Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Education Review Office reports

NZC-Scenario-#65-Treaty-11

Te Whāriki (2017): Awareness Towards Implementation (published 2019) – ERO’s final report in the Te Whāriki series

This report summarises the findings of previous reports.

It highlights two focus areas for the curriculum:

  • how services decide "what learning matters here"
  • how well the learning-focused partnerships with parents and whānau were developed.

You can read the full report online.

Towards equitable outcomes in secondary schools: Good practice (2014) – presents examples of good practice in student engagement and achievement

ERO visited seven of these schools to find out the secret to their success.

You can a PDF download of the full report.

 

Partnership with Whānau Māori in Early Childhood Services (2012) – explores traits of culturally responsive partnerships between managers, educators, and whānau 

ERO’s focus in this evaluation was to what extent:

  • services understood and valued the identity, language and culture of Māori children and their whānau
  • managers and educators built positive relationships with the whānau of Māori children
  • each service worked in partnership with the whānau of Māori children.

Includes ERO's next-step recommendations for early childhood services and for the Ministry of Education.

You can a PDF download of the full report.

Promoting Success for Māori Students Schools’ Progress (2010) – explores how schools have progressed in equitable outcomes for Māori students since ERO’s 2006 report.

ERO collected information from 60 secondary schools and 227 primary schools.

It wanted to know about improvements in Māori student achievement in these schools since their previous ERO review.

The study focused on key elements for success:

  • presence (being at school)
  • engagement (engaging with learning)
  • achievement.

ERO was also interested in finding out to what extent schools had discussed and used Ka Hikitia – Managing for Success in their planning for Māori success.

You can a PDF download of the full report.

Partners in learning: Good practice (2008) – presents key factors  needed to enhance and strengthen engagement

ERO discusses some of the research supporting that partnerships between schools, parents, whānau, and communities can result in better outcomes for students.

This research is consistent with ERO’s own evaluations. ERO’s summary of the research findings is grouped into the lists below.

You can a PDF download of the full report.

Family/whānau and engagement with school

The majority of parents care about their children’s education and, with encouragement, will enter into productive partnerships with schools to raise achievement levels.

Parents, whānau and families initially become involved in activities that directly affect their own children and can be drawn into wider school activities.

Parents from economically disadvantaged and ethnic minority groups are the least likely to become involved in school activities.

Their own schooling experiences impacts on the parents scope of involvement. Other factors that influence parents willingness to engage are their perception of the school’s culture and the school's willingness to accept their contributions non-judgementally.

Parental involvement in school activities lessens as students progress through the school system.

Educational success and whānau/family engagement

Effective partnerships between parents, whānau and families, communities, and schools lead to improved educational, social, and behavioural outcomes.

Programmes that engage whānau and families in supporting learning at home are linked to higher student achievement.

Schools that set goals with a focus on student achievement and regularly share student data with students, parents, and the wider community are more successful in achieving their goals.

Teachers and parents who set high, attainable expectations in a supportive, reflective learning environment increase student success, regardless of students’ socio-economic status or ethnicity.

Whānau/families and communities that engage in and support children’s learning profoundly shape children’s aspirations and expectations.

The involvement of parents, whānau and families strengthens adult and family literacy and ongoing participation in education and work.

Leadership and partnership for engagement

The most effective partnerships are where all parties construct and share common visions and goals.

School leadership is a strong factor in enabling schools to develop a strong cohesive vision which is central to parent-school partnerships.

May 2008, pages 5-6

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