Education Review Office

1. Introduction

The Education Review Office (ERO) reviews the performance of schools, early childhood services and other education providers in the pre-tertiary sector to help bring about improved educational achievement. ERO also provides information to the Government, education professionals, parents and communities to assist them in making decisions that relate to the education of young people in New Zealand.

The chief executive of ERO is the Chief Review Officer, who formally designates individual review officers to carry out reviews in schools and early childhood services. The functions and powers of the Chief Review Officer are described in Part 28, ss 325-328 of the Education Act 1989. This Act gives the Chief Review Officer the power to initiate reviews, investigate, report and publish findings on the provision of education to all young New Zealanders.

ERO has approximately 150 designated review officers who are located in nine district offices and a Māori Review Unit.

High quality evaluation contributing to high quality education.

Education is an essential part of the fabric of a civil society. It should enhance and improve the nation's skills so that all citizens have the best possible future in a rapidly changing world. Education plays a key role in achieving the Government’s vision for New Zealand as a land where diversity is valued and reflected in our national identity, a country that is a great place to live, learn, work and do business for all its citizens.

ERO seeks to improve the quality of education through review and evaluation, and reports publicly on the quality of education received by children and students enrolled in early childhood services and schools.

The individual school and service reports inform decisions by boards of trustees and service managers as well as providing a resource for education policy and decision makers at national level, for teacher training and for the academic research communities.

Education evaluation reports

Based on its findings in schools and services, ERO also evaluates and reports nationally on current education policy and practice. These high level education evaluation reports supply a wide and varied audience with information on topical education issues, stimulate debate on what counts as quality in education policy and practice in New Zealand, and help in the design, implementation and review of policy.

The report on the extent to which the education provided in schools meets the needs of disabled students, titled “The New Zealand Disability Strategy in Schools” was completed in June 2003. ERO has followed this report with a series of evaluations that have reviewed how effectively schools are meeting the needs of students with a wide range of special education needs. These reports include:

• Evaluation of the Resource Teacher: Literacy Service (completed June 2004);
• Evaluation of the Resource Teacher: Learning and Behaviour Service (completed June 2004);
• Resource Teacher Learning and Behaviour: Examples of Good Practice (completed July 2004);
• Evaluation of the use of the Ongoing Reviewable Resourcing Scheme (to be completed June 2005); and
• Evaluation of the use of the Special Education Grant (to be completed June 2005).

ERO Statement of Intent

ERO’s Statement of Intent refers to the fact that education is fundamental to young people’s ability to develop, gain skills, contribute to the community, and enjoy a full and satisfying life. All young New Zealanders - including those young New Zealanders with disabilities - have the right to receive an education.

It is implicit in the right to receive an education that the education provided is of good quality. ERO’s role in reviewing the quality of education provided covers the education provided to young people with disabilities and ERO will be including in its review programme some evaluations specifically targeted on this area.

2. Strategic Links

Desired Outcomes

These examples will not only assist principals, teachers and school trustees to more effectively support students with special needs in their schools, but will also increase the awareness of parents and whānau of how schools can and should be supporting the achievement of their children.

Description

The aim of the Government’s special education policy is to improve the learning outcomes for children and young people with special education needs. Students with special education needs include learners with disabilities, learning difficulties, communication or behaviour difficulties, or sensory or physical impairments.

The Education Review Office intends to carry out two further reviews in the upcoming year focussing on good practice examples of schools’ use of the Ongoing Reviewable Resourcing Scheme and the Special Education Grant. These reports will present case studies from a wide range of schools that are effectively using these resources to support the achievement of students with special education needs. These evaluations will provide practical examples of what good practice looks like in special education.

Outcome Measures and Timeframes

Evaluation undertaken and national report completed by 30 June 2006.

Links to Strategy Objective and Action

Provide the best education for disabled people – objective 3.

3. Information Technology

Desired Outcome

ERO web site can be navigated independently by disabled people and includes information on how this can be done.

Description

ERO will ensure that its website complies with e-government guidelines.

ERO’s web site is to be re-developed in 2005/06. Within the scope of this project a key consideration will be access by disabled people.

Outcome Measures and Timeframes

The new web site will met the requirements of disabled people and set out in the e-government guidelines for government websites.

Links to Strategy Objective and Action

Foster an aware and responsive Public Service – action 6.5.

4. Publications

Desired Outcome

ERO information is accessible to all New Zealanders.

Description

Reports produced by ERO are largely accessed through the web site.

Where there is an identifiable need for publications to be in alternative formats (eg: in large print or in an easy-to-read version), ERO will arrange for this to occur.

Information to this effect will be on the web site.

Outcome Measures and Timeframes

The public is aware that publications can be obtained in alternative formats if required.

ERO meets requests for reports in alternative formats.

Links to Strategy Objective and Action

Foster an aware and responsive Public Service – action 6.5.

5. Induction

Desired Outcome

All staff will be have a greater awareness of disability issues and how the issues impact upon student achievement.

Description

Current review staff have an increased awareness of the issues for disabled people, as a result of their involvement in gathering information for the report “The New Zealand Disability Strategy in Schools” completed by ERO as part of last year’s disability plan. It is ERO’s intention to repeat the study over the period 2004 – 2006.

To continue to develop the level of awareness in its staff, ERO will ensure that induction courses include a component on disability awareness and how that impacts on the core business

Outcome Measures and Timeframes

Disability awareness information will be given to all new staff upon commencement with the ERO as part of their induction programme.

Links to Strategy Objective and Action

Foster an aware and responsive Public Service – actions 6.1, 6.2, 6.5.