Questions we are looking at
How is the implementation of the NCEA Level 1 changes going in schools?
The Minister has asked ERO to look at how the implementation of the changes is going, and the impacts. We will explore if the revised NCEA Level 1 is now credible, high quality, inclusive and deliverable. The findings will inform future decisions about the NCEA qualification and supports for schools.
How is relationships and sexuality education going?
Following on from EROâs 2018 evaluation on wellbeing and sexuality education in schools, ERO will be carrying out a mixed-methods evaluation in 2024 on teaching about relationships and sexuality education. ERO has heard from the sector that schools experience a range of challenges related to this area of the curriculum, and will be working with a range of experts, teachers, leaders, board members, students, and whÄnau to shine a light on what is working and what needs improvement in this key area of our health curriculum.
How are primary schools going with structured literacy?Â
From the start of 2025, Year 0-6 classes are required to use structured literacy approaches. This evaluation over Term 4 2024 and Term 1 2025 will look at how preparations are going, what is helping schools get started, and how to make sure schools have the support they need.Â
Questions we have recently answered
How good are the supports for students with persistent absence from school?
Attending school every day is really important, but in Term 3 last year, over 200,000 students missed more than two weeks of school, or were not enrolled at all. We want to know who the students are who are persistently absent from school and what their learning and life outcomes are. We want to know how effective the supports and interventions are at getting students back to school and staying there, and what needs to change, to improve student attendance.
How well does the counselling in primary schools programme support students?
In 2020, Government funded a new programme to help primary school students access counselling. Over three years we looked at how this programme gets support to the students who are most in need and the impact it has on their outcomes.
How can we improve early language skills?
Looking in ECE and the first year of school, this work looks at how we can improve early language and skills that are fundamental to later literacy skills. This work responds to concerns about the impact of Covid-19 disruptions on oral language development. Read this report here.Â
How well prepared for teaching are first-time teachers, and how well supported are they?
Newly qualified teachers are a key part of the education workforce. How well prepared they are and the support they receive to enable them to succeed is important for all schools and students. This report looks at what helps newly qualified teachers thrive. Read this report here.
How is the implementation of the new histories and social sciences curriculum going?Â
This work provides insights on the implementation of Aotearoa New Zealand Histories and the broader Te Ao Tangata | Social Sciences curriculum and the impact on students and teachers learning areas to inform future curriculum changes. Read this report here.Â
How can we support learners to start strong in numeracy?
The work provides a good practice guide for teaching numeracy skills in the first years of primary school, supporting the newly introduced hour a day with practical examples of teaching in action. Read this report here.
How can schools manage behaviour in the classroom?
Responding to increased concerns about classroom behaviour after Covid-19, this work looks at how schools manage behaviours. It will highlight what the evidence shows are more effective practices and what these practices look like in schools in New Zealand. Read this report here.