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- Transitions in early learning
- Moving from Pasifika immersion to Palagi primary school
- Listening to different perspectives (Transitions in ECE)
- Collaborative relationships and sharing responsibility
- What we have in common: Curriculum connections
- Two year-olds in kindergarten: becoming a 'kindy kid' (Transitions in ECE)
- Becoming bi-literate: Storytelling from the centre
- Communities of Learning | Kāhui Ako
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- 5-19 years
- Property and school transport
- Checking your property after a major incident
- Funding
- Furniture and equipment for state schools
- Maintenance funding for integrated schools
- Furniture and equipment for integrated schools
- Property Maintenance Grant
- Vandalism funding
- 5 Year Agreement (5YA) funding
- Accelerated Modernisation Scheme
- Paying for capital work at integrated schools
- School Property Guide funding
- Site extensions
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- Board funding for property projects
- Health and safety management
- Electrical equipment testing
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- Fires and fireworks at schools
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- Health and Safety Charter
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- Property projects: Managing Contractor health and safety
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- Leasing and hiring land and buildings
- Maintenance, repairs and security
- Projects and design
- Property planning
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- Roles and responsibilities in property management
- School facilities
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- Energy, water and waste management
- Historic heritage features on school sites
- Houses for teachers and caretakers
- Modular buildings for new spaces at schools
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- Rest facilities at schools
- Running a hostel
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- Teen Parent Units
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- Supporting students
- English for speakers of other languages (ESOL)
- Inclusive education
- Ministerial Youth Advisory Group
- Scholarships and competitions
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- Student wellbeing
- Students with learning support needs
- The education and disability legislation guiding our approach to learning support
- Resource Teachers: Learning and Behaviour service
- School High Health Needs Fund
- Getting help for students with additional learning needs from the Specialist Teacher Outreach Service
- The Physical Disability Service
- Day special schools for students with high needs
- Residential special schools (RSS)
- Support for children who are blind or have low vision
- Supporting children who are deaf and hard of hearing
- Behaviour services to help schools and students
- Regional health schools for children who can’t attend school because they are unwell
- Intensive Wraparound Service (IWS)
- Supporting students with communication needs
- Teacher aide resource funding information
- National Transition Guidelines for students with additional learning needs
- PB4L – Positive Behaviour for Learning
- Entering into a section 9 agreement
- Special Assessment Conditions (SAC)
- Moderation process for teacher aide funding — for students in ORS and SHHNF
- Sharing information
- Request a review of teacher aide funding – for students in ORS or SHHNF
- Supporting children and young people with autism spectrum disorder (ASD)
- Where else can I get information?
- In-Class Support funding for students with ongoing learning needs
- Ongoing Resourcing Scheme (ORS)
- Assistive technology
- Working with parents to resolve problems about learning support
- Supporting transitions
- Managing students
- Health, safety and wellbeing
- Pastoral care and wellbeing
- Guidelines for the provision of pastoral care, guidance and counselling
- Schools and the Code of Health and Disability Services Consumers’ Rights
- Regional mentoring service for Māori and Pacific students
- Supporting children in care
- Children’s Act 2014 requirements for schools and kura
- Reporting suspected abuse
- Emergencies and traumatic incidents
- Preparing for emergencies and traumatic incidents
- Pandemic Planning Kit
- Dealing with emergencies and traumatic incidents
- De-escalating a threatening situation
- Civil defence emergency relief at schools
- Behaviour Crisis Response Service
- Tips and Tools for support after an earthquake
- Recovery and wellbeing advice after the tragic event of 15 March 2019
- School Building Insurance Funding Programme
- Checking your property after a major incident
- Emergency Response Coordinators
- Managing risks and hazards at school
- Risk identification, assessment and management
- Education at off-site locations
- Students on work experience
- Food safety for schools and kura (Food Act 2014)
- Guidelines for schools to develop or review a firearms policy
- Drinking water quality
- Equipment
- Police vetting for school property contractors
- School transport — Safety and behaviour
- Student and staff health
- Health and safety requirements for school leaders
- Leadership
- Health and Safety requirements for boards and school leaders
