Appendix 1: Indicator framework raising achievement in secondary schools

These indicators should be used in collaboration with ERO’s Evaluation Indicators for Schools (2011).


Overall philosophy and approach




The school’s philosophy or expectations related to improving achievement at NCEA Level 2

  • The school is focused on improving its outcomes for students, especially priority groups, for example: Māori, Pacific, students with special needs, and those from low income backgrounds.
  • The school’s approach has integrity and is focused on supporting student pathways and not just the acquisition of any Level 2 credits
  • The emphasis on improving achievement operates across the school (including senior leadership, middle managers, pastoral and teaching staff.)
  • The school’s approach does not contradict other approaches for priority learners, for example Ka Hikitia and the Pacific Education Plan

As articulated by its leaders

In planning and reporting documentation

Major curriculum documents


  • School leaders provide the ethical example to their staff in focusing on improved student outcomes and the importance of developing innovative approaches for priority learners
  • Leaders ensure that inquiry processes are meaningful, focused on improving student achievement

Inquiry processes




NCEA data analysis

  • The school has analysed its NCEA data for 2011 and 2012 and identified the innovations/improvements required to lift the school’s future achievement at NCEA Level 2 and above
  • The school has a justified, evidenced-based theory explaining individual school leavers, from 2011 and 2012, who did not achieve NCEA Level 2 and what could have been done to better support these students
  • There is a high-level of involvement from staff in terms of understanding the implications of NCEA analysis and knowing what is needed to improve the school’s overall performance in the future
  • School departments are involved in analysing NCEA results and identifying factors that supported and hindered students achieving NCEA Level 2 in their subjects
  • Individual teachers understand what they need to do to contribute to the school’s approach to lifting achievement

NCEA data

Ministry achievement profiles

Self review reports

Attendance data

Literacy and numeracy

Other data

  • The school inquiry processes have involved other forms of data where applicable for example attendance data, retention data, NCEA Level 1, years 9 and 10 achievement information (ie literacy and numeracy)
  • Whānau and iwi consultation is used to understand more about student strengths, needs and aspirations – especially those who have under-achieved
  • Whānau and iwi consultation is used to build partnerships that promote the achievement of Māori children – especially those who have under-achieved

Priority learners

  • The school has reflected on the performance of all its students – especially priority learners - and identified aspects that could improve its responsiveness for individuals and groups
  • The analysis acknowledges the areas where the school has been successful with priority learners

Individual students

  • The inquiry process extends to the level of individual students with the school reflecting on ways it could improve its responsiveness in light of what they learn about the success or otherwise of each student

Implementing innovation and change




Innovation and responsiveness

  • In response to its analysis of NCEA data, the school has implemented curriculum, pastoral and/or support initiatives to improve student achievement, including those focused on increasing the number of students achieving NCEA Level 2 (or above)
  • The initiatives support the development of student pathways, self-management skills and competencies (core competencies and career management competencies) and not just the acquisition of credits
  • The initiatives that the school has developed align with approaches for priority learners, for example Ka Hikitia, and the Pacific Education Plan

School planning

Family involvement

  • Whānau/families provide input in the development and/or support of initiatives that aim to improve student achievement

Consultation data

Increased levels of achievement




Achievement gains

  • The innovations and change designed to improve student achievement show evidence of actually working (there is evidence of a likely connection between an initiative and improvements in achievement data)
  • The achievement gains are significant in terms of the context of the school. For example a school has an increase in the overall number of students achieving NCEA Level 2
  • Groups of students, who received targeted support, improve their performance relative to the rest of the school
  • Individual students, who are targeted for support, improve their performance in measureable ways

Achievement information eg 2012 data