Introduction from the Secretary for Education#
The pursuit of equitable and excellent outcomes for all learners is what continues to drive our work.
We continue to focus on progress towards the Government’s targets to improve school student attendance and achievement. It is encouraging to see regular attendance increase year-on-year with the implementation of initiatives such as improved data and reporting, revamped Attendance Services introduced during 2025/26, and the requirement for schools to have an Attendance Management Plan which came into effect in Term 1 2026.
The Curriculum Insights and Progress Study (CIPS), which monitors student achievement and progress in the refreshed curriculum, is also showing early improvements, particularly in Year 6 maths and writing, interrupting the longstanding pattern of declining achievement between Years 4 to 8. While CIPS provides a system-level view of achievement, the launch of the Student Monitoring, Assessment and Reporting Tool (SMART) is helping schools track the progress of their students and provide clear feedback to teachers and whānau.
Over the past year we have led extensive consultation on updating the New Zealand Curriculum and Te Marautanga o Aotearoa to inform refreshed learning areas that reflect our changing world and support schools and kura to prepare learners for the realities they face today and in the future. The new curricula will be implemented progressively, giving schools time to prepare and plan for change.
The year has also seen progress in reforming senior secondary pathways, including decisions to replace NCEA with new subject-based qualifications from 2029. These reforms are intended to ensure that qualifications are credible, coherent and better aligned with the knowledge and skills people need for further education, training and employment. As with all significant change, careful implementation and strong engagement with the sector will remain critical to success.
Supporting children and young people with additional needs to access timely and effective support is essential to both attendance and achievement. Budget 2025 included major investment to strengthen learning support services, increasing support available to schools and learners. In 2025/26 we have delivered the first tranche of this investment, including the rollout of Learning Support Coordinators to more schools and expanding the Early Intervention Service into Year 1. This helps more children and young people access the assistance they need to participate, progress and achieve in education.
Our work also continues to strengthen the tertiary education system and work-based learning. Te Pūkenga has been replaced by regional polytechnics, and Workforce Development Councils by Industry Skills Boards. These changes are aimed at making vocational education more responsive to regional and industry needs.
Over the past year, we have worked with other education agencies to carry out government decisions designed to improve the effectiveness of New Zealand’s education system. This has included some changes to regulatory settings, with the Education Review Office now responsible for licensing and certifying early childhood providers, licensing school hostels and registering private schools.
While regulatory responsibilities have shifted, early learning remains a key focus for the Ministry, and we continue to lead policy development, funding, curriculum design and the setting of standards, helping to support all tamariki to have access to high-quality early learning opportunities. We are also supporting the Government’s review of early childhood education funding.
A significant amount of work has also gone into preparing for the establishment of the New Zealand School Property Agency as a new Crown entity responsible for planning, building, maintaining and administering New Zealand’s school property portfolio. The Ministry retains responsibility for education policy and network decisions, including managing school network growth and determining where additional teaching spaces are needed to support current and future learner demands.
Alongside these changes, we’ve continued to strengthen the way we operate as a Ministry so that we are focused on the areas where we can make the greatest difference. At the start of 2026, I introduced a new leadership structure, and we are making changes to the way we work, allowing us to become more outward-focused, responsive and delivery-oriented, with a stronger emphasis on supporting the needs of students and educators. This includes elevating our sector-facing delivery and learning support functions, strengthening our use of evidence and insights, enhancing our ability to harness digital and data-driven solutions, and doing our core work well.
Being responsive also requires us to be alert to external events, such as the fuel supply disruption and extreme weather events that affected many of our communities this year. These events reinforced the importance of coordinated planning, adaptability and a system that is resilient and can continue to function under pressure.
Looking ahead, I am confident that the steps we are taking today will further strengthen our education system. We are committed to supporting equitable and excellent outcomes at every stage of education, from early learning to tertiary and into the workplace.
Ellen MacGregor-Reid
Te Tumu Whakarae mō te Mātauranga | Secretary for Education
Download the report#
Mōhiohio anō
More information
A limited number of print copies of this report are available. To enquire about a print copy, email us.
Email: [email protected]
