Attendance, achievement and assessment#

Attendance regulatory changes#

From Term 1, 2026 you will be required to have an attendance management plan (AMP) in place. These plans aim to improve student attendance by providing clear pathways to identify and address absences at different thresholds.

To support this, Student Management System (SMS) providers will deliver new system functionality that will help you implement your attendance management plans. These enhancements will make it easier to monitor attendance patterns, identify ākonga | students who meet AMP thresholds, and record response activities at thresholds (which will be required by regulation).

In addition, we will be updating attendance rules to enable the collection of more detailed attendance data. This will help you, and us, identify trends and apply best practice strategies to strengthen student engagement.

Further guidance and full details of these changes will be provided before the start of Term 1, 2026. For more information, visit:

Attendance management plans

Preparing for the new attendance service#

From the start of the new school year, all schools will transition to the new attendance service.

Key dates and actions:

• By 12 December: Last day to make referrals to attendance service providers within the current case management system, Attendance Service Application (ASA).
• From Term 1, 2026: All referrals to the new attendance service will be made via the new attendance case management system.
• In early February 2026: You will be provided with instructions on how to set up staff with access to the new attendance case management system, to make referrals.
• Training will be provided around how the new attendance service works, navigating the new system, and how to make referrals.

For further details, visit our website:

Changes to attendance services from January 2026 

Attendance webinars#

As previously advised, we are running a series of optional attendance-related webinars.

The first webinar was held on 18 November and covered attendance management plans, which are now mandatory for all schools from Term 1, 2026. A recording and transcript of the webinar will be available on our website shortly, along with questions and answers from the session.

Attendance webinars 

The next webinar is scheduled for tomorrow, 26 November, from 4pm to 4.45pm, and will feature a presentation by ERO on their ‘Raising attendance: Five good practices’.

You can still register for this webinar at:

ERO's raising attendance: Five good practices webinar – Teams

Early in Term 1, 2026 we will be running a webinar on attendance service reform.

As more webinars are confirmed, details will be advised via the Bulletin and here:

Attendance webinars

Apply by 12 December for assessment and aromatawai PLD#

Applications are now open for schools and kura to register for tailored support aimed at strengthening the assessment and aromatawai capabilities of school leaders and tumuaki, teachers and kaiako.

Applications close on 12 December, and outcomes will be communicated on 19 December.

For further details on the application process and key dates, visit the PLD website:

Assessment and Aromatawai PLD – Professional Learning and Development

Webinar – Introduction to the mathematics and statistics learning area for Years 0 to 10 #

To support a comprehensive understanding of the 2025 mathematics and statistics learning area for Years 0 to 10 and assist with programme planning for the upcoming academic year, we will host a series of 1-hour introductory webinars starting later this month. You are encouraged to participate.

To register, complete the outlined process at:

Introduction to the Mathematics and Statistics Learning Area for Years 0–10 – Webinar – Professional Learning and Development

These introductory sessions will be followed in 2026 by detailed catch-up webinars aligned with each scheduled content delivery day. Further information about these sessions will be shared in the Bulletin.

Updates to maths PLD for Years 0 to 8 #

From Term 1 2026 we’re introducing a new approach to structured maths professional learning and development (PLD) for Years 0 to 8.

What’s changing

• You can customise PLD days by selecting 3 modules focused on specific teaching or content areas.
• For your first maths PLD day, start with the introduction module plus 2 others.
• Every PLD day includes an update session on the latest changes to the learning area.

Why this change

• Greater flexibility to prioritise topics that meet staff needs.
• Strengthen high-impact teaching practices.
• Deepen understanding of key curriculum concepts.
• Engage in practical, interactive learning activities.

Find out more on the PLD website.

Maths Professional Learning and Development

Supports and resources for mathematics and statistics#

A range of resources is available on Tāhurangi to support the refreshed mathematics and statistics learning area. These include an info sheet on mathematics and statistics learning area content for Years 0 to 10, an overview of what’s new for Years 0 to 8, a summary of sector feedback and the Ministry’s response to consultation for Years 9 to 10. These resources are designed to support teachers, kaiako and leaders to use the refreshed learning area in their teaching.

