Delivered to executive members of the Auckland Secondary Principals Association and Auckland Primary Principals Association - not delivered word for word
Thank you for taking the time out of your busy day to meet with me. It has been a busy first three weeks, but getting out to schools and meeting principals like yourselves is so important to me.
The focus of my discussion with you today is on teacher supply and quality. This is an area that I know is of concern to you which is why I wanted to come here to speak to you today.
Firstly I’d like to talk briefly about my priorities as Education Minister. I’m going to be working on a number of areas over the coming months, both building on the work of the previous Minister as well as covering some new ground. I done want to mark the hard work and dedication of the previous Minister, Hekia Parata, who did so much to improve education at a system level. Having done that work, creating new frameworks such as Communities of Learning I now have the luxury of taking a broader view, to focus on what’s needed for the future.
Like you, I have high ambitions for our young people. I want every child progressing through our education system to be able to read, write, do maths, be digitally fluent, healthy and well rounded. I’m really concerned that in just a couple of decades a number of jobs that exist now simply won’t be there anymore. Young New Zealanders need to be prepared for a modern, digitally rich economy. Education is the pathway to their future success, and the experiences they have in the classroom will not only shape them but have lasting impacts.
In order to raise achievement it is crucial that we continue to improve the quality of teachers. The replacement of the Teachers Council with the Education Council has been an important step towards enabling the profession to raise standards in teaching. The Government has provided financial support to get the organisation up and running.
The Council is an independent statutory body mandated to lift the status of the teaching profession. They are focused on good teaching practice and helping to raise the status and image of the teaching profession. They have recently consulted on a new professional code which covers expectations of ethical behaviour and standards of professional practice for the teaching profession. They have also signalled that they have been reviewing the qualifications required for teachers to be able to practice. These are important pieces of work and I look forward to being briefed further by the council in the coming months on this work.
As teachers and principals, you have a huge responsibility to each and every child that comes through your school. Your passion and drive can inspire a life-long love of a subject, it can change the course of children’s lives and bring hope and aspiration to students struggling through difficult times.
We are fortunate in New Zealand to have a dedicated and committed workforce in our schools, who are quite rightly valued and respected. The overall number of teachers in New Zealand is over 100,000 across our schooling and early childhood education and I am advised that this is a reasonable number to support our education system.
But we are aware that there are subjects and locations around the country, particularly here in Auckland, where at the moment it can be difficult to recruit. We also want all of our teachers to be the very best they can be – to lift their game each and every day and be constantly seeking to improve their knowledge and practice.
Let me focus first of all on those priority subjects – the sciences, maths, technology and te reo Maori. I want you to know that I have heard you when you have spoken about what it’s like recruiting quality teachers in these subjects, particularly in Auckland. Whilst overall the vacancy rates are low and we’re not experiencing the shortages that were reached in 2009, we are aware that you have been finding it difficult.
I’m also aware of the need to talk about maintaining and lifting the quality of teaching and leadership alongside any discussion about supply. This Government is committed to progressively strengthening the teaching profession and building and maintaining a high-quality teacher workforce that benefits every child and young person.
There is no one answer to increasing the number of teachers or strengthening the profession which is why I’m pleased to tell you today about a range of initiatives that we’re putting in place. These build on the $9 million package announced by the previous Education Minister last year that was designed to help address teacher supply pressures and build and maintain a quality teacher workforce.
Firstly in the upcoming budget we will commit $5.2 million over the next four years to expand the innovative employment-based initial teacher education (ITE) programme provided by Teach First NZ to a further 90 participants.
We’re also committing $2 million of operating funding over the next two years towards further induction and mentoring for provisionally-certificated teachers in priority areas to gain full certification.
And from the beginning of next year we will lift the moratorium on new study programmes for teacher qualifications which has been in place since 2000.
Let me give you some more detail on each of those, starting with Teach First NZ.
I’m sure you are all familiar with this programme which places trainee teachers in schools while they complete their qualifications. The focus has been on recruiting high quality graduates in subjects where we need more teachers, so the sciences, maths and technology. The programme also places trainee teachers in schools with the highest needs to help ease pressures on teacher supply.
To date, 42 percent of Teach First NZ graduates teach maths, chemistry, physics or science, and all of them teach in schools with high proportions of Maori and Pasifika students, and students from economically disadvantaged backgrounds.
The extra $5.2 million funding which I’ve announced today will provide two further cohorts of 45 prospective teachers each, starting in 2018. So that’s 90 extra teachers. The emphasis will be on STM subjects, and graduates will be trained to teach in schools with a high proportion of Māori and Pasifika students, and students from lower socio-economic backgrounds.
