Evaluation at a Glance: Priority Learners in New Zealand Schools

29/08/2012

Findings

ERO has identified three key interrelated issues that need to be addressed to significantly lift the achievement of students, particularly for priority learners. These broadly relate to how well schools are focussing on providing education that addresses the needs of students.

The fact that the issues are: apparent in both primary and secondary schools; involve many learning areas and contexts; and have been identified in a range of national evaluations, means we simply cannot ignore them. In addition, the fact that many of the issues impact on our most vulnerable students � priority learners � indicates there is an urgent need to address them.

Firstly, and most importantly, ERO encourages schools to develop systems, processes and connections that put students at the heart of learning and teaching, rather than on the periphery of school decision-making and the curriculum. Secondly, considerable work needs to happen before primary and secondary teachers and leaders understand the permissive nature and intent of The New Zealand Curriculum, and implement responsive curricula in their schools. Thirdly, improvements need to be made in the ways schools engage in assessment and evaluation processes so that these are dynamic and responsive to information about students.

The following sections discuss the three issues ERO believes are the most pressing for our education system, as identified in its national evaluation reports. These issues, if addressed by schools, could potentially make a significant difference for priority learners.

For more information visit The Education Review Office