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NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
Contents
Table of Figures...... 5
Foreword...... 7
Overview...... 9 Key findings for 2017...... 9
Chapter 1 ...... 11 Schools in 2017...... 11 Expectations of schools in 2017...... 11 Education (Update) Amendment Act...... 13 A New Strategic Planning and Reporting Framework for State Schoo s...... 13 Community representation by school trustees...... 14
Chapter 2...... 17 Student wellbeing...... 17 Evidence on student wellbeing...... 17 Initiatives that promote student wellbeing...... 19 Literacy and numeracy in secondary schools ...... 22 Ethnic, gender and socio-economic status (SES) dif erences...... 22 Science in secondary schools ...... 25 Ethnic and gender differences...... 25 School leaver attainment...... 27 School leaver destinations...... 31 Ethnic, gender and socio-e onomi d fferences...... 32
Chapter 3...... 35 Early Literacy and Numer cy...... 35 Reading Recovery...... 35 Resource T achers f Literacy...... 36 Programmes f r Students (PfS)...... 36 Impr ving d sabled and learning support...... 36 rengthening Māori Education...... 37 Māo i Learners...... 38 Māori Language in Education...... 38 Learners in Māori Medium Education...... 39 ProactivelyPartnerships with iwi...... Released...... 39 Strengthening Pacific Education...... 39 Pacific Learners...... 39 Initiatives to support Pacific learners...... 40 Youth Guarantee...... 41 Youth Guarantee Fund...... 41 Other Youth Guarantee initiatives ...... 41 Trades Academies...... 41
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ART – Numbers, Names, and Needs...... 42 Partnering up with Parents, Whanau, and Communities...... 42 Reading Together®...... 42 Parents, families and whānau experiences of education...... 42
Chapter 4...... 43 Attendance at school...... 43 Regular attendance...... 44 Student transience...... 46 Retention of students in secondary schooling...... 46 Early leaving exemptions...... 47 Ethnic and gender differences ...... 48 Stand-downs and suspensions from school ...... 48 Ethnic, gender, age and socio-economic differences ...... 49 Ethnic, gender, age and socio-economic differences...... 50
Chapter 5...... 51 Communities of Learning | Kāhui Ako...... 51 Support for Kāhui Ako...... 51 Professional learning and development...... 52 Teacher-led Innovation Fund...... 52 Teacher numbers...... 53 Beginning teachers...... 53
Chapter 6...... 55 Government funding to schools...... 55 Capital expenditure on school property...... 57 Financial performance of New Zealand sc ols...... 59 Revenue...... 59 Expenditure...... 60 Financial Position...... 62 Indicators of sound fina cial management...... 62 Operating surplus ...... 62 Working ca ital...... 63 Public equity...... 64
Appendix...... 65 P ans to address pressures on school capacity...... 65 Tai Tokerau ...... 66 AucklandProactively ...... Released...... 66 Waikato...... 66 Bay of Plenty/Wairakei ...... 67 Hawke’s Bay/Tairāwhiti ...... 67 Taranaki/Whanganui/Manawatū...... 68 Wellington...... 68 Nelson/Marlborough/West Coast ...... 68 Canterbury/Chatham Islands...... 69 Otago/Southland...... 69
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Table of Figures
Figure 1.1: Overview of the school system for young people of compulsory school attendance age...... 11 Table 1.1: National Education Goals (NEGs)...... 12 Figure 1.2: Number of schools expected to have at least one Māori board member versus proportion of schools with fair Māori representation, 2000-2017...... 14 Figure 1.3: Number of schools expected to have at least one Pacific Board member versus proportion of schools with fair Pacific representation, 2000–2017...... 15 Figure 2.1: Sources of student progress and achievement data...... 20 Figure 2.2: Percentage of school leavers meeting NCEA Level 1 literacy and numeracy requireme ts, by ethnicity, 2011–2017...... 22 Figure 2.3: Percentage of school leavers meeting NCEA Level 1 literacy and numerac requirements, by gender, 2011–2017...... 23 Figure 2.4: Percentage of school leavers meeting NCEA Level 1 literacy and umeracy requirements, by SES quintile, 2011–2017...... 24 Figure 2.5: Percentage of school leavers participating in the sciences | pūtaiao learning area at Level 1 or above, by ethnicity, 2013–2017...... 25 Figure 2.6: Percentage of school leavers participating n the sciences | pūtaiao learning area at Level 1 or above, by gender, 2013–2017...... 26 Figure 2.7: Percentage of school leavers with NCEA Level 1 r above, by ethnic group, 2009–2017...... 27 Figure 2.8: Percentage of school leavers with NCEA Level 2 or above, by ethnic group, 2009–2017...... 28 Figure 2.9: Percentage of school leavers with N EA evel 3 or above, by ethnic group, 2009–2017...... 29 Figure 2.10: School leavers by tertiary educat on level one year after leaving21 school, 2012–2017...... 31 Figure 2.11: Proportion of school leav rs by type of tertiary study and gender, 2015–2017...... 32 Figure 2.12: Proportion of school leave s in tertiary education by ethnicity and tertiary level, 2017...... 33 Figure 2.13: Proportion o sch ol leavers progressing directly to tertiary education by school quintile and tertia y level, 017...... 34 Figure 4.1: Half-day Attendance Term 2...... 44 Figure 4.2: Half-Day Attendance by Ethnicity32, Term 2 2017...... 45 Figure 4.3: Studen s Attending School Regularly by Gender and Year Level, Term 2 2017...... 46 Figure 4.4: Reten on rate: percentage of school leavers aged 17 or above, by ethnicity, 2009–2017 ...... 47 Figure 4 5: Age-standardised stand-down rates, by ethnicity, 2000–2017...... 49 Figu e 4.6: Age-standardised suspension rates, by ethnicity, 2000–2017...... 50 Figure 6 1: Nominal and real operational grants to schools, 2004–201741 ...... 56 Figure 6.2: Teacher salary funding to State and State-integrated schools, 2004–201743 ...... 57 Figure 6.3: Capital expenditure on school property, 2004–201744 ...... 58 Figure 6.4: School revenue, 2016–2017...... 59 ProactivelyTable 6.1: School revenue, 2010–2017...... Released...... 60 Figure 6.5: School expenditure, 2016–2017...... 60 Table 6.2: Expenditure of State and State-integrated schools, by main expenditure category, 2010–2017...... 61 Table 6.3: Financial position of State and State–integrated schools, 2010–2017...... 62 Table 6.4: Percentage of schools with operating surpluses, 2010–2017...... 62 Table 6.5: Percentage of schools with consecutive operating surpluses in 2017...... 63 Table 6.6: Percentage of schools in different working capital ratio bands, 2017...... 63 Table 6.7: Public equity trends, 2010–2017...... 64 Table 6.8: Percentage of schools with an increase in public equity, 2010–2017...... 64
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Foreword
This Government has a clear vision for education. We want a high quality public education system that provides all New Zealanders with lifelong learning opportunities so that they can discover and develop heir full potential, engage fully in society, and lead rewarding and fulfilling lives.
We need an education system that can adapt to the needs of the modern world. We need our peop e to be resilient, creative, and adaptable. That’s going to require a much more personalised learning experie c , one that brings out the best in every individual.
We need to ensure that greater qualification attainment at the senior secondary school level is actually placing all young people on a pathway to further learning or employment.
Evidence shows that our education system is not delivering for all students. t does not cater well either to those with educational disadvantages or for the gifted and talented. There ar persi tent inequities within our system for Māori and Pacific, and students with disabilities and learning support needs. This needs to change. For example, Māori students have higher rates of early leav ng exemptions compared with students from other ethnic groups.
The information in the report also shows that student ell-bei g and student aggressive behaviours vary substantially between and within New Zealand Schools. We need a more comprehensive approach to wellbeing in schools.
We have an ambitious education work programme or the education work portfolio that will set our country up for the next 30 years. We can’t, howev r, achieve our vision just by dictating what ought to be done. We will need to work in a way that respects, engages and draws in the teaching profession, and brings the profession together with parents and w āna iwi, employers and the wider community. Our work programme includes:
»» Strengthening the National Cer ficate of Educational Achievement (NCEA) to make sure that the qualification meets the needs of oung people today.
»» A long-overdue review of T morrow’s Schools.
»» A new approach to measu ing learners’ progress against the curricula.
»» A strategy for continuously raising achievement for Māori learners, and a strategy to raise achievement for Paci c le r ers.
»» An tion lan for learning support so that we can get on and make the changes we know are needed.
We a e committed to rebuilding our public education system so it meets the needs of all learners and uppor them to succeed. This is our chance to make a real difference and set the future for our children and young people. ProactivelyI am pleased to present to Parliament Ngā Kura o Aotearoa NewReleased Zealand Schools Report – 2017.
Hon. Chris Hipkins Minister of Education
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Overview
Key findings for 2017
»» An analysis of the Wellbeing@School survey toolkit from 2013 to 2016 found that students who were enrolled in schools where a broad range of school-wide policies and practices were in place o promote student wellbeing, experienced higher levels of wellbeing than other children. Schools with h her levels of student wellbeing also had lower levels of student aggressive behaviours.
»» It appears that progress for New Zealand students slows as they move through the higher le els of the curriculum, and in turn students are not gaining sufficient knowledge and skills to progress in line with the rate expected by the curriculum during those years. For example the Nationa Monitoring Study of Student Achievement shows that for mathematics and statistics, 81% of tud nts are achieving at the expected curriculum level or above in Year 4, but for Year 8 the proporti drops to 41%.
»» In 2017, 91.5% of all school leavers had met the literacy and nume cy requirements for NCEA Level 1 (down 0.1 percentage points from 2016). Between 2016 and 2017 he gap in literacy and numeracy attainment has decreased between Māori and non-Māori, male nd female, and students from disadvantaged and advantaged backgrounds.
»» In 2017, 89.6% of school leavers attained at least NCEA Level 1 or above (down 0.2 percentage points from 2016), 80.7% attained at least NCEA Level 2 or abov (down 0.2 percentage points from 2016), and 54.4% attained NCEA Level 3 or above (up 0.1 percentage points from 2016).
»» There was an increase in the proportion of Māo i nd Pacific school leavers attaining NCEA Level 2 or above. In 2017, 67.9% of Māori and 75 9% of Pacific chool leavers attained NCEA Level 2 (up 0.9 and 0.5 percentage points respectively from 2016)
»» There was an increase in the number of students participating in Māori language in education. As at 1 July 2017, there were 185,039 students participating in Māori language in education, across immersion levels 1 to 5. Of these st dents, 9 438 were engaged in Māori-medium education, spread across 277 schools. A further 16 601 s udents were engaged in Māori language in English-medium education.
»» Results from the PowerUp nitiative, a programme designed to empower Pacific parents, families and communities to suppo t their children’s education journeys were very positive. After completing the PowerUp program e, a higher proportion of parents said they felt very confident to engage with teacher (78%, p from 49% at the start of the programme), more students said they felt confident talki g to heir teachers (61%, up from 29% at the start of the programme), and classroom teachers noted th t “students asked more questions, contribute to classroom discussion and complete work more competently”.
»» In 2017, 7,027 students from across 338 schools accessed trades academy-funded places. Of the total participants, 2,770 (39.4%) were Māori and 1,177 (16.7%) were Pacific. By the end of 2017, 4,570 students (65%) participating in trades academies had achieved a minimum of NCEA Level 2 or equivalent.
»» In 2017, 3,951 students were supported through ART – Numbers, Names, Needs by 160 schools that Proactivelyreported student-level data. This initiative works in partnership Released with schools to identify young people at risk of not achieving NCEA Level 2, with a particular focus on Māori and Pacific students. By the end of 2017, 2,268 (57.4%) had attained NCEA Level 2 or equivalent. Of this total, 2,268 (57.4%) had attained NCEA Level 2 or equivalent by the end of 2017. Included in these totals were 1,680 Māori, of whom 919 (54.7%) achieved NCEA Level 2 or equivalent, and 1,332 Pacific students, of whom 772 (58.0%) achieved NCEA Level 2 or equivalent.
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»» In Term 2 of 2017, 63% of students were attending school regularly (down 4 percentage points from 2016, mainly due to an increase in absences for medical reasons).
»» Of the 2017 school leavers, 83.5% of students remained at school to the age of 17 or above. There has been a 4.1 percentage point increase since 2009 (79.3%) and a 0.8 percentage point decrease since 2016 (84.3%).
»» Of the 60,600 students who left school in 2016, 61.5% were enrolled in a tertiary level course at some point before the end of 2017 (down 0.2 percentage points compared to the end of 2016). Females were more likely to progress directly into tertiary education than their male counterparts. This was ower than the 2015 leaver cohort where 66.3% and 62.0% of female and male school leave s re pectively progressed directly into tertiary education.
»» While the number of students enrolled in Initial Teacher Education has been s eadily decreasing over the past few years, the number of beginning teachers has steadily increased. At the start of the 2017 school year there were 2,224 first-year beginning teachers in State and tate ntegra ed schools (compared to 2,149 in 2016). The majority (61.2%) of beginning teachers taught in primary schools while 38.8% taught in secondary schools.
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Chapter 1 Introduction
As at July 2017 there were 800,334 students attending 2,530 schools in New Zealand (including 25 teen parent units). A further 6,008 students were home schooled.
Schools in 2017 The schooling system has two parts: primary education for students aged 5–12 (Years –8) and secondary education for students aged 13 and above (Years 9–13). An overview of the schoo sys m, including the year level of students, and the qualification level that most senior students study owards is displayed below.
Figure 1.1: Overview of the school system for young people of compu sory school attendance age
Expectations of schools in 2017 The M nister of Education is required under Section 87B of the Education Act 1989 to report to Parliament each year on the performance of the State schools sector. Through this Ngā Kura o Aotearoa report, the New Zealand public are kept informed about State schools’ operation and performance. The Government sets the policy framework for the operation of schools in New Zealand and monitors the standard of education delivered within the school network.
Boards of trustees are responsible for the running of schools and their primary objective is to ensure that Proactively Released1 every student is able to attain their highest possible standard in educational achievement . A school’s operation and success depends on the cooperation and interaction of parents, teachers, principal and board. As Crown entities, schools manage their finances in accordance with the New Zealand equivalent of International Financial Reporting Standards and report annually on their financial positions.
1 Schedule 6, section 5(1) of the Education Act 1989
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Currently schools have specific requirements set out in the National Education Guidelines, which are made up of the:
»» National Education Goals (NEGs);
»» Foundation curriculum statements;
»» National curriculum documents; and
»» National Administration Guidelines (NAGs).
The NEGs set out the teaching and learning responsibilities of schools (see below). The NAGs set out the principles of administration for school managers and boards of trustees in achieving the NEGs.
Table 1.1: National Education Goals (NEGs)
NEG 1 The highest standards of achievement, through programmes which enable all students to realise their ful otential a individuals, and to develop the values needed to become full members of New Zealand’s society. NEG 2 Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to ach evement. NEG 3 Development of the knowledge, understanding and skills needed by New Zealanders to compet suc essfully in the modern, ever-changing world. NEG 4 A sound foundation in the early years for future learning and achievement through progra mes which include support for parents in their vital role as their children’s first teachers. NEG 5 A broad education through a balanced curriculum covering essentia lear ing ar as. Prio ty should be given to the development of high levels of competence (knowledge and skill in litera and numeracy, science and technology and physical activity. NEG 6 Excellence achieved through the establishment of clear learning obje ives, monitoring student performance against those objectives, and programmes to meet individual need NEG 7 Success in their learning for those with special needs by ens ring that they are identified and receive appropriate support. NEG 8 Access for students to a nationally and internatio ally recognis d qualifications system to encourage a high level of participation in post-school education in New Zealand NEG 9 Increased participation and success by Māo i thro gh the advan ement of Māori education initiatives, including education in te reo Māori, consistent with the principl s o the eaty of Waitangi. NEG 10 Respect for the diverse ethnic and cultu al heri ge of New Zealand people, with acknowledgement of the unique place of Māori, and New Zealand role i the Pa ific and as a member of the international community of nations.
Evidence of the success of the schooling sector in meeting these requirements is gathered from a range of sources, including:
»» national-level monitori g;
»» Education Review Office (ERO) reports and national evaluations;
»» research and deve opment initiatives;
»» internati nal studies; and
» ational assessments and progress tools.
In December 2017, National Standards and Ngā Whanaketanga Rumaki Māori were removed. Instead, the overnment is focusing on the progress and achievement of all children across the wider curricula. Schools mu t still report to students and parents, at least twice a year, on the progress and achievement of individual studentsProactively across the national curriculum. Released
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Education (Update) Amendment Act
The Education (Update) Amendment Act (the Act) was passed in May 2017, and made a number of significant changes to the Education Act 1989.
The policy objectives of the Act are to:
»» make the achievement and learning of children and young people central to the early childhood education and compulsory schooling parts of the Act;
»» strengthen the efficiency, effectiveness and accountability of schools and the schooling network;
»» enhance collaboration within the schooling network;
»» increase flexibility in the enrolment and attendance requirements for the first year of learning;
»» strengthen the legal framework for managing teacher competence issues;
»» establish a future focused legislative framework for online learning;
»» update aspects of the law that have become outmoded and inefficient; and
»» improve the provision of careers services by the government.
The Education (Update) Amendment Act 2017 put in place objectives to guide the education system in the early childhood education and schooling sectors. The Act also enables the Minister to issue a statement of National Education and Learning Priorities (NELP). The NELP en bles the Government of the day to set priorities for the early learning and schooling sectors. The NEL must be consistent with the objectives in the Act and will establish a clear strategic direction that allo s focus on children and young people and their educational outcomes.
