ELLP Pathway gets a new look#

ESOL funding 2026: applications due March 10#

Applications for 2026 Period 1 (Terms 1 and 2) ESOL funding applications are due by Tuesday 10 March 2026.

Submit applications via the Secure Data Portal (SDP), which will open at the beginning of March. If you are unsure who your school’s SDP user is, please check with your principal or office manager.

We are now using an automated data entry system to process applications. The efficiency of the system relies on accurate information being supplied from schools, so please double check your application before submitting it. It is also essential that the correct student year level is recorded in ENROL.

More information about the ESOL funding process is available on our website. Apply for English for Speakers of Other Languages (ESOL) funding

Upcoming webinar series: ESOL funding, initial assessment, new to teaching ESOL#

The ESOL, Refugee and Migrant team is hosting a series of webinars throughout February and March to provide information and guidance on how to effectively support English language learners in your school. 

See below for dates and topics. Please register via the links provided.

Wednesday 11 February, 3:30pm – ESOL funding basics (option 1). Register here. 

This webinar explains how schools can apply for ESOL funding - primary, intermediate and secondary. It’s suitable for newcomers to the process or anyone wanting a refresher. Note - the session will be repeated on 19 February—you only need to attend one as both cover the same content.

Thursday 12 February, 3:45pm - Initial assessment of secondary ELLs. Register here.

For secondary ESOL teachers wanting to start learners on the right pathway from day one. It covers practical approaches to initial diagnostic assessment for new English language learners (ELLs), with a focus on Year 9. Topics include who to assess, how to run consistent assessments across the four language modes, considerations for Foundation learners, and using data to inform placement and support.

Thursday 19 February, 3:45pm – ESOL funding basics (option 2). Register here.

This webinar explains how schools can apply for ESOL funding - primary, intermediate and secondary. It’s suitable for newcomers to the process or anyone wanting a refresher. Note - this session repeats the webinar delivered on 11 February—you only need to attend one as both cover the same content.

Wednesday 18 March, 3:45pm – New to teaching Primary ESOL. Register here.

For primary and intermediate school SLT, ELL Coordinators, teachers, SENCo and LSCs new to providing ESOL support. It will cover who our bilingual and multilingual learners are and how to effectively meet their English language learning needs.

Thursday 26 March, 3:45pm - New to teaching Secondary ESOL. Register here.

For secondary teachers, HOD and TIC new to teaching ESOL. It will cover the ESOL learning journey, how to accurately identify ELLs, why it is important to understand the different types of language proficiency and how to use tools such as ENROL and ELLP to track learners’ progress toward the literacy corequisites.

Ramadan Kareem: Ramadan begins mid-Feb#

Ramadan is a month of fasting, prayer, and reflection observed by Muslims worldwide. In 2026, Ramadan is expected to begin around February 19 and last about 30 days, ending with Eid al-Fitr—a celebration of faith, family, and food. During Ramadan, Muslims fast from sunrise to sunset. Many children, families, and communities in Aotearoa observe this practice. Common greetings used to acknowledge this special time include Ramadan Mubarak (“blessed Ramadan”) and Ramadan Kareem (“generous Ramadan”). 

This short presentation by Senior Advisors Migrant & Refugee Aafia Yasin and Saniya Surani, introduces Ramadan and offers guidance for schools to support students, colleagues, and whānau during this time. Ramdan Kareem Video Recording  

ESOL Professional Learning Communities: connecting, sharing, growing#

ESOL Professional Learning Communities (PLCs) are lead and coordinated by committed PLC coordinators across the country, with the support of the Ministry ESOL, Migrant and Refugee team.  Each term, coordinators bring together educators to share ideas, strategies, resources, and best practice to strengthen support for bilingual and multilingual learners.

PLCs play an important role in connecting those teaching and supporting English language learners. They bring together experienced ESOL specialists with those who are new to the field, creating a space where fresh ideas, questions, and expertise can be exchanged.

PLCs are open to all—including teacher aides, RTLBs, and Learning Support Coordinators—recognising that effective support for English language learners is a collective effort.

There are both primary and secondary ESOL PLCs.

Examples of Secondary PLC topics from 2025

• Supporting learners working toward the literacy co-requisite
• Updates on the revised English Language and English for Academic Purposes unit standards
• Key updates from the Ministry ESOL, Migrant and Refugee team
• Using AI tools for targeted feedback and resource development
• Differentiated teaching approaches
• Planning an effective ESOL programme
• Supporting former refugee students

Many groups also drew on the strengths of their members, inviting teachers or community speakers to share specialist knowledge and experience.

Examples of Primary PLC topics from 2025

• Creative uses of AI to support English language learners
• Using the ELLP Pathway for planning, teaching, monitoring, and tracking
• Meaningful celebrations of cultural diversity
• Supporting oral language development
• Activities for foundation-level English learners
• Working effectively with whānau and valuing their cultural expertise
• Links between the ELLP Pathway and the refreshed English and Maths curriculum

Join a PLC

If you are not currently part of a PLC and would like to know whether there is one in your area, please contact us [email protected]

Building the Baseline: Initial ESOL assessment for new multilingual learners in Years 9 - 13#

For secondary schools, the start of the school year brings a significant responsibility: ensuring every new English Language Learner (ELL) receives a high-quality initial diagnostic assessment. With Year 9 being the largest intake of multilingual learners—and new arrivals entering throughout the year—schools need a clear, consistent process to identify each student’s starting point and support needs.

Initial diagnostic assessment is not a high-stakes test. Instead, it provides an early snapshot of a learner’s English language proficiency across listening, speaking, reading, writing, and vocabulary. This profile helps teachers determine ELLP stages, make informed placement decisions, and identify which learners require targeted ESOL support or reception-style programmes.

