The check-ins built on insights gained in the Term 1 check-in about how the changes are working for schools and kura, where support is needed and what we can do more of or do differently.
Here is a summary of what we heard and some examples of action we have taken.
Achievement#
Updated Curriculum#
Ninety-eight percent of schools and kura said they have now made a start using both the:
- updated Years 0 to 6 English and Te Reo Rangatira curriculum and structured literacy approaches
- and the Years 0 to 8 updated mathematics, statistics and pāngarau curriculum.
What is working well
Themes about what is working well for schools and kura who made a start were:
- access to the professional learning and development and the Curriculum Advisory Service have supported implementation, with the Better Start Literacy Approach and the mathematics resources reported as enablers
- the structure, learning progressions and year-level expectations have been well-received and are enabling consistent planning and teaching
- schools and kura continue to work collaboratively to plan a consistent approach to implementation and share resources.
Some of the barriers or challenges
The challenges some schools and kura are experiencing were:
- capacity and time to plan and implement the 2 updated curriculum areas, particularly in small schools or where there are staffing shortages
- some schools wanted further clarity about aligning assessment and reporting to parents to make sure they were aligning to the updated curriculum
- there were challenges in accessing professional learning and development (PLD), particularly small or rurally-isolated schools where relief teachers were not available.
How we have responded to what we heard
Our regional teams continue to work with schools and kura experiencing barriers and those who have asked for support. To access support we encourage you to contact your regional office.
Additional guidance to support schools and kura with aligning assessment and reporting to parents and whānau | families has been developed and is available on Tāhurangi.
Phonics checks#
Almost 3/4 of schools (72%) report that they have made a start implementing phonics checks. Most schools who have not yet made a start said they have a plan in the lead-up to the 2026 requirement.
Many schools who receive Tier 2 Structured Literacy Staffing report they are using phonics checks to inform their teaching and learning.
Schools shared some challenges with teacher workload and the administrative burden associated with the checks. Potential for duplication of checks was also raised with existing structured literacy approaches.
How we have responded to what we heard#
A user-friendly online solution is being developed for the phonics checks and Hihira Weteoro for data sharing in 2026. In the meantime, changes are being made to the upload requirements to reduce the administration load and save teachers time.
We are reviewing alignment between the structured literacy resources schools use and the phonics checks and will work with providers on this.
For question about the phonics checks or Hihira Weteoro, contact us.
Email: [email protected]
For queries about uploading results, contact the Education Service Desk.
Freephone (NZ only): 0800 422 599
NCEA literacy and numeracy corequisites#
We checked in with schools and kura about students who had not passed the NCEA literacy and numeracy corequisites. Most schools and kura said they had plans in place for these students, with many receiving support from Te Manu Ka Rere | Evaluation Associates and our regional teams.
What is working well#
Many schools and kura reported using data driven systems to identify and monitor students at risk of not achieving their corequisites, and to target supports.
Schools said they were using a range of targeted interventions to lift achievement, including:
- dedicated classes
- intensive small group sessions
- individual support plans
- catch-up sessions out of school hours.
Some of the challenges schools and kura are experiencing#
Resourcing and staffing were reported by some schools as a barrier to providing the level of support required to lift achievement.
How we have responded to what we heard#
Our regional staff including Principal Advisors Secondary Transitions (PASTs) and the Curriculum Advisory staff continue to work with secondary schools and kura regarding students who need to pass their NCEA corequisites.
If your school would like to access NCEA corequisite support, contact your regional office.
Attendance#
In Term 2, regional teams checked back in with schools and kura about the use of Stepped Attendance Responses. We heard:
- that 90% of schools indicated they were now using a stepped or tiered attendance response
- that 96% of schools said they are using the Everyday Matters report to analyse their attendance data.
Many schools and kura said they:
- closely monitor attendance data
- report on attendance to the school board
- regularly communicate with parents and the school community to promote attendance.
Schools and kura also reported using relationship-based approaches to encourage attendance and incentivise coming to school. They did this through positive reinforcement such as:
- class competitions
- rewards
- planning fun activities on days with lower attendance rates.
How we have responded to what we heard#
Regional staff continue to work with schools and kura where support to:
- respond to attendance data
- prepare for implementing the Attendance Management Plans in 2026
- use the revised attendance codes
- identify where targeted or tailored support is needed to lift attendance rates.
Find more information on how schools can prepare for Attendance Management Plan requirements.
See frequently asked questions and other information about attendance codes.
Workforce#
We checked back in with schools and kura who said they had vacancies in Term 1 to see if they had accessed the Workforce Initiative Search for Principals (WISP), the Education Workforce Recruitment and Retention Support for Schools and Kura booklet. We also asked for feedback about these resources.
Thirty-one percent of schools and kura said they had accessed the WISP and 18% said they had accessed the Education Workforce Recruitment and Retention Support for Schools and Kura booklet.
What is working well#
Schools and kura who had accessed the resources said that having all the information and links in one place was helpful and guided them through the processes to access initiatives or programmes.
Some of the challenges schools and kura are experiencing#
Some schools and kura said they continue to experience recruitment challenges in hard to staff areas and were seeking more support. This included recruitment of staff to rural schools, specialist staffing and for Kura Kaupapa and Māori medium settings.
How we have responded to what we heard#
Regional teams are working with schools and kura to help them access workforce initiatives to meet their specific needs.
We continue to implement initiatives to attract, retain and distribute the education workforce. Some of these initiatives include:
- expansion of the Schools Onsite Training Programme announced in Budget 25 which helps to fast-track quality teachers into classrooms across New Zealand
- the introduction of a ‘Go Rural: Isolated Placements Fund’ which incentivises beginner teachers to work in the regions – applications will be available early in 2026
- scholarships and Employment-Based ITE (EBITE) Awards for Kaupapa Māori and Māori medium settings
- support for teachers to return to relief teaching through funding practising certificate renewals for teachers whose practising certificate expired more than 12 months ago.
Education Workforce and Teach First NZ have more information about workforce initiatives.
School Onsite Training Programme – Education Workforce
ITE programme finder tool – Education Workforce
BeTTER Jobs Programme – Education Workforce
Scholarship programme – Ako Mātātupu Teach First NZ
Kaupapa Māori | Māori Medium EBITE Programme Funding Award – Education Workforce
