Key Takeaways
- One in five schools recently reviewed by the Education Review Office (ERO) needs external support or intervention.
- Twenty-one of the 100 most recently-published reviews of state or integrated schools said they needed or should continue to have statutory managers, a commissioner, or guidance for improving things like attendance and student achievement.
- ERO is unable to tell if it’s making more recommendations for support or intervention in schools than in the past.
- The most common problems reviewers saw across schools include low regular student attendance, a large proportion of students who are regularly and chronically absent, low student achievement and a lack of progress, and a significant number of students leaving school without NCEA qualifications.
- Eleven of the 21 schools that needed support or intervention had high equity index numbers, indicating they face significant socio-economic barriers to achievement.
Introduction to the Education Review Office’s Findings
The Education Review Office (ERO) has recently published reviews of 100 state or integrated schools, and the findings are concerning. One in five schools needs external support or intervention, with 21 schools requiring statutory managers, a commissioner, or guidance to improve attendance and student achievement. This raises questions about the effectiveness of the current education system and the support provided to schools. The ERO’s recommendations are based on reviews conducted between early January and mid-November, and the office has stated that it is "building a tracker" to indicate what types of support or intervention it recommends most.
Common Problems Identified by Reviewers
The ERO has identified a range of common issues across schools, including low regular student attendance, a large proportion of students who are regularly and chronically absent, low student achievement and a lack of progress, and a significant number of students leaving school without NCEA qualifications. These issues are not only affecting individual students but also having a broader impact on the schools and the communities they serve. The ERO’s findings suggest that many schools are struggling to provide adequate support to their students, and that external intervention may be necessary to address these issues.
Schools Requiring Support or Intervention
The 21 schools that required support or intervention were primarily located in areas with high socio-economic barriers to achievement. Eleven of these schools had high equity index numbers, placing them in the 14 percent of schools facing the most significant challenges. Eight schools were in the next most challenged group, described as facing "many" barriers to achievement. Only one school was classed as facing "average" socio-economic barriers to achievement. The ERO’s recommendations for these schools included the appointment of statutory managers, commissioners, or guidance to improve leadership, student attendance, and achievement.
Case Studies of Schools Requiring Support or Intervention
The ERO’s review reports provide detailed examples of schools that require support or intervention. For example, the office recommended the dissolution of Herekino School’s board and the appointment of a commissioner to improve leadership and student attendance and achievement. Similarly, the ERO recommended the appointment of a limited statutory manager at Te Kura a Iwi o Pawarenga to manage the relationship between the board and tumuaki and support strategic planning and teaching. These case studies highlight the need for targeted support and intervention to address the specific challenges faced by individual schools.
Challenges Faced by Schools and the Education System
The ERO’s findings highlight the challenges faced by schools and the education system as a whole. Many schools are struggling to provide adequate support to their students, and the current system may not be providing sufficient resources or guidance to address these issues. The ERO’s recommendations for support or intervention are an important step towards addressing these challenges, but more needs to be done to ensure that all schools have the resources and support they need to provide high-quality education to their students.
Conclusion and Future Directions
In conclusion, the ERO’s findings highlight the need for targeted support and intervention to address the challenges faced by schools. The office’s recommendations for statutory managers, commissioners, or guidance are an important step towards improving attendance and student achievement, but more needs to be done to ensure that all schools have the resources and support they need. The ERO’s "tracker" to indicate what types of support or intervention it recommends most will provide valuable insights into the common problems faced by schools and the types of support that are most effective. Ultimately, addressing the challenges faced by schools will require a collaborative effort from educators, policymakers, and the broader community.
