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Published: 08 Jul 2021
Te reo Māori is a critical part of the learning environment in Māori-medium education.
There is a clear commitment from kōhanga, kura, kaiako, kaimahi, whānau, hapū and iwi to
the revitalisation and resurgence of te reo Māori me ngā tikanga Māori. Intergenerational
transmission of te reo Māori me ngā tikanga Māori is valued and kura view kaumātua and
Published: 08 Jul 2021
A common condition present in Māori-medium education is leaders as visionaries. Leadership is effective, strategic, aspirational, inspirational and innovative, and they encourage these characteristics among staff.
Published: 08 Jul 2021
Across all Māori-medium, a strong foundation built on whanaungatanga and ancestral connections helps learners feel a strong sense of belonging at kura, home and in the wider community. Whakapapa and whanaungatanga underpin all interactions for kura, whānau, kaimahi and learner, with whānau, hapū, iwi and marae communities playing an important role.
Published: 10 Dec 2020
In Aotearoa, Māori-medium education experienced significant disruption when the outbreak of Covid-19 forced kura to close their doors, and whānau and kaiako to adjust to home schooling and distance learning. Among the many challenges were access to technology and resources with Māori communities among the most affected.
Published: 08 Jul 2021
The role of teaching and learning itself is identified as a key condition across Māori-medium education, reinforcing the importance of kaiako, kaimahi and whānau in supporting learner success.
Published: 07 Sep 2020
This poster presents, the indicators from ERO’s Te Ara Poutama|Indicators of quality for early childhood education: what matters most, published in 2020. It shows the outcome indicators, which are the learning outcomes for children from Te Whāriki. It also shows the process indicators for the learning and organisational conditions in early childhood services that support children’s learning outcomes.
Published: 02 Sep 2020
This Judgement Rubric is an evaluation tool for use in ERO’s evaluations of early childhood services and by the services in their internal evaluation. The rubric is based on the indicators in Te Ara Poutama|Indicators of quality for early childhood education: what matters most.
Published: 25 Jan 2017
This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.
Published: 29 Nov 2019
This ERO qualitative case study report undertaken on behalf of Oranga Tamariki captures the voices of children and their whanau who were recipients of the Social Workers in Schools (SWiS) service. SWiS is a government funded, community social work service provided in most English and Māori medium, decile 1-3 primary and intermediate schools.
Published: 19 Feb 2015
This report presents the findings of ERO’s evaluation of how well 68 secondary schools in Term 1 2014 promoted and responded to student wellbeing.
Published: 04 Sep 2017
The collection of videos and publications is called Improvement in Action and illustrates what works to achieve successful outcomes for all children and young people in the education system.
Published: 04 Sep 2017
Engaging in multiple strategies to elicit and respond to student voice ensures that students have direct input into curriculum design.
Published: 04 Sep 2017
A learning community characterised by whanaungatanga and manaakitanga creates the challenge and support needed to develop learning to learn capabilities and achieve successful learning outcomes.
This video was filmed at McAuley High School.
Published: 04 Sep 2017
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
Published: 15 Jun 2017
Curriculum approaches in years 9 and 10 are designed to set students up for success.
Published: 13 Jun 2017
A school principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued. A teacher and members of the Māori community describe how this principal’s leadership has facilitated a reciprocal relationship between the school and their local Māori community.
Published: 04 Sep 2017
An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics at Manurewa Central School.
Published: 04 Sep 2017
At McAuley High School, leaders and teachers actively model learning behaviour for the students including eliciting student feedback on a regular basis
Published: 04 Sep 2017
The senior leadership team are responsible for specific portfolios and work interdependently to realise the shared vision of equity and excellence for all.
Published: 04 Sep 2017
At Manurewa Central School, careful financial management over many years has enabled the provision of high quality facilities and resources that enhance the school environment and learning opportunities available to students and their families and whanau and the community.
