Results for "whanau"

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  1. PART 4: ERO’s Framework for review - Ngā Pou Here

    Ngā Pou Here is a metaphor used to frame the early childhood education review methodology. Ngā Pou Here is about the factors that affect the capacity of early childhood services to promote positive learning outcomes for children. Tamariki/children are at the centre of ERO’s focus.The use of Māori terminology and concepts in Ngā Pou Here is one strategy ERO uses to realise its commitment to equitable outcomes for Māori. Review officers and early childhood services can use the Māori t...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/part-4-eros-framework-for-review-nga-pou-here/

  2. 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/

  3. Part 4: ERO's framework for review - Ngā Pou Here

    IntroductionNgā Pou Here is a metaphor used to frame the early childhood education review methodology.Ngā Pou Here is about the factors that affect the capacity of early childhood services to promote positive learning outcomes for children. Tamariki/children are at the centre of ERO’s focus.The use of Maori terminology and concepts in Ngā Pou Here is one strategy ERO uses to realise its commitment to equitable outcomes for Māori.Review officers and early childhood services can use the...

    https://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-home-based-education-and-care-services/part-4-eros-framework-for-review-nga-pou-here/

  4. 05 Comprehensive information enables parents to support their child's learning at home

    Two barriers ERO identified in the 2015 report Educationally powerful connections with parents and whānau were a lack of assessment for learning and limited school-wide response to engaging with parents.Leaders and teachers at SYLVIA PARK SCHOOL took a deliberate approach to remove these and other barriers, and aimed to develop genuine reciprocal relationships with parents that ultimately benefited children, teachers and families.They quickly carried out comprehensive assessments with children...

    https://www.ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/05-comprehensive-information-enables-parents-to-support-their-childs-learning-at-home/

  5. Introduction

    All children experience changes in the way they are expected to learn and behave when they start school. The changes in relationships, teaching style, environment, space, time, contexts for learning and learning itself place considerable demands on children and their families. Thorough transition planning, including communicating well with a child’s parents and whanau, helps ensure a smooth transition to school.Much of the New Zealand and international research about transition to school focus...

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

  6. Section Two: Wellbeing Indicator Framework

    This section contains the Wellbeing Indicator Framework and the indicator tables.The Wellbeing Indicator Framework has been organised into three interrelated and interdependent parts. They are – A Culture of Wellbeing: Values and Practice; Ako: Learning, Teaching and Curriculum; Systems, People and Initiatives.Each part of the Wellbeing Indicator Framework is described below:A Culture of Wellbeing: Values and Practice describes the expressed values, school aspirations and stated objectives for...

    https://www.ero.govt.nz/publications/wellbeing-for-success-draft-evaluation-indicators-for-student-wellbeing/section-two-wellbeing-indicator-framework/

  7. 02 Using and responding to an inquiry to improve learner-centred relationships with parents

    ERO's report Raising student achievement through targeted actions stresses the importance of school leaders in increasing children's progress. Leaders designed, resourced and carried out targeted actions that focused on improving both student outcomes and teaching. Leaders spread the actions across the teaching staff by using in-school expertise to accelerate learning. They aimed to have all children succeed.Leaders at ORATIA SCHOOL saw the advantages of including parents when introducing any n...

    https://www.ero.govt.nz/publications/building-genuine-learning-partnerships-with-parents/02-using-and-responding-to-an-inquiry-to-improve-learner-centred-relationships-with-parents/

  8. Leadership in practice

    In this section we highlight examples of effective leadership in practice. The section is divided into the six leadership evaluation indicators and under each we discuss ERO's findings, highlight effective practice and indicate areas for improvement.Establishing goals and targets  This indicator focuses on the leaders role in developing a school's vision, values, strategic direction, goals and targets. In this section you can read examples of effective engagement with parents and whanau; settin...

    https://www.ero.govt.nz/publications/school-leadership-that-works/leadership-in-practice/

  9. Appendix 2: Expectations of Service Academies

    The following table is taken from the Memorandum of Understanding between schools and the Ministry regarding the expectations for the provision of service academies for 2010 and 2011.Service Academies in schools - 2010 and 2011 Service Academies are military focused programmes in schools. They are about creating opportunities for young people who might otherwise leave school and find it difficult to find a job or continue with their education. Expected Outcomes Students enrolled in the Ser...

    https://www.ero.govt.nz/publications/an-evaluation-of-service-academies-october-2011/appendix-2-expectations-of-service-academies/

  10. I Te Tauākī Whakapūmau a te Whānau

    Ko tētahi wāhanga matua o te tukanga arotake ko te whakatutuki i ngā herenga ā-ture, ā-tikanga hoki (tae atu ki ngā Aratohu Mātauranga ā-Motu me ngā Aratohu Whakahaere Mātauranga ā-Motu), mā ngā kawenga, ngā herenga hoki i whakatakotohia ai ki te tūtohinga o te kura. Mā te noho ngātahi, koia nei ngā herenga tautukunga matua mō ngā kura kaupapa Māori o Te Aho Matua.Kua whakawhanakehia e te Tari Arotake Mātauranga tētahi Tauākī Whakapūmau ā te Whānau, hei whakamahinga k...

    https://www.ero.govt.nz/publications/he-anga-arotake/i-te-tauaki-whakapumau-a-te-whanau/