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  1. Overview and next steps

    Overview and next stepsGood quality early childhood education and care for infants and toddlers has lasting benefits for children and their parents and whanau. 1 This time is a critical and fundamental period of development for children as it lays the foundations for lifelong learning. The communication and exploration strands of Te Whāriki, the Ministry of Education’s curriculum for early childhood, are crucial to these foundations. 2The number of infants and toddlers participating in earl...

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

  2. Appendix 2:

    Adolescent Health Research Group. (2009) The Social Climate of Secondary Schools in New Zealand. Auckland: University of Auckland. Akey, T. (2006) School Context, Student Attitudes and Behaviour, and Academic Achievement: An Exploratory Analysis. New York: MDRC. Bishop, R, M Berryman, T Tiakiwai and C Richardson. (2003) Te Kōtahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education. Blatchford, P, S Hallam, J Ireson, P Kutnick and...

    https://www.ero.govt.nz/publications/evaluation-at-a-glance-transitions-from-primary-to-secondary-school/appendix-2/

  3. Introduction

    Each child and young person's parents and whānau are their first and most important teachers. Building educationally powerful connections and relationships between parents, whānau and schools is vital for each child and young person's ongoing learning and success.Educationally powerful connections and relationships: are learning-focused support the two-way sharing of expertise in ways that acknowledge, understand and celebrate similarities and differences. Why are educationally powerful connec...

    https://www.ero.govt.nz/publications/educationally-powerful-connections-with-parents-and-whanau/introduction/

  4. Introduction

    On 1 July 2010, there were 9,661 international students enrolled in 580 New Zealand schools.[3] The education of these students is of significance to New Zealand’s economy and relationships with other countries. International students are entitled to receive high quality care while studying in New Zealand.In July 2010 these international (fee paying) students comprised 1.3 percent of the New Zealand school population.[4] Most came from Asia (89 percent), with the majority from South Korea, Chi...

    https://www.ero.govt.nz/publications/schools-provision-for-international-students-2/introduction/

  5. Appendix 2: Evaluation prompts

    The evaluation question: To what extent had the school undertaken deliberate actions that led to an increase in the number of students achieving at or above the National Standards (mathematics, reading and writing) expectation for their year group. Great extent: many students accelerating progress, actions strategic and coherent i.e. school wide and classroom innovations, and the school knows how to extend reach. Some extent: some students accelerating progress, and some strategic actions. Minim...

    https://www.ero.govt.nz/publications/raising-achievement-in-primary-schools/appendix-2-evaluation-prompts/

  6. Executive summary

    Self review enables early childhood services to evaluate what they do to improve the quality of education provided for children. All licensed and chartered early childhood services are currently required to review their policies, programmes and practices. These requirements are set out in the Education (Early Childhood Centres) Regulations (1998) and in charter agreements based on the Revised Statement of Desirable Objectives and Practices (1996).The Education Review Office (ERO) undertook a n...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/executive-summary/

  7. Conclusion

    The findings of this evaluation highlight what some early learning services and schools were doing to support oral language learning and development in the early years. They highlight the need for additional guidance for services and schools to increase awareness of the importance of oral language in the wider context of the curriculum and children’s learning.Services and schools varied in their positioning of oral language as a formal and intentional part of their curriculum and teaching prog...

    https://www.ero.govt.nz/publications/extending-their-language-expanding-their-world/conclusion/

  8. Overview

    Links between schools in lower income areas and high rates of suspensions and stand‑downs1 with poorer academic results2 are evident in New Zealand. In keeping with international data, stand-down and suspension rates drop and achievement rises as the school decile rises.3Organisation for Economic Co-operation and Development (OECD)4 reporting recognises that many New Zealand students achieve well academically. However, there remains considerable disparity between the highest and lowest achi...

    https://www.ero.govt.nz/publications/towards-equitable-outcomes-in-secondary-schools-good-practice/overview/

  9. What to look for in an early childhood education service

    This section describes what children experience and do, what adults do and what the environment looks like, in a high quality early childhood education service.ERO uses specially designed indicators to decide how good an early childhood education service is. These are set out in two publications: Evaluation Indicators for Education Reviews in Early Childhood Services and Evaluation Indicators for Education Reviews in Kōhanga Reo. This section is based on these two documents. You can also see...

    https://www.ero.govt.nz/publications/early-childhood-education-a-guide-for-parents/what-to-look-for-in-an-early-childhood-education-service/

  10. Conclusion

    ERO’s evaluation has highlighted the variability across early childhood services in how well they identify and respond to their priorities for children’s learning. While most services have identified their priorities, in many these were not reflected in their curriculum and associated assessment and self-review practices.ERO is concerned that assessment remains an area for improvement in many services. ERO’s report, The Quality of Assessment in Early Childhood Education, November 2007,[29]...

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

  11. Overview

    This report provides findings from ERO's evaluation of how well schools were promoting and supporting student wellbeing through sexuality education.It includes high-level findings, examples of good practice and recommendations for schools and policy audiences. It is accompanied by a series of short publications for whānau, students, and trustees.Comprehensive sexuality education can equip students with the skills, attitudes and understanding necessary to support positive environments for all st...

    https://www.ero.govt.nz/publications/promoting-wellbeing-through-sexuality-education/overview/

  12. 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/

  13. 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/

  14. 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/

  15. 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/

  16. 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/

  17. 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/

  18. 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/