Staying with the theme of attracting more people into teaching, I’ve also announced today that from the 1st of January next year we are lifting the moratorium on new programmes of initial teacher education which has been in place since 2000. The freeze was brought in by the Government to gain some control over the quality and quantity of programmes being established.
Over the years a number of quality assurance measures have been put in place, including the establishment of the Education Council. The Education Council intends to implement a number of quality improvements, which means there will no longer be a need for the moratorium.
Lifting the moratorium will make it easier for ITE providers to adjust their programmes
So that’s about attracting new high calibre candidates in to teaching. But what about at the other end of the scale? How can we support more people to stay in teaching, particularly at a time where our economy is doing well and other career options are available?
Today I’ve announced that we are allocating $2 million over two years to enable teachers whose provisional certification will, or has recently, expired to participate in a new induction and mentoring scheme. This will help them to meet the Education Council’s requirements of full certification, allowing them to continue to teach.
Induction and mentoring is available to all teachers when they first gain their provisional certificate. However, we know that some teachers can miss out of this initial support because of the way they are employed.
By providing further support to teachers whose provisional certificate is nearing expiry we hope to encourage more of them to stay on in the profession and gain their full certificate. Many of these will be relieving and part-time staff who are an essential part of the education workforce.
The advantage of focusing on these staff are they already have experience and are known to many schools. We think this maximises the chances of getting more quality teachers with full registration.
I also know that for those of you in Communities of Learning appointing teachers to Community of Learning roles sometimes use additional staff to temporarily support those roles when providing release time.
Around 6,450 teachers hold provisional practicing certificates and around 800 of these will expire over the next two years. We expect up to 700 of these teachers will be eligible to get support through this scheme to gain full certification.
Priority for this mentoring programme will be given to teachers of the sciences, technology and mathematics (STM), te reo, in schools and ECEs in rural areas and Auckland.
Experienced teachers who have full certification will act as the mentors. Where schools are working together, possibly through a Community of Learning | Kahui Ako one mentor may work with more than one provisionally certificated teacher. I know that you and your colleagues will identify the best solution for your individual schools in consultation with the Education Council.
I can also confirm today that the Education Council will be going out to tender for the provision of Teacher Education Refresher courses.
The tender will aim to both improve the quality of these courses while also reducing the costs which I understand may be prohibitive for some teachers wishing to get full certification.
So that’s the range of initiatives we are adding to the $9 Million Teacher Supply Package that was announced last year. To give you an update on how that work is going:A UK recruitment campaign has identified almost 500 UK teachers who are interested in moving to New Zealand to take up positions in the next 12-18 months. Some have already arrived and are now in schools. The 100 extra TeachNZ scholarships for graduates in the sciences technology and maths (STM) to qualify as teachers have already been filled this year with a good number and range of applicants. These new teachers will be available to start working in schools from the beginning of 2018. Thirty Teach First NZ teachers started in Auckland secondary schools at the start of this school year, and 18 of these are STM teachers. A social media campaign promoting teaching to STM graduates was launched in September 2016. The campaign has attracted around 176,000 visits, resulting in 1038 queries to ITE providers about the programmes of study available. The ‘Bring a Kiwi Home’ campaign, aimed at encouraging New Zealand teachers working overseas to return home to teach, was launched in mid-December. While it is too early to measure its success, the videos associated with the campaign have had 14,310 views to date.
On top of all this we are also working with the Tertiary Education Commission to influence the intake of students enrolling in initial teacher education so that they are a better match to school needs, working with the Education Council to smooth the path for overseas teachers coming to work in New Zealand.
Here in Auckland we also have a joint project with the Auckland Primary Principals Association running to increase the number of beginning teachers employed in positions that will take them through to fill certification. 39 schools are involved in this two-year project focussed on helping beginning teachers to gain the skills they need to teach junior classes – an area where some Auckland schools were having recruitment difficulties. I hope that for those of you taking part in this initiative that it is having a positive impact.
So I hope that you can see that our Government is committed to supporting you to have more teachers in areas where you may be finding it difficult to recruit. We know the attrition rate - that is, those people choosing to leave the profession - has dropped, which is positive. However, we need to continue to deliver to geographical areas or subject areas where there is a need. This requires us to be responsive alongside the Education Council and consider new initiatives where appropriate. The need may change over time and will be diverse, from the suburbs of Auckland to provincial areas like Nelson.
By focussing on supporting more provisionally registered teachers to move to full registration and attracting more high quality graduates into the profession we’re looking at multiple ways to increase the number of available teachers. We will be giving priority to areas where there may be fewer teachers. The Teach First NZ investment of $5.2 million for 90 teachers will help boost graduates in maths, chemistry, physics and science. It will also enable us to better support schools with high proportions of Maori and Pasifika students, and students from economically disadvantaged backgrounds.
