools, this report describes the current state of Pacific bilingual units in New Zealand: their philosophy, curriculum, teaching, assessment and transition practices, tracking of learners’ pathways and outcomes, and the support they receive.

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.

វាជាប្រក្លរសំខ្ន់ណាស់តែលក្លរអរ់រំ អាចរំទពញទសចកតីប្ែូវក្លរររស់ទកេងៗ រូករួ្ទំងសិសស្កពីស េ្ន៍ចប្្រុះជាែិសាសន៍។ ទៅកនុងរបាយក្លរណ៍ទនុះ បានរកទ ើញថា សិសសភាេទប្ចើន្កពីស េ្ន៍ចប្្រុះជាែិសាសន៍ បានេេួលទជាេជ័យកនុងក្លរសិកា តែពួកទេបានជួរប្រេុះនូវក្លរប្រក្លន់ពូជសាសន៍ ក្លរ្ិនមានអាករារ់អាន និងភាពខ្វុះខ្ែក្លរយល់ែឹងអំពីវរបធ្៌ររស់ពួកទេ តែលជារញ្ហាកំពុងរីករាលដាលយា៉ាងខ្ាំង ។
 

This guide to using internal evaluation for improvement purposes is published jointly by ERO and the Ministry of Education as a companion to School Evaluation Indicators: Effective Practice for Improvement and Learner Success and is supported by Internal Evaluation: Good Practice.

Public consultation document inviting the public to provide feedback on the substance and scope of the chosen topic of the Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice”.   

We invite your thoughts on the topic and scope of ERO’s Long-Term Insights Briefing: “Responding to Diverse Cultures: Schools’ Practice” to be published by the end of the 2022.

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 expected standard had increased. In each case, achievement levels were also above average for the decile.

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.

Principals and school leaders have taken on a lot of responsibility during the Covid-19 pandemic. The Education Review Office interviewed principals and board chairs and surveyed 1777 principals across the country from May through to September 2020 to understand how they have responded. This summary highlights how those school leaders rose to the challenge.

This document provides a summary of submissions and a decision on the subject matter and scope of the Education Review Office’s 2022 Long-Term Insights Briefing.

Thank you to everyone who took the time to provide a submission. Your input will help build and strengthen our Long-Term Insights Briefing paper.