The Education Review Office (ERO) is the New Zealand government department that evaluates and reports on the education and care of students in schools and early childhood services. 

ERO’s reports are used by parents, teachers, early childhood education managers, school principals and trustees, and by government policy makers. 

What ERO does 

ERO carries out several different types of reviews and evaluations – education reviews, homeschool reviews, cluster reviews of education institutions and services, contract evaluations and national evaluations on education topics. 

Education reviews

Education reviews are reports to boards of trustees, managers of early childhood education services and the Government on the quality of education provided for children and students in individual centres and schools. 

Schools and early childhood services are reviewed on average once every three years. Reviews will be more frequent where the performance of a school or centre is poor and there are risks to the education and safety of the students, or less frequent where a school has a stable reporting history and demonstrates good self review processes and use of its assessment information.  

For the latest ERO Report dated 31 August 2016 – click here.. 


The school demonstrates a strong commitment and acts appropriately to accelerate the learning of other children who are yet to achieve national standards. There is good evidence of children’s accelerated progress  

Children have opportunities to ‘Discover their talents’ through the broad curriculum programmes they are offered. These programmes include te reo Māori and other languages, music, environmental learning and kapa haka. Success in these areas is building children’s confidence and supporting them to seek and experience success in literacy and mathematics. 

Children’s learning interests, strengths and needs are known and keenly followed by teachers and staff throughout the school. Leaders and teachers are alert to changes in children’s engagement, attitudes to learning and assessment data. Teachers share collective responsibility for promoting children’s success and accelerating their learning. They share teaching strategies and resources to cater for the learning needs of individual children and accelerate their progress. 

Senior leaders and leaders of inquiry teams have good processes for monitoring and promoting effective teaching and learning. Teachers are well supported to develop teaching practices that accelerate children’s learning. Teachers take responsibility for children’s progress and the progress of target groups in their class and this accountability is a key aspect of their performance appraisal. 

Tirimoana School is very well placed to sustain current effective practices and to refine and adapt these in response to children’s learning needs and to the aspirations of families/whānau. 

ERO is likely to carry out the next review in four-to-five years