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  1. National report summary

    All young people want the same things. Things like being included, learning, taking risks and experiencing success, having friends who value and accept them, and feeling competent and confident. They want teachers to be interested in them, to care for them and be trustworthy. Likewise, parents want similar things for their children. To be happy at school, to feel safe, to be understood, to be well cared for by other adults, to relate well to others and become independent, and to experience suc...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/national-report-summary/

  2. 05 Improving children’s mathematics learning and achievement through the use of flexible, multi-ability grouping of children

    ERO’s February 2013 report Mathematics in Years 4 to 8: Developing a responsive curriculum, found many schools used practices such as ability grouping within and across classes without any evidence they improved outcomes for children. Research shows this particular practice seriously disadvantages those who find themselves in lower groups. Such children typically find themselves shut out of much of the curriculum, lose confidence in their ability to be learners of mathematics, and acquire deep...

    http://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/mathematics-approaches-and-strategies-that-worked/05-improving-childrens-mathematics-learning-and-achievement-through-the-use-of-flexible-multi-ability-grouping-of-children/

  3. Section Five: Perspectives on the desired outcomes of student wellbeing

    In schools where student wellbeing is promoted and responded to, the following perspectives from students will be evident. Student perspectives Belonging and connection I am valued and accepted and have opportunities to make a positive contribution to my wellbeing, learning and culture of my school. I feel proud to be part of my school. I have lots of different friends at school. I like my school, my teachers and my friends. My whānau like my teachers and they are involved in lots of things a...

    http://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-five/

  4. St Clair School

    Key points Quality learning throughout the school develops student agency Variety of activities and provision for different kinds of learning drive high levels of engagement A clear, evidence-based purpose for the use of digital technology and the flexible learning space (FLS) Digital technologies are appropriately integrated into the curriculum and facilitate parental involvement in their children’s learning Use of the FLS encourages and necessitates deeper collaboration between teachers. Int...

    http://www.ero.govt.nz/publications/leading-innovative-learning-in-new-zealand-schools-april-2018/school-stories/st-clair-school/

  5. 04 Raising expectations and improving outcomes for Māori and Pacific students

    ERO’s June 2010 report Promoting Success for Māori students: Schools’ Progress highlighted the importance of good classroom teaching and better relationships for raising achievement expectations and enhancing outcomes for Māori students.The students at ROSCOMMON SCHOOL are mostly Māori and Pacific; historically, many had experienced little success with mathematics. Teachers enjoyed good relationships with the students but realised that this was not enough: they needed to start expecting m...

    http://www.ero.govt.nz/publications/teaching-strategies-that-work-mathematics/mathematics-approaches-and-strategies-that-worked/04-raising-expectations-and-improving-outcomes-for-maori-and-pacific-students/

  6. 7. Fully engaging children in learning through an innovative curriculum

    Sylvia Park School in Auckland has well over 500 children in Years 1 to 8. Almost half are of Pacific ethnicity and more than one-third Māori. Of the remainder, a significant number are Asian.ERO saw that from the time they started school until they left at the end of Year 8, children were engaged in learning that motivated them because it linked to their homes and communities and to national and world events and issues. Learning was more than a pen-and-paper or information technology exer...

    http://www.ero.govt.nz/publications/teaching-approaches-and-strategies-that-work/fully-engaging-children-in-learning-through-an-innovative-curriculum/

  7. Findings

    The findings of this report are divided into the following sections: case studies (Schools A to J);   key strengths for the case study schools; and key challenges for these schools. The majority of the findings section is dedicated to the 10 individual case studies. Each case outlines the context in which the schools operate as well as two or three initiatives or approaches that have especially supported the education of boys.The sections dealing with the key strengths and key challenges faced...

    http://www.ero.govt.nz/publications/boys-education-good-practice-in-secondary-schools/findings/