The report examines how well 235 early childhood services supported infants and toddlers to become competent and confident communicators and explorers.
This report highlights the crucial role of leaders in Pacific early childhood services to manage changes that improve learning outcomes for Pacific children. Other leaders may find this report useful when considering improvement-focused changes in their centres.
The report focuses on good practice and showcases 10 secondary schools with high quality careers education. It identifies factors that contribute to high quality careers education and guidance in New Zealand secondary schools.
This report examines how well students with special education needs are included in New Zealand schools. The report provides an update on progress towards meeting the Government target that, by the end of 2014, 80 percent of New Zealand schools will be doing a good job and none should be doing a poor job of including and supporting students with disabilities.
This report presents the findings of ERO’s evaluation of how well 68 secondary schools in Term 1 2014 promoted and responded to student wellbeing.
This report documents the findings of ERO's evaluation of how well 159 primary schools reviewed in Term 1 2014 promoted and responded to student wellbeing.
Children at many schools in New Zealand experience bullying. The Bullying Prevention Advisory Group, set up by the Secretary for Education, has developed a resource called Bullying prevention and response: A guide for schools.
ERO asked 129 schools reviewed during Term 3, 2014 about their use of the guide. Most schools were aware of the resource and more than a third had used it. Schools most commonly used the guide as a tool to review their bullying policies and procedures.
This report documents the findings of ERO's 2013 evaluation of Teen Parent Units. ERO found that most of the Units were operating well.
This national report presents the findings of how well a sample of primary schools were taking actions to increase the number of students achieving 'at' or 'above' national standards.The findings show that half of the schools in the evaluation had used deliberate actions to support students to accelerate progress and sustain achievement.
