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  1. What matters most in schooling

    The major challenge for the New Zealand education system is achieving equity and excellence in outcomes for an increasingly diverse student population. Although a significant proportion of New Zealand students achieve at the highest levels in core areas such as reading, mathematics and science, our performance in international assessment studies shows persistent achievement disparities, in particular for Maori and Pacific students. Achieving excellence must go hand in hand with achieving equity...

    https://www.ero.govt.nz/publications/effective-school-evaluation/what-matters-most-in-schooling/

  2. ERO report: Keeping children engaged and achieving in mathematics

    Media release – ERO report: Keeping children engaged and achieving in mathematicsThe Education Review Office (ERO) has today released a report aimed at improving achievement in mathematics for children in New Zealand, in the upper primary school years and beyond. “The reason we focused on mathematics in the upper primary school is, while numeracy and mathematics are critical foundation skills for many jobs now and in the future, student achievement levels in mathematics for children in thos...

    https://www.ero.govt.nz/footer-upper/news/ero-report-keeping-children-engaged-and-achieving-in-mathematics/

  3. ERO Insights, April 2019

    Insights Term One 2019Kia ora tātouThroughout ERO, as across the nation, we have all been deeply saddened by the events in Christchurch. This is an atrocity that scars us and causes much need for reflection. Through the last two weeks we have seen outstanding leadership from our school principals and teachers whose communities and families have been devastated by this barbarism. It is truly humbling to work in education alongside professionals who give every day to their communities in the face...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-april-2019/

  4. About ERO reviews

    ERO reviews under COVID 19ERO School ReviewsERO is now resuming longitudinal (1 to 2 year) reviews but will not be restarting other individual school education reviews and reporting until later in the year. However, we do want to capture the learning and innovation that is happening in the sector at this time.During Term 3, ERO will continue to work with schools to collect information for national reporting about: the strategies put in place to contribute to learner success and reengagement in e...

    https://www.ero.govt.nz/how-ero-reviews/information-for-parents/

  5. Introduction

    This report presents ERO’s findings from an evaluation of the quality of schools’ provision for gifted and talented students. It includes information about how well schools support gifted and talented students in achieving to their potential. The report also discusses schools’ areas of strength and the challenges they face in providing for gifted and talented students.Strategic linksNational Administration Guideline 1 (NAG) 1 (iii)(c) requires boards of trustees, through their principals a...

    https://www.ero.govt.nz/publications/schools-provision-for-gifted-and-talented-students/introduction/

  6. ERO Insights - Issue 1 2020

    Kia ora tātou,In this edition of ERO Insights we focus on our recent experiences as a system under the lockdown period, explore some of the challenges that we face going forward as educators and provide some observations about how we might sustain some of the innovation that occurred during Alert Levels 3 and 4. While health considerations remain, the real challenges for our system and the conversations we need to be having are about education and quality teaching and learning!Home Learning TV...

    https://www.ero.govt.nz/footer-upper/news/ero-insights-term-1-2020/

  7. Robust attestation, registration and police vetting

    BackgroundBoth the Ministerial Inquiry and the Parker Report commented on the lack of robustness in processes associated with making decisions about a teacher being of ‘good character and fit to be a teacher’. One way for schools to be confident about whether a person is of good character is through police vetting. Registered teachers are police vetted when they apply for registration or are renewing their practising certificate. Applicants for limited authority to teach are police vetted at...

    https://www.ero.govt.nz/publications/student-safety-in-schools-recruiting-and-managing-staff/robust-attestation-registration-and-police-vetting/

  8. Overview

    Teaching approaches and strategies that workThis evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8). We wanted to learn more about any short-term interventions or long-term strategies that may have been influential in bringing about these positive achievement trajectories. We have shared and discussed our findings from some of t...

    https://www.ero.govt.nz/publications/teaching-approaches-and-strategies-that-work/overview/

  9. Appendix 1: Wellbeing of students in Years 1 to 8

    Although there is not a single measure for student wellbeing, the factors that contribute to it are interrelated and interdependent. For example, a student’s sense of achievement and success is increased by a sense of feeling safe and secure at school and affects their resilience.The findings explored in this section are from international and national research related to the ideas of a sense of belonging and connection to school, achievement, being active, feeling safe and secure, and feeling...

    https://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/appendix-1-wellbeing-of-students-in-years-1-to-8/

  10. References

    Bolstad, R., & Gilbert, J. (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington: Ministry of Education.Chapman, C. (2014). From within - to between - and beyond - school improvement: A case of rethinking roles and relationships. International Conference for School Effectiveness and Improvement. Yogyakarta. Retrieved September 2016, from www.icsei.net/index.php?id=1667CISCO. (2008). Equipping Every Learner for the 21st Century. CISCO White Paper. Re...

    https://www.ero.govt.nz/publications/leading-innovative-learning-in-new-zealand-schools-april-2018/references/

  11. 2017 - Briefing to the incoming Minister

    Ko te Tamaiti te Pūtake o te KaupapaThe Child – the Heart of the MatterPart One - About the Education Review Office The Education Review Office (ERO) is responsible for: evaluating the implementation of government education priorities, programmes and policies across the system evaluating the quality of education and care in schools and early learning services and across Kāhui Ako | Communities of Learning supporting improvement in the performance and operation of our early learning services...

    https://www.ero.govt.nz/publications/briefing-to-the-incoming-minister-2/part-one-about-the-education-review-office/

  12. Overview and next steps

    Going to school is an exciting and challenging time for young children and their families. Moving from early childhood education to school can be a positive and rewarding experience that sets children on a successful pathway. It can also be a period of vulnerability for many children. 1 Effective transitions are critical to the development of children’s self-worth, confidence and resilience, and ongoing success at school. This is a time to build relationships, maintain excitement for learning...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/overview-and-next-steps/

  13. Introduction

    What are Vocational Pathways?Vocational Pathways provide structured ways for students to achieve National Certificate of Educational Achievement (NCEA). The pathways identify a range of Achievement Standards and Unit Standards that prepare students for ongoing education and/or employment in the industry of their choice. It is intended that students will ask teachers or careers advisers for support in using Vocational Pathways to plan a course.As of 2016, there are six colour coded Vocational Pat...

    https://www.ero.govt.nz/publications/vocational-pathways-authentic-and-relevant-learning/introduction/

  14. Appendix 2: Secondary schools and Alternative Education indicator framework

    The indicators below outline of the characteristics of good practice for schools’ use of Alternative Education. These indicators are not an exhaustive list but are designed to provide an outline of the quality expected from schools in their use of Alternative Education. Alternative Education within the school’s strategy for engaging students Alternative Education’s place The school’s use of Alternative Education is part of an overall approach which is predominantly effective at...

    https://www.ero.govt.nz/publications/secondary-schools-and-alternative-education-april-2011/appendix-2-secondary-schools-and-alternative-education-indicator-framework/