Who Needs Assessing?
All Year 9 ELLs on the ENROL report (see page 2 of Additional Info sheet) need to be assessed within the first few weeks of Term 1—even those whose funding has ceased. Oral fluency can sometimes mask challenges with academic literacy, so assessment ensures no learner’s needs are overlooked.

Other groups requiring prompt assessment include:
- Migrant and former refugee learners entering at any time
- NZ-born bilingual students returning from overseas
- Long-term International fee-paying students 

Not all new learners appear automatically on ENROL so schools must maintain robust internal lists for enrolments outside the local system.

Managing the Process
Initial assessment can be logistically complex—especially when big numbers of learners require testing. Schools should plan ahead for staffing, scheduling, and suitable spaces (see pages 3-5 of Additional Info sheet). Assessments must be conducted under standardised, formal conditions with consistent timing and instructions.

Moderation is essential. Reading and writing assessments should be checked collaboratively within the ESOL Department to ensure the ELLP levels assigned are reliable and aligned with national guidance.

While AI translation can support communication with newly arrived learners, it must not be used to assist vocabulary, reading, or writing assessments, preserving the integrity of the results.

Assessment Order and Special Considerations
The ideal sequence begins with listening and speaking, followed by vocabulary, reading, and writing tasks. However, flexibility is needed. (see pages 5-6 of Additional Info sheet).

Foundation Stage learners—often newly arrived migrants or former refugees—require a more sensitive and relational approach. Teachers should begin with oral language and phonological awareness and delay formal literacy assessments until the learner is settled and ready.

Understanding Learner Backgrounds
Students arrive with diverse language journeys. Two broad groups typically emerge:
- Group 1: New to New Zealand—likely to require comprehensive ESOL support.
- Group 2: NZ-born or long-term residents—oral fluency often strong, but academic language gaps are common.

Accurate differentiation ensures students receive the right support and avoids confusing language acquisition needs with potential learning difficulties. Collaboration with SENCO or Learning Support may be required for some learners.

What Happens Next?
Initial data is used to determine ELLP stages, check ESOL funding eligibility, and guide class placement. ESOL support should be provided based on learner need—not funding status alone.

Above all, early diagnostic assessment ensures that every new multilingual learner begins their secondary school journey with the support they need to thrive. 

For more information, you are welcome to attend the webinar on initial diagnostic assessment which is being held on 12 February at 3.45pm. Register here.

Assessment support materials for English Language and English for Academic Purposes unit standards#

The new Assessment Support Materials (ASMS) for EL and EAP unit standards have now been finalised and are available online. These materials meet the requirements of the reviewed versions of the unit standards that were published at the end of 2024. 

All existing ASMs have been revised to meet the requirements of the new versions, and new resources have been produced for four new unit standards, including the Level 3 English Language unit standards 30990 and 31004 which are frequently used in the secondary context. 

The new ASMs have a slightly different format, in line with NZQA’s new template, meaning all relevant information is now contained within a single document.

You can access the new Assessment Support Materials at:

English Language assessment support material - NZQA 

English for Academic Purposes assessment support material - NZQA 

Please note that because these materials are freely available online, they cannot be used to assess students. Instead, they are intended as models to support assessment writers.

Team profile#

This profile highlights the newest member of the team, Senior Advisor Migrant & Refugee, Hanna Svensson. Hanna is based in the Palmerston North office and supports schools in the Taranaki, Whanganui, Manawatū, Levin and Porirua areas.

To start: 

What's your role, and how long have you been with the organisation? 

Can you describe a typical day in your job? 

I’m the newest member of the Refugee and Migrant Support team, and one of seven Senior Advisors across the country. I’m based in Palmerston North and have been in the role since November last year. I work with schools, stakeholders, and ethnic communities to ensure that children and young people with refugee or migrant backgrounds receive the support they need so that they can develop a sense of belonging and participate fully in learning.

I am still in the process of discovering what a ‘typical’ day or week looks like, but it can involve anything from providing information and training to schools and communities, to assisting schools with accessing funding for language support, and providing support and advice regarding particular issues that emerge in schools.

Professional background: 

What inspired you to pursue this career path? 

I have been interested in education for migrants and former refugees for many years. Prior to taking on this role, I worked in the tertiary ESOL sector with adult migrant and refugee-background learners. As a result of my engagement with refugee-background learners, I decided that I wanted to better understand refugee experiences and refugee settlement, so undertook a PhD in this area. I carried out research investigating belonging and inclusion, and the importance of language in helping individuals participate and feel at home in their new context. 

One of the things that stood out to me during the research process and the interviews I undertook was the concern parents had for their children’s education. Having had to leave their homes and many of their connections, their future was often centered on their children’s success, and on their children’s ability to gain a good education. I feel very privileged to be in a role where I can in some way contribute to this future vision.   

Job insights: 

What do you enjoy most about your role? 

After a couple of months in the role, what I have enjoyed the most is connecting with people. In my job, I get to connect with schools, bilingual learning advisors, community members, and a range of stakeholders – particularly those working in the area of refugee settlement. This has been extremely rewarding, and it is very encouraging to collaborate with so many individuals who are committed to the success of our refugee-background and migrant learners. 

I also feel very privileged to be part of a national team with a wealth of collective knowledge and expertise, and team members who are very passionate about the work they do.

Advice and inspiration: 

Who or what inspires you in your work? 

I’m inspired by people and their stories. I have come across so many amazing people in my life – both as a teacher and then as a researcher who spent many hours interviewing people. Hearing their stories, seeking to understand their challenges, and seeing their successes has inspired me to do what I can to help reduce obstacles and promote success.