Of course I know that you would like us to continue to do more. I plan to keep listening and to work in partnership with the Education Council, the unions, other stakeholders and you - school leaders - to continue to support the profession on issues of supply.
I want to end by thanking each of you for the work you do, for the passion that you bring to your profession and the commitment you have to inspiring our young people to not only succeed but to thrive. We want all young New Zealanders to have access to excellent teachers and have choices to study across a broad range of subjects. Today's announcement is about supporting our education leaders to help deliver this.
The Minister of Education Nikki Kaye has today announced new measures to enhance teacher quality and supply.
In a speech at Onehunga High School, Ms Kaye told principals that alongside funding 90 additional teachers through the Teach First NZ initiative the following measures are being taken to improve the supply and quality of teachers:The Government is committing $2 million for the Education Council to create an induction and mentoring programme for eligible provisionally certified teachers to convert up to 700 teachers to gain full registration. Cabinet has agreed to lift the moratorium on new teacher education programmes in January 2018. Confirmed the Education Council will be going out to tender for the provision of Teacher Education Refresher courses with the aim of reducing the costs which may be prohibitive for some teachers working towards full certification.
“We are committed to continuing to strengthen the teaching profession, by improving both the quality of teachers and building and maintaining the stable workforce that young New Zealanders deserve,” says Ms Kaye.
“The overall number of teachers in New Zealand is over 100,000 across schooling and early childhood education and I am advised that this is a reasonable number to support our education system. Of those 100,000 around 6,450 hold a provisional practising certificate.
“However, I have also listened closely to what principals and others have been telling us and the evidence of pressures in some subjects and geographical areas. Today's announcement demonstrates that we are prepared to continue to support schools to get teachers in those harder to staff areas.”
The new mentoring programme follows recommendations made by the Joint Working Group on Secondary Teacher Supply in their 2016 report.
It will be available to eligible provisionally certified teachers nearing the end of their certification. However, teachers in high demand locations which include some urban and rural areas and subjects, such as the sciences, maths, technology, te reo Māori and Māori medium, will be prioritised.
The programme will support teachers to achieve full certification. Induction and mentoring is available to all teachers when they first gain their provisional certificate. However, we know that some teachers can miss out of this initial support because of the way they are employed.
“By providing further support to teachers whose provisional certificate is nearing expiry we hope to encourage more of them to stay on in the profession and gain their full certificate. Many of these will be relieving and part-time staff who are an essential part of the education workforce.
“It’s estimated that over the next two years this scheme could support up to 700 provisionally certificated teachers to become fully certificated.”
Alongside the mentoring scheme a freeze on new teacher education programmes, which has been in place since 2000, is being lifted from 1 January 2018.
The moratorium was put in place to gain control over the quantity and quality of initial teacher education programmes.
“Significant quality assurance has now been put in place and we are open once again to applications of good quality from innovative providers,” says Ms Kaye.
Today’s announcements are in partnership to the $5.2 million dollars being committed to extend Teach First NZ as part of Budget 2017. All of these add to the $9million package of measures announced in 2016 to address teacher supply and quality. These include:A UK recruitment campaign which has identified almost 500 UK teachers who are interested in moving to New Zealand to take up positions in the next 12-18 months. Some have already arrived and are now in schools. 100 extra TeachNZ scholarships for graduates in the sciences, technology and mathematics (STM) to qualify as teachers have already been filled this year. These new teachers will be available to start working in schools from the beginning of 2018. Thirty Teach First NZ teachers started in Auckland secondary schools at the start of this school year, and 18 of these are STM teachers. A social media campaign promoting teaching to STM graduates was launched in September 2016. The campaign has attracted around 176,000 visits, resulting in 1,038 queries to ITE providers about the programmes of study available. The first phase of the ‘Bring a Kiwi Home’ campaign, aimed at encouraging New Zealand teachers working overseas to return home to teach, has been completed. While it is too early to measure its success, the videos associated with the campaign have been viewed 14,310 times. The campaign will start up again in a few months.
“There is no one measure that will enable the right quality teachers to be in the right place at the right time which is why we have a range of initiatives to address supply pressures,” says Ms Kaye.
“Having listened to principals, the Education Council and those on the front line of recruitment we are working to support more teachers to stay in the profession as well as encourage more high calibre graduates into teaching.
“We have a dedicated and committed workforce in schools and early childhood centres right across New Zealand, who are valued and respected. Teaching should rightly be a profession that young New Zealanders aspire to enter through passionate role models who are at the top of their game in every classroom.”