A New Strategic Planning and Reporting Framework for State Schools
The Education (Update) Amendment Act 2017 also e ablished a new strategic planning and reporting framework for State and State-integrated schools, due o commence on 1 January 2019. Overall the new framework improves accountability to Government and school communities. For example, the Secretary for Education (the Secretary) must appro the new strategic planning documents, and schools must have their planning and reporting documents publicly available on an internet site.
The Education Amendment Bill (the Bill), currently before the Education and Workforce Committee, proposes extending the c mme cement date for the new framework until 1 January 2020. Moving the commencement date out by 12 months will ensure there is sufficient time to develop the regulations for the new framework, and for schools and kura to successfully implement the new system.
The Bill also prop ses a number of changes to make the new framework more workable for schools, including aligning s rategic planning with board of trustee election cycles and clarifying the requirements for making amendments to strategic plans and annual implementation plans.
The B ll does this by:
»» requiring school boards to develop a strategic plan at least once every three years, or, if the Secretary determines, at more frequent intervals, rather than every four years as is currently required. A three year term better aligns with board of trustee election cycles;
»» enabling (after consultation) school boards to ask the Secretary to approve significant amendments to Proactivelytheir strategic plan at any time; and Released »» clarifying that boards are able to make minor amendments to their strategic plans without the Secretary’s approval.
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Chapter 2 Student wellbeing, progress achievement and outcomes
Graduating from upper secondary education has become increasingly impo tan in all countries, as the skills needed in the labour market are becoming more knowledge-based, and workers are progressively required to adapt to the uncertainties of a rapidly changing global economy. (Education at a Glance OECD 2018).
Student wellbeing Schools have an obligation to provide a safe physical and emo onal environment for their students. They are key sites for young people to identify and address wel being concerns and to access support. Relationships with supportive adults, including teachers, is a key factor hat encourages help-seeking. The actions of committed school leaders can assist schools to develop effe tive systems for promoting wellbeing.
This responsibility is embedded in the National Adm nistration Guidelines, in the New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMOA). A foc s on wellbeing is included in the vision of the NZC and TMOA and is a core part of the Health and Physical Ed cation learning area (NZC) and in the Hauora learning area (TMOA).
The key competencies within each of t e curr culum documents support the development of wellbeing3. Through the curriculum, students can learn how to build resilience through strengthening their personal identity and sense of self-worth, man ging change and loss, and engaging in processes for responsible decision making. They l arn to demonstrate empathy and develop skills that enhance relationships.
Schools are responsible for having systems in place to monitor and respond to risks to wellbeing. They are responsible for setting and administering their own student behaviour management policies, including bullying prevention, s we l as providing pastoral care, and guidance and counselling in secondary schools.
Evidence on student wellbeing
In 20 5, the Education Review Office (ERO) evaluated how well New Zealand schools promoted and r spo ded to student wellbeing. Most primary schools had a wellbeing strategy in place. It found that 48% o the primary schools it evaluated promoted and responded reasonably well to student wellbeing, a further 18% did slightly better by promoting student wellbeing though the curriculum, while 11% had an extensive focus on student wellbeing, with this being woven through all actions4. In contrast, only 16% of secondary schools it evaluated were considered well-placed to promote and respond to student wellbeing, while in 57% of secondary schools the wellbeing practices and approaches were variable5. A smaller proportion of primary Proactively(3%) and secondary (26%) schools were unable to adequately Released promote student wellbeing.
3 Key competencies in the New Zealand Curriculum include thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing. 4 See Wellbeing for Children’s Success at Primary School, Education Review Office, 2015 5 See Wellbeing for Young People’s Success at Secondary School, Education Review Office, 2015
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In 2018, the New Zealand Council for Educational Research (NZCER) analysed data collected from 58,337 students and 3.416 teachers at 400 schools using the Wellbeing@School survey toolkit from 2013 to 20166. The data suggests students could benefit from more support to develop the social and emotional strategies they need to manage their wellbeing. The findings showed that student wellbeing and student aggressive behaviours vary substantially between and within New Zealand schools.
The key findings included:
»» schools with higher levels of student wellbeing have lower levels of student aggressive behaviours;
»» students are less likely to experience aggressive behaviour when their school has school-wide policies and practices in place that promote wellbeing. However, the range of school-wide policies and prac ices varies between schools;
»» students had higher levels of wellbeing when teachers actively taught wellbeing strategies in the classroom; and
»» in primary schools with the lowest levels of student aggressive behaviours around 2% of stude ts reported experiencing bullying at least weekly. In contrast, in primary schools with the highest levels of student aggressive behaviours, 42% of students reported experiencing bulling at least eekly.
On the whole, New Zealand schools are generally safe but students here are more likely o experience bullying behaviours than students in other OECD countries7.
Findings from international studies show bullying has an adverse ffec on s uden s’ wellbeing, including their achievement, schoolwork-related anxiety, sense of belonging a school and expectation of future education.
The Progress in International Reading Literacy Study (PIRLS)8 showed that bullying is negatively associated with achievement. In Zealand, students who said they were never or lmost never bullied had on average higher achievement than their peers who reported being b llied more frequently. Results from other international studies also support this finding9.
Students who experience bullying behaviours are also more likely to experience schoolwork-related anxiety10. PISA 2015 shows that 82% of New Zealand st dents who are f equently bullied reported feeling anxious before a test, even if well prepared, compared t 70% who are not frequently bullied. This difference is significant even after gender, socio-economic sta s and overall school performance are taken into account.
There is a strong connection between students’ sense of belonging in school and their experience with bullying at school. Analysis from PISA showed that about 48% of students who were categorised as frequently bullied reported feeling ke an outsider at school, compared to 16% who were not frequently bullied. In TIMSS, students who were bullied about weekly were more likely to have a low sense of belonging than those who were almost neve bullied at school11.
Across the OECD, tudent with higher reported levels of exposure to bullying behaviours were more likely to have lower expectations about their future education. In New Zealand, 52% of students frequently bullied expe ted to eave education at the end of secondary school compared to 38% of those who were not freq ently bullied. The TIMSS findings also showed a similar result, with around one-third of Year 9 s dents who reported experiencing bullying behaviours about weekly expected to leave education at the end of secondary school compared to around one-quarter of students who reported experiencing bullying 12 behavioursProactively almost never . Released
6 See Making a difference to student wellbeing – a data exploration. New Zealand Council for Educational Research, 2018. 7 See PISA 2015 Results (Volume III): Students’Well-Being, OECD, 2017 http://dx.doi.org/10.1787/9789264273856-en 8 See PIRLS 2016 International Results in Reading, Boston, 2017 9 See PISA 2015 New Zealand’s Students’ Wellbeing Report, Ministry of Education, 2017 10 ibid 11 ibid 12 ibid
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Initiatives that promote student wellbeing
Effective schools take a whole school approach to promote wellbeing, and they do this through their vision and values. Developing a positive and consistent school culture for wellbeing is vital for achieving the desired outcomes for student wellbeing.
The Positive Behaviour for Learning (PB4L) School-Wide Programme provides schools with ongoing evidence-based training and coaching that looks at behaviour and learning from a whole-of-school as well s an individual student perspective.
As at December 2017, 32% (798) of all schools, and 56% (196) of all secondary schools, were implementing PB4L School-Wide. Approximately 306,000 students attend a PB4L School-Wide school, of whom 30% (92,000) are Māori and 13% are Pacific. Forty-eight percent of PB4L School-Wide schools are in d ciles 1 to 3.
This support provides schools with a process for teaching social and behavioural skills and h lps hem to develop a positive, proactive, and systematic approach based on school data to incr ase opportunities for learning.
Approximately 22% (175) of PB4L School-Wide schools also implement PB4L Res ora ve Practice which offers school staff best-practice tools and techniques to restore relationship when hings go wrong. Restorative Practice schools report calmer classroom environments and s ude ts s y Restorative Practice is the most effective and respectful classroom management strategy13
Many schools have comprehensive approaches to bullying p ention and building positive school environments. Schools have access to bullying prevention resou ces and guidance, including a centralised interagency website which enables easy access to and s aring of a ge of information, and a Bullying-Free NZ School Toolkit. Taking a whole-school approach, schools raise awareness of bullying prevention through the annual nationwide Bullying-Free NZ Week (held in conjunction with the Mental Health Foundation’s Pink Shirt Day). In addition, guidance is available to support th inclusion, safety and wellbeing of LGBTIQA+ students.
From October 2017, schools also had free access to the Wellbeing@School website survey and tools (developed by NZCER). The website is designed to support schools to engage with the whole school community in a process of self-review The Wellbeing@School survey questions explore how students feel at school and how well a school promotes a s fe and caring social climate. Approximately 55% of all New Zealand schools (1,360) are reg stered for the website survey and tools. In 2017, 272 schools used the student survey, while 625 schools have used the student survey at least once during the 2012-2017 period (around a quarter of all schoo s).
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13 See Evaluation of Restorative Practice – a Positive Behaviour for Learning Programme, Ministry of Education, 2018.
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NMSSA found that in most learning areas, a greater proportion of Year 4 students achieve at expected curriculum levels compared with Year 8 students. For example, in Mathematics and Statistics, 81% of students are achieving at the expected curriculum level or above in Year 4, but for Year 8 this proportion drops to 41%. Likewise analysis of the e-asTTle research dataset showed that average attainment for students at Years 4 to 6 roughly aligns with the curriculum expectations in the three learning areas assessed (reading, writing and mathematics) but, by Years 7 to 10, the average attainment then drops below curriculum expectations. This suggests that progress slows as students move through the higher levels of the curriculum, meaning they re not gaining sufficient knowledge and skills to progress in line with the rate expected by the curriculum during those years15.
There is variation in student progress. For example, NMSSA showed that in science while most students were at expected curriculum levels in Year 4, only 19% were by Year 8. In contrast, in English: Reading, a most the same proportion of Year 4 and Year 8 students were at the expected level (58% and 59% respectively). There is also wide variation across progress made by students within the same learning areas Assessments in e-asTTle show some students progressing through of a whole curriculum level in a year, hile other students show no, or even declining, progress.
There appears to be no single reason explaining the amount of progress made. E- sTTle showed no difference in the average yearly progress made by girls and boys, by students from diffe ent ethnic groups, nor between students at higher or lower decile schools. The NMSSA also found that the rate of progress for Māori, Pacific and Special Education Needs (SEN) students was similar to the progress made by other students.
However, NMSSA shows that satisfactory progress can sti res lt in nsati factory achievement. Even where progress from Year 4 to Year 8 matches the pace expe ted by the curriculum, if students were not meeting the expected level in Year 4, they will often still not be m et ng the expected level in Year 8. They would need to progress faster than the pace of the curriculum to catch p This is also reflected in the e-asTTle findings. While the rate of progress is similar for students overall, the differences in overall attainment for students from different school deciles and ethnic groups at the higher levels of primary schooling suggest that pupils are arriving at primary school at different s rting poi ts, with ability gaps between them that do not narrow over time.
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15 Students are determined to be achieving at a curriculum level if they are achieving the minimum associated with achieving the objectives of the curriculum level.
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University Entrance Award
In 2017, 40.1% of school leavers achieved a University Entrance Award, a 0.8 percentage point decrease on 2016 (40.9%) and a 1.1 percentage point decrease on 2015 (41.2%). Asian students (67.3%) had the highest proportion of school leavers achieving a University Entrance Award. This was followed by European/Pākehā (44.7%), Pacific (22.4%) and Māori (18.9%).
On 1 March 2014, changes were made to the requirements for the University Entrance Award. Students are now required to meet the following:
»» NCEA Level 3 with 14 credits in three approved subjects;
»» five credits in reading and writing at Level 2 or above; and
»» ten credits in numeracy at Level 1 or above.
As a result, data from 2014 onwards cannot be compared with previous years.
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Chapter 3 Strengthening achievement and learner support
New Zealand has an inclusive education system where all children and young people receive the support they need to access the curriculum, participate fully and achieve in education. This means having support that is easier to access, more flexible and better linked in with other services so that children and young people get the right support, at the right time within an inclusive education system.
Early Literacy and Numeracy Literacy and numeracy knowledge and skills are vital to ensure students are well equipped to access curriculum content and achieve in all learning areas. The e is a rang of interventions available to students that help to supplement and accelerate their learning if req ired.
Reading Recovery
Reading Recovery is an early literacy intervention ha aims to reduce reading and writing difficulties by providing intensive, daily, one-to-one literacy instruction to children who are falling behind in reading and writing after one year at school. Reading Recovery also identifies children who need longer-term literacy support.
Reading Recovery suppo ted 9 463 tudents in 2017. Schools and Kāhui Ako have the scope and flexibility to decide on their own teac ing and l arning programmes, and there is a range of supports they can use to address under-achievem nt in teracy. Schools decide whether or not to offer Reading Recovery, and as they are also required to make a financial contribution to administer the intervention, this can affect their decision as to whe her they will offer it in their school. In 2017 Reading Recovery was offered in 55% of State and State integrated schools with six-year-old students. Eleven percent (7107) of six-year-old students enrolled in State a d State-integrated schools entered Reading Recovery for the first time in 2017.
Eleven f the 6 regions in New Zealand experienced a decline between 2016 and 2017 in the percentage of schools offering Reading Recovery and 12 experienced a decline in the percentage of six-year-olds with acces to Reading Recovery. Consistent with the long-standing trend, in 2017 a greater proportion of Māori and Pacific students were involved in Reading Recovery than European/Pākehā and Asian students. The proportions of Māori and Pacific six-year-old boys in Reading Recovery continue to be notable: in 2017, 21% of Māori six-year-old boys and 24% of Pacific six-year-old boys were in Reading Recovery.
Outcomes for students in 2017 remain consistent with long-term trends. Most students (77%) who completed the intervention in 2017 were able to work effectively with their cohort without additional support and Proactivelysuccessfully completed the intervention. Fifteen percent of studentsReleased were referred on for further specialist or long-term literacy support. Higher proportions of girls, European/Pākehā students, Asian students and students from schools in the highest three SES levels, successfully completed the intervention compared to boys, Māori students, Pacific students and students from schools in the lowest three SES levels. However, many students (at least 70%) in these latter groups successfully completed Reading Recovery.
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Resource Teachers of Literacy
Resource Teachers of Literacy (RTLit) are specialist teachers who support staff in schools to meet the needs of students in Years 1 to 8 experiencing difficulties with literacy learning. A total of 4,360 students were on the RTLit roll in 2017.
RTLit supported students either by:
»» indirect support only (32%), where RTLit provide modelling, advice and guidance to classroom teachers;
»» direct support only (27%), comprising individual or small-group tutoring; or
»» a combination of both indirect and direct support (41%).
In 2017, 41% of students successfully completed the intervention (up 1 percentage point from 2016) 26% continued to receive support (down 2 percentage points from 2016), and 16% were referred on, while he remaining students were withdrawn.
Programmes for Students (PfS)
The PfS comprises of three initiatives: Accelerating Learning in Literacy (ALL) Acce era ing Learning in Mathematics (ALiM); and Mathematics Support Teacher (MST). These initiatives prov de supplementary support for students in Years 1 to 1023 not meeting expectations in reading, writing r mathematics.
ALL and ALiM support principals and teachers from participating schools o design intensive, 15-week supplementary support interventions in reading, writing and mathema cs fo small groups of students.
Research has found that the majority of students accelerated their earning in reading, writing and mathematics during the programmes24. In other words, their learn g progress increased more in PfS than would have otherwise occurred in the equivalent classroom time.
In 2017 there were 402 ALL and 254 ALiM places in schools, providing supplementary support to students in Years 1 to 8 in reading, writing and mathematics.
The Mathematics Support Teacher (MST) programme pr vide release time for a teacher to work with groups of students who are not meeting expectation in mathematics and alongside classroom teachers to target students working below expectations with their class programmes.
In 2017 there were 57 teachers who partic pa ed in MST. Improving disabled and learning support In 2016, 22 local improvement pro ects were carried out nationwide to modernise learning support. These projects trialled quicker simpler nd more coordinated ways of providing learning support to children and young people and heir pa ents and whānau.
Building on this exper ence, a small scale redesigned learning support approach was piloted in three Communities of Lea ning | Kāhui Ako in the Bay of Plenty in March 2017 testing and refining six key elements:
»» Fam y and whānau connection points where young people, families and whānau have someone they c n rely on who has information and knowledge about their learning needs and who will co-ordinate help when they need it.
»» A single plan to support each child or young person receiving individual support to achieve their Proactivelylearning goals across multi-agency teams. Released »» Working together to identify needs and set priorities across early learning services, me ngā kōhanga reo, schools, kura, Kāhui Ako, school clusters, RTLB and other providers to identify and address needs early, improve learning environments and support transitions.
23 From 2018, PfS was made available to students in Years 9-10. Prior to 2018 these initiatives were only available to students in Years 1-8. 24 Cowie, B., McGee, C., Peter, M., Taylor, M., & Chen, J., Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011. Ministry of Education, (2012).
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»» More flexibility to create learning support environments that are innovative, flexible and responsive where specialists and decision-makers have the ability to act in the best interests of the child or young person, rather than relying on rules-based access to support.
»» Facilitation by a designated facilitator to convene, connect and bring together leaders representing early learning services, me ngā kōhanga reo, schools, kura, Kāhui Ako, school clusters, RTLB and other wider social service providers to work collaboratively.
»» Sharing data across early learning services, me ngā kōhanga reo, schools, kura, Kāhui Ako, school clusters, RTLB and other wider social service providers through the use of a Learning Support Regi ter and collaborative inquiry process to create a clear picture of local needs, resources and response options to support the strengths and priorities of all local learners.
