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Source: Education Review Office

New reports, published today by the Education Review Office (ERO), indicate that, although schools and services developed a range of positive solutions during the pandemic, the impacts of Covid-19 on learners will continue to be felt this year.
The newly released suite of ERO reports outlines the impacts of Covid-19 on the education sector and sets out lessons for how the sector can continue to support children, whānau, principals and teachers with the ongoing challenges of Covid-19.
“We know that schools and early learning services continued to see an ongoing impact of Covid-19 on students’ learning, engagement and wellbeing. For example, only a quarter of NCEA students told us that they were coping with their schoolwork and many schools and services reported that Covid-19 has negatively impacted attendance,” says Nicholas Pole, ERO Chief Executive and Chief Review Officer.
The research also shows that Auckland and schools serving the lowest socio-economic areas have been hit the hardest by the impacts of Covid-19 and are likely to face the greatest challenges this year. Nearly 80% of low decile schools told us they were concerned about student achievement, with only a third of these schools confident their students would catch up.
“It is important to recognize that students and children starting in services, schools and classrooms this year will not be where they would have been in previous years. Both their learning and wellbeing has been impacted. It is important that teachers understand where their learners are at, have good plans in place to support them and keep engaging with whānau. These reports provide guidance on how services and schools can do this,” says Mr Pole.
The reports show that there has been a step change in the use of digital technology in the system, and teachers, schools and services intend to continue to use digital technology in their curriculum.
“This significant increase in use of technology to facilitate learning has been a real gain with regards to changing practice in 2020. Continuing to build on this integration of technology has the potential to further support and prepare the education sector for any further periods of change and ERO recomm