Recent reviews indicate one in five schools scrutinized by the Education Review Office (ERO) is in need of external support or intervention.
ERO Findings and Recommendations
Of the 100 most recently published reviews of state or integrated schools, 21 called for either new or continued external support. This support ranges from statutory managers and commissioners to guidance aimed at improving student attendance and achievement. These recommendations stemmed from reviews completed between early January and mid-November.
The findings come after ERO last year called for firmer action regarding schools that do not improve despite receiving support. Some school principals cautioned that ERO may not fully acknowledge the challenges schools face due to social issues within their communities.
Concerns About Review Process
One principal reported that while reviewers praised their school’s work, the final report only briefly acknowledged these positives and still recommended the school receive assistance. This principal expressed concern that ERO’s approach could deter qualified leaders from taking on roles in schools serving disadvantaged communities. They also suggested schools with moderate performance may be able to avoid scrutiny as long as attendance and achievement remain within acceptable ranges.
ERO stated it is currently “building a tracker” to better understand the types of support and intervention it recommends. Currently, ERO is unable to determine if it is making more recommendations for support or intervention than in the past, deferring questions about support delivery to the Ministry of Education.
Common Issues Identified
According to ERO, common issues identified in school reviews include low student attendance, chronic absenteeism, low student achievement, a lack of academic progress, and a significant number of students leaving school without NCEA qualifications.
Specific recommendations included dissolving the board at Herekino School and appointing a commissioner to address leadership, attendance, and achievement. Limited statutory managers were recommended for Te Kura a Iwi o Pawarenga to improve relationships and strategic planning, and for Randwick School in Lower Hutt to improve leadership, planning, assessment, and attendance.
Frequently Asked Questions
What type of support is being recommended for schools?
Recommendations range from appointing statutory managers and commissioners to providing guidance for improving attendance and student achievement.
How many of the schools identified as needing support face socio-economic challenges?
Eleven of the 21 schools recommended for support or intervention are among those facing the most significant socio-economic barriers to achievement, representing 14 percent of all schools.
Is ERO tracking the types of support it recommends?
ERO stated it is “building a tracker” to indicate what types of support or intervention it recommends most frequently.
Given these findings, what steps might be taken to ensure schools facing the greatest challenges receive the resources and support they need to thrive?
