Results for "priority children"

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  1. Appendix 2: A framework for self review

    Accelerating the progress of priority learnersThese questions can be used to review the actions of boards, leaders and teachers to accelerate the progress of priority groups of learners. Priority learners refers to those students who are not achieving at or above National Standards.This framework has been developed from ERO’s evaluation indicators.Self-Review FrameworkBoard of trusteesTo what extent do the board’s processes contribute to improved outcomes for learners, particularly for prior...

    https://www.ero.govt.nz/publications/accelerating-the-progress-of-priority-learners-in-primary-schools/appendix-2-a-framework-for-self-review/

  2. Inclusion of Children with Special Needs in Early Childhood Services

    This national report presents the findings of ERO's recent evaluation of how well early childhood services include children with moderate to severe special needs. This evaluation supports the Government's priority for every child to have the opportunity to participate in early childhood education (ECE).

    https://www.ero.govt.nz/publications/inclusion-of-children-with-special-needs-in-early-childhood-services/

  3. Part two how school leaders and teachers suport children as they settle into school

    Part 2 focuses on what successful transition to school looks like - in particular for children at highest risk of poor outcomes - and the challenges for school leaders and teachers supporting children settling in. Overall evaluation questions What does successful transition to school look like, in particular for priority learners? What challenges are schools experiencing when supporting children to transition? ERO gathered information during regular education reviews in 100 schools during Term...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/part-two-how-school-leaders-and-teachers-suport-children-as-they-settle-into-school/

  4. Overview

    A Government priority is that every child has the opportunity to participate in early childhood education (ECE). This Education Review Office evaluation of how well early childhood services include children with moderate to severe special needs supports this priority.ERO undertook this evaluation in 268 early childhood services (ECS) reviewed in Terms 3 and 4, 2011. Just over a third of services (104) had children with moderate to severe special needs[1] enrolled. The evaluation focused on the f...

    https://www.ero.govt.nz/publications/inclusion-of-children-with-special-needs-in-early-childhood-services/overview/

  5. Conclusion - part two

    Transition to school from an early childhood service is a critical time for children as it sets them on their learning pathway for life. Children who experienced a smooth transition gained confidence in themselves as learners able to manage change. They experienced a consistent educational experience when early childhood services and schools shared a common vision and worked closely with parents and whanau to actively support the children’s learning. The importance of this is very evident for...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/conclusion-part-two/

  6. PART 2: Outcomes for children in early childhood education

    All 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) different environmen...

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

  7. Introduction

    mproving educational outcomes for Māori learners is a key priority for the education sector. The focus of current education strategies is to improve the way the education system assists Māori learners realise their potential. Early childhood services have a key role in building strong learning foundations to enable young children to develop as competent and confident learners.The majority of Māori children (76 percent)1 participating in early childhood education do so in mainstream early chi...

    https://www.ero.govt.nz/publications/success-for-maori-children-in-early-childhood-services-good-practice/introduction/

  8. ERO's overall judgement and criteria for centre and home-based early childhood service reviews

    Very well placed to promote positive learning outcomes for childrenERO finds that the service is consistently effective in promoting positive learning outcomes for children. High quality performance 1 in relation to ERO’s evaluation indicators will be evident.The service will have: systems that promote stability in staffing, leadership and management self review that demonstrates the service is likely to sustain high quality performance. It is likely that the service will have a positive ERO...

    https://www.ero.govt.nz/how-ero-reviews/ero-reviews-of-early-childhood-services-and-kohanga-reo/return-times-for-early-childhood-service-reviews/

  9. Key findings: early learning services

    In order to support oral language learning and development, leaders and teachers in early learning services need to know how children’s oral language develops, recognise the fundamental ways the curriculum can promote rich oral language learning and use deliberate teaching strategies. Professional and pedagogical leadership was critical in building the capability and capacity of teachers to promote and support children’s oral language learning and development. In the services that were stro...

    https://www.ero.govt.nz/publications/extending-their-language-expanding-their-world/key-findings-early-learning-services/

  10. Conclusion

    ConclusionStand Children’s Services is effectively responding to the wellbeing of children that have experienced trauma. Children’s therapeutic care and education (TCE) plans are well known by all staff and identify clear actions to assist the child develop socially and emotionally. Now that all the education units are fully staffed in each village priority should be given to ensuring children’s learning needs are responded to and are evident in the TCE plans. Priority should also be given...

    https://www.ero.govt.nz/publications/an-evaluation-of-stand-childrens-services-childrens-villages/conclusion/