Questions and Answers:
1. What evidence do you have that further mentoring near the expiry of their provisional practising certification will encourage more teachers to become fully certified?
Teachers working in part-time and short-term reliever roles are employed across multiple schools, which can make it difficult to accumulate sufficient structured teaching experiences to meet the requirements for full certification. Existing induction and mentoring programmes already in place, in the main, focus on beginning graduate teachers with provisional certification in their first two years of practice. These are designed to enable them to meet the requirements for full certification.
Having an in-school option to complete an induction and mentoring programme is likely to encourage more teachers to take the opportunity that will enable them to move to full certification rather than leaving teaching.
2. Who is eligible for this new support?
Teachers who are most at risk of losing provisional certification and who meet certain criteria:A suitable mentoring programme is not in place and provisional certification expires within the next two years Provisional certification has expired in the last six months The teacher has at least 1 year of the 2 year induction and mentoring programme already completed, and Recent teaching experience in the New Zealand education system.
3. Who will the mentoring programme give preference to?
The programme will give preference to:Teachers in locations under particular teacher supply pressure Relieving and part-time teachers Teachers working in Māori medium settings Teachers filling roles in the sciences, technology, maths and te reo Māori Teachers helping to backfill staff filling new roles in Communities of Learning | Kāhui Ako.
4. How many teachers is this likely to support?
There are currently up to 800 teachers whose provisional certification is due to expire in the next 24 months but not all of these teachers may be eligible for the programme. The estimate is that up to 700 may get full certification.
5. Do you know why teachers allow their certificates to expire?
Provisional certification can expire for a range of reasons, including not having a suitable mentor, taking time off to have children, travelling overseas before being employed as a teacher, or not recording sufficient evidence to demonstrate the standards they have to meet.
6. Who will act as the mentors?
Experienced teachers who have full certification. Where schools collaborate one teacher may work with more than one provisionally certificated teacher. Schools will identify the best solution for them in consultation with the Education Council.
7. Why is the moratorium being lifted on new ITE programmes?
Since 2000 quality assurance processes have been strengthened. The Committee on University Academic Programmes (CUAPP) and NZQA provide one step in the process of approving programmes, with the Education Council responsible for a further and final step in approving all initial teacher education programmes.
Removing the moratorium will make it easier for providers to start adjusting their programmes to meet any new requirements following the Education Council’s review of initial teacher education.
8. Why was a freeze put in in the first place?
The moratorium was established in response to concerns about the rapid growth in the number of tertiary providers offering initial teacher education qualifications, together with the number and quality of the programmes they offered.
9. Will this encourage more students to train as teachers?
Lifting the moratorium provides an opportunity for tertiary providers to adjust their programmes or develop more innovative models that address issues that have been well canvassed with the sector. New programmes may provide more attractive study opportunities for tertiary students currently considering their career options.
Education Minister Nikki Kaye has announced that Budget 2017 will commit $5.2 million of operating funding over the next four years to expand the innovative teacher training programme, Teach First NZ, to provide places for a further 90 participants.
“This funding is part of the Government’s drive to strengthen the teaching profession,” says Ms Kaye.
“Ensuring we have high quality teachers across all subjects is hugely important to us. Teach First NZ is great for recruiting high quality graduates in subjects that at the moment are harder to staff, such as maths, science and technology.”
Teach First NZ is the country’s only schooling sector, employment-based initial teacher education (ITE) programme and has been operating as a pilot since 2013.
“In 2016 we committed more than $9 million to a package of initiatives which included lifting the number of science, technology and maths teachers and reducing the loss of beginning teachers.
“Budget 2017 will allocate $5.2 million over the next four years of reprioritised funding from Vote Tertiary Education to expand Teach First NZ and recruit the very best new teachers.”
To date, 42 per cent of Teach First NZ graduates teach maths, science or technology, and all of them teach in schools with some of the biggest achievement challenges. They have directly served 14,000 New Zealand students, including 4,000 Māori and Pasifika.
The funding will provide two further cohorts of 45 participants each, starting in 2018. The emphasis continues to be on STM subjects, and graduates will be trained to teach in schools with a high proportion of Māori and Pasifika students, and students from lower socio-economic backgrounds.
“Teach First NZ graduates have proved hugely influential on the students they teach during their training, making a real difference to young people in subjects that can be challenging,” says Ms Kaye.
“This Government is continuing to invest heavily in our children’s futures and we have proven our commitment to transforming the education system to make it more responsive to the needs of learners, to raise educational achievement, and to improve life outcomes and employment options.
“Today’s announcement comes alongside the creation of a new induction and mentoring programme to support provisionally registered teachers to become fully registered before their certificate expires, and the lifting of a freeze on new teacher education programmes from 2018.
