ERO recommends the Ministry:

  • provide clear expectations and support to boards about performance improvements required as per their Memorandum of Understanding
  • collect and monitor data on the long‑term outcomes for students to determine the overall effectiveness of the activity centres in contributing to students’ educational success
  • set in place measures to ensure Ministry feedback and monitoring visits to activity centres occur in accordance with the Memorandum of Understanding
  • consider their response to the inequity of access to activity centres nationwide, giving thought to earlier intervention
  • explore options for evidence‑based interventions with these students
  • work with the Ministry of Health and Oranga Tamariki to ensure that sufficient, timely services are provided to meet students’ needs, especially around mental health and wrap‑ around support to address the complex home situations of some students
  • support activity centres to share best practice about teaching and learning, in particular making the most appropriate use of Te Kura resources.

ERO recommends boards of trustees of all managing schools:

  • be aware of and clearly state performance improvement requirements for their activity centre and monitor those improvements
  • establish processes for internal evaluation to inform ongoing improvement in the effectiveness of their activity centre.

ERO recommends all enrolling schools:

  • make sure there is continuity of support from agencies as students transition to and from activity centres
  • consider continuation of the strategies that worked for these students in the activity centre to sustain improvements after their return to school.

ERO recommends leaders and teachers of activity centres:

  • ensure the appropriateness of the curriculum design,
  • with support from the Ministry, improve both the quality and usefulness of ILPs to personalise the curriculum and associated interventions, and establish clear outcomes measures to monitor success for individual learners
  • pay attention to identifying the cultural needs and aspirations of their students.

ERO recommends that Te Kura:

  • work with activity centres to support their pedagogy and practice to use Te Kura resources to improve teaching and learning outcomes for students.

ERO acknowledges the formation of a national body for activity centres and their intent to build on the increased consistency of practices ERO has identified due to the shift from the Toolkit to the Memorandum of Understanding.

Further evaluation, beyond the scope of this initial investigation, is required to examine how schools use available resourcing to address the behavioural and learning needs of vulnerable students, and what more could be done to better support these students within mainstream school settings.