You can find these resources on Tāhūrangi.

NZC – Mathematics and statistics Phases 1–4 (Years 0–10) – Tāhūrangi

New school journals and Junior Journal 69 have arrived#

Three new school journals and the latest Junior Journal have been sent to schools and kura.

Redesigned to align with the refreshed English learning area, the journals now follow curriculum year levels:

• level 2 is now Year 4
• level 3 is now Years 5 to 6
• level 4 is now Years 7 to 8.

New Teacher Support Materials (TSMs) will be available soon on Tāhūrangi, alongside refreshed TSMs from 2024 and 2025. Teachers can continue using previous journals confidently – updated resources will support their use in today’s classroom. You will find them here:

Teaching resources to support structured literacy approaches - Tāhūrangi

Structured literacy approaches – Key changes for schools#

Structured literacy approaches are now part of the refreshed NZC English learning area for Years 0 to 10. We’ve outlined the key changes in teaching practices and resources to help schools identify some practices that are no longer needed, and to support teachers to adjust current practices to align with evidence-based approaches. This guidance is designed to help schools focus on what matters most for improving reading and writing outcomes.

Find this guidance and resources on Tāhurangi, including updated teaching guidance, phonics checks, and Ready to Read Phonics Plus series support implementation:

Structured literacy approaches: What schools need to know – Tāhūrangi

Teacher-only day resources now live on Tāhūrangi#

A new Tāhūrangi page is now available to support planning for Teacher-only days in Term 1 2026 for Years 0 to 10. It includes a selection of resources for both the New Zealand Curriculum and Te Marautanga o Aotearoa, focusing on unpacking the curriculum, English, Te Reo Rangatira, Mathematics and Statistics, Pāngarau, and supporting curriculum implementation. We will add new resources as and when they are available.

Visit Tāhūrangi to explore the resources and support your team’s professional learning:

Teacher-only day planning resources – Tāhūrangi

Health, safety and wellbeing#

Another product has tested positive for asbestos#

The Ministry of Business, Innovation and Employment (MBIE) has confirmed that Rainbow Sand Art Toy (product codes 21065, 20468, 20536, 20535, 20537 and 20538), sold at various discount stores nationwide, has tested positive for asbestos.

Rainbow Sand Art Toy- sold at various discount stores nationwide – Product Safety

MBIE advice remains the same. If you find this product in your school: Stop using it immediately, secure it and dispose of it safely.

Our guidance on safe disposal of affected products in school settings also remains the same. Read the step-by-step guide available on our website.

Asbestos in coloured sand

Refer any asbestos professionals you engage to our guidance for the safe asbestos removal and remediation work in an educational setting, endorsed by WorkSafe.

Asbestos in coloured sand – Guidance for asbestos professionals

For health concerns, call Healthline at 0800 611 116.

For WorkSafe notification, call at 0800 030 040 (available over the weekend).

For public recalls, call Product Safety at 0508 426 678 or go here:

Helping customers identify recalled products – Product Safety

For advice on areas not mentioned above, contact us:

• at 0800 323 323 (from 8am to 5pm Monday to Friday)
• or email us at [email protected].

Maintaining safe playground surfacing: Bark and woodchip depth#

A reminder that bark or woodchip surfacing in playgrounds should be maintained at a minimum depth of 300mm to help keep safe play environments. This depth supports impact protection and aligns with NZS 5828:2015 standards for playground safety.

Regular checks and top-ups help you meet health and safety obligations under the Health and Safety at Work Act 2015. Well-maintained surfacing reduces the risk of injury from falls and supports safe outdoor play.

Share this reminder with your property manager or caretaker and make playground surfacing part of your regular maintenance schedule.

Playgrounds on school sites

Workforce and resourcing#

Secondary schools’ annual closedown#

The recommended dates and guidance about secondary schools’ annual closedown for 2025 are here.

Secondary schools annual holiday closedown requirement 2025 [PDF, 252 KB]

Expanding early intervention service from Term 1 2026#

Budget 2025 provides significant investment in learning support to support more students and meet growing demand.

As a result of Budget 2025 funding, the early intervention service (EIS) is expanding from Term 1 2026 to support children from birth through to the end of Year 1 of school. Currently, EIS ends when a child starts school.