It is anticipated that each Kāhui Ako, early learning service or school, or group of early lear ing services and schools, will tailor the six elements to fit their local context and the needs of their children and young people. Initial results from the pilots have been promising, showing improvement in peed flex bility and coordination.
From August 2017 this approach was rolled out to more locations around th country to provide a suitable scale for building an understanding of how the new learning support approa h works in different contexts.
Regional teams are now developing new ways of working to provide b tter learning support that is focussed on outcomes for families and whānau; practice changes (collabora ion and flexibility) and enabling support (data sharing and better facilitation).
Over time, there should be improved levels of participa on and rning progress for children and young people with learning needs and disabilities; earlier and tim ier access to services and supports; and greater satisfaction with services and supports.
New initiatives, funded through Budget 2017, are being implemented to improve the way learning support is provided to support early learning services. This includes two new programmes for parents and teachers of children aged 2 to 5 with autism, more behavioural ser ces for children aged 0 to 8, and the Oral Language and Literacy initiative (OLLi).
A Disability and Learning Support ction Plan is being prepared. This work is being done in parallel with the wider disability system tr nsformation taking place based on the Enabling Good Lives vision and principles, the New Zealand Disability trategy 2016 – 2026 outcomes framework, and the cross agency Disability Action Plan initiatives su h as e education-led A Good Start in Life and Transitions programmes. These initiatives aim to give disabl d people and their family/whānau more options and decision making authority about their suppor s and lives. Strengthening Māori Education The Gov rnment develops strategies to focus the education sector on priority areas. Schools are encouraged and xpected to take account of these in their practice. The Māori education strategic context comprises of:
» Ka Hikit a – Accelerating Success 2013 – 2017;
»» Tau Mai Te Reo, the Māori Language in education strategy, which reflects the central role of Māori identity, language and culture within the education system; and
»» Whakapūmautia, Papakōwhaitia, Tau Ana, the framework for conducting excellent education Proactivelyrelationships with iwi. Released Ka Hikitia sets the direction for improving outcomes for and with Māori students and their parents and whānau. The vision is for Māori to enjoy and achieve educational success as Māori. This means ensuring Māori students’ identity, language and culture are valued and meaningfully integrated into their teaching and learning experiences. Schools have a significant contribution to make towards achieving this as they comprise the compulsory part of the education system.
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Māori Learners
2017 saw continued efforts towards improving those parts of the school system that aren’t working for Māori learners, and strengthening those areas that have been proven to foster their success. In 2017, there was an increase in the proportion of Māori school leavers attaining NCEA Level 2 or above (up 0.9 percentage points), NCEA Level 3 or above (up 1.4 percentage points), and University Entrance (up 0.9 percentage point). The changes were higher than what was observed for all school leavers (down by less than 0.1, down by 0.1, down by 0.8 percentage points respectively).
While outcomes for Māori improved in some areas, there continue to be persistent achievement and engagement gaps between Māori and non-Māori. Māori school students continue to achieve behind the non- Māori population for NCEA levels 1, 2 and 3 and University Entrance. They are also less present in educa on than their non-Māori peers, with the lowest rates of attendance and retention and the highest rates of stand downs and suspensions. This signals that the education system continues to underserve Māori lea ne s.
There are a number of factors affecting the progress of Māori learners. While Māori learners com from a diverse range of circumstances, they are overrepresented in lower levels of the socio-econom c st tus scale. Māori learners are also more transient than other parts of the population. At school, man Mā i learners are in settings that do not effectively respond to their identity, language and culture and where they are experiencing bullying, teacher bias and racism.
Going forward, the Government looks to have a stronger focus on student wellbeing, and to work in collaboration with Māori communities and the school sector to fin n w w ys to ensure Māori learners are present, safe and succeeding in education.
Māori Language in Education
Māori language in education is a defining feature of Aotea oa New Zealand’s education system as it:
»» supports identity, language and culture as cr tical o learner success;
»» provides opportunities for Māori students to realise their potential and to succeed as Māori;
»» gives expression to the National Curriculum documents that recognise the importance of te reo and tikanga Māori for Aotearoa New Zealand; and
»» supports community and iwi commitme ts to the revitalisation and sustainment of the Māori language.
Māori language in education is he firs focus area within Ka Hikitia which has been expanded on through the Māori language in education strategy, Tau Mai Te Reo.
Tau Mai Te Reo builds on the Māo language in education elements of Ka Hikitia, and recognises the importance of iwi and Māori par icipation, contribution and partnership to strengthen Māori language in education.
Whether a school s cl s fied as English-medium or Māori-medium depends on the degree of teaching instruction provided n te reo Māori. Māori language immersion levels 1 and 2 are referred to as Māori-medium education. Examples of this can include kura kaupapa Māori and rumaki (immersion) units within English- med um s hools. Levels 3 to 5 are referred to as Māori language in English-medium education, this includes Māo language classes.
2017 saw an increase in participation in Māori language in education. As at 1 July 2017, there were 185,039 students participating in Māori language in education, across immersion levels 1 to 5. Of these students, 19,438Proactively were engaged in Māori-medium education, spread across 277 Releasedschools. Of the students in Māori- medium education in 2017, 97.7% identified as Māori. A further 165,601 students were engaged in Māori language in English-medium education.
Te Marautanga o Aotearoa (TMoA) is the National Curriculum for Māori medium education. It is an outcomes-based curriculum that outlines the knowledge, skills, values and attitudes for kura and schools teaching through the medium of te reo Māori. Kōrero (oral language), pānui (reading), tuhituhi (writing) and pāngarau (mathematics) are central to all learning in the curriculum and enable the curriculum’s broad outcomes to be achieved.
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TMoA supports a holistic approach to teaching and learning. It acknowledges that values and attitudes are integral to who students are, how they act, how they engage with others and how they respond to learning experiences.
Learners in Māori Medium Education
High quality Māori-medium settings place a high value on te reo and tikanga Māori. In these settings, Māori identity, language and culture is embedded into the governance, teaching and learning and physical environment of the school. This distinguishes high-quality Māori-medium settings from most English-medium settings.
In 2017, a higher proportion of students from Māori medium education left school with a qualification compared with all Māori school leavers. However, while the proportion of Māori school leaver (in tal) attaining a qualification went up, the proportion of school leavers from Māori medium education ttaining a qualification went down.
76.5% of students from Māori medium education left school with NCEA Level 2 or above (d wn 3.1 percentage points from 2016), and 54.7% left with NCEA Level 3 or above (down 5 2 percentage points from 2016). In comparison, 67.7% of Māori school leavers from English medium ed cat on eft with NCEA Level 2 or above and 35.1% left with NCEA Level 3 or above.
Māori school leavers from Māori medium education typically leave with n NCEA Level 3 or University Entrance qualification as their highest qualification, which is simila to the otal school leaver population. These achievement rates have been consistent over time
Partnerships with iwi
Whakapūmautia, Papakōwhatia, Tau Ana is the framework for conducting excellent relationships with iwi, with the shared goal of “Māori achieving Educationa Success as Māori”. This strategy acknowledges the importance of excellent relationships with iwi for nsuring that the education system better reflects the aspirations, culture and values of Māori. Apply ng the p inciples and processes outlined in this strategy can enable both parties to better co-o dina e the r effo ts in education, in order to improve outcomes for Māori learners.
2017 saw the introduction of Te Rāngai Kāhui Ako ā-Iwi, a framework to support sustainable Māori-medium education. This framework is based o analysis of areas where Māori-medium education is thriving as well as regional data that allows re ognition of the diversity between regions and between iwi. This framework is designed primarily for iwi t work with whānau, communities and education providers to collectively support children and young people to learn in high-quality, authentic Māori-medium settings. Strengthening Pacific Education The Pasifika E ucat on Plan 2013–2017 (PEP) sets out the Government’s strategic direction for improving Pacific educ tion outcomes over a five-year period. The PEP is aimed at raising Pacific learners’ participation, engagement and achievement in early learning, schooling and tertiary education. Given the changes happening within the education sector, the Plan has been extended until the end of 2018. This provides an opportunity to review the approach to Pacific education in the context of the changes happening in the education sector in 2018.
Pacific Learners ProactivelyThere have been continued improvements in Pacific students Released succeeding in education. In 2017, a higher proportion of Pacific students left school with an NCEA qualification, with 75.9% attaining NCEA Level 2 or above (up 0.5 percentage point on 2016), and 46.4% attaining NCEA Level 3 or above (up 2.5 percentage points on 2016). The percentage of Pacific school leavers meeting the literacy and numeracy requirement decreased by 0.8 percentage points.
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The gains made in 2017 by Pacific school leavers across key school qualifications were higher relative to the school leavers’ population. Despite these improvements, there are still disparities in progress and achievement. The proportion of Pacific school leavers attaining an NCEA qualification, especially at the higher levels is consistently lower than that for all school leavers. While the majority of Pacific students remain at school until the age of 17 or older (82.9%), only 52% of Pacific students were considered to be attending school regularly.
Initiatives to support Pacific learners
The Pacific Dual Language Resources are a set of books written for Pacific new entrant learners and early years students in English-medium classrooms. They are available in five Pacific languages (Gagana Sāmoa, Lea faka Tonga, Vagahau Niue, Te reo Kūki Āirani25 and Gagana Tokelau), and also English. The project w s piloted in 2014 with Gagana Sāmoa/English dual-language books in seven south Auckland school , with successful outcomes for students, teachers and parents. Twenty-four additional dual-language tex in o her Pacific languages were launched in August 2017.
To date, 123 dual-language flip books in five Pacific languages and English can be ordered free of charge26 along with dual-language pamphlets for families (Supporting Your Child’s Learning through Reading) and a resource for teachers (Linguistically and Culturally Responsive Teaching Practi e).
These resources are designed to support Pacific children and teachers in classrooms with Pacific heritage languages, and to connect their linguistic and cultural knowledge in the school ng environment. It also ensures that students who have a home language other than Eng ish re supported early in their learning pathway from early childhood education into early years of schooling
Parents, families and communities play an important role in supp ting the educational outcomes of their children. PowerUP was established in 2013 to empower Pacific parents, families and communities in supporting their children’s education journeys. PowerUP PowerStations provide targeted information and support which enable parents, families and communit es to develop the knowledge, skills and confidence they need to form positive relationships with schools and to upport their children’s education.
The PowerUP programme is delivered from 19 PowerSta ons cross the country, offering a 26 week programme where parents participate in workshops bout NCEA, vocational pathways, and other topics, while students attend workshops on time-manag ment and exam preparation while accessing the support and expertise of qualified teachers.
After completing the PowerUP rogramme, a higher proportion of parents said they felt very confident to engage with teachers (78% up f om 49% at the start of the programme), more students said they felt confident talking to their teachers (61%, up from 29% at the start of the programme), and classroom teachers noted that “students asked more questions, contribute to classroom discussion and complete work more competently
A longitudinal programme evaluation is underway to inform the programme model going forward. New models will be itera ively developed based on the insights gleaned from the evaluation. Proactively Released
25 Cook Islands language. 26 Resources can be ordered from Down the Back of the Chair, the Ministry of Education’s catalogue of teaching and learning resources for schools http://www.thechair.co.nz/servlet/Srv.Ecos_Process_HTML_File?P1=/graphics/moe/signon.htm
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Youth Guarantee The Youth Guarantee policy was introduced in 2010 to help improve educational opportunities and achievement of young people and to improve transitions between school, tertiary education and work. It provides wider opportunities and choices for students about how and where they study, along with a clear framework to help them on their learning pathway.
Youth Guarantee comprises several initiatives that are delivered throughout the secondary and tertiary sectors with the support of regionally-based networks of training providers, local government, iwi, and community organisations, to connect and coordinate activities. These initiatives include secondary-tertia y programmes, such as trades academies.
Youth Guarantee Fund
The Youth Guarantee Fund (formally known as Youth Guarantee Fees Free) scheme is designed t provide 16 to 19-year-olds with the opportunity to study fees-free with tertiary providers towa ds qu lifications at Level 1 to 3 on the New Zealand Qualifications Framework (NZQF), with a focus on NCEA Level or equivalent qualifications. Students take part in full-time study programmes that are usu lly v cationally focused, such as NCEA Level 2 programmes that are aligned to a vocational pathway.
In 2017 around 11,500 young people participated in the scheme. Of this number, Māori comprised 48% and Pacific 18% of student enrolments.
Other Youth Guarantee initiatives
Vocational Pathways provide new ways for students to a h eve NCEA Levels 1, 2 and 3 and develop pathways that progress to further study, training and employment. Vo ational Pathways offer a framework for students to show how their learning and achievement is valued in the workplace by aligning selected Level 1 to 3 assessment standards to the skills needed for indust y, including specific ‘sector-related’ standards. The six Vocational Pathways include: Social and Community Services, Manufacturing and Technology, Construction and Infrastructure, Primary Industries, Service I dustrie and Creative Industries. In 2017, 21,832 school leavers achieved one or more Vocational Pathway Awards (25,134 awards in total).
Youth Guarantee partnerships bring tog the education providers, community and employers to deliver new vocational learning opportunit es for young people across various regions of New Zealand. As at the end of 2017, 100 community-based econda y-tertiary partnerships or projects had been established or were in the process of establishment
Schools may also u ilise Secondary-Tertiary Alignment Resource (STAR) and Gateway funding to support the implementation of ocational pathways and Youth Guarantee partnership initiatives. Trades Academies Trades academies enable young people who are interested in careers in trades or technology to combine st di s towa ds their National Certificate of Educational Achievement (NCEA) with a nationally-transferable, orkpla relevant tertiary qualification at Level 1, 2 or 3. In 2017, 7,027 students from across 338 schools accessed trades academy-funded places. Of the total participants, 2,770 (39.4%) were Māori and 1,177 (16.7%) were Pacific. By the end of 2017, 4,570 (65.0%) students participating in trades academies had achieved a Proactivelyminimum of NCEA Level 2 or equivalent. Released
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ART – Numbers, Names, and Needs The Achievement, Retention, Transitions (ART) - Numbers, Names, and Needs initiative is a specific initiative that involves working with schools to identify students at risk of not achieving NCEA Level 2. The schools supported by the initiative, implement strategies and support so that the identified students can achieve NCEA Level 2 or equivalent. The initiative also seeks to support schools with early intervention for Year 10 and 11 students who may be at risk of disengagement as well as at-risk students in tertiary education organisations.
In 2017, 3,951 students were supported through ART – Numbers, Names, Needs by 160 schools that reported student-level data. Of this total, 2,268 (57.4%) had attained NCEA Level 2 or equivalent by the end of 20 7. Included in these totals were 1,680 Māori, of whom 919 (54.7%) achieved NCEA Level 2 or equivalent, and 1,332 Pacific students, of whom 772 (58.0%) achieved NCEA Level 2 or equivalent.
A further 2,054 students were supported through ART – Numbers, Names, Needs by 34 terti y education organisations. Of this total, 894 (43.5%) had attained NCEA Level 2 or equivalent by the end of 2 17. Included in these totals were 962 Māori, of whom 329 (34.2%) achieved NCEA Level 2 or equ valent, and 326 Pacific students, of whom 168 (51.5%) achieved NCEA Level 2 or equivalent. Partnering up with Parents, Whanau, and Communities Evidence shows that involving parents, whānau and communities support student outcomes through the building of educationally powerful partnerships. By leveraging these pa tnersh ps, we can strengthen engagement and the involvement of parents and whānau, communities and iwi, and employers and business, who can all directly influence and support children and young p op e’s learning and pathways. A number of initiatives have been set up to strengthen these partnerships includ ng the Pacific PowerUP Plus project (see page 40) and Reading Together®.
Reading Together®
Reading Together® is a national programme and has operated nce mid-2011. The programme uses workshops, books and other resources to support parents/whānau in supporting their children’s reading at home more effectively. An Evaluation in 2012 s owed accelerated improved reading ability and increased enjoyment in reading for most children taki g part. Children sustained these gains for a year after finishing the programme.
The benefits for parents include impro ed relationships with their children, confidence and new knowledge about how to support with eading omework. There is also strong evidence that Reading Together® builds a strong and enduring partnership between the school and parents/whānau.
In 2017/18 the programm reached 199 individual schools, with approximately 2,000 adults and children benefitting from the p ogr mme. In 2017/18 Early Reading Together® was implemented in 14 early childhood education service Si ce March 2017 the scope of the project has changed. The programme is also offered by iwi, Pacific organ sations, through places such as prisons, and in partnerships with other literacy bodies such as he N w Zealand Book Council.
Par nts, families and whānau experiences of education
arket research was completed in late 2017 to understand how educationally powerful connections for parents and whānau can be fostered. The research was undertaken to better understand parents’ perspectives and needs related to the education of their children. A report of the findings will be released in Proactively27 Released late 2018 .
This research is an important step in the growing evidence base to better understand parents and their experiences in supporting their children through the education system. The research found that parents are engaged and want to be active partners in their children’s learning. They want to know what to expect, when to expect it, and what role they can play in their education.
27 Beyond the School Gate: Parents, families’ and whānau experiences of education, Ministry of Education (2018).
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Chapter 4 Student engagement with learning
Schools must effectively involve students in learning to ensure their educational success. The Competent Learners @ 16 project (Wylie & Hodgen, 2007) found tha although both high-and-low achieving students had the same average attitudinal scores at age five, subsequent experiences of school and learning often had significant impact on how positive different students felt about their schooling and support.