Notes to Editors:
Under employment-based ITE, teacher trainees are employed by schools as teachers while undertaking their teaching qualification.
Instead of being based in universities, with some in-school experience, students participating in employment-based ITE have their study moulded around time spent in the classroom. This increases the within-school experiences and responsibilities of participants compared to other ITE programmes.
The 2018 programme is conditional on successful approval of the qualification by the new provider, The Mind Lab by Unitec. Submission of the new qualification to NZQA and the Education Council will occur this month.
Education Minister Nikki Kaye today announced that the Ministry of Education will work with schools and communities to develop an Area Strategy for the Havelock North/Hastings area, as well as Napier if necessary.
“An Area Strategy looks at the education needs in a particular location and how these will be addressed, taking into account factors such as projected population and roll growth,” says Ms Kaye.
“Information gathering for the strategy will begin now, but the key work will happen in 2018.
“We know that schools in Havelock North are experiencing roll growth and extra classrooms are already on the way to help address this.
“Four new classrooms will be delivered this year for Havelock North Primary School, along with two classrooms each for Lucknow and Te Mata Primary Schools.
“The Area Strategy will consider medium and long term population growth, as well as how the existing network of schools could accommodate this growth. It will also consider the school property requirements needed to support a quality education network for the local community.
“I met with the principals of Havelock North’s three primary schools today, to inform them of the strategy and discuss their views about local education provision.
“I acknowledged concerns around the pace of delivery of some of the new classrooms. This has been affected by factors including extending project scope after the initial timeline was developed, and I reassured the principals that the Ministry expects all the new classrooms to be delivered by the end of this year.”
Ms Kaye says work is also continuing towards confirming a new site for Te Kura Kaupapa Māori o Te Wānanga Whare Tāpere o Takitimu.
“Last year, following an environmental evaluation, the Ministry decided that the Arataki Road site previously proposed for the kura is unsuitable for education purposes,” says Ms Kaye.
“A preferred new site has been identified and due diligence is being carried out.
“Meanwhile, the Arataki Road site has been transferred to LINZ for disposal, in line with the provisions of the Public Works Act 1981.
“Student safety and wellbeing will always be paramount, which is why the Ministry sought alternative sites for the new kura.
“The Government recognises the important part that a school’s physical environment plays in supporting the success of students.
“In the Hawke’s Bay region, we’ve announced around $5.9 million for new classrooms and $19 million for school redevelopments since June 2016.
“Relocating and rebuilding Te Kura Kaupapa Māori o Te Wānanga Whare Tāpere o Takitimu could see an additional estimated investment of around $12 million, including land purchase, design and construction.
“In total, this represents an investment of up to around $37 million in Hawke’s Bay school infrastructure.
“We’re committed to modernising and expanding schools to meet the needs of local communities, which is why we’ve invested more than $5 billion since 2008 towards new and upgraded school infrastructure across New Zealand.”
Overview of recent investments announced for Hawke’s Bay schoolsHavelock North Primary School, $1.9m approx for four new classrooms, on-track for delivery by October 2017 Lucknow Primary School, $1.0m approx for two new classrooms, on-track for delivery by December 2017 Te Mata Primary School, $1.0m approx for two new classrooms, on-track for delivery by December 2017 Eskdale School, $0.8m approx for two new classrooms, on-track for delivery by October 2017 Clive School, $0.4m approx for one new classroom, on-track for delivery by October 2017 Greenmeadows School, $0.8m approx for two new classrooms, on-track for delivery in Term 1, 2019 Flaxmere College, $14m approx redevelopment, on-track for completion in mid 2019 Kimi Ora Community School, $5m approx redevelopment, on-track for completion in early 2019
Metro schools will be considered as another option to meet future education needs in high-growth urban centres such as Auckland, Education Minister Nikki Kaye announced today.
“A metro school is an innovative model that responds to the need to provide education in intensified urban areas, where the large areas of land associated with a traditional school may be hard to acquire,” says Ms Kaye.
Features of a metro school can include:
- it is located on a more compact site, which may be leased rather than purchased
- it uses community amenities such as fields and gym facilities, rather than having its own
- it can draw on its location to enrich the educational experience for students, eg through access to museums and libraries, and connections with local businesses which can lead to work placements
- it provides opportunities at a planning level to better align school and urban design, so that as well as schools having access to community facilities, the community can also benefit from access to school facilities - an arrangement potentially enhanced if schools adopt more flexible hours of operation.
“Traditional policy levers have served us well, and we’re making good progress delivering extra capacity in Auckland. By 2019, we will have delivered an extra 17,000 new student places in the city, through new schools as well as extra classrooms at existing schools,” says Ms Kaye.
