Education Review Office (ERO) Report
The Education Review Office (ERO) is the New Zealand government department that evaluates and reports on the education and care of students in schools and early childhood services. The Chief Review Officer formally designates individual review officers to carry out reviews in schools in accordance with the Education Act 1989. This Act gives the Chief Review Officer the power to initiate reviews, investigate, report and to publish findings on the provision of education to all young New Zealanders.
An ERO school report answers the question "How effectively is this school's curriculum promoting student learning - engagement, progress and achievement?"
The purpose of ERO's reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question "How effectively is this school's curriculum promoting student learning - engagement, progress and achievement?" Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Maori students, Pacific students and students with special needs. ERO also reports on the quality of the school's systems for sustaining and continuing improvements. Below are some excerpts from the 2017 report, for the full report please click on the resource link.
Excerpts from Hawera High School 2017 ERO Report
The school has made significant progress in addressing areas identified for improvement following ERO’s 2015 review. It is now progressing well towards improving the equity of outcomes for learners, building teacher capability, and developing teachers' understanding of cultural competency for learners and their programmes. The findings fall into three categories:
Background & Context
What is the background and context for this school's review?
"The school is now progressing well towards improving the equity of outcomes for learners, building teacher capability, and developing teachers’ understanding of cultural competencies to support learners and their programmes".
Review & Development
How effectively is the school addressing its priorities for review and development?
"The National Certificate of Educational Achievement (NCEA) data shows an improvement at Year 11 and in endorsement rates for NCEA Levels 2 and 3 over time. NCEA Level 2 continues to be in line with national figures. Improving trends in achievement data are reported by the school in Years 9 and 10. More learners are now better placed to access NCEA."
Sustainable Performance & Self Review
How well placed is the school to sustain and continue to improve and review its performance?
"The appraisal process for leaders and teachers has been strengthened. It is now consistently implemented across the school. PLD is actively sought to support school improvement initiatives. Clear alignment of schoolwide goals and targets is supporting improvements in teacher practice and student outcomes. Expectations for high quality teaching and learning are evident."