The expansion of this service through to the end of Year 1 of school means that children with additional developmental, communication or behavioural needs, and their whānau, will be supported from early learning settings to school.

You will be able to make referrals to Early Intervention Services from Term 1 2026 for learners in Years 0 to 1 with parental consent.

If you need support, contact your nearest office:

Regional offices

Find more information, including an EIS factsheet at:

Learning support in the early years

Find more information, including an EIS factsheet for parents:

Learning support when your child moves to school

Read about Budget 2025 investment in learning support here:

Learning support

In-school learning support coordinators 2026#

Those getting access to an in-school learning support coordinator (LSC) in 2026 will now have their staffing entitlement applied in Pourato.

If you have access to an in-school LSC in 2026, we encourage you to advertise and recruit 2026 LSC roles as soon as possible, so that the LSC is ready for Term 1 2026.

There is no change to funding for those who access their LSC support through the existing cluster model.

LSC induction resources will be available in Term 1 2026 to support national consistency and best practice for in-school LSCs.

Professional learning and development will also be accessible to all LSCs from mid-Term 1 2026.

Find detailed information about the LSC role here:

Learning support coordinators in schools

Find employment-related information here:

Appointing an in-school Learning Support Coordinator (LSC) – NZSBA resource centre

Sector consultation on the future of school financial reporting#

During December and January, we’ll be running sector-wide consultation on proposed changes to school financial reporting. Our aim is to reduce complexity, improve consistency, and better reflect the needs of schools and their communities.

Our webinars will outline the proposed changes and provide an opportunity to ask questions.

You only need to attend one session. We’ll also be running a short survey to gather feedback from preparers and users of school financial reports, which will help inform the final reporting model.

Webinar dates

• 9 December – 1pm to 2pm. Register here:

Future of School Financial Reporting – Webinar 1

• 11 December – 3.30pm to 4.30pm. Register here:

Future of School Financial Reporting – Webinar 2

• 28 January – 2pm to 3pm. Register here:

Future of School Financial Reporting – Webinar 3

A link to the survey and further information will be available on our website ahead of the webinars. Recordings will also be available for those unable to attend.

Governance, planning and infrastructure#

Education and Training Amendment Act 2025#

Parliament has passed the Education and Training Amendment Act 2025, introducing several important updates for schools:

• Focusing school boards on raising educational achievement by making this a board’s highest priority objective and introducing new supporting objectives on student attendance and assessment.
• Changes to remove an explicit obligation on school boards to give effect to Te Tiriti o Waitangi. To meet the new paramount objective of educational achievement a school board will be required to ensure it:
  • seeks to achieve equitable outcomes for Māori students
  • takes all reasonable steps to provide for students to be taught, and to learn, in te reo Māori on request of their parents and caregivers, and
  • takes reasonable steps to ensure that the policies and practices for the school reflect New Zealand’s cultural diversity.
• NELP removed – the Minister can no longer issue national education priorities.
• Schools must have a plan in place to help manage and improve student attendance. Most schools need to have this ready by late January 2026, while distance schools have until July 2026.
• Strategic plans delayed – next plans now due in 2027. Annual implementation plans and reports still required in 2026.
• Strike notice period extended from 3 to no less than 7 days to help families plan childcare arrangements.
• Strengthening initial teacher education requirements and the Teaching Council’s disciplinary and competence processes.
• Teaching Council membership will now have a ministerial majority.
• Universities must:
  • Create a statement on freedom of expression.
  • Set up a complaints process for academic freedom and free speech.

Find more information here:

Education and Training Amendment Bill (No 2)

Academic freedom and freedom of expression provisions for universities

Education and Training Amendment Act 2025 – New Zealand Legislation

Education System Reform Bill – Open for public consultation#

The Education and Training (System Reform) Amendment Bill (the Bill) had its first reading on 18 November, and the Education and Workforce Committee has called for public submissions.

Submissions on the Bill are open until 14 January 2026 and can be made through Parliament’s website:

Education and Training (System Reform) Amendment Bill – New Zealand Parliament

The Bill aims to clarify roles and responsibilities across education agencies and functions and proposes some new requirements for schools in relation to the curriculum, attendance exemptions, and system monitoring studies.

