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Published: 10 Dec 2020
Insights Newsletter from Nicholas Pole, Te Tumu Whakarae mō te Arotake Mātauranga | Chief Executive and Chief Review Officer
Published: 10 May 2021
This short report accompanies our report Exploring Collaboration in Action: Kahukura Community of Practice. It looks at the lessons that can be learnt from the Kahukura community of practice, drawing out key lessons on collaboration and providing seven key implications for schools who are interested in collaborating to consider.
Published: 22 Jun 2023
Since 2020, the Covid-19 pandemic has caused significant disruption to schools, their staff, learners, and whānau. Three years on from the start of the pandemic, this report has found significant and concerning ongoing impacts on learners’ progress, particularly for learners in poorer communities, and on teachers and principals.
Published: 12 Apr 2021
This report shares teaching approaches and strategies for Year 5 to Year 11 that ERO has identified in a range of schools where students were found to be highly engaged in science. This report should be seen as a resource for leaders and teachers looking to strengthen their teaching of science. It looks at Years 5-11 as they are the critical years for science engagement before learners make final choices on whether to continue in science.
Published: 21 Feb 2023
While there are a range of factors that impact on attendance, our research shows that some are more important than others. This report sets out the drivers of attendance that have the biggest impact on whether learners go to school regularly. These include parents’ attitudes, learners’ attitudes, and how learners experience school.
Published: 30 Jun 2015
The Education Review Office (ERO)'s Strategic Intentions sets out our objectives and how ERO contributes to the Government's priorities for education.
Published: 22 Nov 2019
This is a companion report to Developing Key Competencies in Students Years 1 to 8. It explores current thinking about the importance of building the capabilities of young people. It outlines what the Key Competencies (KCs) are, why they are important, New Zealand’s journey with thinking about the nature and potential uses of KCs, and where this development fits in the international context.
Published: 21 Feb 2023
We wanted to find out what the biggest drivers for secondary learners not attending are, and what works well to motivate them to turn up to class. In this guide we share findings from our research, as well as some key actions that secondary school teachers and leaders can take to support better attendance.
Published: 04 Sep 2017
A principal describes the need to establish the ‘fertile ground for innovation’ by being explicit about the need to be ‘comfortable being uncomfortable’ in order that together they can question, inquire and critique to make things better the learners.
Published: 09 May 2022
The disruptions caused by Covid-19 over the last two years have been challenging and long lasting. Auckland in particular has had many lockdowns and is where the majority of Pacific learners live.
Pacific communities have faced the challenges of Covid-19 with resilience and schools have put in a range of responses to support Pacific learners through the disruption. This report shines a light on these challenges and shares successful strategies.
Published: 16 Jul 2019
Published: 28 Jan 2022
In March 2020, the onset of COVID-19 caused major disruptions to key services in Aotearoa including the compulsory education sector. Māori medium education faced complex challenges, and given the abruptness of the situation, tumuaki, kaiako and boards of trustees had to quickly prepare whānau and learners for a new mode of online learning. Tumuaki and kaiako responded well, given the limited time and resources available for distribution.
Published: 28 Jan 2022
The focus of this report was on Māori learners’ wellbeing within the English-medium setting, and their engagement and learning progress during lockdown and on return to school.
Published: 25 Aug 2021
In 2020, Auckland students were particularly affected by Covid-19 and extra support was provided to them. Following this, ERO undertook an evaluation of three Te Kura programmes aimed at supporting Auckland NCEA students. This report outlines the findings of this evaluation - including the reach and impact of the programmes, and lessons for future responses.
Published: 22 Jun 2023
Since 2020, the Covid-19 pandemic has caused significant disruption to schools, their staff, learners, and whānau. Three years on from the start of the pandemic, this report has found significant and concerning ongoing impacts on learners’ progress, particularly for learners in poorer communities, and on teachers and principals.
Published: 31 Mar 2021
Mai i te tau 2001, kua mahi ngātahi Te Tari Arotake Mātauranga me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakawhanake me te aroturuki i tētahi tino rārangi tikanga e pā ana ki te arotake i ngā kura kaupapa Māori o Te Aho Matua.
Published: 04 Sep 2017
Students and teachers at Stonefields School describe how they use ‘learning progressions’ to build students assessment capabilities and teachers opportunities to be responsive to learner needs.
Published: 30 Nov 2022
Teacher aides in Aotearoa New Zealand have a wide range of valued roles and responsibilities. We know that they can enhance learner outcomes by drawing on positive relationships, good training, collaborative practices, and cultural expertise. This report looks at what good teacher aide practice and support looks like and sets out four key areas of teacher aide practice that make a difference for learners – as well as what schools can do to set teacher aides up for success.
Published: 01 Jul 2021
Children and young people who are placed in Oranga Tamariki residential care are among the most at risk of poor outcomes later in life. Education can change that. This report looks at the quality of education for students in Oranga Tamariki Care and Protection and Youth Justice residences and how it can be improved.
Published: 02 Dec 2021
All of the participants in this evaluation modify their teaching and learning programmes to better suit the needs of their learners. They intentionally focus on the integration of the NCEA standards through their te marau ā-kura. Leaders, professionals, kaiako and kaimahi are extremely effective in developing and using innovative tools and resources to support student progression.