Attendance at school Attendance at school is critical to students’ learning and achie eme t. The PISA 201528 survey focused on science achievement. The survey asked 15-year-old stu ents how often they had skipped classes or days of school in the two weeks leading up to the assessment. I found that absenteeism was associated with lower student performance in science. Specifically, the survey fou d that, among New Zealand students:
»» Students who reported they skipped a whole d y of school at least once in the two weeks prior to the PISA test scored 41 points lower in sc ence than tudents who did not skip a day of school. This was reduced to 29 points when student and school s io-economic profile was taken into account.
»» Forty-one percent of students are n sc ools where the Principal reported that truancy affected their learning and 39% of students are in schoo s where the Principal reported that skipping classes affected their learning29.
The difference in science achievemen between those who skipped classes and those who did not skip classes was smaller in N w Ze land (46 point difference) than in the OECD (53 point difference) overall. New Zealand students were more likely to skip at least one whole day of school at least once in the two weeks prior to the PISA test compared with OECD average (25% compared to 19.7%).
New Zealand hool Att ndance Survey: Term 2, 2017 Results30, the most recent published survey of attendan e, was undertaken in Term 2, 2017. All State and State-integrated schools were invited to participate, wi h at endance data received from 1,920 schools (a response rate of 80%). We measured attendance ased on the whole of Term 2 (1 May – 7 July) and calculated comparative rates dating back to 2011 hen Te m 2 collection began. Proactively Released
28 OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264267510-en 29 OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264267510-en 30 See Ministry of Education, 2018a https://www.educationcounts.govt.nz/publications/ series/2503/2017-attendance-in-new-zealand-schools.
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The evidence suggests that these approaches have been highly successful. Between 2005 and 2017 the early leaving exemption rate dropped by 87%, from 71.1 to 9.2 early leavers per 1,000 15-year-old students. The number of accepted early leaving exemptions has dropped from a high of over 4,000 in 2005 to 522 in 2017.
In 2017 the majority (88%) of students who received an early leaving exemption chose to enrol in training provider courses. A further 6% of 2017 early leavers went into full-time employment, while 8% intended to enrol in polytechnic courses. The proportion of early leavers who are continuing in education has increased by 7% since 2012 and more students are choosing to use training providers rather than a polytechnic. Training provider enrolments increased by 2 percentage points from 2016, while students enrolling in polytechnic decreased by the same amount.
Ethnic and gender differences36
Māori students have higher rates of early leaving exemptions compared with students from other ethn c groups. In 2017 the early leaving exemption rate for Māori students was 20.9 per 1,000 15-yea old students. The rate for European/Pākehā was 6.4 per 1,000 15-year-old students and the Pacific rate was 6.7 per 1,000 15-year-old students.
Since 2005 the gender balance of early leaving exemptions has remained roughly constant with male students accounting for the majority of early leaving exemptions. In 2017, 64% of all early l aver were male. The female rate was 7.3 per 1,000 15-year-old students, while the male rate was 11.1 per 1 000 15-year-old students. Stand-downs and suspensions from school37 Stand-downs and suspensions affect a student’s opportunity o learn a d interrupt their continuity of learning. Suspensions may lead to students:
»» accessing correspondence schooling, where there may be fewer direct learning supports
»» entering alternative education provision, wh re the focus is on re-engagement with learning
»» dropping out of the education system
»» entering tertiary study or employment
Stand-downs and suspensions are associa ed wi h a wide range of concerning youth behaviours − including drug and alcohol abuse and violence which disrupt the learning of the individuals concerned and are disruptive and unsafe for peers in th school community.
Stand-downs
The age-standardised stand-down rate decreased from 30.1 stand-downs per 1,000 in 2006 to 24.4 stand- downs per 1,000 in 2017 There were 17,724 stand-down cases in 2017, which were received by 13,341 different students. This equates to 1 % of the student population in State and State-integrated schools receiving stand-downs Of hos students stood down, 77.3% were stood down only once during 2017.
In 2017, 55 2 of stand-downs took place in secondary schools. Only 7.9% of secondary schools did not issue any stand-down , compared to 49.7% of primary schools. Proactively Released
36 Ethnic differences analysis for early leaving exemption uses prioritised ethnicity whereby a student is identified under one ethnic group only. 37 As a consequence of a serious breach of school rules, a school Principal can order a student to stand down from school for a period of up to five school days. A stand-down, for any student, can total no more than five school days in any term or 10 days in a school year. Students return automatically to school following a stand-down. For very serious breaches of school rules, a Principal can suspend a student from attending school until the school board of trustees decides on the consequence for the student. The Board may decide to lift the suspension with or without conditions, to extend the suspension or, in the most serious cases, exclude or expel the student.
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Chapter 5 Quality Teaching
Quality teaching refers to teachers’ pedagogical practices, subject knowledge, dispositions and expectations that enable student learning across curriculum goals
Communities of Learning | Kāhui Ako Communities of Learning | Kāhui Ako (Kāhui Ako) are designed to enhance teaching pract ce and leadership by providing opportunities for collaborative enquiry and knowledge sharing Children’s and young people’s learning pathways are supported, as Kāhui Ako can use resources to de elop eamless pathways for learners between early childhood education, schooling and beyond, in both English nd Māori-medium settings. Kāhui Ako provide more opportunities for parents, families and wh nau and communities to be involved with their children’s and young people’s learning.
Kāhui Ako use shared goals to set their own achievem nt chal enges. Schools and kura within a Kāhui Ako are resourced to allow time for teachers to work together n meeting the achievement challenges, drawing on each other’s skills, knowledge and experience.
As at the end of June 2018 there were:
»» 214 approved Kāhui Ako across all ten educatio egions, encompassing 1,758 schools, 561 early learning services (612,838 children and young peop e) and 1 tertiary providers;
»» 145 Kāhui Ako with endorsed ach evemen challenges;
»» 172 Kāhui Ako with an appointed leader;
»» 423 Across School Teacher roles ppointed; and
»» 1,912 Within School teacher r les appointed.
These Kāhui Ako include 1 8,662 Māori students, 63,484 Pacific students and 26,402 early childhood education children and young people.
Support for Kāhui Ako
Expe t partners and change managers continue to be available for all Kāhui Ako to access.
$ 0,88 mill on of the 2017/18 Investing in Educational Success forecast underspend will be used to support improvements to the implementation of Kāhui Ako.
$3.12 million will be spent supporting early learning service participation and collaboration in Kāhui Ako over two years. ECE service representation in a Kāhui Ako can help meet the needs of children as they transition to school. This can bring positive education outcomes from an early age and lay the foundation for lifelong Proactivelylearning. Released $3.2 million over three years to support up to 40 iwi to partner with Kāhui Ako to trial ways to better enable Māori learners’ success as Māori in Kāhui Ako.
$4.56 million to support communications, engagement and collaborative work in Kāhui Ako over two years. Evaluation feedback from the sector and Kāhui Ako has told us that Kāhui Ako leaders need to be able to focus on leading learning, rather than spending a lot of their release time on administrative tasks.
This money will help support Kāhui Ako to focus on building sustainable systems that strengthen collaboration across all of their members. Payments will be made once the design has been completed with members of the sector.
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Professional learning and development Professional learning and development (PLD) helps support teachers and school leaders to strengthen their skills and provide the best possible education to students.
Centrally funded PLD is focused on a small number of national priorities: pāngarau, pūtaiao, te reo matatini (pānui, tuhituhi, kōrero), mathematics, science, reading and writing and digital fluency. These priorities have been set out for three to five years from 2015. PLD will be allocated regionally and is now centred on responding to the needs and context of schools, kura and Communities of Learning | Kāhui Ako.
PLD has been redesigned to build greater equity and excellence in its outcomes, by enabling the PLD system to deliver the quality, quantity and type of support required by schools, kura and Kāhui Ako. Centrally funded PLD must contribute to reducing variability and raising student achievement in one of the national p ority areas, including for Māori and Pacific students.
Schools, kura and Kāhui Ako undertake self-analysis to identify their needs to help raise teachin standards and lift student achievement. They are able to apply for centrally funded PLD to support them lift pability and practice. If successful, schools are able to select an accredited facilitator to work wi h them Schools and facilitators decide on a delivery plan then put this into action. The schools and acilitato s are both accountable for ensuring shifts in teaching practice. Ultimately schools, kura and Kāh i Ako are responsible for embedding continued change outside of their contact hours with a facilitator.
The PLD service has been in place since the beginning of 2017 and has alr ady ov rseen the accreditation of 700 PLD facilitators who are engaged in over 2000 PLD programmes n sch ols kura and Kāhui Ako. This accounts for over 300,000 hours of professional developmen for te ch rs up to December 2020 and is valued at around $50 million.
Teacher-led Innovation Fund
The Investing in Education Success (IES) initiative provid s opportunities for teachers to take part in the Teacher-led Innovation Fund (TLIF).
This $18 million fund over five years supports groups of qualified teachers from early learning services and ngā kōhanga reo, schools and kura and Comm nities of Learning | Kāhui Ako to collaborate and develop innovative practices. The purpose of these practices is to improve learning outcomes, particularly for Māori and Pacific students, students with disabl d nd learning support needs, and students from low socio- economic backgrounds.
The fund provides an oppo tunity for teachers to:
»» undertake inquiry into practice with other teachers to find ways to help individuals or groups of students succeed;
»» work in partnersh p wi h experts/specialist support; and
»» share what works with schools and other educators across New Zealand.
The firs round of funded projects began in 2015 and, to date, 144 projects have been funded through the TLIF.
A 20 7 evaluation of TLIF found that, overall, TLIF is making a difference for those schools and services that participate. The extent of impact or difference made varies across projects. There is a need for c ntinued attention to build the capabilities teams require, and to mobilise knowledge about how to do thisProactively challenging work. Released
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Teacher numbers Funding for teacher places in State and State-integrated schools is largely determined by the number of students and the year level of those students. In 2017 there were 49,686 full-time teacher equivalents (FTTEs) in State and State-integrated schools. Just over half of these positions (53%; 26,241) were in primary schools, 38% (19,112) were in secondary schools, with 6% (2,809) in composite schools and 3% (1,253) in special schools. Since 2006 the growth of full-time teacher equivalents (FTTEs) in secondary schools (3%; from 18,553 to 19,112) has been lower than in primary schools (11%; from 23,667 to 26,241) and in composite schools (38%; from 2,037 to 2,809).
Women make up the majority of the teaching workforce. In 2017, 73% (36,225) of teachers were women (up from 31,894, or 70%, in 2006). In primary schools the percentage of female teachers has grown s n e 20 6, from 81% to 83% (19,201 to 21,742) and in secondary schools the percentage of female teachers has slightly increased since 2006 from 56% to 59% (10,469 to 11,319). Beginning teachers The number of new teachers in schools depends on the demand for teachers the number of teacher education graduates available and a school’s preference for, or need for mor exper enced teachers in the school.
The number of beginning teachers have steadily increased since 2012 when numbers were at its lowest (1,821) since the year 2000. At the start of the 2017 school year there were ,224 first-year beginning teachers in State and State-integrated schools (compared to 2,149 n 2016 The majority (61.2%) of beginning teachers taught in primary schools while 38.8% taught in seconda y chools.
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Released
Proactively
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Chapter 6 Resourcing
The majority of government funding in the schooling sector is delivered to educational institutions in the form of operational grants and teacher salaries
Except where schools’ boards of trustees or communities have funded additional land o buildings, the Crown owns all State non-integrated school buildings and land. Capital expenditure for bu ding new classrooms and funding for major capital works on school property are provided to the Boards of State non- integrated schools, or projects are managed directly by the Ministry. Schools can also receive government funding by participating in various government funded educational programmes or nitiatives.
The Government also provides various types of in-kind resourcing, including oftware licensing, laptops for principals and teachers, other ICT support and professional development.
Government funding is not the only source of revenue. Schools raise f ds locally from parents (including school donations) and communities. They also organise fairs oper hostels and generate funds through enrolling international students.
The following section focuses on the government r sources provided to schools for delivering educational services. Government funding to schools The three main components of government funding are:
»» operational funding, including p operty maintenance (on which the Government spent $1,491 million in 2017);
»» staffing ($3,846 mil ion in 2017); and
»» Capital expenditure on sc ool property ($757 million in 2017)39.
Operational fu ding to schools Operational funding has several components, each with its own formulas and drivers. Detailed descriptions of each ompone t ts drivers and formulas can be found on the Ministry of Education website40.
Proactively Released
39 All government funding components are exclusive of GST. The base year for real funding is 2004. The figure for capital expenditure on school property represents capital expenditure on State schools in a given calendar year and includes funds that were spent either directly by the school or by the Ministry (see further details under ‘Capital works – state schools’ https:// education.govt.nz/school/running-a-school/school-finances/captial-works-state-schools/). 40 Operational Funding – https://education.govt.nz/school/running-a-school/resourcing/operational-funding/.
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Appendix
Plans to address pressures on school capacity Under Section 11Q of the Education Act 1989, the Ministry of Education is required to report on its plans t manage pressures on school capacity and to list the schools that have enrolment schemes in pla e.
The Ministry provides three main responses to school roll growth that places pressure on school capacity.
Where growth has resulted from an influx of students from areas served by other schools, a schoo is usually required to implement an enrolment scheme to ensure it is able to meet its commitment o local students. Roll trends and demographics are monitored and schools are alerted when an enrolment s heme may need to be considered.
Where there is genuine local growth from the natural catchment area of the school, particularly in an area where enrolment schemes already exist, additional classrooms or changes to existing property are considered.
In areas of major population growth, demographic information guid s the planning for new schools. Sites are often purchased in advance of projected need. Some amples of how the Ministry is implementing property solutions to address capacity pressures are included in th egional overviews.
The information set out below is in accordance with Section 1 Q, Education Act 1989.
Iona Holsted Secretary for Education
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Tai Tokerau
The Tai Tokerau education region covers Kaipara, Whangarei and the Far North. There is a mixed picture of demographic change in Tai Tokerau, with some urban centres, such as Whangarei and Kerikeri, and surrounding coastal areas experiencing population growth with more remote areas showing a slight decline. The Ministry continues to monitor these trends.
Demographics and Roll trends are monitored regularly and schools are consulted when an enrolment scheme may need to be implemented.
In 2017 one new enrolment scheme was established with further implementation of enrolment schemes in the next few years. The total number of enrolment schemes across the region is 24.
Auckland
Auckland is continuing to experience school age population growth in line with the Auckland Unitary Plan, which the Ministry’s new schools and roll-growth programmes are closely aligned with.
We are planning for and responding to pressure from population growth, driven by immigrati n nd underlying natural population increase. Growth is evident in citywide housing inten ificatio greenfield development, at-scale redevelopment of Housing NZ properties and the delivery of Specia Housing Areas (SHAs).
Increased demand is being managed through the use of enrolment schemes changes to existing property and the provision of additional classrooms. In 2017, 106 school nrolm nt sc emes were reviewed as part of the annual review process. Ten new schemes were implement d, tw e amended, and two clarified.
Furthermore, in response to the increasing school age population p essures, our programme of construction of new schools and classrooms in Auckland continues. We will see the delivery of 21,000 additional student spaces by 2021 to accommodate increasing demand.
Two new primary schools are scheduled to open in 2019, Te U o o te Nikau Primary School in Flat Bush and Matua Ngaru School in Kumeu. New primary scho ls in Pukekohe/Belmont, Scott Point, Orewa North West, Hingaia South and Drury are scheduled to open in 2021.
Other critical primary and secondary school site quisitions are being progressed, particularly in areas of new greenfield growth in the North No th-west and South.
There were 10 enrolment schemes imp emented in 2017 bringing the number of State and State-integrated schools across Auckland with enro ment schemes to 289.
Waikato
Hamilton has grown faster than predicted in the past two years and is expected to continue to grow. Schools across the city are ex eriencing significant growth owing to the turnover of housing with younger families, infill housing and g eenfield housing development – Hamilton City Council has a policy of 50% of all city growth being met through infill housing.
The Minis ry is trying to address this growth through the mechanisms of enrolment scheme management, helping schools make better use of existing property and recommendations for roll-growth classrooms. The Ministry is also working with the Hamilton City Council to stay informed of its planning proposals.
The Hamilton City Council signed a Housing Accord with the Government on 22 December 2016 and Special HousingProactively Area (SHA) applications were called for in 2017 following theReleased confirmation of the (SHA) Policy in August 2017. Seven SHA applications were received and consulted on. These SHAs are currently with the Ministry of Business Innovation and Employment for approval.
In North-east Hamilton the new Rototuna Senior High School opened for Term 1, 2017 following the opening of Rototuna Junior High School in 2016. In addition, the principal was appointed for the new contributing primary school, Te Ao Marama School, in Sylvester, which is scheduled to open in Term 1, 2019.
While the focus of greenfield development has now shifted from Rotokauri (north west) to Peacocke (south), development has occurred in Rotokauri. A SHA for approximately 1,500 dwellings was also proposed (and accepted in 2018). Growth is expected in both areas going forward.
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In addition to the significant growth being seen in Hamilton City, the towns and villages in the immediate vicinity have also grown. Most significantly, Cambridge has continued to grow with planning for a new primary school underway. Cambridge and Te Kauwhata will be two of the focus areas outside of Hamilton in 2018 and beyond, however, areas like Te Awamutu, Te Kowhai and Raglan are also expected to need growth responses.
The region is also experiencing increased demand for Māori medium pathways. Both full immersion kura nd dual-medium schools have reached capacity and a growth response will be needed for a number of schools in 2018. A Māori medium strategy will be developed in 2018 to guide planning in this area.
