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  1. Background

    Legislative requirementsEarly childhood services are required to implement suitable human resource management practices. In accordance with the Education Act 1989, if a service is licensed under the 2008 (Early Childhood Services) Regulations then Regulation 47, the Governance, Management and Administration (GMA) Standard, applies and this is assessed using criterion GMA 7[2] (or GMA 6 if a home-based education and care service).Services are required to have documentation and processes for human...

    https://www.ero.govt.nz/publications/improving-quality-employment-responsibilities-in-kindergartens-and-education-and-care-services/background/

  2. National Report Summary - Equity funding in early childhood services

    In 2012-2013, the Education Review Office (ERO) evaluated the use of Equity Funding in early childhood services and also specifically evaluated how Pacific early childhood services used this funding.Equity Funding is one of the Ministry of Education’s current funding schemes for eligible early childhood services to support and enrol vulnerable children.ERO has published two complementary reports to discuss the findings of these evaluations. As well as good practice examples and self-review que...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-early-childhood-services/national-report-summary-equity-funding-in-early-childhood-services/

  3. National Report Summary - Equity funding in early childhood services

    In 2012-2013, the Education Review Office (ERO) evaluated the use of Equity Funding in early childhood services and also specifically evaluated how Pacific early childhood services used this funding.Equity Funding is one of the Ministry of Education’s current funding schemes for eligible early childhood services to support and enrol vulnerable children.ERO has published two complementary reports to discuss the findings of these evaluations. As well as good practice examples and self-review que...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-pacific-early-childhood-services/national-report-summary-equity-funding-in-early-childhood-services/

  4. Overview

    In 2011, the ECE (early childhood education) Taskforce report, An Agenda for Amazing Children[1] recommended an evaluation of the implementation of the early childhood curriculum, Te Whāriki.[2] In response, ERO conducted a national evaluation that investigated:How effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner?Findings from this national evaluation are published in two re...

    https://www.ero.govt.nz/publications/priorities-for-childrens-learning-in-early-childhood-services/overview/

  5. Appendix 5: ERO's literature review of risk factors to Year 9 school success

    In May 2016, ERO completed a literature review (see below) of the risk factors likely to be important in Year 9 Plus outcomes in 2016, using a social investment approach. We did this as background for the student voice interviews we undertook later that month. The highest risk factors found in the review to be significant to later educational success after Year 8 in schooling are in Figure 17. Figure 17: Risk Factors to Year 9 student engagement and achievement Family background Household...

    https://www.ero.govt.nz/publications/year-9-plus-2016-the-first-year-year-9/appendix-5-eros-literature-review-of-risk-factors-to-year-9-school-success/

  6. Overview

    In 2011, the ECE (early childhood education) Taskforce report, An Agenda for Amazing Children,[1] recommended an evaluation of the implementation of the early childhood curriculum Te Whāriki.[2] In response, ERO conducted a national evaluation that investigated:How effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner?Findings from this national evaluation are published in two re...

    https://www.ero.govt.nz/publications/working-with-te-whariki/overview/

  7. Appendix 1: Evaluation Rubric

    A rubric was developed to define preparedness and was used to make an overall “best-fit” judgement about preparedness in each early learning service in the sample. The rubric was developed from the following information: expectations in Te Whāriki key messages in the webinars on Te Whāriki online key messages included in the resources and guidance material on Te Whāriki online. Te Whāriki notes:The expectation is that each ECE service will use Te Whāriki as a basis for weaving with chil...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/appendix-1-evaluation-rubric/

  8. Part 2: Outcomes for children in early childhood education

    IntroductionAll licensed early childhood services are required to meet regulated standards, employ qualified teachers or meet other qualification requirements, and implement a bicultural curriculum. While unified at a policy level, the early childhood education sector in Aotearoa New Zealand is diverse.This diversity includes: different cultural perspectives structural differences (sessions or full day programmes) organisational differences (kindergartens or education and care services) differen...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-2-outcomes-for-children-in-early-childhood-education/