“The Ministry of Education is also taking a more strategic approach to acquiring land for schools, looking further ahead with planning and identifying where land may be needed 20 to 30 years from now.
“However, with parts of New Zealand, especially Auckland, becoming increasingly urbanised and intensified, we need to challenge the way we think about procuring infrastructure and delivering education in these areas.
“We began looking more closely at the metro school model, which is already used in a number of countries, last year.
“As part of this, we’ve taken a keen interest in Ao Tawhiti Unlimited Discovery, a special character school in Christchurch which reflects key principles of a metro school.
“Ao Tawhiti Unlimited Discovery’s vision incorporates family-like relationships between the school, parents, whanau and the wider community, who are all heavily involved in school life and delivering the curriculum.
“An inner city location is a big part of their vision, because it enables the school to fully utilise all the amenities and experiences that the city offers.
“Looking ahead, the advice I’ve received is that at this stage, there may only be a handful of metro schools required over the next couple of decades.
“The Government has mapped out a set of principles to guide possible investment in metro schools in New Zealand.
“We’re committed to ensuring that New Zealand has the school infrastructure it needs to support children to achieve to the best of their potential.
“This is reflected in our investment of more than $5 billion in new and upgraded schools and classrooms, significantly more than any previous government.
“Having the metro school model as another option up our sleeves means we’re even better placed to ensure we keep meeting communities’ needs in the future.”
Metro school investment principles
High density urban areas – Metro schools will be considered in areas that are highly utilised and lack affordable green space.
Student outcomes – Metro schools will continue to provide the infrastructure required to deliver a 21st Century curriculum, promote innovation and support all students to achieve educational success.
Partnership and shared facilities – Planning and design of the school will be completed in partnership with the local council. This will ensure the school will have required access to community amenities to teach core aspects of the curriculum. The sharing of facilities will be confirmed through the appropriate mechanism.
Flexible space – Schools will have innovative learning environments to support 21st Century teaching and learning.
Appropriate size – An appropriate site size range will be used to ensure the school will receive teaching space entitlement.
Connection to transport – The school’s placement will be considered a transport hub with ease of access for students and parents/caregivers on their way to and from work or home.
Connection to schooling network – The school will not be isolated from the local schooling network. It will be able to form part of a Community of Learning and be able to work collectively and cooperatively with surrounding schools.
Pathways to future education – Educational pathways and transitions between stages of education will be considered. Access to tertiary education and work placement opportunities with local businesses will be a key focus.
A hub for the community – The school can establish community connections and act as a hub. It will allow the community access to its 21st Century learning environment through flexible hours of operation, and facilitate the establishment and utilisation of online learning hubs.
Student safety will be the highest priority – Location of the school will take into consideration the risks presented by surrounding businesses. Ground floor planning requirements will ensure students are able to safely enter and exit the building at all times.
Use of additional space – There will be the opportunity for community or commercial lease of space if the school does not utilise the whole area.
Education Minister Nikki Kaye has welcomed the passing of a Bill that puts the achievement of children and young people at the heart of the education system, and provides the flexibility to respond to their current and future needs.
“The biggest reform to education in nearly thirty years was significantly boosted today with the passing of the third and final reading of the Education (Update) Amendment Bill,” says Ms Kaye.
“This Bill is a significant milestone for our education system. It will ensure that New Zealand has a dynamic education system fit for the 21st century and beyond.
“It also represents the incredible drive and determination of the previous Minister of Education Hekia Parata to enact real change that will benefit generations of young New Zealanders.”
The Bill establishes a clear strategic direction for early childhood services and schools, focusing on the educational achievement and learning of children and young people. It introduces objectives for the education system which will inform a new statement of National Education and Learning Priorities, setting out the Government’s priorities for education.
“These priorities will make it clearer to our educators what success for students looks like. To move the education system from delivering education, to one focussed on raising student achievement with clear accountabilities for all.
“The Bill also sets out a new framework for online learning, reflecting the impact of digital technology on the delivery of education.
“Communities of Online Learning will increase the education options available to young New Zealanders.
“Students will be able to choose from a greater number of education providers and have more access to more subjects if they and their parents think online learning is right for them.
“Before any Communities of Online Learning can be established there will need to be consultation on the regulatory framework.”
An important amendment to the Bill prohibits the use of seclusion in schools and early childhood services, and creates a legislative framework for the appropriate use of physical restraint in schools.
“Making this legislative change sends a clear signal to educators that in today’s world there is no situation where it is acceptable for children and young people to be secluded,” says Ms Kaye.