The provision for students with special needs has been considered alongside regional growth needs w th additional provision expected in 2018, 2019 and 2020 through roll growth satellite units.
Demographic changes across the wider region will continue to be monitored through the egional planning process and responded to accordingly.
There were four enrolment schemes implemented in 2017 bringing the number of S ate and State-integrated schools across Waikato with enrolment schemes to 82.
Bay of Plenty/Wairakei
Tauranga and the Western Bay of Plenty is continuing to experience signific nt growth. This is manifesting as new greenfield developments in Papamoa East, Tauriko West/P es Pa and Omokoroa. Tauranga City Council is also implementing an intensification strategy in cen al Ta anga Older established areas of Otumoetai, Mount Maunganui and Papamoa are seeing changing demographics with ‘empty-nesters’ and retirees being replaced by families, resulting in steady in zone growth for many schools.
Growth and demographic change is putting the schooling ne work under increasing pressure. The local Ministry offices continue to work closely with the lo al councils on their growth planning. A Memorandum of Understanding has been established w th th Mini try, three local councils, NZTA and the DHB to work collaboratively on growth planning for Tauranga and e Western Bay of Plenty.
A new State primary school will open in The Lakes subdivision in Pyes Pa in 2019 and one in Papamoa East in 2021. Site investigations and acquisiti n are eing progressed in three other growth areas.
The increase in demand is also being managed through enrolment schemes and the provision of extra classrooms. Seven new enr lment sc emes have been implemented in the Bay of Plenty – Waiariki region since the last report.
There were five enrolment schemes implemented in 2017 bringing the number of State and State-integrated schools across Bay of Plen y/Wairakei with enrolment schemes to 54.
Hawke’s Bay Tairāwhiti
In Hawke Bay/Tai āwhiti there are some isolated pockets of growth occurring through new housing or owing to parental choice for preferred schooling options for their children. The Ministry is monitoring these school closely and managing the situation using formal and/or informal responses to strengthen the wider ne work to cater for growth. These responses may include the effective use of enrolment schemes, the provi ion of roll-growth classrooms, change of class and schooling improvement support to allow us to better utilise an effective and accessible schooling network.
Roll-growth funding has been approved to extend capacity for a new satellite unit for Kowhai Special School Proactivelyin Flaxmere and at Te Kura Kaupapa Māori o Nga Uri a Maui inReleased Gisborne. The Ministry is also currently undertaking an assessment of the future educational needs for Havelock North and surrounding area to determine what additional provision may be required within the schooling network. This work is expected to be completed by mid 2019.
Māori medium education continues to be a growth area in Hawke’s Bay/Tairāwhiti with the provision of additional classrooms at existing kura as mentioned above and two new sites planned for Te Kura Kaupapa Māori o Te Wānanga Whare Tāpere o Takitimu and Te Kura Kaupapa Māori o Horouta Wānanga.
There were four enrolment schemes implemented in 2017 bringing the number of State and State-integrated schools across Hawke’s Bay/Tairāwhiti with enrolment schemes to 65.
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Taranaki/Whanganui/Manawatū
The Taranaki/Whanganui/Manawatū region is currently characterised by significant population growth in the urban learning communities of New Plymouth and Palmerston North. There is also isolated growth within rural townships and villages that contribute to these urban centres such as Tokomaru, Bulls and Ashhurst. The region also has rural areas that are contracting, resulting in school closures in the Rangitikei and Ruapehu districts in recent years.
Future growth is not expected to be uniform across the Taranaki/Whanganui/Manawatū region. Current growth is anticipated to be limited to a small number of communities which will be managed with new enrolment schemes, improved operation of current enrolment schemes, changes to existing property and a limited number of roll-growth classroom. Some new schooling provision may be required in high growth areas in the coming years.
There continues to be strong demand for State integrated and Māori medium schooling options across the Taranaki/Whanganui/Manawatū area. This may be attributed to demographic changes across th region which will continue to be monitored through the regional planning process and responded to accordingly.
There were five enrolment schemes implemented in 2017 bringing the number of st te and state-integrated schools across Taranaki/Whanganui/Manawatū with enrolment schemes to 57.
Wellington
The region has continued to operate with a slight increase in tota student umbe s. However, roll pressure has been experienced in some schools with future housing de elopm nts planned in their local communities. Additional (roll-growth) accommodation was provided for seven s hools in the 2017/18 year. At the same time six schools implemented enrolment schemes to help them ma age the risk of overcrowding.
The Ministry engaged with each Board in the annual review of their enrolment scheme. Six schools implemented enrolment schemes in 2017 and a further seven schools were approved in 2017 to implement schemes in 2018.
There was considerable engagement with schools n Central and Northern Wellington networks where schools experienced roll pressure, and demog aphic nformation was shared with them so that they understood the Ministry’s approach to network planning and the likely future student population profiles. Kapiti Coast schools and some Upper H tt schools have also experienced pressure and discussed possible future needs with the Ministry.
The Ministry engaged with te ritori l local authorities and is forming positive working relationships with these agencies so that each oth r’s work can be informed by developments.
Overall, the schooling n two ks aw a slight increase in total student numbers. There was substantial work completed with th schoo to raise understanding and promote action for improved network management.
There were six enr lm schemes implemented in 2017 bringing the number of State and State-integrated schools across Wellington with enrolment schemes to 96.
Nelson/Marlborough/West Coast
As in recent years many schools and networks of schools in the region are experiencing growing rolls. ngoing population growth in the region has contributed growth in some school rolls.
The Ministry manages this through a combination of additional classrooms where appropriate; requiring schoolsProactively to reduce the number of out-of-zone enrolments or implementing Released enrolment schemes when schemes are not already in place. A number of primary schools across the region have been directed to implement enrolment schemes. As these students move into intermediate and secondary schooling enrolment schemes are being considered for a number of these schools too.
Richmond remains an area of particular interest with planning and development of the Special Housing Areas (SHAs) progressing. The scale and cumulative effect of these SHAs could potentially see a need for additional options, such as new school provision. The timing of any additional capacity in the area remains uncertain as the SHAs are in their early stages of development.
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There were two enrolment schemes implemented in 2017 bringing the number of State and State-integrated schools across Nelson/Marlborough/West Coast with enrolment schemes to 35.
Canterbury/Chatham Islands
The Ministry continues to meet regularly with all Canterbury Principal Associations regarding changed demographics and future school network planning to ensure that the catalyst for required changes and he processes for implementation are understood as widely as possible.
As part of the ongoing renewal of school property across greater Christchurch the Ministry is working w th schools regarding enrolment schemes in order to amend existing schemes, implement new schemes nd provide additional capacity via changes to existing space. Where necessary, roll-growth classrooms are provided to meet the needs of local students.
The Ministry has been supporting establishment boards and communities of new schools t consi er school capacity and processes for managing this prior to opening. These include Knights Stream Sch ol (South- west Chch) opening in 2019; Ararira Springs School (Selwyn) opening 2019; Rangio a West Waimakariri) opening 2020 and Belfast (North Chch) opening 2021.
In Ashburton discussions continue with individual schools about developing and imp ementing enrolment schemes.
There were 22 enrolment schemes implemented in 2017 bringing the number of State and State-integrated schools across Canterbury/Chatham Islands with enrolment schem to 15 .
Otago/Southland
The growth in demand for schooling in Queenstown Lakes D strict has continued. In response the Ministry is developing an education growth plan for the Wa atipu Basin and Wanaka area. The Ministry is working collaboratively with the Queenstown Lakes District Council and other agencies to ensure continued access to local schools that provide positive education outcom s for children and young people into the medium and long term.
The Ministry has also provided additional fund ng for roll growth at a number of schools across the Queenstown Lakes District in addit on to supporting the establishment of a new primary school in Wanaka.
Additional capacity has been prov ded in Cromwell to support the ongoing growth in primary school rolls.
The implementation of enrolme t schemes has been an ongoing mechanism to support schools in managing their rolls. Schools requiring enrolment schemes have been supported by the Ministry.
There were five enr lment schemes implemented in 2017 bringing the number of State and State-integrated schools across O ago/Southland with enrolment schemes to 71.
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Table A.1: Schools with enrolment schemes in place for part of or all of 2017 Institution Data enrolment scheme Adjacent school with School name number was approved enrolment scheme exists 3700 Abbotsford School 23/08/2005 Yes 1680 Aberdeen School 01/01/2000 Yes 1195 Adventure School 13/10/2008 Yes 82 Aidanfield Christian School 08/09/2005 Yes 6948 Albany Junior High School 26/07/2012 Yes 1202 Albany School 01/01/2001 Yes 563 Albany Senior High School 01/01/2009 Yes 6929 Alfriston College 01/08/2008 Yes 1203 Alfriston School 02/06/2007 s 1681 Allandale School 11/10/2010 Yes 3274 Allenton School 31/05/2002 Ye 3276 Amberley School 24/01/2007 Yes 614 Amesbury School 07/03/2011 Yes 3703 Andersons Bay School 23/11/2015 Yes 96 Aorere College 01 1/ 010 Yes 253 Aotea College 30/07/2001 Yes 1684 Apanui School 1/ 1/2013 Yes 1206 Arahoe School 19/0 /2015 Yes 1208 Ardmore School 01/01/2010 Yes 3930 Arrowtown School 27/06/2016 Yes 2543 Arthur Miller School 27/05/2004 Yes 3284 Ashgrove School 24/01/2003 Yes 2337 Ashhurst School 19/11/2017 Yes 3285 Ashley School 10/03/2008 Yes 53 Auckland Girls’ Grammar School 01/01/2000 Yes 54 Auckland Grammar 01/01/2000 Yes 1211 Auckland Norm l Intermed at 01/01/2000 Yes 2152 Auroa School 01/10/2008 No 78 Avond e C lege 01/01/2000 Yes 1212 Avondale nter diate 31/10/2002 Yes 1213 Avondale imary School (Auckland) 28/09/1999 Yes 3287 Avonh ad School 22/10/1999 Yes 324 Avonside Girls’ High School 03/05/1999 Yes 1691 Awakeri School 01/01/2000 Yes 12 6 Bailey Road School 14/11/2016 Yes 3 09 Balaclava School 19/03/2009 Yes 3932ProactivelyBalfour School 13/11/2017 ReleasedNo 3711 Balmacewen Intermediate 16/08/2010 Yes 1219 Balmoral School (Auckland) 01/01/2007 Yes 3289 Banks Avenue School 26/05/2004 Yes 2112 Barton Rural School 28/01/2005 Yes 6960 Baverstock Oaks School 01/01/2009 Yes 1112 Bay of Islands International Academy 05/08/2015 Yes 1220 Bayfield School 07/09/1999 Yes 1222 Bayview School 07/09/2017 Yes
70 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 70 18/09/2018 3:08:25 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
1224 Beachlands School 01/02/2016 Yes 3291 Beckenham Te Kura o Puroto 22/10/1999 Yes 3292 Belfast School 29/01/2008 Yes 2157 Bell Block School 01/05/2012 Yes 1694 Bellevue School (Tauranga) 01/03/2016 Yes 1225 Belmont Intermediate 03/10/2011 Yes 1226 Belmont School (Auckland) 14/10/2013 Yes 2807 Belmont School (Lower Hutt) 25/07/2016 Yes 1695 Berkley Normal Middle School 24/09/2007 Ye 1697 Bethlehem School 13/12/2002 Yes 3182 Birchwood School 21/11/2016 Yes 1231 Birkenhead School 24/10/2014 Y 2546 Bledisloe School 01/01/2009 Yes 1232 Blockhouse Bay Intermediate 01/09/2008 Yes 1233 Blockhouse Bay School 08/09/1999 Yes 2113 Bluestone School 16/09/2014 Yes 1234 Bombay School 14/08/2002 Yes 1235 Botany Downs School 12/03 2004 Yes 6930 Botany Downs Secondary College 04/02/2009 Yes 2813 Boulcott School 13/10/2014 Yes 3716 Bradford School 27/02/2017 Yes 20 Bream Bay College 14/12/2014 Yes 2547 Bridge Pa School 29/09/2004 Yes 3183 Brightwater School 26/07/2010 Yes 3301 Broadfield School 20/06/2015 Yes 3302 Bromley School 24/07/2017 Yes 1236 Brookby School 30/11/1999 Yes 1699 Brookfield Schoo 01/11/2016 Yes 3185 Brooklyn S h ol (Mo eka) 07/02/2013 Yes 2816 Brookl n School (W ington) 06/09/1999 Yes 3303 Broomfield School 16/11/2005 Yes 1237 Bro ns Bay School 07/10/1999 Yes 1239 Buckl nd School 29/10/1999 Yes 1240 B klands Beach Intermediate 09/08/1999 Yes 1 41 Bucklands Beach Primary School 01/03/2010 Yes 19 Burnside High School 04/06/1999 Yes 3305 Burnside Primary School 01/10/2016 Yes 1700 Cambridge East School 16/06/2005 Yes 142 Cambridge High School 01/01/2012 Yes Proactively1702 Cambridge School Released06/05/2014 Yes 1242 Campbells Bay School 06/10/1999 Yes 211 Campion College 01/01/2007 No 3308 Carew Peel Forest School 25/04/2008 Yes 2345 Carlton School 07/08/2008 Yes 35 Carmel College 16/05/2007 No 2820 Carterton School 01/01/2013 Yes 2821 Cashmere Avenue School 12/07/2004 Yes 340 Cashmere High School 27/05/1999 Yes
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EDK 0366 NZ Schools Report_04.indd 71 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
3310 Cashmere Primary Te Pae Kereru 29/11/1999 Yes 2418 Central Normal School 18/01/2004 Yes 2160 Central School 24/07/2017 No 1581 Chapel Downs School 24/11/1999 Yes 1244 Chelsea School 23/09/1999 Yes 3314 Chisnallwood Intermediate 16/09/2005 Yes 317 Christchurch Adventist School 08/12/2008 No 327 Christchurch Boys’ High School 04/06/1999 Yes 328 Christchurch Girls’ High School -Te Kura o Hine 27/05/1999 Yes Waiora 3318 Christchurch South Intermediate 04/12/2008 Yes 1246 Churchill Park School 19/10/1999 Yes 2824 Churton Park School 23/04/2001 Yes 3321 Clarkville School 22/11/1999 Yes 1247 Clayton Park School 23/03/2001 Yes 6980 Clearview Primary 01/01/2017 Yes 1248 Clendon Park School 29/06/2005 Yes 1249 Clevedon School 06/11/2006 Yes 2826 Clifton Terrace Model School 24/08/1 99 Yes 3187 Clifton Terrace School 08/12/2016 Yes 2549 Clive School 14/0 /2004 Yes 2827 Clyde Quay School 03/05/2005 Yes 3725 Clyde School 06/03/2008 Yes 1252 Coatesville School 23/06/1999 Yes 3323 Cobham Intermediate 22/10/1999 Yes 1253 Cockle Bay School 05/08/1999 Yes 2353 College Street Normal School 17/08/2004 Yes 386 Columba College 19/07/2004 Yes 2354 Colyton School 13/05/2008 No 1255 Conifer Grove Sch l 25/10/2002 Yes 1256 Cornwall Park District S hool 25/11/1999 Yes 1257 Cosgrov S hool 16/03/2014 Yes 3324 Cotswold Scho 22/11/1999 Yes 357 Cra ghea Di cesan School 10/07/2006 Yes 2823 Crofton Downs Primary School 24/05/2017 No 3729 C well Primary School 22/11/2002 Yes 3325 Cust School 31/03/2006 Yes 1258 Dairy Flat School 18/01/2016 Yes 346 Darfield High School 01/01/2017 Yes 3326 Darfield School 18/10/2006 Yes 1709ProactivelyDavid Street School 27/01/2014 ReleasedNo 1710 Deanwell School 01/05/2007 Yes 1260 Devonport Primary School 01/01/2010 Yes 2832 Discovery School 24/08/2004 Yes 1261 Dominion Road School 06/06/2017 Yes 2119 Donovan Primary School 16/04/2014 Yes 1661 Douglas Park School 18/05/2013 Yes 1263 Drury School 09/08/1999 Yes
