The driving force behind the Education Review Office | Te Tari Arotake Mātauranga (ERO) is the idea that quality education is the right of every child and young person in New Zealand. We believe that quality education is underpinned by excellent teaching and the creation of learning environments which place the learner and learner outcomes at the centre of all activity.
Successful learning organisations are those that are on a continuous, deliberate and future focussed journey of improvement, using evidence to shape their direction and decision making. These organisations use evidence and evaluation to inform teaching practices and they ensure these practices positively impact all learners, including those who are at risk of poor outcomes.
Our research shows that organisations who effectively use evidence to influence innovation, practice and improvement:
ERO aims to support the improvement of our system, schools and early learning services through its programme of institutional reviews and our national research and evaluation programme. The intention of ERO Insights is to directly communicate our insights, as just one way to contribute to enhancing the quality of our system. We propose to publish four Insights annually, show casing important findings from our work in the sector.
We also aim to use this newsletter as a way of ensuring that those working in early learning services and schools are aware of how we ourselves are continuing to evolve what we are doing to support improvement in our system. To this end and based on feedback from the sector, we have further modified our school reporting approach from Term 4 this year.
The intention is to ensure that ERO positively adds value to the schools that it reviews and the changes that we have made aim to provide greater clarity in ERO’s judgements and clarity in the advice that we provide to schools in respect of the things that they should consider in going forward. The intention of our changes is to provide a strength based assessment of where a school is at and where they need to next focus their attention.
For early learning services our focus at the present time is looking to the level of knowledge and the approaches that services are adopting to come to understand the implications for their service of the recently refreshed Te Whāriki (2017). Over the next 6 months we will be placing an increasing emphasis on the adoption of Te Whāriki in the practices of Early Learning Services.
I look forward to your feedback on this first edition of ERO Insights, which includes:
Chief Review Officer