Results for "wellbeing"

Displaying Page 3 of 5

  1. Introduction
    • Type: Website page

    IntroductionAdolescents want to test boundaries by exploring relationships with others to determine who they fit in with. They want to successfully navigate the risks that come with increased freedom and independence to determine which risks they are comfortable with, which cause harm and which lead to greater opportunities. They want their friends, family, teachers and other important adults to value and accept them, care for them and be trustworthy. They do this with much humour, creativity an...

    http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/introduction/

  2. Conclusion
    • Type: Website page

    Principals in schools that were well-placed to promote and respond to student wellbeing had systems to ensure school values, curriculum and responses to wellbeing issues were designed in consultation with the school community. They also made sure that these systems were adequately resourced to be a key part of day-to-day practice and were regularly reviewed to monitor their effectiveness. These leaders understood that students needed opportunities to: develop relationships with peers and adults...

    http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/conclusion/

  3. Next steps
    • Type: Website page

    ERO recommends that the Ministries of Education, Social Development and Health together: Work with other government agencies and community representatives to develop a national strategy on teen pregnancy. The strategy would include a focus on improving the education, wellbeing and health of all teen parents and their children. Develop cross-agency individual plans for Teen Parent Unit (TPU) students and their children, drawing on personnel from the unit as well as from community health provid...

    http://www.ero.govt.nz/publications/evaluation-of-teen-parent-units/next-steps/

  4. Sources of wellbeing data for internal evaluation
    • Type: Website page

    Schools already collect data that can deepen knowledge of student wellbeing and the processes supporting it.Data sources may include, but are not limited to: teacher observations in the classroom, the playground and assemblies Wellbeing@School and Me and My School survey results including student, teacher, parent, whanau and community voices. student profiles or portfolios interviews and meetings with parents and whanau student management systems achievement data - national standards, NCEA traum...

    http://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/sources-of-wellbeing-data-for-internal-evaluation/

  5. Next steps
    • Type: Website page

    For the Ministry of Education ERO recommends that the Ministry of Education: reviews the formula used to calculate the Guidance Staffing Entitlement to ensure this funding better aligns with roll size considers ways to support schools and wharekura to appropriately use the Guidance Staffing Entitlement to suit their particular approach and school context provides guidelines/expectations for schools and wharekura about the provision of guidance and counselling provides targeted professional le...

    http://www.ero.govt.nz/publications/improving-guidance-and-counselling-for-students-in-secondary-schools/next-steps/

  6. Wellington Girls' College - a review of student wellbeing
    • Type: Website page

    Wellington Girls' College has a culture of asking questions - Principal The school uses multiple ways to seek feedback about what the school is doing well and what can be done better. These include, for example: principal-parent forums; parent, whanau and fono group meetings; Year 12 leadership forums; Awhina student meetings; Student Council meetings; Year 13 leadership groups; staff learning groups, head-of-department and staff meetings and a range of surveys with students, staff, parents and...

    http://www.ero.govt.nz/publications/internal-evaluation-good-practice/wellington-girls-college-a-review-of-student-wellbeing/

  7. Appendix 2: Food, nutrition and physical activity in previous ERO reports
    • Type: Website page

    Early learning services Working with Te Whāriki and Priorities for Children’s Learning in Early  Childhood  Services  (both 2013) wellbeing and belonging were the strands most commonly referred to in documentation such as planning and assessment records some services lacked planned or enacted curriculum relating to other strands, such as exploration services that effectively used information about children’s learning typically reviewed a variety of topics relating to children’s learn...

    http://www.ero.govt.nz/publications/food-nutrition-and-physical-activity-in-nz-schools-and-early-learning-services/appendix-2-food-nutrition-and-physical-activity-in-previous-ero-reports/

  8. Next steps
    • Type: Website page

    ERO recommends that the Ministry of Education supports all primary schools to undertake the following actions and understand the cumulative effect on Year 7 and 8 students if wellbeing needs are not met in earlier years.ERO recommends that school leaders focus on promoting and responding to student wellbeing by: using a set of agreed goals and targets based on school data, that emphasise student wellbeing, to guide all actions, reviews and improvements so that The New Zealand Curriculum goal of...

    http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/next-steps/

  9. Next steps
    • Type: Website page

    ERO recommends that the Ministry of Education provides examples of possible approaches to student wellbeing that are strongly aligned to the health and physical education learning area and supports the development of the key competencies. ERO recommends that the Ministry of Education supports other relevant government agencies to ensure that programmes developed for schools align with the health and physical education learning area. ERO recommends that the New Zealand Qualification Authority (...

    http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/next-steps/

  10. Findings
    • Type: Website page

    This section explores the overall findings, the key characteristics of each group, what made a difference to the extent schools promoted and responded to student wellbeing, and particular concerns about students in Years 7 and 8.To what extent do schools promote and respond to student wellbeing?ERO found that nearly half of the primary schools promoted and responded reasonably well to student wellbeing as they had positive school cultures and respectful relationships. Another 18 percent had a sl...

