1000 Days to get it right for every child The Netherlands Study Learning from the Netherlands to improve outcomes for New Zealand’s children A report prepared by Rowe Davies Research for Every Child Counts He Mana tō ia Tamati - Every Child Counts He Mana tō ia Tamati - Every Child Counts, formed in 2004, is and coalition of organisations and individuals; led by Barnardos, Plunket, Save the Children, Unicef and Te Kahui Mana Ririki. We believe that a positive, economically sustainable future for New Zealand is only possible if: Children are placed at the centre of government policy and planning Child poverty is eradicated Child maltreatment is reduced Every child is given a good start in their early years The status of children and of the child-rearing roles of fami- lies, whānau, hapū and iwi are increased. 1000 days to get it right for every child The first 1000 days of a child’s life are critical to their long term de- velopment. One thousand days is also approximately the duration of one term of parliament. So we have about 1000 days to get it right. Getting it right in those first 1000 days means today’s young chil- dren are given every opportunity to develop their full potential as healthy, emotionally mature, socially engaged and well-educated, productive adults. Low and ineffective public investment in the early years of child- hood costs us dearly – approximately 3 per cent of GDP. Things need to change. That’s why we are campaigning to make it a priority issue through the 1000 days of this term of parliament. Cover illustration: ECC/Model UN Youth Day 2012 The Netherlands Study Learning from the Netherlands to improve outcomes for New Zealand’s children FINAL REPORT July 2012 This report is based on a research report by Rowe Davies Research Ltd for Every Child Counts www.rowedaviesresearch.co.nz 1 Table of Contents Table of Contents ............................................................................................................................................... 2 Executive summary .............................................................................................................................................. 3 Recommendations .............................................................................................................................................. 4 Recommendations for programmes ............................................................................................................... 4 Keeping an eye on progress .......................................................................................................................... 6 Establishing a dialogue .................................................................................................................................. 6 Introduction ......................................................................................................................................................... 7 Section 1 - Key environmental elements in the Netherlands relevant to child outcomes .............................. 9 Political context ................................................................................................................................................... 9 Fiscal context ...................................................................................................................................................... 9 Social context ................................................................................................................................................... 10 Legal and public sector environments .............................................................................................................. 11 Key Features .................................................................................................................................................... 12 Section 2 - Findings: Dutch Policy and Practice .............................................................................................. 13 Parent support and education ........................................................................................................................... 13 Early childhood education access and availability ............................................................................................ 15 Housing availability and quality ......................................................................................................................... 17 Poverty reduction strategies, the labour market and income support ............................................................... 18 Poverty ......................................................................................................................................................... 18 Government assistance for parents.............................................................................................................. 19 Parental employment ................................................................................................................................... 20 Sole parents, poverty and employment ........................................................................................................ 20 Youth policy, community schools and the role of local government ................................................................. 21 Youth policy .................................................................................................................................................. 21 Community schools ...................................................................................................................................... 23 Reducing vulnerability through systemic approaches and targeted programmes ............................................. 26 Systemic support .......................................................................................................................................... 26 Targeted support .......................................................................................................................................... 28 Children’s rights and youth participation ........................................................................................................... 32 Section 3 - Conclusions and recommendations .............................................................................................. 34 Child, youth and family policy and practice: key conclusions ........................................................................... 34 Where to from here? ......................................................................................................................................... 35 Specific areas of policy interest ........................................................................................................................ 37 Child and youth policy overall ....................................................................................................................... 37 Early childhood education ............................................................................................................................ 38 Housing availability and quality .................................................................................................................... 38 Reducing vulnerability .................................................................................................................................. 39 Recommendations ............................................................................................................................................ 41 Recommendations for programmes ............................................................................................................. 41 Keeping an eye on progress ........................................................................................................................ 42 Establishing a dialogue ................................................................................................................................ 42 Annex A - Methodology ...................................................................................................................................... 44 Limitations of the research ................................................................................................................................ 45 Annex B - Bibliography ..................................................................................................................................... 46 Annex C - Outcome Measures – New Zealand, Netherlands and OECD average ........................................ 55 2 Executive summary Every Child Counts commissioned ‘The Netherlands Study’ to identify whether there are specific policies contributing to that country’s high child wellbeing outcomes with the potential to inform New Zealand’s efforts to improve the wellbeing and status of our children. This report comes at a time when the government, non- governmental organisations and communities throughout New Zealand are exploring new ways to ensure children thrive, belong and achieve. The Netherlands stands out as a country that achieves a very high OECD ranking in outcomes for children while spending less than half per child as countries such as Denmark who have similarly high scores. As with all nations, a complex mix of social, economic, cultural and policy settings contribute to the status and wellbeing of children and their families. The Netherlands has performed