ERO compared judgements on each of the five key aspects for schools with different characteristics.1 Although the number of schools in each sub-group is too small to present results separately, some trends were identified.
Although there were no statistically significant differences among schools with different numbers of international students, schools with more international students tended to receive higher ratings. For example, 41 percent of schools with more than 35 international students had highly effective self review, compared with 19 percent of those with fewer than five international students.
High decile schools tended to have higher ratings than low and medium decile schools. The differences were statistically significant for pastoral care, education programme and social integration. For example, 73 percent of high decile schools had highly effective pastoral care, compared with 44 percent of low and medium decile schools.
There were no statistically significant variations in judgements across schools of different size, although small and very small schools tended to receive lower ratings.
There were no consistent variations in judgements for primary and secondary schools or for those in different locations (rural/urban).
Twelve schools were rated in the highest category for each of the five aspects. These 12 schools were in main urban areas, nine were large or very large, and eight were high decile. Nine had fewer than ten international students and eight were primary schools.