“We want parents, families and whānau to be confident that schools, kura, early childhood services and ngā kōhanga reo are safe places for children, young people and staff, and provide inclusive learning environments.”
One of the flexibilities that the Bill provides for is the choice for schools to introduce a policy for new entrants to start them in a group at the beginning of each term.
“We know that some schools are already encouraging children to start as part of a cohort on set days during the year,” says Ms Kaye.
“These schools believe cohort entry enables them to support better transitions to school, simplifies school and classroom planning, and minimises disruption for existing students.
“Schools will need to consult with school staff, parents, and local early childhood services before introducing cohort entry. Parents will still have the option of not starting their child in school until their sixth birthday.”
Other key proposals include encouraging collaboration between education providers, improvements to the way the Government provides careers services, and changes to the statutory interventions framework so schools get quicker and more tailored help to get back on track.
“This Bill represents a once in a generation opportunity to create a student-centred, future-proofed education system that’s focussed on lifting the achievement of all young New Zealanders,” says Ms Kaye.
“This is an incredibly exciting time for children, parents and teachers. The possibilities this legislation opens up will ensure we have an education system that offers the very best to future generations.”
Once enacted, the Ministry of Education will work with the education sector on implementing the changes made through the Bill.
More information on the Bill is on the Ministry of Education’s website: https://education.govt.nz/ministry-of-education/legislation/the-education-update-amendment-bill/
Education Minister Nikki Kaye today attended a site blessing at Kelburn Normal School in Wellington to mark the start of an $8.5 million redevelopment project.
“Kelburn Normal School has a long history, being over 100 years old, so it was great to visit today to celebrate the start of an important new chapter in the school’s history,” says Ms Kaye.
“The work about to get underway will address a range of building and site issues, and create an exciting new learning environment for students,” says Ms Kaye.
Kelburn Normal School operates across a split site, and currently has buildings on either side of Kowhai Road.
“The redevelopment will unite all the school buildings on one site, with the opposite side of the road providing new outdoor activity areas,” says Ms Kaye.
“A new two-storey block to replace the school’s existing teaching block, which is past its use-by date, will be the major part of the project.
“The new teaching block will contain 13 flexible learning spaces. This means it will support different ways of learning, including independent and group learning.
“Other work will include the removal of a building with weathertightness issues, and strengthening of the school’s hall.
“The Government is committed to ensuring that students throughout New Zealand learn in environments that inspire and support them to achieve.
“The project at Kelburn Normal School is just one of a number that are planned or underway in the greater Wellington area.
“Since November 2015, we’ve announced around $117 million for redevelopments at schools including Aotea College, Wellington East Girls’ College, Thorndon School, Newtown School, Khandallah School, Ngaio School, Northland School, Churton Park School and Brooklyn School.
“In addition, almost $8 million has been announced for 24 additional classrooms to meet roll growth.
“This work is part of the largest ever investment in school infrastructure by a New Zealand Government, with more than $5 billion committed so far to upgrade and grow our schools.”
The redevelopment of Kelburn Normal School is expected to be completed in 2018.
New partnerships with Netball NZ and 24-7 Youthwork Trust will see $260,000 invested to create up to 800 new youth development opportunities, Youth Minister Nikki Kaye announced today.
“These opportunities are about inspiring and growing the next generation of leaders and also supporting them to give back to the community,” says Ms Kaye.
“The partnership with Netball NZ will see $152,000 invested in a pilot programme that will use sport as a vehicle to enhance health and wellbeing, and provide mentoring, leadership and volunteering opportunities for up to 500 young people.
“The pilot will involve secondary school students attending leadership workshops, then being given the opportunity to lead, manage or coach a secondary school junior netball team or volunteer at a netball centre.”
Netball Northern Zone will deliver the pilot, in partnership with secondary schools and netball centres. It will target Maori, Pasifika and other young people in the Mangere, Otahuhu, Manurewa, Howick, Pakuranga, Otara and Papakura areas of South Auckland.
“This is about giving more opportunities to young people from disadvantaged backgrounds to receive mentoring or develop leadership skills, to help them develop skills and confidence to set them on a positive path,” says Ms Kaye.
“The partnership with 24-7 Youthwork Trust will see $108,000 invested to enable schools in Auckland, Wellington and Christchurch to provide more mentoring and leadership opportunities for up to 300 young people.
“This funding will support a range of youth development opportunities, from individual and group mentoring to targeted leadership training. This includes supporting young people to organise and lead their own school events, such as festivals, and mobilise and coordinate other students to attend these.
“The investment builds on a previous investment I announced last August, which saw 24-7 Youthwork Trust supported to provide youth development opportunities at various schools across the South Island.
“I’m constantly amazed at how many talented and community-minded young people I meet in my job as Youth Minister.
