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In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.

Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue.  Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.

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.

An additional resource to Communities of Learning | Kāhui Ako: Collaboration to Improve Learner Outcomes. This resource is designed to support CoL | Kāhui Ako as they work towards effective collaborative practice. It is framed around key questions in each of the seven effective practice areas and is able to be used both as evidence-based progressions and as a useful internal evaluation tool.

Data and information about teaching and learning is made highly visible and the interpretation and response are a collaborative process. Leaders and teachers reflect on the role of data in professional relationships and how an open approach builds capability and confidence to respond to the challenges that need to be addressed.

ERO was approached by principals from Kahukura to document and evaluate their community of practice in Christchurch. This report identifies what is working well for this community of practice, areas where they might consider further enhancements, and lessons and insights into practices which could be shared with others.

This report provides findings from ERO's evaluation of how well schools were promoting and supporting student wellbeing through sexuality education.

It includes high-level findings, examples of good practice and recommendations for schools and policy audiences. It is accompanied by a series of short publications for whānau, students, and trustees.

Brochures aimed at students, whānau and Boards of Trustees are also available.

This report explains strategies for supporting secondary students’ engagement during the Covid‑19 pandemic. These strategies include re-engaging students who present with wellbeing concerns or show signs of disengagement. The report also includes some innovative actions schools used to promote student engagement after the first lockdown in 2020.

This publication is designed to support Communities of Learning | Kāhui Ako by bringing together research findings about effective collaboration in education communities. It is supported by the publication Communities of Learning | Kāhui Ako: working towards collaborative practice.

This document provides a summary of submissions and a decision on the subject matter and scope of the Education Review Office’s 2022 Long-Term Insights Briefing.

Thank you to everyone who took the time to provide a submission. Your input will help build and strengthen our Long-Term Insights Briefing paper.

In this evaluation, ERO wanted to find out how aware and confident leaders and kaiako in early learning services were as they began to work with the updated curriculum, Te Whāriki (2017).

Te Pou Mataaho, ERO’s evaluation and research group, and Te Uepū ā Motu, ERO’s national evaluation and review team, pursued this evaluation to provide an evidence base about the initial impacts of Covid-19 on Māori-medium education and how the sector responded.

This resource draws on recent Education Review Office (ERO) national evaluation reports to highlight how schools, both primary and secondary, have been evaluating teaching and learning and then using the findings to improve outcomes for students. ERO found that schools that significantly improved outcomes for students based their priorities for action on the findings from high-quality internal evaluation.

This short guide is for school leaders and teachers in schools with secondary-aged students. It covers what we found from talking to schools in 2020 about the impact of Covid-19, and shares strategies used by schools to respond to the challenges they faced. It also sets out some actions that could be considered for continuing to support students, parents, whānau and staff in 2021.

This short guide is for school leaders and teachers in schools with primary-aged students. It covers what we found from talking to schools in 2020 about the impact of Covid-19, and shares strategies used by schools to respond to the challenges they faced. It also sets out some actions that could be considered for continuing to support students, parents, whānau and staff in 2021.

This case study report features experiences of three Kāhui Ako and includes the strategies and approaches used to create, build, and strengthen collaboration between schools and early learning services to improve outcomes for learners.

This short guide is for Board of Trustees for schools. It covers what we found from talking to both Boards of Trustees and schools in 2020 about the impact of Covid-19. The guide shares suggested actions for continuing to support students, parents, whānau and staff in a Covid-19 world.

This summary is based on several research publications and articles sourced from the world-wide web. Most research findings are informed by quantitative and qualitative data. UNESCO and UNICEF publications have been major sources of information but are not the only source.

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.

There are a small number of schools in New Zealand that are failing to provide students with equitable access to high-quality learning experiences. Students within these schools are not achieving expected academic outcomes.

Despite longitudinal reviews by the Education Review Office (ERO) and support from the Ministry of Education (The Ministry), some of these schools continue to make limited progress or may experience further decline.  The ERO and the Ministry identified the need for a different approach.

ERO conducted case studies of six schools’ implementation of the digital technologies curriculum content in Term 1, 2019. Schools that had successfully integrated the curriculum had leaders who promoted a growth mindset for teachers and looked to integrate digital technologies into existing curriculum. Timely professional development for teachers and positive community connections also enhanced schools’ ability to integrate the digital technologies curriculum.