Search

Good classroom behaviour is critical for creating learning environments in which students can learn and achieve, and teachers can be most effective. But ensuring positive behaviour isn’t just up to schools – it requires shared responsibility and deliberate, joint actions. This report describes the challenging behaviours teachers face in schools, the impact of those behaviours, and recommendations for action. Our companion good practice report also shares examples of how teachers and schools can effectively manage behaviour.

This short report, aimed at secondary school leaders, sets out how prepared students and schools felt ahead of the Covid-19 lockdown in August and provides recommendations for how schools can support their students as they return to the classroom. 

While there are a range of factors that impact on attendance, our research shows that some are more important than others. This report sets out the drivers of attendance that have the biggest impact on whether learners go to school regularly. These include parents’ attitudes, learners’ attitudes, and how learners experience school.  

The Education Review Office (ERO), in partnership with the Human Rights Commission (HRC) and the Office for Disability Issues (ODI), looked at how well the education system is supporting disabled learners in schools. We found that we need to improve education for disabled learners so they can thrive. This report describes what we found and what is needed to significantly improve education for these priority learners.

ERO has a comprehensive and fast-tracked work programme underway to understand the ongoing impact of Covid-19 on students, services and schools, and on teaching and learning in Aotearoa New Zealand in the English and Māori medium education sectors.

This short guide for whānau and parents draws on ERO’s new report, Starting Schools Together: What Do We Know? to provide insights about what cohort entry means for how your child transitions from early learning to a cohort entry school.

This guide for boards draws on findings from ERO’s report Starting School Together: What Do We Know? and provides insights from schools that have changed to cohort entry. 

ERO looked at how well the education system is supporting disabled learners in schools. This guide provides practical advice and real-life examples of good practice that will be useful for principals, senior leadership, and learning support leaders.

To understand what the challenges of Covid-19 were in 2020 and how schools responded, the Education Review Office spoke to schools and surveyed over 2500 principals and teachers across the country. This report presents our findings on how Covid-19 impacted students, teachers and schools, how schools responded and what they learnt, and the challenges schools expect they might face in future alert level changes.

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.

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change and can be an uncertain time. Since 2018, schools have been able to have children start in groups at certain dates during the year. This is called cohort entry. ERO found that cohort entry has a range of benefits for children’s wellbeing and learning, schools’ ability to structure transitions more easily, and for teachers due to fewer disruptions and more time to teach.

This guide is for school leaders who have, or are considering referring learners to Alternative Education.

Disabled learners have the right to enrol and receive a quality, inclusive education at their local school. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, are more likely to complete secondary schooling and to go on to further study and employment. This study looked at how well the education system is supporting disabled learners. It found we need to improve education for disabled learners so they can thrive.

A quality, inclusive education makes a huge difference for disabled learners. With good education, these children and young people have better learning and life outcomes, and are more likely to complete secondary schooling and go on to further study and employment. ERO looked at how well the New Zealand education system is supporting these learners, to get a good understanding of what’s working and what needs to improve.

This report shares strategies and approaches from schools that had contributed to improving achievement by developing genuine learning partnerships with parents. It also includes some simple strategies a few of the schools used to involve parents more in supporting the things children were learning at school.

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.

Going to school is critical for our children’s futures. The evidence is clear that every day of school matters, missing school leads to lower achievement.  In New Zealand, learners are expected to attend school every day the school is open. And yet many don’t. New Zealand has lower attendance than other countries and alarmingly attendance is falling.