72 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 72 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
1192 Dunedin Rudolf Steiner School 11/07/2008 No 3331 Dunsandel School 12/02/2010 Yes 2355 Durie Hill School 05/10/2006 Yes 3733 East Taieri School 12/12/2006 Yes 2834 Eastern Hutt School 17/10/2001 Yes 1265 Edendale School (Auckland) 08/03/2010 Yes 3947 Edendale School (Southland) 28/10/2008 Yes 79 Edgewater College 22/07/2003 Yes 1266 Edmonton School 01/11/2002 Ye 2164 Egmont Village School 21/07/2014 Yes 1268 Ellerslie School 27/09/1999 Yes 349 Ellesmere College 08/08/2006 Y 3334 Elmwood Normal School 22/11/1999 Yes 1168 Emmanuel Christian School 09/11/2005 Yes 6941 Endeavour School 01/01/2015 Yes 3189 Enner Glynn School 16/08/2010 Yes 64 Epsom Girls Grammar School 25/08/1999 Yes 1270 Epsom Normal School 26/ 1 1999 Yes 2557 Eskdale School 01/01/2005 Yes 2837 Evans Bay Intermediate 09/09/2002 Yes 1164 Everglade School 30/09/1999 Yes 1271 Fairburn School 30/01/2017 Yes 1715 Fairfield Intermediate 01/09/2008 Yes 1716 Fairfield Primary School 23/11/2017 Yes 3736 Fairfield School (Dunedin) 20/08/2001 Yes 2838 Fairfield School (Levin) 21/09/1999 Yes 2839 Fairhall School 22/11/1999 Yes 1717 Fairhaven Schoo 01/01/2017 Yes 1272 Farm Cove In rmedi e 20/12/1999 Yes 1273 Favon School 01/08/2011 Yes 197 Feildi g High S hool 22/11/2006 Yes 3338 Fendalton Open Air School 25/11/1999 Yes 3707 Fenw k School 10/08/2007 Yes 2842 F nlea School 07/04/2006 No 2 43 Fernridge School 18/11/2003 Yes 340 Fernside School 05/09/2001 Yes 2117 Fernworth Primary School 31/01/2007 Yes 1275 Finlayson Park School 23/07/1999 Yes 2167 Fitzroy School 27/04/2013 Yes Proactively1276 Flanshaw Road School Released01/02/2012 Yes 2560 Flaxmere Primary School 01/01/2005 Yes 1720 Forest Lake School 20/07/2015 Yes 1278 Forrest Hill School 01/01/2011 Yes 175 Francis Douglas Memorial College 11/07/2005 No 2168 Frankley School 07/04/2000 Yes 1721 Frankton School 01/01/2012 Yes 2844 Fraser Crescent School 31/07/2017 Yes 135 Fraser High School 01/01/2001 Yes
www.educationcounts.govt.nz 73
EDK 0366 NZ Schools Report_04.indd 73 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
2562 Frasertown School 29/07/2013 No 1279 Freemans Bay School 24/06/2008 Yes 1280 Freyberg Community School 02/05/2016 Yes 200 Freyberg High School 03/07/2006 Yes 2563 Frimley School 14/04/2003 Yes 3740 George Street Normal School 01/08/2011 Yes 2107 Geraldine Primary School 21/02/2008 Yes 2564 Gisborne Central School 21/07/2011 Yes 2566 Gisborne Intermediate 27/01/2016 Yes 1282 Gladstone School (Auckland) 29/09/1999 Yes 2845 Gladstone School (Masterton) 11/10/2006 Yes 1283 Glamorgan School 07/10/1999 s 1284 Glen Eden Intermediate 22/10/1999 Yes 1285 Glen Eden School 21/07/2008 Y 1723 Glen Massey School 01/04/2011 Yes 1011 Glenbervie School 21/12/2010 Yes 1292 Glenbrook School 06/05/2013 Yes 65 Glendowie College 20 08/ 999 Yes 1294 Glendowie School 01/01/2 05 Yes 3347 Gleniti School 25/ 8/2017 Yes 3352 Glentunnel School 26/10 2006 Yes 6070 Golden Sands School 01/01/2011 Yes 3741 Goldfields School (Cromwell) 11/03/2010 Yes 1727 Goodwood School 30/08/2006 Yes 1728 Gordonton School 01/03/2012 Yes 3956 Gore Main School 15/12/2011 No 2848 Gracefield School 08/08/2005 Yes 2111 Grantlea Downs School 28/01/2005 Yes 3742 Grants Braes School 01/02/2016 Yes 42 Green Bay High School 31/05/2012 Yes 1298 Green Bay Primary Scho l 12/10/2015 Yes 2849 Green cres hool 01/05/2017 No 1299 Greenhithe School 07/02/2012 Yes 2567 Greenmea ws School 11/02/2013 Yes 1729 Greenpark School (Tauranga) 21/07/2003 Yes 1 30 Greerton Village School 29/01/2016 Yes 1301 Grey Lynn School 21/02/2005 Yes 2 50 Greytown School 17/10/2003 Yes 2 51 Grovetown School 18/10/2016 Yes 336ProactivelyHagley Community College 13/09/1999 ReleasedYes 2362 Halcombe Primary School 31/10/2016 No 1302 Halsey Drive School 08/09/1999 Yes 3366 Halswell School 22/11/1999 Yes 131 Hamilton Boys’ High School 01/01/2000 Yes 1731 Hamilton East School 27/01/2016 Yes 132 Hamilton Girls’ High School 01/01/2000 Yes 1733 Hamilton West School 12/10/2007 Yes 3193 Hampden Street School 10/05/2016 Yes
74 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 74 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
3367 Hampstead School 28/11/2007 Yes 3370 Harewood School 11/11/2004 Yes 1303 Harrisville School 01/01/2007 Yes 443 Hastings Christian School 01/01/2007 Yes 228 Hastings Girls’ High School 01/01/2004 Yes 2570 Hastings Intermediate 01/01/2011 Yes 2854 Hataitai School 21/09/1999 Yes 112 Hauraki Plains College 01/01/2004 Yes 1304 Hauraki School 30/06/2012 Ye 3938 Hauroko Valley Primary School 27/07/2017 Yes 1735 Hautapu School 26/08/2004 Yes 1736 Hauturu School 14/10/2013 N 2572 Havelock North Intermediate 18/09/2002 Yes 2573 Havelock North Primary School 28/10/1999 Yes 3747 Hawea Flat School 03/12/2007 No 3371 Heathcote Valley School 22/10/1999 Yes 3372 Heaton Normal Intermediate 08 1/199 Yes 3963 Heddon Bush School 03/09 2007 Yes 1306 Helensville School 01/02/2016 Yes 1307 Henderson Intermediate 01/08/2001 Yes 1308 Henderson North School 07/10/1999 Yes 1311 Henderson Valley School 07/10/1999 Yes 3194 Henley School (Nelson) 04/12/2002 Yes 3373 Highfield School 29/09/2017 Yes 2172 Highlands Intermediate 27/02/2007 Yes 138 Hillcrest High School 01/01/2010 Yes 1739 Hillcrest Normal School 01/03/2009 Yes 1312 Hillpark School 27/04/2009 Yes 1313 Hillsborough School 20/09/1999 Yes 1740 Hilltop School 20/12/1999 Yes 341 Hillview Christi n School 01/06/2004 Yes 588 Hin aia Peninsula School 01/07/2011 Yes 1741 Hinue a School 16/07/2012 Yes 2578 H uharama School 29/07/2002 No 6 88 Hobsonville Point Primary School 28/09/2012 Yes 977 Hobsonville Point Secondary School 06/05/2013 Yes 1314 Hobsonville School 25/09/2003 Yes 2365 Hokowhitu School 04/05/2015 Yes 1316 Holy Cross Catholic School (Henderson) 06/05/2008 No Proactively557 Holy Family School (Wanaka) Released25/10/2008 No 3379 Hoon Hay School 25/09/2000 Yes 3380 Hornby Primary School 01/05/2017 Yes 3381 Hororata School 19/02/2007 Yes 1746 Horotiu School 01/01/2004 Yes 1747 Horsham Downs School 01/01/2010 Yes 2861 Houghton Valley School 16/09/2005 Yes 87 Howick College 04/02/2009 Yes 1318 Howick Intermediate 29/05/2003 Yes
www.educationcounts.govt.nz 75
EDK 0366 NZ Schools Report_04.indd 75 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
1320 Huapai District School 01/03/2012 Yes 2175 Huirangi School 02/05/2016 No 1749 Hukanui School 01/01/2000 Yes 1018 Hurupaki School 01/05/2015 Yes 2862 Hutt Central School 05/05/2006 Yes 2863 Hutt Intermediate 05/10/1999 Yes 261 Hutt Valley High School 21/12/1999 Yes 3384 Ilam School 27/07/2001 Yes 2581 Ilminster Intermediate 29/07/2002 Yes 3966 Invercargill Middle School 15/11/2005 Yes 224 Iona College 01/01/2005 Yes 2582 Irongate School 01/05/2017 s 2865 Island Bay School 07/11/2005 Yes 552 James Hargest College 13/05/2005 Y 387 John McGlashan College 07/07/2004 Yes 532 John Paul College 07/02/2007 Yes 2866 Johnsonville School 07/01/2004 Yes 1756 Kaharoa School 08 10/ 001 No 660 Kahurangi School 07/07/2017 No 2369 Kai Iwi School 2 / 6/2008 Yes 3388 Kaiapoi Borough School 02/03/2006 Yes 314 Kaiapoi High School 19/10/2007 Yes 3389 Kaiapoi North School 01/07/2005 Yes 3753 Kaikorai School 15/02/2007 Yes 3392 Kaikoura Suburban School 27/01/2014 Yes 1760 Kaipaki School 05/02/2016 Yes 2370 Kairanga School 21/04/2011 Yes 2584 Kaiti School 20/07/2015 Yes 2372 Kaitoke School (Wang nui) 10/07/2007 Yes 1030 Kamo School 01/02/2007 Yes 3393 Kaniere Schoo 14/12/2006 No 2871 Kapan i Sch ol 07/09/1999 Yes 247 Kapiti Col ege 01/01/2015 Yes 1325 Karak Sch ol 01/08/2006 Yes 229 Karam High School 01/01/2003 Yes 2 74 Karori Normal School 10/03/2010 Yes 2875 Karori West Normal School 27/04/2010 Yes 3 94 Karoro School 12/05/2009 No 17 5 Katikati Primary School 25/09/2017 Yes 1326ProactivelyKaukapakapa School 01/01/2010 ReleasedYes 595 Kauri Flats School 01/01/2017 Yes 1327 Kauri Park School 29/05/2003 No 1032 Kaurihohore School 29/04/2009 Yes 1328 Kaurilands School 03/08/1999 Yes 536 Kavanagh College 14/02/2003 Yes 1329 Kedgley Intermediate 30/08/1999 Yes 2876 Kelburn Normal School 05/05/2006 Yes 1332 Kelvin Road School 27/04/2004 Yes
76 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 76 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
5 Kerikeri High School 01/01/2000 Yes 1034 Kerikeri Primary School 01/05/2015 Yes 2879 Khandallah School 16/10/2017 No 2880 Kilbirnie School 17/01/2006 Yes 1777 Kimihia School 30/05/2011 Yes 383 Kings High School (Dunedin) 13/05/2016 No 1333 Kingsford School 01/08/2008 Yes 1779 Kio Kio School 01/01/2007 Yes 3397 Kirwee Model School 21/08/2006 Ye 3973 Knapdale School 20/03/2014 No 1781 Knighton Normal School 01/01/2000 Yes 6939 Kohia Terrace School 10/12/1999 Y 1334 Kohimarama School 27/04/2009 Yes 1335 Konini School (Auckland) 01/04/2013 Yes 2385 Kopane School 10/10/2008 Yes 2882 Koputaroa School 17/12/2001 Yes 1783 Korakonui School 12/10/201 Yes 2883 Korokoro School 12/1 /2006 Yes 1784 Koromatua School 01/03/2008 Yes 1336 Koru School 29/01/2008 Yes 1337 Kowhai Intermediate 19/10/1999 Yes 1785 Kuratau School 25/02/2013 No 3402 Ladbrooks School 18/06/2004 Yes 3407 Lauriston School 10/08/2006 No 1789 Leamington School 01/01/2012 Yes 3410 Leeston School 23/11/2009 Yes 3411 Leithfield School 01/01/2017 Yes 6967 Lemonwood Gro e School 01/01/2017 Yes 2182 Lepperton Sc ool 14/02/2005 Yes 4117 Libert n Christian School 30/08/2004 Yes 3975 Limeh lls Schoo 06/12/2002 Yes 347 Lin ln High School 01/01/2017 Yes 3412 L nco n Primary School 14/11/2001 Yes 230 L disfarne College 01/01/2005 Yes 3 15 Linwood North School 19/05/2017 Yes 419 Loburn School 03/03/2005 Yes 27 Long Bay College 01/01/2008 Yes 1342 Long Bay School 01/02/2006 Yes 3594 Longbeach School 12/06/2008 Yes Proactively2590 Lucknow School Released19/06/2002 Yes 2892 Lyall Bay School 18/04/2014 Yes 75 Lynfield College 10/11/2008 Yes 1791 Lynmore Primary School 27/05/2002 Yes 686 Lyttelton Primary School 05/05/2014 Yes 3762 Macandrew Bay School 31/01/2013 Yes 41 Macleans College 01/01/2015 Yes 3201 Mahana School 01/07/2005 Yes 2592 Mahora School 21/08/2002 Yes
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EDK 0366 NZ Schools Report_04.indd 77 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
24 Mahurangi College 31/05/2012 Yes 1343 Mairangi Bay School 07/10/1999 Yes 3425 Mairehau Primary School 21/09/2004 Yes 2894 Makara Model School 25/07/2017 No 2593 Makaraka School 18/09/2006 Yes 3982 Makarewa School 11/04/2008 Yes 2595 Makauri School 13/08/2005 Yes 2896 Manakau School 01/01/2013 Yes 2390 Manchester Street School 11/08/2012 Yes 2597 Mangapapa School 24/11/2009 Yes 2899 Mangaroa School 07/12/2004 Yes 1038 Mangawhai Beach School 01/01/2005 N 1346 Mangere Bridge School 29/10/1999 Yes 1347 Mangere Central School 01/01/2008 Y 1348 Mangere East School 27/04/2009 Yes 2189 Mangorei School 30/09/2016 Yes 1354 Manurewa Central School 30/09/1999 Yes 99 Manurewa High School 29/11/ 999 Yes 1353 Manurewa Intermediate 06/10/ 017 Yes 3768 Maori Hill School / 3/2010 Yes 3203 Mapua School 01/07 2005 Yes 566 Maraekakaho School 01/01/2009 Yes 2094 Marian Catholic School (Hamilton) 01/08/2008 Yes 343 Marian College 15/02/2011 Yes 1592 Marina View School 02/12/1999 Yes 1362 Marshall Laing School 08/09/1999 Yes 3429 Marshland School 10/05/2002 Yes 43 Massey High School 01/01/2014 Yes 1363 Massey Primary Sch o 19/10/1999 Yes 1364 Matakana Scho l 10/10/2016 Yes 1813 Matamata Primary Scho l 25/09/2010 Yes 1814 Matangi Sch ol 13/10/2014 Yes 1043 Matarau Schoo 01/01/2010 Yes 1365 Matip Ro School 12/10/2012 Yes 774 Matua Ngaru School 30/05/2017 Yes 1 0 Matua School 21/01/2008 Yes 2968 Maungaraki School 26/01/2006 Yes 1048 Maungatapere School 01/01/2014 Yes 18 1 Maungatapu School 02/04/2007 Yes 1367ProactivelyMaungawhau School 26/11/1999 ReleasedYes 1050 Maunu School 01/01/2014 Yes 2612 Mayfair School 04/06/2013 Yes 1370 Meadowbank School 27/09/1999 Yes 1371 Mellons Bay School 06/10/1999 Yes 3434 Merrin School 22/10/1999 Yes 3436 Methven School 09/05/2008 Yes 335 Middleton Grange School 02/05/2006 Yes 1375 Milford School (Auckland) 06/10/1999 Yes
78 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 78 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
2916 Miramar North School 06/04/2001 Yes 553 Mission Heights Junior College 01/02/2017 Yes 570 Mission Heights Primary School 01/01/2015 Yes 1829 Moanataiari School 27/01/2014 Yes 3776 Mornington School 27/02/2014 Yes 2403 Mosston School 29/03/2005 Yes 3206 Motueka South School 29/11/1999 Yes 2404 Mount Biggs School 17/09/1999 Yes 348 Mount Hutt College 29/06/2006 Ye 1838 Mount Maunganui Primary School 28/01/2008 Yes 69 Mt Albert Grammar School 01/01/2009 Yes 1381 Mt Albert School 01/09/2017 Y 1382 Mt Carmel School (Meadowbank) 01/02/2009 No 2918 Mt Cook School (Wellington) 01/01/2011 Yes 1378 Mt Eden Normal School 26/11/19 9 Yes 1837 Mt Maunganui Intermediate 29/01/2016 Yes 3443 Mt Pleasant School 01/1 /200 Yes 74 Mt Roskill Grammar 03/ 8 1999 Yes 1383 Mt Roskill Intermediate 29/07/2002 Yes 1384 Mt Roskill Primary School 17/09/1999 Yes 3441 Mt Somers Springburn School 18/02/2008 Yes 2920 Muritai School 02/11/2013 No 1386 Murrays Bay Intermediate 10/08/1999 Yes 1387 Murrays Bay School 05/05/2011 Yes 3779 Musselburgh School 20/11/2015 Yes 3991 Myross Bush School 10/03/2003 Yes 216 Napier Boys’ High School 01/01/2003 Yes 2618 Napier Central S ool 01/01/2013 Yes 217 Napier Girls High Sch ol 01/01/2002 Yes 2619 Napier ntermedia e 01/01/2010 Yes 1841 Nawt n Schoo 01/01/2001 Yes 3208 Na and Primary School 21/11/2016 Yes 3209 Nelso Central School 05/05/2017 Yes 2620 N son Park School 01/01/2003 Yes 1 42 Netherton School 16/07/2012 No 389 New Lynn School 05/05/2008 Yes 1390 New Windsor School 12/10/2015 Yes 2406 Newbury School 23/10/2003 Yes 268 Newlands College 14/05/2004 Yes Proactively2925 Newlands School Released20/04/2013 Yes 1391 Newmarket School 26/11/1999 Yes 1843 Newstead Model School 01/05/2017 Yes 1392 Newton Central School 07/02/2008 Yes 2205 Ngaere School 23/03/2001 No 1844 Ngahinapouri School 01/05/2001 Yes 2927 Ngaio School 06/02/2001 Yes 2206 Norfolk School 26/08/2005 Yes 3447 North Loburn School 04/09/2006 Yes
www.educationcounts.govt.nz 79
EDK 0366 NZ Schools Report_04.indd 79 18/09/2018 3:08:26 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