- Implementing the Health and Safety at Work Act — a guide for early learning services
- Worker participation
- Practice framework resources for health and safety
- Professional development in health and safety
- Monitoring, reporting and assurance
- Risk identification, assessment and management
- Pastoral care and wellbeing
- Schools' planning and reporting
- Funding and financials
- Resourcing — operational funding and staffing entitlements
- Board of trustee elections funding
- Operational funding
- Secondary Tertiary Alignment Resource (STAR)
- Additional relief teacher funding
- Sports and cultural leave funding
- Roll returns (monitoring)
- School staffing
- Staffing for roll growth
- RTLB support funding
- Special purpose units (activity centres, teen parent units, other)
- Principals’ salary grades
- Attached teacher staffing and funding
- Technology provision for Years 7 and 8
- Ongoing Resourcing Scheme
- Reading recovery travel reimbursements
- ACC claims
- Ngā Manu Korero funding
- Emergency Staffing Scheme
- Interim Response Fund (IRF)
- School funding for Programmes for Students (PfS)
- Forms for resourcing
- Other types of funding
- Tax, insurance and local councils
- Managing school finances
- Resourcing — operational funding and staffing entitlements
- People and employment
- Become a teacher or return to teaching
- Principals and teachers
- I'm a primary principal
- I'm a primary teacher
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- I'm a Te Aho o Te Kura Pounamu Early Childhood teacher
- I'm a kindergarten teacher
- Police vetting for schools and kura Māori
- Performance management
- Scholarships, awards and funding for people working in schools
- Non-teaching staff
- Support staff
- Caretakers, cleaners and canteen staff
- Ground staff at a secondary or area school
- Te Aho o te Kura Pounamu specialist and support staff
- Special residential school non-teaching staff
- Kaiarahi i te Reo, therapists, ATSSD and special education assistants
- Foreign language assistants
- Adult and community education staff
- Employment agreements
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- Digital technology
- Managing the Network of Schools
- Changing your school structure
- Becoming a designated character school
- Becoming an integrated school
- Becoming the host school for a Teen Parent Unit
- Increasing the maximum roll of an integrated school
- Primary schools changing to Year 1-10 schools
- Primary schools changing to Year 1-13 schools
- School closure
- School decapitation
- School recapitation
- State integrated school mergers
- State school mergers
- Enrolment schemes (zones)
- School structures and governance
- Strengthening schooling in areas of population change
- Changing your school structure
- Ministry Bulletin for School Leaders | He Pitopito Kōrero
- School terms and holidays
- Boards information
- Property and school transport
- 16+ years
- Information for students
- Tertiary administration
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- Communities of Learning | Kāhui Ako
- Communities of Learning | Kāhui Ako
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- Ka Hikitia
- The Māori education strategy: Ka Hikitia - Accelerating Success 2013 -2017
- Ka Hikitia — Accelerating Success 2013-2017: Strategy overview
- Ka Hikitia — Publications and resources (English language versions)
- Ka Hikitia — Publications and resources (Māori language versions)
- Ka Hikitia — Measurable Gains Framework
- Ka Hikitia in Action
- Ka Hikitia — History
- Ka Hikitia — Key evidence
- Ka Hikitia — Case Studies
- Pasifika Education Plan 2013-2017
- Tau Mai Te Reo 2013-2017
- Te Rāngai Kāhui Ako ā-Iwi
- Mōu Te Reo
- Changes in education
- A new way to deliver learning support
- Bundled Services Toolkit
- Digital Technologies and Hangarau Matihiko learning
- Education Resourcing System (ERS)
- Education Work Programme
- Holidays Act Compliance — schools payroll
- Data for Wellbeing programme (was Integrated Education Data – iEd)
- Ministry Engaged 10YPP Consultants
- Rebuilding Christchurch Schools 2013-2022
- Growing our teacher workforce
- Healthy active learning
- Information releases
- Legislation
- Education Amendment Act 2018
- Education (Teaching Council of Aotearoa New Zealand) Amendment Act 2018
- Education (Tertiary Education and Other Matters) Amendment Act 2018
- Education (Update) Amendment Act 2017
- Regulations to better support international students
- Definition of a domestic student
- The National Administration Guidelines (NAGs)
- The National Education Goals (NEGs)
- Education Amendment Act 2019
- Education (School Donations) Amendment Bill
- Publications
- Briefing documents for Incoming Ministers
- Budget 2019
- Summary of Education Portfolio Budget 2019 initiatives
- Education Portfolio Initiatives Budget 2019 - Five year funding breakdown
- Government introduces donations scheme for Decile 1-7 schools
- Te Kōhanga Reo Contingency Fund - Budget 2019
- Restarting Te Kotahitanga (Te Hurihanganui)
- Creatives in Schools
- Changes to strengthen NCEA
- Government invests to bolster teacher supply
- Budget 2019 funding for students at risk
- Increased learning support for pre-schoolers
- National Education Growth Plan
- Increased support for Deaf and hard-of-hearing students, and assistive technology
- Budget 2018
- Annual Reports
- Statement of Intent
- Education circulars
- The Education Gazette