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

  11. Schools with good wellbeing practices
    • Type: Website page

    The schools with good wellbeing practices had common themes in their approach to promoting wellbeing for all students and responding to specific wellbeing concerns and issues. The motivation to do better was underpinned by the desire for school to be a good place for students. All of the schools focused on improvement for wellbeing.The following themes were clearly evident in the talk, actions and approaches to wellbeing in the schools with effective practice: We can do better. Improvement focus...

    http://www.ero.govt.nz/publications/wellbeing-for-success-effective-practice/schools-with-good-wellbeing-practices/

  12. Responding to wellbeing issues and concerns
    • Type: Website page

    Circumstances can change very quickly for students and for schools and their communities. The way schools respond to wellbeing related concerns, issues and incidents is closely linked to the way in which their school culture and associated values and beliefs underpin their curriculum and their responses and care decisions.The first step when managing a critical incident or a crisis is to seek additional support to manage the crisis. Evaluation of how the incident was managed will only begin afte...

    http://www.ero.govt.nz/publications/wellbeing-for-success-a-resource-for-schools/responding-to-wellbeing-issues-and-concerns/

  13. Reducing childhood obesity
    • Type: News item

    10 November 2015 Cabinet has endorsed a package of initiatives to both prevent and manage obesity in children and young people aged up to 18 years. As children and young people spend approximately a third of their waking hours during the school term at school, and often more time in early childhood services, these settings are an important environment for influencing their physical activity and food choices. The Health and Physical Education learning area has the underlying concepts of: hauora (...

    http://www.ero.govt.nz/footer-upper/news/reducing-childhood-obesity/

  14. Findings
    • Type: Website page

    This section explores the overall findings, the key characteristics of each group of schools, outcomes for students and what made a difference to how well schools promoted and responded to student wellbeing.To what extent do schools promote and respond to student wellbeing?ERO found that eleven of the 68 secondary schools sampled were well-placed to promote and respond to student wellbeing. These schools had systems that were cohesive and aligned with the school values. Although most students ex...

    http://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/findings/

  15. Introduction
    • Type: Website page

    The Education Review Office (ERO) has written this booklet for boards of trustees. It is one of many tools available to help you in your role as a trustee. It focuses on student achievement and wellbeing, and the role the board plays in these two areas. The booklet includes questions and information that will guide you in your discussions with school leaders and as a trustee.Boards of trustees have a stewardship role that involves planning for, and acting in, the interests of the school and its...

    http://www.ero.govt.nz/publications/school-trustees-booklet-helping-you-ask-the-right-questions/introduction/

  17. Questions about student wellbeing
    • Type: Website page

    Why is student wellbeing important? Boards have a legal responsibility to consider, promote, balance and respond to all aspects of the student, including their physical, social, emotional, academic and spiritual needs. These considerations require deliberate expression and action across all curriculum areas, pastoral care, strategic priorities and teaching practices. What part do trustees play in ensuring student wellbeing? Ensuring student wellbeing is part of the board’s stewardship role. Y...

    http://www.ero.govt.nz/publications/school-trustees-booklet-helping-you-ask-the-right-questions/questions-about-student-wellbeing/

  18. National report summary
    • Type: Website page

    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/

  19. Using evaluation processes and reasoning for improvement
    • Type: Website page

    Context for improvementEvery context is different. It may be that the appointment of a new leader provides the catalyst for change. It may be that external evaluators, by posing ‘stop and think’ questions, motivate leaders and teachers to evaluate aspects of practice to improve outcomes. Whatever the context, engaging in evaluation for improvement is motivated by the need to make changes that will have a positive impact on the learning and wellbeing of all learners. Such change is sustained...

    http://www.ero.govt.nz/publications/effective-internal-evaluation-for-improvement/using-evaluation-processes-and-reasoning-for-improvement/

  20. Next steps
    • Type: Website page

    ERO recommends that early childhood services regularly review and improve the extent to which: educators work in partnership with parents and whānau to support children’s developing social competence, emotional wellbeing and understanding of appropriate behaviour their behaviour management policy or positive guidance procedure, and educator practice, are aligned they have processes to identify children’s challenging behaviours and strategies to respond to them their curriculum assists chi...

    http://www.ero.govt.nz/publications/positive-foundations-for-learning-confident-and-competent-children-in-early-childhood-services/next-steps/