32 Northcote College 13/02/2004 Yes 1395 Northcote School (Auckland) 01/12/2011 Yes 1396 Northcross Intermediate 01/03/2013 Yes 2931 Northland School 14/02/2001 Yes 3450 Oaklands School 22/11/1999 Yes 2208 Oakura School 19/05/2004 Yes 1058 Ohaeawai School 11/02/2011 No 2933 Ohau School 15/10/1999 Yes 1855 Ohaupo School 29/01/2014 Yes 1856 Ohinewai School 01/03/2011 Yes 3451 Ohoka School 07/03/2001 Yes 1857 Ohope Beach School 01/01/2009 s 7 Okaihau College 01/01/2000 Yes 1860 Omanu School 19/07/2004 Y 2214 Omata School 04/02/2008 Yes 1862 Omokoroa Point School 06/05/2013 Yes 1863 Omokoroa School 25/01/2005 Yes 85 One Tree Hill College 01 01/ 015 Yes 1061 One Tree Point School 01/01/2014 No 86 Onehunga High School 09 08/1999 Yes 1399 Onehunga Primary School 25/1 1999 Yes 2628 Onekawa School 29/07/2013 Yes 108 Onewhero Area School 20/04/2010 Yes 2629 Ongaonga School 30/06/2006 No 269 Onslow College 21/09/1999 Yes 1401 Opaheke School 09/08/1999 Yes 2936 Opaki School 24/11/2003 Yes 3455 Opawa School 16/07/2017 Yes 2937 Opiki School 02/11/2009 Yes 1867 Opoutere Scho l 01/01/2012 No 1404 Oratia School 07/10/1999 Yes 25 Orewa Colle e 22/09/2004 Yes 1406 Orewa No th S hool 27/11/2017 Yes 1407 Orew Sch ol 07/09/2017 Yes 709 Ormist n Junior College 30/01/2017 Yes 6 8 Ormiston Primary School 26/01/2015 No 564 Ormiston Senior College 01/02/2011 Yes 2 31 Ormond School 30/06/2006 Yes 18 0 Oropi School 12/10/2015 Yes 378ProactivelyOtago Girls’ High School 07/06/1999 ReleasedYes 88 Otahuhu College 09/08/1999 Yes 1068 Otaika Valley School 01/01/2014 Yes 21 Otamatea High School 01/02/2009 Yes 3073 Otari School 04/12/2011 Yes 4000 Otatara School 20/05/2011 Yes 6946 Oteha Valley School 01/07/2008 Yes 1875 Otonga Road School 23/05/2016 No 1877 Otorohanga South School 26/08/2011 Yes
80 www.educationcounts.govt.nz
EDK 0366 NZ Schools Report_04.indd 80 18/09/2018 3:08:27 p.m. NGĀ KURA O AOTEAROA NEW ZEALAND SCHOOLS REPORT 2017
120 Otumoetai College 09/08/1999 Yes 1878 Otumoetai Intermediate 01/07/2003 Yes 1879 Otumoetai Primary School 05/05/2014 Yes 1071 Oturu School 01/03/2014 No 1514 Our Lady Star of the Sea School (Howick) 01/02/2007 Yes 3464 Ouruhia Model School 22/11/1999 Yes 3795 Outram School 14/11/2009 Yes 1412 Owairaka District School 02/05/2016 Yes 1413 Owairoa Primary School 10/10/2016 No 1884 Pahoia School 01/10/2005 Yes 2638 Pakowhai School 12/05/2004 Yes 80 Pakuranga College 23/09/1999 Y 1417 Pakuranga Intermediate 19/09/2002 Yes 202 Palmerston North Boys’ High School 08/07/2005 Yes 203 Palmerston North Girls’ High School 20/05/1999 Yes 2419 Palmerston North Intermediate 15/12/1999 Yes 1076 Pamapuria School 27/ 9/20 No 3798 Papakaio School 09/ 9 2014 Yes 2946 Papakowhai School 12/02/2007 Yes 1421 Papakura Central School 10/08/2005 Yes 1423 Papakura Normal School 05/12/2001 Yes 6963 Papamoa College 15/06/2010 Yes 6963 Papamoa College 01/01/2011 Yes 1885 Papamoa Primary School 01/01/2006 Yes 316 Papanui High School 02/05/2006 Yes 3466 Papanui School 15/06/2015 Yes 3467 Paparoa Street School 26/11/1999 Yes 1078 Paparore School 01/08/2016 No 1426 Papatoetoe C ntral S hool 06/08/1999 Yes 1427 Papat etoe East S h ol 09/08/1999 Yes 95 Papat etoe High School 05/08/1999 Yes 1428 Pap toetoe Intermediate 30/08/1999 Yes 1429 Papat etoe North School 09/08/1999 Yes 1430 P patoetoe South School 09/08/1999 Yes 1 31 Papatoetoe West School 09/08/1999 Yes 948 Paraparaumu Beach School 15/07/2002 Yes 2950 Paremata School 03/11/1999 Yes 2424 Parkland School (P North) 22/06/2016 Yes 2641 Parkvale School 01/01/2004 Yes Proactively3470 Parkview School Released26/08/2016 Yes 1436 Parnell School 27/09/1999 Yes 1080 Parua Bay School 21/06/2017 Yes 1438 Patumahoe Primary School 16/07/2007 Yes 2953 Pauatahanui School 23/06/2005 Yes 1892 Peachgrove Intermediate 01/01/2003 Yes 3570 Pegasus Bay School 01/02/2011 Yes 1893 Pekerau School 11/08/2007 Yes 3737 Pembroke School (Oamaru) 31/05/2007 Yes
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1531 Peninsula Primary School 01/01/2016 Yes 2644 Peterhead School 01/01/2003 Yes 1439 Pigeon Mountain School 25/11/1999 Yes 1894 Pillans Point School 20/12/1999 Yes 2957 Pinehaven School 28/02/2009 Yes 6932 Pinehill School (Browns Bay) 27/10/1999 Yes 1897 Pirongia School 19/05/2002 Yes 2959 Plateau School 06/09/2006 Yes 2960 Plimmerton School 18/06/1999 Yes 6921 Point View School 09/09/1999 Yes 1442 Pokeno School 02/02/2009 Yes 1445 Ponsonby Intermediate 16/10/2002 s 1446 Ponsonby Primary School 07/09/1999 Yes 255 Porirua College 08/02/2010 Y 2965 Poroutawhao School 10/07/2006 Yes 2647 Porritt School 16/10/2017 Yes 2648 Port Ahuriri School 27/08/2009 Yes 2966 Postgate School 01 01/ 013 Yes 2650 Poukawa School 19/07/2 06 Yes 3478 Prebbleton School 24 1/2003 Yes 1440 Pt Chevalier School 28/0 /1999 Yes 1441 Pt England School 23/07/1999 No 1902 Puahue School 16/07/2010 Yes 1448 Puhinui School 09/08/1999 Yes 2651 Pukehamoamoa School 12/09/2007 Yes 2652 Pukehou School 16/08/2007 Yes 1450 Pukekohe East School 01/03/2008 Yes 103 Pukekohe High School 16/07/2002 Yes 1451 Pukekohe Hill Schoo 29/10/1999 Yes 1452 Pukekohe Intermediate 01/01/2007 Yes 1905 Pukemiro Scho l 05/05/2014 Yes 1454 Pukeo are hool 01/12/1999 Yes 1907 Puketaha Scho l 06/10/2003 Yes 2654 Puke pu hool (Hawkes Bay) 11/07/2003 Yes 1908 Pukete School 14/10/2013 Yes 1 55 Puni School 06/04/2000 Yes 3479 Queenspark School 21/02/2003 Yes 1 56 Ramarama School 01/01/2010 Yes 6944 Randwick Park School 01/11/1999 Yes 1457ProactivelyRangeview Intermediate 27/05/2004 ReleasedYes 3481 Rangiora Borough School 28/11/2008 Yes 312 Rangiora High School 08/03/2006 Yes 418 Rangiora New Life School 28/11/2008 Yes 28 Rangitoto College 15/03/2010 Yes 1920 Rangitoto School 20/04/2015 No 2971 Rapaura School 27/01/2014 Yes 2972 Raroa Normal Intermediate 30/05/2005 Yes 2974 Raumati Beach School 14/05/2007 Yes
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2975 Raumati South School 01/01/2011 Yes 696 Rawhiti School 01/12/2016 Yes 1194 Red Beach School 19/10/1999 Yes 3483 Redcliffs School 08/11/1999 Yes 1459 Redhill School 05/02/2008 Yes 1460 Redoubt North School 21/07/2008 Yes 3484 Redwood School (Christchurch) 17/08/2004 Yes 2977 Redwoodtown School 27/01/2014 Yes 2663 Reignier Catholic School 07/10/2008 Ye 6783 Remarkables Primary School 28/08/2009 Yes 1461 Remuera Intermediate 19/10/1999 Yes 1462 Remuera School 22/12/1999 Y 2978 Renwick School 01/08/2011 Yes 6978 Reremoana Primary School 07/02/2006 No 334 Riccarton High School 16/06/1999 Yes 3485 Riccarton School 01/01/2017 Yes 1463 Richmond Road School 02/ 1/200 Yes 3216 Richmond School (Nelson) 04/ 8 2012 Yes 4006 Rimu School 30/08/1999 Yes 2437 Riverdale School (P North) 21/10/1999 Yes 1464 Riverhead School 09/02/2009 Yes 2981 Riverlands School 22/11/1999 Yes 1594 Riverview School 25/10/2011 Yes 3217 Riwaka School 15/08/2017 Yes 1467 Robertson Road School 02/02/2009 Yes 23 Rodney College 21/07/2008 Yes 710 Rolleston Christian School 01/01/2016 Yes 654 Rolleston Colleg 01/01/2017 Yes 3488 Rolleston S h ol 01/01/2017 Yes 3811 Romahapa Schoo 03/04/2017 Yes 1470 Roscommon S hool 17/12/2003 Yes 3812 Ro bank School (Balclutha) 01/10/2001 Yes 102 Roseh ll College 06/09/1999 Yes 2982 R eneath School 01/03/2014 Yes 2 40 Ross Intermediate 04/06/2009 Yes 927 Roto-O-Rangi School 17/08/2007 Yes 1930 Rotokauri School 01/01/2000 Yes 1933 Rotorua Intermediate 23/10/2002 Yes 708 Rototuna Junior High School 01/01/2016 Yes Proactively6976 Rototuna Primary School Released29/01/2003 Yes 615 Rototuna Senior High School 01/01/2017 Yes 1474 Rowandale School 12/09/2016 Yes 1351 Royal Oak Intermediate School 28/11/2002 Yes 1475 Royal Oak School 19/10/1999 Yes 3493 Roydvale School 11/05/2006 Yes 2669 Ruahine School 05/05/2006 No 1938 Rukuhia School 16/07/2012 Yes 2441 Russell Street School 03/09/2001 Yes
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3496 Russley School 05/06/2007 Yes 40 Rutherford College 02/02/2004 Yes 59 Sacred Heart College (Auckland) 01/05/2006 No 174 Sacred Heart Girls’ College (N Plymouth) 16/02/2006 No 4014 Salford School 12/11/2002 Yes 491 Sancta Maria College 02/02/2004 Yes 1479 Sandspit Road School 01/01/2010 Yes 2987 Seatoun School 01/01/2001 Yes 3501 Sefton School 01/11/2006 Yes 49 Selwyn College 01/01/2015 Yes 6945 Selwyn Ridge School 06/12/2001 Yes 1480 Shelly Park School 16/12/2003 s 1481 Sherwood School (Auckland) 05/05/2008 Yes 321 Shirley Boys’ High School 29/05/1999 Y 3504 Shirley Primary School 21/09/2004 Yes 586 Shotover Primary School 09/09/2014 Yes 1482 Silverdale School 08/10/2007 Yes 2990 Silverstream School 24 08/ 004 Yes 1251 Sir Edmund Hillary Collegiate Junior School 01/01/2 07 Yes 1217 Sir Edmund Hillary Collegiate Middle School 1/ 1/2007 Yes 97 Sir Edmund Hillary Collegiate Senior School 01/0 2007 Yes 6759 Snells Beach Primary School 01/02/2009 Yes 2991 Solway School 10/11/2003 Yes 3506 Somerfield Te Kura Wairepo 18/12/2006 Yes 6760 Somerville Intermediate School 10/12/1999 Yes 1149 Sonrise Christian School 01/01/2007 Yes 2993 South Featherston School 30/09/2004 Yes 3507 South Hornby School 08/07/2017 Yes 2446 South Makirikiri Sch o 03/09/1999 No 3508 South New Brighton Schoo 23/10/2008 Yes 3509 Southbridge S hool 10/02/2010 Yes 3510 Southb ook School 30/05/2001 Yes 452 Southern Cross Campus 20/11/2002 Yes 404 South and oys’ High School 10/07/2006 Yes 405 Southl nd Girls’ High School 10/07/2006 No 3 12 Spreydon School 19/02/2007 Yes 2996 Springlands School 12/06/2007 Yes 3516 Springston School 17/10/2016 Yes 3517 St Albans Catholic School (Christchurch) 06/07/2006 Yes 3518ProactivelySt Albans School 12/12/2003 ReleasedYes 315 St Bedes College 12/04/2011 No 3521 St Bernadette’s School (Hornby) 08/08/2006 No 3835 St Clair School 02/12/1999 Yes 47 St Dominic’s Catholic College (Henderson) 01/01/2007 No 1489 St Heliers School 29/11/1999 Yes 380 St Hildas Collegiate 04/08/2004 Yes 1490 St Ignatius Catholic School (St Heliers) 01/01/2007 Yes 226 St John’s College (Hastings) 01/01/2007 Yes
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4131 St John’s Girls’ School (Invercargill) 21/03/2003 Yes 2450 St John’s Hill School 03/09/2001 Yes 222 St Joseph’s Maori Girls’ College 01/01/2005 Yes 3527 St Joseph’s School (Ashburton) 06/06/2013 Yes 3530 St Joseph’s School (Kaikoura) 15/12/2006 Yes 3531 St Joseph’s School (Papanui) 14/12/2004 Yes 4016 St Joseph’s School (Queenstown) 21/10/2002 Yes 1499 St Leonards Road School 09/12/1999 Yes 3534 St Martins School 18/11/1999 Ye 3831 St Mary’s School (Milton) 31/03/2008 No 265 St Oran’s College 01/01/2007 Yes 252 St Patrick’s College (Silverstream) 30/08/2006 N 3537 St Patrick’s School (Bryndwr) 15/06/2004 Yes 4020 St Patrick’s School (Invercargill) 23/06/2014 Yes 1643 St Paul’s School (Massey) 06/07/2006 Yes 1627 St Paul’s School (Richmond) 18/02/2003 Yes 1510 St Thomas School (Auckland) 19/10/199 Yes 331 St Thomas of Canterbury College 02/ 2008 Yes 1511 Stanhope Road School 01/09/2009 Yes 1967 Stanley Avenue School 12/09/2017 No 1512 Stanley Bay School 15/02/2002 Yes 1513 Stanmore Bay School 02/05/2016 Yes 1663 Stella Maris Primary School 13/10/2008 No 3223 Stoke School 21/11/2016 Yes 565 Stonefields School 01/01/2011 Yes 6937 Summerland Primary 30/01/2002 Yes 3546 Sumner School 25/08/2006 Yes 1516 Sunnybrae Norm l School 19/10/1999 Yes 1515 Sunnyhills School 06/10/1999 Yes 1518 Sunny ook Schoo 06/10/1999 Yes 1520 Sutto Park Sc ool 19/07/2010 Yes 3547 Sw nnanoa School 21/10/2004 Yes 1521 Swan on School 06/05/2014 Yes 1522 Sy ia Park School 01/05/2017 Yes 6 42 Tahatai Coast School 01/01/2001 Yes 839 Tahuna Normal Intermediate 18/09/2017 No 3549 Tai Tapu School 13/09/2016 Yes 495 Taieri College 27/07/2006 Yes 231 Taikura Rudolf Steiner School 09/06/2009 Yes Proactively3841 Tainui School Released12/07/2005 Yes 1523 Takanini School 16/07/2007 Yes 36 Takapuna Grammar School 30/09/2002 Yes 1524 Takapuna Normal Intermediate 09/08/1999 Yes 1525 Takapuna School 13/10/2014 Yes 1976 Tamahere Model Country School 01/01/2005 Yes 2685 Tamatea Intermediate 01/01/2004 Yes 2686 Tamatea School 14/08/2017 Yes 58 Tangaroa College 13/09/2004 Yes
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215 Taradale High School 01/01/2005 Yes 2687 Taradale Intermediate 19/07/2002 Yes 2688 Taradale School 16/08/2003 Yes 3228 Tasman School 25/04/2005 Yes 1107 Tauhoa School 01/03/2012 Yes 1529 Taupaki School 04/12/2000 Yes 1989 Taupo School 24/09/2012 Yes 121 Tauranga Boys’ College 09/08/1999 Yes 122 Tauranga Girls’ College 09/08/1999 Yes 1990 Tauranga Intermediate 24/01/2000 Yes 1991 Tauranga Primary School 21/02/2000 Yes 1994 Tauriko School 10/10/2016 s 1995 Tauwhare School 01/08/2011 Yes 257 Tawa College 04/07/1999 Y 3034 Tawa Intermediate 30/07/1999 Yes 2248 Tawhiti School 12/04/2017 No 6940 Te Akau ki Papamoa Primary School 26/11/1999 Yes 3037 Te Aro School 05 11/2003 Yes 2002 Te Awamutu Primary School 01/08/ 011 Yes 1532 Te Hihi School 0 /09/2004 Yes 3038 Te Horo School (Otaki) 16/0 /2011 Yes 2005 Te Kauwhata Primary School 02/05/2011 Yes 2007 Te Kowhai School 01/01/2004 Yes 1847 Te Kura o Ngapuke 01/02/2008 No 2697 Te Mata School (Havelock North) 28/06/2003 Yes 2010 Te Mata School (Raglan) 23/04/2012 No 6741 Te Matauranga 02/02/2004 Yes 706 Te Pa o Rakaihautu 01/01/2017 No 2016 Te Puke Primary Schoo 01/01/2017 Yes 1912 Te Puru School 27/01/2014 Yes 2019 Te Ranga Scho l 01/01/2017 Yes 2020 Te Rapa Sch ol 01/01/2002 Yes 577 Te Totara rima y School 23/11/2007 Yes 684 Te W ka U ua School 24/07/2017 Yes 2025 Te Wao u School 19/05/2003 Yes 2 01 Te Wharau School (Gisborne) 24/07/2017 Yes 3555 Templeton School 28/06/2004 Yes 6 47 The Gardens School 30/01/2002 Yes 3 44 The Terrace School (Alexandra) 23/08/2011 Yes 4028ProactivelyThornbury School 01/11/2008 ReleasedNo 3040 Thorndon School 30/09/2002 Yes 3557 Thorrington School 22/10/1999 Yes 1535 Three Kings School 19/10/1999 Yes 2251 Tikorangi School 02/05/2016 No 3561 Tinwald School 30/10/2007 Yes 2031 Tirau Primary School 29/01/2013 No 1536 Tirimoana School 08/05/2000 Yes 4029 Tisbury School 26/07/2004 Yes
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3045 Titahi Bay School 01/07/2012 No 1537 Titirangi School 09/08/1999 Yes 2038 Tokoroa North School 01/01/2000 Yes 212 Tolaga Bay Area School 01/01/2005 Yes 1538 Torbay School 06/10/1999 Yes 1028 Totara Grove School 01/02/2013 Yes 3048 Totara Park School 22/07/2014 No 143 Trident High School 31/08/2001 Yes 3050 Tua Marina School 26/10/1999 Ye 106 Tuakau College 30/11/2017 Yes 2467 Turitea School 14/08/2006 Yes 2711 Twyford School 25/08/2002 Y 6955 Upper Harbour Primary School 13/10/2008 Yes 3053 Upper Hutt School 22/10/2004 Yes 1540 Valley School 01/01/2008 Yes 2045 Vardon School 17/08/2015 Yes 1541 Vauxhall School 14/04/2003 Yes 1543 Verran Primary School 02/ 9 2013 Yes 1544 Victoria Avenue School 27/09/1999 Yes 3565 View Hill School 24/11/1999 Yes 326 Villa Maria College 23/07/2014 Yes 1546 Viscount School 01/01/2010 Yes 2258 Vogeltown School 26/06/2017 Yes 3055 Wadestown School 26/01/2011 Yes 3567 Waihao Downs School 08/03/2017 No 6922 Waiheke Primary School 27/01/2005 No 2048 Waihi Beach School 01/01/2012 Yes 2049 Waihi East Scho 27/01/2014 Yes 4035 Waihopai Sch ol 13/12/2004 Yes 3056 Waika ae School 26/01/2004 Yes 3057 Waikawa Bay S hool 03/02/2014 No 1548 Wa owhai Intermediate 01/07/2003 Yes 3571 Waim iri School 13/08/2001 Yes 1550 W mauku School 08/12/1999 Yes 2 6 Waimea College 27/07/2005 No 233 Waimea Intermediate 25/07/2007 Yes 2721 Wainui Beach School 01/01/2009 Yes 3060 Wainuioru School 29/07/2005 Yes 2065 Waipahihi School 11/06/2010 Yes Proactively2066 Wairakei School Released21/08/2017 Yes 44 Waitakere College 22/08/2003 Yes 1557 Waitakere School 01/04/2008 Yes 685 Waitakiri Primary School 28/04/2014 Yes 1559 Waiuku Primary School 24/08/2004 Yes 1560 Wakaaranga School 11/01/2002 Yes 3580 Wakanui School 01/12/2014 Yes 3581 Waltham School 28/03/2017 Yes 192 Wanganui Collegiate School 02/07/2013 Yes
