This has helped us to understand how the changes are working for schools and kura and what we can do more of or do differently.

Here is a summary of what schools and kura told us and some examples of what we have done in response to what we have heard.

Achievement and curriculum#

Primary schools#

95% of schools and kura said they have made a start using the new Years 0 to 6 English and Te Reo Rangatira curriculum and Structured Literacy approaches and 92% of schools said they had made a start using the Years 0 to 8 updated Mathematics, Statistics and Pāngarau curriculum.

What is working well

Schools and kura that had made a start identified that what worked well was:

• access to the professional learning and development and the Curriculum Advisory Service to support implementation, alongside having dedicated teacher-only days
• the structure, clarity and sequencing the updated curricula provided regarding what to teach and when
• schools and kura working collaboratively to plan a consistent approach to implementation.

Some of the challenges schools and kura are experiencing

Some of the challenges for schools and kura experiencing barriers were:

• difficulty booking or coordinating professional learning and development and timing this with when resources were available
• capacity and time to plan and implement, including where staff turnover or vacancies were impacting
• wanting further clarity about aligning assessment and reporting to parents to assist with decision making.

How we have responded to what we heard

Regional teams are working with schools and kura who are experiencing barriers and those who have asked for support.

The approval process for accessing Professional Learning and Development (PLD) has been simplified to make it easier to choose preferred providers and timing. Regional teams will check back in with schools and kura who continue to experience barriers to PLD in Term 2 to help where required.

We have clarified that the use of specific assessment tools for reporting on learner progress is not required for 2025. Schools and kura are encouraged to continue using available standardised assessment tools and interim supports are now available to schools to inform decisions about student progress and achievement against the refreshed learning areas and wāhanga ako.

Secondary schools#

85% of schools and kura reported that they have analysed their NCEA Level 1 (where applicable) and Literacy and Numeracy Corequisite data and have a plan to assist students to achieve it and monitor progress.

What is working well

Many schools and kura are using a range of assessment tools and tracking systems to monitor student progress and inform where to target interventions to lift achievement.

Some of the challenges schools and kura are experiencing

Reported challenges were students starting secondary school well below the expected curriculum level and that low attendance for some students is resulting in lost learning time. Professional learning and development for teachers targeted to lifting student achievement was also identified as a need for some schools.

How we have responded to what we heard

Regional staff including Principal Advisors Secondary Transitions (PASTs) and the Curriculum Advisory staff are working with secondary schools and kura to address barriers and identify the targeted supports required for students not achieving or at risk of not achieving NCEA or the Literacy and Numeracy Corequisites, with an initial focus on Year 12 students. Evaluation Associates is also working with secondary schools.

Attendance#

Nearly all schools and kura told us they have an attendance policy (96%) and are implementing the new attendance rules of keeping attendance records (96%), using an approved attendance register (94%), the new codes (93%) and an absence notification process.

Many schools and kura report they have also engaged with the Stepped Attendance Response (STAR) approach with 27% of schools indicating they are implementing the approach, 45% having shared it with their leadership team and 65% of principals having read and become familiar with the approach.

How we have responded to what we heard#

Due to the high level of engagement with the STAR approach we have created a space on our consultation hub where schools and kura who are not part of the STAR trial can also provide feedback on the approach. Any feedback can be provided here.

Stepped Attendance Response – Have your say

Regional staff continue to work with schools and kura where support is required to:

• implement the new attendance rules
• correctly code attendance
• analyse and respond to attendance data
• identify where targeted or tailored support is required to lift attendance rates.

Workforce #

When we talked with schools and kura about their vacancies and awareness of the workforce supports available, 22% indicated that they had vacancies.

Of this 22%:

• 13% said they were confident filling the vacancies
• 43% were somewhat confident
• 39% said they were not confident.

Sixty percent of schools and kura reported that they were aware of the available recruitment supports.

How we have responded to what we heard#

Regional teams have shared information with schools and kura about the Workforce Initiative Searcher for Principals (WISP) tool that has information about initiatives available to recruit and retain teachers.

Workforce Initiative Searcher for Principals – Education Workforce

In Term 2, schools and kura who have used the tool will have the opportunity to provide any feedback on what worked well and any improvements that can be made to the tool.

We continue to implement a range of initiatives to train, recruit and retain teachers including:

• the ITE Programme Finder Tool to support prospective teachers, School Onsite Training Programme
• the BeTTER Jobs Programme for beginning and returning teachers
• initial Teacher Education (EBITE) programmes like Ako Mātātupu Teach First NZ Scholarship Programme
• the Kaupapa Māori | Māori Medium EBITE Programme Funding Award.

Read more information on these initiatives.

ITE Programme Finder Tool – Education Workforce

School Onsite Training Programme – Education Workforce

Opportunities for beginning and returning teachers – Education Workforce

Ako Mātātupu Teach First NZ Scholarship Programme – Ako Mātātupu Teach First NZ

Kaupapa Māori | Māori Medium EBITE Programme Funding Award – Education Workforce

We are supporting teachers to return to relief teaching through funding practicing certificate renewals for teachers whose practising certificate expired more than 12 months ago. Information about this can be found on Education Workforce.

Relief teaching – Education Workforce

Open and closed for instruction#

96% of schools and kura reported that they were aware of the requirements regarding how often and for what reasons they could close and 94% said that their teacher-only days met the requirements and closing hours criteria. Where there was confusion or uncertainty school and kura referred to some mixed messaging and wanted to confirm that their planned teacher only days met requirements.

How we have responded to what we heard#

Regional teams have provided guidance to schools and kura who have requested clarification and wanted to make sure they were meeting requirements.