ESOL funding statistics: Period 1, 2025#

Terms 1 and 2 ESOL funding payments for 87,298 students across 1,755 schools were made in early June. Updated status lists are available for download via your school's secure data portal.

ESOL funding: Period 2, 2025#

ESOL funding applications for Period 2 (Terms 3 and 4) are due by Friday 1 August 2025. The Secure Data Portal will be open from the 21 July to receive applications.

Here are some tips and tricks for ensuring a smooth ESOL funding period for you, and us:

• Check you are updating the correct status list. The status list that needs to be submitted in August 2025 must have the following title on the status list tab: 'Ministry of Education ESOL Status List for 2025 Period 1 (Terms 1 and 2) – use this status list to apply for 2025 Period 2 funding'.
• Upload your application in Excel format (.xlsx or .xls). We cannot use PDFs, Google docs or Numbers files.
• Check there is no missing information, for example NSN, ELLP scores.
• Use the Secure Data Portal to submit your application.

More information about the ESOL funding process is available on our website.

Apply for English for Speakers of Other Languages (ESOL) funding

Working with English Language Learners#

Working With English Language Learners (WELLs) is a popular Ministry of Education resource which delivers a series of ESOL professional development modules for learning assistants.

Working With English Language Learners

Chrissi and Emma - co-leaders of the South Canterbury ESOL Professional Learning Community (PLC) - share their journey of using WELLs during the first half of this year.

'Chrissi and I met during Term 4 of 2024 to collaboratively plan the focus of our meetings for 2025. A recurring theme in our discussions was the incredible mahi being done by our learning assistants (LAs) to support English Language Learners (ELLs). With a noticeable increase in the number of ELLs over the past three years, we recognised a pressing need to provide our LAs with meaningful, targeted professional learning and development (PLD).

While we were aware of the WELLs modules as a valuable resource, Chrissi suggested that access and engagement with these modules could be enhanced in a structured group setting.

We decided to offer weekly one-hour workshops over a 10-week period—five weeks at the end of Term 1 and five weeks at the beginning of Term 2, 2025. These sessions focused on the WELLs modules, enhanced with supplementary strategies and knowledge drawn from our own professional learning experiences, particularly the TALL (Team Approach to Language Learning) course facilitated by the knowledgeable and inspiring Gaylene Price earlier in 2024.

To gauge interest, we reached out through local primary school Principals. The response was positive, and we began the workshop series with 16 participants, a mix of LAs and classroom teachers. This diversity highlighted the broad relevance of the WELLs content to all educators working with ELLs.

Chrissi and I alternated responsibility for preparing and delivering the sessions. We primarily used the WELLs workbooks and online content, which we found to be comprehensive and well-structured. However, where appropriate, we supplemented this with strategies from the TALL course.

A key aim was to ensure the sessions were interactive and fostered a sense of professional community. We prioritised opportunities for discussion and sharing of experiences. The networking aspect quickly emerged as one of the most valued components, contributing significantly to the engagement and enthusiasm of participants.

It is worth noting that these workshops were held outside of participants' contracted hours, making their consistent attendance and commitment particularly commendable.

Participant feedback was overwhelmingly positive. Many noted that the sessions were not only informative and practical but also enjoyable. The ideas and strategies gained were readily transferable to their everyday work with ELLs.

With minimal cost to the PLC—limited to afternoon tea and volunteer time—we were able to provide professional learning that strengthened the support network for ELLs across our region'.

Celebrating culture and community: World Refugee Day and Matariki at Māngere College#

On Thursday 19 June, Māngere College came alive with celebration, unity, and creativity as students and staff gathered to honour both World Refugee Day and Matariki. The special event brought together students from Aorere College, Ōtāhuhu College, and Mt Roskill Grammar to create a vibrant atmosphere of learning, sharing, and cultural pride.

The day featured a range of interactive sessions designed to deepen students’ understanding of Matariki, including a lively Kahoot quiz that tested knowledge in a fun and engaging way. The activities encouraged students to reflect on the significance of the Māori New Year and its themes of remembrance, celebration, and renewal.

A highlight of the event was the series of student performances, with dancers from Aorere College and Māngere College lighting up the stage with energetic and graceful routines. Their performances were a powerful expression of cultural identity and artistic talent, warmly received by an enthusiastic audience.

Adding a creative dimension to the day, an art competition invited students to illustrate what being a refugee means to them. The entries were heartfelt and thought-provoking, showcasing the empathy and insight of the young artists. As one student, Ezatullah, put it, “Celebrating World Refugee Day means to me respecting those people who leave their homeland in the war.”

Another student, Ghulami, said “I wish we can celebrate our culture day and celebrate refugee day in the years to come. I wish to celebrate Afghani culture day”.

The celebration was more than an event. It was a collaborative effort that brought together schools, students, and communities. It served as a reminder of the strength found in diversity and the importance of coming together to honour shared stories and unique journeys.

Tāhūrangi: Multicultural learner success and ESOL support#

Resources previously hosted on the ESOL Online TKI website are now available on Tāhūrangi, the Ministry of Education’s central online hub for curriculum, teaching and learning support.

You can find many of these resources under the Teaching Support section of the New Zealand Curriculum space, specifically within Multicultural learner success and ESOL support.

Multicultural learner success and ESOL support – Tāhūrangi

The ESOL Online TKI website will be discontinued at the end of July 2025. After this date, any visits to the site will automatically redirect to Tāhūrangi.

Note that while the content migration is complete, it will take us a little longer to update the links in our resources, including the ELLP Pathway.

In the news#

On The Up: Community learning hub empowers migrant parents in Bay of Plenty

Riccarton High School: the centre of a changing Christchurch

Useful links#

ELLP and ELLP pathway – Tāhūrangi

Working with English Language Learners professional development modules WELLs – Tāhūrangi

ESOL funding information