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3861 Warepa School 24/10/2008 Yes 1561 Warkworth School 01/03/2017 Yes 1562 Waterlea Public School 25/11/1999 Yes 3068 Waterloo School 30/10/1999 Yes 1563 Waterview School 28/08/2017 Yes 4047 Waverley Park School 06/12/2002 Yes 3585 Weedons School 10/12/1999 Yes 2076 Welcome Bay School 28/01/2016 Yes 275 Wellington College 01/07/1999 Yes 274 Wellington East Girls’ College 04/06/2004 Yes 272 Wellington Girls’ College 05/08/1999 Yes 273 Wellington High School and Com Ed Centre 05/11/2003 s 2479 West End School (P North) 01/06/2017 Yes 2265 West End Te Kura O Morere 10/10/2016 Y 3586 West Eyreton School 04/04/2005 Yes 3587 West Melton School 15/11/2005 Yes 2867 West Park School 25/07/2016 Yes 584 West Rolleston Primary School 01 01/ 017 Yes 3588 West Spreydon School 08/12/2017 Yes 2077 Westbrook School 0 / 4/2009 Yes 3589 Westburn School 22/10/1999 Yes 151 Western Heights High School 22/11/2010 Yes 2078 Western Heights Primary School (Rotorua) 06/05/2013 No 1567 Western Heights School (Auckland) 07/10/1999 Yes 48 Western Springs College 05/07/2005 Yes 37 Westlake Boys’ High School 30/04/2003 Yes 38 Westlake Girls’ High School 19/04/2005 Yes 1568 Westmere School (Auckla d) 29/09/1999 Yes 2480 Westmere School (Wa ganui) 22/11/2006 Yes 3864 Weston School 06/03/2007 Yes 3236 Westport Sout School 28/01/2013 No 1570 Weym uth hool 23/07/1999 Yes 2481 Whakaro go S hool 21/01/2004 Yes 144 Whak tan High School 31/08/2001 Yes 2082 Whaka ane Intermediate 23/09/2005 Yes 1 Whanganui High School 06/08/1999 Yes 2477 Whanganui Intermediate 19/08/2003 Yes 6763 Whangaparaoa College 01/07/2014 Yes 15 1 Whangaparaoa School (Auckland) 01/02/2009 Yes 2736ProactivelyWhangara School 27/05/2007 ReleasedYes 1130 Whangarei School 03/05/2007 Yes 3591 Wharenui School 30/09/2016 Yes 2087 Whatawhata School 07/02/2013 Yes 2088 Whenuakite School 01/01/2009 No 1572 Whenuapai School 20/09/1999 Yes 3071 Whitney Street School 07/11/2016 Yes 3505 Wigram Primary School - Te Piki Kahu 01/01/2017 Yes 1573 Willow Park School 19/10/1999 Yes
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6959 Willowbank School (Howick) 28/01/2001 Yes 2108 Winchester Rural School 19/02/2014 Yes 2484 Winchester School (P North) 08/06/2004 Yes 3967 Windsor North School 06/08/2008 Yes 1575 Windy Ridge School 08/05/2017 Yes 4052 Winton School 04/04/2008 Yes 1576 Wiri Central School 05/02/2008 Yes 3075 Witherlea School 01/01/2004 Yes 3599 Woodbury School 19/05/2016 Ye 3600 Woodend School 01/02/2011 Yes 225 Woodford House 01/01/2005 Yes 1578 Woodlands Park School 11/10/2010 Y 2268 Woodleigh School 10/05/2016 Yes 2093 Woodstock School 14/07/2006 Yes 3077 Worser Bay School 13/10/2008 Yes 3602 Yaldhurst Model School 10/09/2001 Yes
Proactively Released
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References
Cowie, B., McGee, C., Peter, M., Taylor, M., & Chen, J. Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011. Wellington: Ministry of Education (2012).
Ministry of Education, Education Insights: Understanding student progress and achievement, Wellington: Ministry of Education (2018).
Lawes, E. & Boyd, S., Making a difference to student wellbeing – a data exploration, Wellington: New Zealand Council for Educational Research (2018).
Fanselow, M. and Bellett, D., Evaluation of Restorative Practice – a Positive Behaviour for Learning Programme. Wellington: Ministry of Education (2018).
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Ministry of Educat on.
Ministry of Education (2008). Te Marautanga o Aotearoa. Wellington: Ministry of Edu a on.
Ministry of Education (2016) PISA 2015: New Zealand Summary Report. Wellington: Ministry of Education.
Ministry of Education (2017b). PISA 2015: New Zealand Students’ Wellbeing Repor Wellington: Ministry of Education.
Ministry of Education (2018) Beyond the School Gate: Parents, milies and whānau experiences of education
Ministry of Education (2018a) New Zealand Schools Attendance Su vey. Wellington: Ministry of Education.
Mullis, I.V.S., Martin, M.O., Foy, P., & Hooper, M. PIRLS 2016 Internation l Results in Reading, Boston, U.S.A, (2017)
OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264267510-en
OECD (2017), PISA 2015 Results (Volume III): Students’Well-Being, PISA, OECD Publishing, Paris. OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264267510-en
OECD. (2018). Education at a glance 2018 P ris: OECD.
ERO, Wellbeing for Children’s S cces at Primary School, Wellington: ERO, 2015
ERO, Wellbeing for Young People’s Su cess at Secondary School, Wellington: ERO, 2015
Proactively Released
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Proactively
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Ngā Kura o Aotearoa; New Zealand Schools Report 2017 Draft communications plan September, 2018
Purpose
This brief communications plan sets out how the Ministry intends to support the Minister’s office ahead of the tabling of this year’s Ngā Kura o Aotearoa; New Zealand Schools Report 2017.
It includes key messages and Q&A.
Background
The Minister of Education is required to table a report n the performance of the compulsory schools sector in New Zealand. It is a l gal requirement for the review to be tabled in Parliament by 30 September.
The focus of the report is on 2017 s hool performance. The format of the report differs from the previous year and refl cts feedback from the Minister. For example, information on student wellbeing and progress has been brought to the front of the document.
The report provides a ange of information about all aspects of schools and their governance.
It pulls together i formation that has already been published and publicly available, much of it on Education Counts.
Communications approach
The report will be freely available as soon as it’s tabled in Parliament. Proactively Released We do not recommend issuing a statement proactively but suggest publishing it on Education Counts, as soon as it’s tabled which is the usual process.
Media are not expected to be interested in the report because the information it contains is of relatively low news value – ie. it is not new.
However, if we are asked about a specific aspect of the report the Ministry will work across the groups to ensure we are ready to respond. This communications plan will be shared with the Ministry media team.
A reactive statement has been prepared (Appendix 1) in the event we are asked about the report.
Q&A have also been prepared (Appendix 2) and a PR has been drafted should it be needed (Appendix 3).
Key messages
Its findings
• Over-all the report is positive. • It underlines that the New Zealand education system is performing pretty well but we want it to do even better and have initia ed important work on a number of fronts to achieve that. See Q&A below. • It reports progress in a number of imp rtant ar as but also highlights areas where there are continuing challenges.
Positive progress includes:
• The number of Maori and Pacific school leavers attaining NCEA level 2 has increased • The number of students participating in Maori language has increased • PowerUp - an initiative to empower Pacific families to support their children’s educat on – continued to be successful • Wellbeing continues to be important in determining a student’s progress and over-all achievement levels Proactively• As at December last year - the end of the report’sReleased timeframe – over half of all secondary schools were implementing positive behaviour for learning school wide programme. • Many schools have comprehensive approaches to bullying prevention and now have free access to the Wellbeing at School survey and tool
• Over-all our schools are doing well but there continues to be areas where more effort is needed to boost wellbeing and attainment. BUT • The report also highlights continuing challenges. For example, equity of student outcomes continues to be an issue and rates of attendance at school could improve.
About the report
• The report is a valuable summary of key aspects of our schools’ and education’s future landscape • It’s important to note that the information in it has already been published so can’t be considered ‘new’ • It is a sort of ‘annual report’ for New Zealand schools and the wider education system • All of that information is publicly available.
Action to boost wellbeing
• This year’s report has a particular focus on wellbeing, how schools are progressing against the learning areas of the curriculum and school-leaver destinations • It rein orces where more work is needed to support schools to help students be the best they can be • Recently-held education summits, found young people’s wellbeing was highly valued and should be our key focus
• As a Government, we want New Zealand to be the best place in the world to Proactivelyraise a child Released
• We know that wellbeing is a necessary pre-condition of achievement, qualification attainment and overall good life outcomes
• The Government is focusing on wellbeing and developing a Child Wellbeing Strategy. This is an ambitious strategy that will address issues common to all children.
Appendix 1 Draft (reactive only) media statement
The Education Minister is required each year to table in Parliament a report providing a summary of how New Zealand schools are going.
The Ngā Kura o Aotearoa New Zealand Schools Report 2017 contains some of Minister Hipkins’ key priorities and includes initiatives introduced by the new government.
For example, the report summarises work currently underway to improve wellbeing among students and points to new developments, such as a new strategic planning and reporting framework for state schools, due to start in 2019.
It’s important to note that it contains information already published and publicly available so is not new.
Towards the end of the year schools were informed they no longer needed to submit National Standards information so none of this data is included. Better Public Service targets were also discontinued so are not included
Proactively Released
Appendix 2 Draft Q&A
• What is this report?
The Minister is required to publish a report each year summarising important developments and/or changes for schools and the wider education system including any legislative changes, policies and initiatives the previous year.
The Ngā kura o Aotearoa New Zealand Schools Report 2017 is intended to ke p the New Zealand public informed about state schools’ operation and perfo mance.
The Government sets the policy framework in which schools operate and monitors the standard of education delivered.
• Why is it important?
The information is not new but it is a useful record of important developments made during the previous year.
All of the information in this year’s report has been published previously and is publicly available.
• There was a change of Government three-quarters of the way through the year. Does it take account of the new Government?
Yes. It includes information n some of the new Government’s key education priorities.
• What are the key findings?
It highlights the importance of schools promoting student wellbeing. It points to new data howing the variability of student well-being and aggressive behaviour between and within New Zealand schools and that well-being levels increase when strategies to promote wellbeing are in place.
It alsoProactively points to a range of evidence of negative linkReleased between aggressive or bullying behaviours and well-being and achievement.
Other highlights include:
• The achievement gap between Maori and non-Maori at level 1 decreased between 2016 and 2017. • There was an increase in the number of students participating in te reo
• The Power-Up initiative remained popular • The number of beginning teachers increased slightly from the previous year
It also highlights a learning challenge that has been apparent for a number of years – that most students are achieving at the expected level at year-4 but by year-8 the proportion of students achieving at the expected level drops to 41 per cent.
• So what’s the government doing to make a difference for students
It is still relatively early days, but this government has set out an ambitious 3-year work plan for the education portfolio that will set our country up for the next 30 years.
High-level initiatives include new ideas for NCEA, an early learning strategic plan, reviewing home-based early childhood education, reviewing how schools are governed and consulting on an action plan for learning support.
• Why are national standards and better public service targets not included?
The report includes developments in many areas o the education system but it also serves as an opportunity to look forward.
The new Government decided schools did not need to report 2017 National Standards data. They weren’t included because results weren’t requested from schools.
Information on the results from the National Monitoring Study of Student Achievement (NMSSA) is availab e on a regular basis.
• Are schools required to do anything?
No. Schools a e no required to submit information specifically for this publication. They are required to make available to the Ministry their own annual reports and strategic plan about learning goals but that process is not directly related to this report
• So all the numbers are retrospective?
Yes.Proactively The report captures important developments Releasedthat occurred the previous year and includes trends in areas such as student progress and achievement, engagement, teacher supply, property funding and financial performance.
• What are you doing to improve wellbeing among kiwi kids?
At our recent education summits, the wellbeing of our young people emerged as the value most of us want to focus on. As a Government, we want New Zealand to be the best place in the world to raise a child.
We know that wellbeing is a necessary pre-condition of achievement, qualification attainment and overall good life outcomes.
This Government is focusing on wellbeing and developing a draft Child Wellbeing Strategy. This is an ambitious strategy that will address issues common to all child en.
The Ministry is looking at a range of ways to improve wellbeing support for schools and kura.
It is exploring a framework for developing students’ wellbeing, and designing a comprehensive, whole-school approach to wellbeing that ntegrates positive behaviour, social and emotional learning and anti-bullying strategies.
We are also looking at how we can systematically ensure that it supports more inclusive, culturally responsive teaching and learning focused on the progress, achievement and wellbeing of Māori students.
Proactively Released
Appendix 3 Draft news release
The Ngā kura o Aotearoa New Zealand Schools Report (2017) published
Education Minister Chris Hipkins today tabled a report summarising key aspects of New Zealand schools and the wider education system during 2017.
The Ngā kura o Aotearoa New Zealand Schools Report 2017 contains wide-ranging information including student wellbeing evidence, attainment rates, learning support, student engagement, teaching and resources.
The Minister of Education is required to able the report in Parliament each year as part of its obligations under the Education Act.
The report, which contains information already been published and publicly available, summarises work currently underway to improve wellbeing among students and looks at the education’s future landscape.
It also gives a ove view of expectations of schools in 2017, initiatives to strengthen Māori and P cif c education, and initiatives to improve early literacy and numeracy in secondary schools.
The report reflects a change in priorities following the change in Government in November. Proactively Released Notes for editors