  9. Introduction

    This report investigates whether early childhood services provided a curriculum that promoted positive learning outcomes for infants and toddlers and enabled them to become competent and confident communicators and explorers. The goals in the communication and exploration strands of Te Whāriki are the foundation for children’s future learning.ERO’s evaluation was prompted by recent reports that highlighted the need to focus on how infants and toddlers are supported in New Zealand’s early...

    https://www.ero.govt.nz/publications/infants-and-toddlers-competent-and-confident-communicators-and-explorers/introduction/

  10. Overview

    In May 2010 ERO’s report Success for Māori Children in Early Childhood Services identified that:One of the biggest challenges for early childhood managers and educators is to understand, review and develop processes that enable them to listen, respect and respond to what parents and whānau of Māori children expect of the service. To make such a commitment, early childhood services have to find out about parents’ aspirations and expectations, and acknowledge and respond to these in authent...

    https://www.ero.govt.nz/publications/partnership-with-whanau-maori-in-early-childhood-services/overview/

  11. Conclusion

    In this evaluation, ERO was interested in how effectively early childhood services were using Equity Funding to achieve the funding’s overall objectives. These are to: reduce educational disparities between different groups in New Zealand reduce barriers to participation faced by under-represented groups in early childhood services support services to raise levels of educational achievement for these children. The findings indicate that nearly two-thirds (61 percent) of services that received...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-early-childhood-services/conclusion/

  12. Te Uepū ā-Motu

    Scheduled Reviews for Term 4 2019 Includes Kura a-Iwi, Kura Kaupapa Māori, Kura Motuhake, Kura Kaupapa Māori Te Aho Matua, Kōhanga Reo, Puna Reo, Early Childhood Immersion Centres. Updated October 2019. ECE Te Kohanga Reo ki Papatoetoe Whanau Te Puna Reo o Nga Kakano Te Kohanga Reo o Te Kotahitanga Te Kohanga Reo o Tauparanui Te Kohanga Reo o Turi Pae Whenua Koraunui Te Tohunga Reo Te Kohanga Reo o Ngā Mokopuna o Te Matai Te Kohanga Reo o Otupango Te Kohanga Reo o Tu Roa Te Puna Kohungahung...

    https://www.ero.govt.nz/footer-upper/forthcoming-reviews/te-uepu-a-motu/

  13. Introduction

    The Education Review Office (ERO) gathers system-wide information on a variety of educational issues, reporting on overall sector performance and highlighting good practice.This retrospective study synthesises findings from 17 national evaluation reports1 about curriculum implementation in early learning services published over the last ten years.While the national evaluations over this time have not covered every aspect of early childhood curriculum, they provide an insight and consistent mess...

    https://www.ero.govt.nz/publications/early-learning-curriculum/introduction/

  14. Part 3: Complementary approach to evaluation in hospital-based service reviews

    ERO’s external evaluation process is both proportional and responsive to the service’s internal evaluation. It responds to the hospital-based service’s overall capacity and capability to evaluate and improve its own performance. ERO’s external evaluation also has a role to play in building the evaluation capacity of each service according to its context.Diagram 1: Responsive approach to evaluationAn evaluation approach that balances external ERO evaluation with service's internal evaluat...

    https://www.ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-3-complementary-approach-to-evaluation-in-hospital-based-service-reviews/

  15. Background

    The Ministry of Education’s Annual Report (2009) identified that a disproportionate number of Pacific students were not developing required literacy and numeracy skills in line with their peers.Both national and international surveys of educational attainment at primary level show that Pacific students overall are achieving at lower levels than their peers. The 2005/06 Programme for International Reading Literacy Study (PIRLS) survey identifies that 16 percent of Pacific students were less lik...

    https://www.ero.govt.nz/publications/promoting-pacific-student-achievement/background/