- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
ERO recommends that:
- Boards of trustees seek and scrutinise critical information about needs and interests of underachieving students, when setting annual achievement targets. This helps focus their discussions about planning for and resourcing an appropriate response to accelerate progress of target students over the next 12 months.
- School leaders clearly identify those groups of students who need to improve, when planning the actions needed to make the necessary shifts in student achievement. This focuses subsequent teachers’ discussions in the school on to the range of actions that might be needed, including teachers own attitudes and expectations, and the types of expertise that will make the difference for each group (see top half of Figure 1).
- School leaders and teachers seek and use selected supplementary information to clearly identify the strengths, needs and interests of each targeted student, as this ensures any planned interventions are personalised or customised to individual needs.
- School leaders, teachers, targeted students and their parents or whānau ensure the best possible coherence and alignment of their collective actions that accelerate student progress, through managed learning conversations at multiple levels (see bottom half of Figure 1).
- The Ministry of Education review the content of its online guidance resources for school planning and reporting, to:- ensure the guidelines encourage schools to set more challenging targets and increase the visibility of individual student needs when target setting.
- The Ministry of Education sets expectations that actions to achieve acceleration in schools’ annual plans:- clearly set out what trustees, leaders, teachers, students and their parents need to do to accelerate progress, and- can be monitored to ensure they are accelerating progress.