“Often all it takes is one opportunity to experience volunteering, mentoring or leadership development to set young people off in a whole new direction.
“These new partnerships will enable more young New Zealanders to access these opportunities, and build the confidence they need to take their aspirations and skills to the next level.”
Both investments announced today are being made under the Partnership Fund, which sees the Government co-invest with business, philanthropic, iwi and other partners to grow youth development opportunities.
New partnerships announced so far this year have seen over $2.8 million invested to provide more than 6000 new youth development opportunities across New Zealand.
Funding details of today’s announcement
Netball NZ initiativeGovernment funding $85,000 Netball NZ and community funding $67,000
24-7 Youthwork TrustGovernment funding $27,000 Schools, churches and community groups $81,000
Health Minister Jonathan Coleman and Education Minister Nikki Kaye have today welcomed the released updated physical activity guidelines for children and young people aged five to 17.
“Children and young people are encouraged to live an active lifestyle. To sit less, move more and sleep well to support their healthy development,” says Dr Coleman.
“The guidelines include new sleep recommendations as well as updated advice on regular physical activity and reducing sitting time.
“They note the need for children and young people to do more vigorous-intensity activities and activities that strengthen muscles and bones like jumping and skipping at least three times a week.”
The new guidelines support the work being carried out under the Childhood Obesity Plan, which the Government released in October 2015.
“The previous guidelines for children and young people were published a decade ago and were in need of updating,” says Ms Kaye.
“We now know that good-quality sleep is associated with better emotional development and academic achievement. Although the majority of children and young people get the recommended amount of sleep, we know that up to one in four school age children and one in five teenagers don’t.
“In line with the weight management guidance released at the end of last year, these guidelines also recognise the importance of good-quality sleep for children and young people as an aspect of weight management.”
The updated advice for children and young people includes:Uninterrupted good-quality sleep of 9 to 11 hours per night (for those aged 5 to 13 years) and 8 to 10 hours per night (for those aged 14 to 17 years), with consistent bed and wake-up times. An accumulation of at least one hour per day of moderate to vigorous physical activity involving a variety of aerobic activities. Vigorous physical activities, and activities that strengthen muscle and bones should also be incorporated at least three days a week. No more than two hours per day of recreational screen time. Breaking up sitting time and participating in a variety of light physical activities for several hours.
The Sit Less, Move More, Sleep Well – Physical Activity Guidelines for Children and Young People is available on the Ministry of Health website, www.health.govt.nz/our-work/preventative-health-wellness/physical-activity
The updated guidelines are in line with the Canadian 24 hour Movement Guidelines for Children and Youth which was released in 2016 and are based on their systematic evidence reviews.
Fourteen finalists representing 10 early learning services, schools and kura have been chosen from 142 entries in the prestigious 2017 Prime Minister’s Education Excellence Awards, Education Minister Nikki Kaye announced today.
“I want to congratulate all the finalists on getting this far,” says Ms Kaye.
“It’s a huge achievement meaning they have demonstrated excellence in education to the panel of education experts.”
This year’s finalists include a broad range of educators from early learning services, a kōhanga reo, primary, intermediate, and secondary schools from right across the country.
“I was particularly pleased to see that four finalists are part of Communities of Learning |Kāhui Ako in their region. Belonging to such a community fosters these schools’ ability to share their good practice,” says Ms Kaye.
“Each of the finalists has shown innovative and effective teaching practice. They demonstrate how important it is to work with students and the wider community to ensure every child succeeds, and for teachers to work together and base their decisions on evidence.
“Every finalist and their community should take pride in what they’re doing and know that they are great examples of innovation and excellence to others throughout New Zealand and internationally.
“It’s really important that we take time to recognise and celebrate the very best in education, and learn from the innovation taking place at every level right across the country.”
A judging panel made up of a range of outstanding New Zealanders will visit finalists during May and June to see them in action.
The winners will be announced at a ceremony celebrating the best in education on 27 June. Winners will receive a financial award and a professional development opportunity.
Notes to Editors
List of finalists
Excellence in Engaging
Horowhenua College, Levin
John Paul College, Rotorua
Manurewa Intermediate, South Auckland
Papamoa Kindergarten, Bay of Plenty
Excellence in Leading
Manurewa Intermediate, South Auckland
Te Kōhanga Reo ki Rotokawa, Rotorua
Waitakere College, West Auckland
William Colenso College, Napier
Excellence in Teaching & Learning
Halswell School, Christchurch
Invercargill Middle School, Invercargill
Waitakere College, West Auckland
William Colenso College, Napier
Excellence in Governing
Auckland Kindergarten Association
William Colenso College, Napier