National evaluations - what's new and coming soon....

Coming soon...

Activity Centres cater for secondary school students (Years 9 - 13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes. ERO evaluated all 14 Activity Centres to assess how effective they were in promoting positive outcomes for students. The findings will be published in a report out later this year.

Keeping children engaged and achieving through rich curriculum inquiries is the latest in a series of reports by ERO on teaching strategies that work. This report shares some of the strategies and approaches used by five of these schools that were improving achievement through rich curriculum inquiries. It also shares some of the curriculum-based strategies used in classrooms to raise achievement in literacy and/or mathematics.

Later in the year we will release a suite of publications relating to our evaluation of sexuality education in schools. These publications will include narratives about schools that promote wellbeing through sexuality education; as well as information packages targeted to diverse audiences that show what good sexuality education looks like.

Recently released

Awareness and confidence to work with Te Whāriki (2017)
Our first report on what we have found regarding the implementation of Te Whāriki (2017) is out and explores how early learning services were engaging with the updated Te Whāriki, what support leaders and kaiako had accessed, the perceived barriers or challenges to implementation and what further support leaders and kaiako needed in order to implement Te Whāriki.

Teen Parent Units
Teen Parent Units (TPU) are educational units specifically set up to cater to the needs of pregnant teenagers/teen parents, to enable them to continue their secondary schooling with additional support. Our report looks at the quality of education provided and the extent to which positive student outcomes were achieved. 

Building genuine learning partnerships with parents
This report investigates the benefit of building genuine learning partnerships with parents and whānau and shares schools’ strategies and approaches that had led to improved achievement. It also includes some simple strategies a few of the schools used to involve parents more in supporting the things children were learning at school.

What drives learning in the senior secondary school?
This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling.

Improvement in Action case study - Aotea College: Improving student wellbeing and achievement
Aotea College’s improvement journey illustrates the weaving together of evaluation processes and thinking over time in ongoing, interconnected cycles. The school is developing a culturally responsive, learner-centred curriculum that provides opportunity to learn for every student. Student outcomes have improved significantly.

Teaching strategies that work - Reading
Keeping children engaged and achieving in reading is a description of strategies used by primary schools which have significantly improved their students’ achievement in reading.

Responding to language diversity
Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. For this report we asked how are schools and early learning services in Auckland responding to this increasing cultural and language diversity.

Resource Teachers: Learning and behaviour governing and managing RTLB clusters
The findings of this evaluation highlight improvements to the quality and consistency of the RTLB service, especially in overall governance and management. 

Leading Innovative Learning in New Zealand Schools
We visited 12 schools to see how they were preparing their students as 21st century learners. Leaders were innovative, rethinking and transforming teaching and learning to equip students with the knowledge, skills and qualifications required for their future.