The Bill includes the following proposals:

• Establishing the New Zealand School Property Agency (NZSPA), responsible for planning, building, maintaining and administering the school property portfolio
• Transferring functions for private schools and school hostels from us to the Education Review Office (ERO)
• Strengthening the system’s response when ERO identifies a school of ‘serious concern’
• Improving teaching workforce regulation and the administration of the Teaching Council of Aotearoa New Zealand
• Strengthening curriculum settings, including requiring regular rolling curriculum reviews and updating health curriculum requirements
• Updating school attendance exemption processes to improve clarity and compliance
• Enabling the Minister to mandate participation in education system monitoring studies such as the OECD’s Programme for International Student Assessment (PISA)
• Allowing New Zealand Qualifications Authority (NZQA) to include micro-credentials in reporting requirements
• Supporting the next stage of the charter school model.

Find out more at:

Education and Training (System Reform) Amendment Bill

Read the Bill here:

Education and Training (System Reform) Amendment Bill – New Zealand Legislation

End-of-year withdrawals in ENROL#

You can schedule your 2025 end-of-year batch withdrawals in the school student enrolment register, ENROL, now. We encourage you to do so by the end of December because it is difficult for other schools to enrol students for the next year if they are not withdrawn from the previous school.

Prior to doing this please pay attention to:

• If you are withdrawing a student who you have referred to the attendance service (AS) for unjustified absence, and the AS is still working with that student, please let the AS know you are withdrawing the student. The AS can then close that case with your school.
• If you want to communicate notes about a student to their future school, do not forget to tick the teaching and learning notes in ENROL or in your SMS.
• When withdrawing students, it is important you enter the correct intended last day of attendance and select the actual leaving year level.

Withdrawing students – Applications and online systems

Register for Learner Identity Broker (LIB) – Single login for students#

Volunteer testers are wanted to trial the Learner Identity Broker (LIB) we are looking to roll out to schools and kura. If you are interested, register your school here:

Register Your School for Learner Identity Broker (LIB) Access – Microsoft Forms

Similar to the Education Sector Logon (ESL) for educators, LIB is a secure identity management and authentication solution that improves security and simplifies access by reducing the need for multiple passwords.

Students can use the Learner Identity Broker (LIB) to access our approved education platforms and applications with a single login.

Find more information about LIB here:

Learner Identity Broker

All-of-Government ICT product and service pricing#

Schools are eligible to access All-of-Government (AoG) ICT product and service pricing.

Through the Department of Internal Affairs’ Marketplace (MKP) platform, you can explore over 2,600 AoG ICT products and services. All suppliers and offerings on MKP undergo a rigorous onboarding process, including security assurance checks, ensuring quality and safety.

Registering for MKP does not commit your school to a commercial agreement. It simply allows you to browse and explore available ICT options.

To get started, visit:

Pae Hokohoko | Marketplace

Select ‘about marketplace’ to learn how MKP works. Then select ‘Agencies’ and follow the instructions to register (For MKP purposes your school is considered an ‘agency’). The ‘register your agency’ button is at the bottom of the ‘agencies’ page.

Once registered, DIA’s Marketplace team will be in touch with terms and conditions for you to complete the process.

If you’d like to learn more or arrange a presentation on how MKP works, contact DIA.

Email: [email protected]

Kia Manawaroa education pānui#

Kia Manawaroa is our dedicated newsletter for whānau Māori – sharing opportunities, updates, and information about education. Issue 10 is out now. Share this free pānui with your communities:

Kia Manawaroa issue 10 – Mailchimp

Subscribe to Kia Manawaroa – Mailchimp

For feedback or story ideas, email us.

Email: [email protected]

Matavai Pacific education e-newsletter#

Matavai is our monthly e-newsletter featuring the latest Pacific education updates, stories and upcoming events. Share this with Pacific parents, carers and communities through your early learning centre.

Matavai issue 8 – Mailchimp

Subscribe to Matavai Pacific e-newsletter – Mailchimp

For feedback or story ideas, email us.

Email: [email protected]