Education Minister Nikki Kaye says two thirds of children and young people are benefiting from their schools and early childhood education providers working together as Communities of Learning.
“I’m pleased to announce today that another 13 Communities of Learning have formed, taking the total number of Communities across the country to 210,” says Ms Kaye.
“More than 580,000 children and young people are now in a Community of Learning. Communities bring together early learning services, primary and secondary schools as well as tertiary providers to work together to raise achievement for all their children and young people.
“We’re starting to see some really innovative ways of working at all levels in Communities to better support children and young people as they move through the education system.
“It’s particularly pleasing to see the growing momentum in early learning with nearly 100 more providers joining Communities in just four months. We now have 279 early learning services working more closely with schools to better support children, particularly with their move to primary school.”
The number of tertiary providers has also increased to eight, and across the country there is now a total of 1734 primary and secondary schools involved.
The 13 new Communities of Learning announced today are in Tai Tokerau, Auckland, Waikato, Hawke’s Bay, Wellington, Canterbury and Otago.
“Given the first Communities only started forming in late 2014 it is phenomenal that so many education providers have embraced this collaborative way of working,” says Ms Kaye.
“New Zealand has come a long way since the competitive model of Tomorrow’s Schools was established in 1989. We now have an education system that is much more focused on the achievement of every child and young person at both a system level and in every school and early learning service.
“We have around1400 teachers and leaders in the new leadership roles sharing best practice both within their own school or early learning provider and across all members of the Community.
“100 communities are now working with expert partners to analyse their student data to set achievement challenges and action plans to ensure the success of more and more of their children and young people.
“Seeing talented, experienced principals and teachers working with expert partners in this way is what the initiative is all about,” says Ms Kaye.
Examples of what Communities of Learning are doing include:The Lynfield (Auckland) community is using new higher quality student data to set clear achievement challenges for students. Using this data, along with changes to classroom practice, increased student engagement, and more effective teacher parent partnerships, Lynfield has set targets to raise achievement in writing and mathematics, for Māori, Pasifika, boys, and English as Second Language (ESOL) students in particular. Lynfield has aligned all its primary student data by using one student management system. This enables easier transfer of student information as children move between schools and allows the community to develop a joint understanding of student progress. Blenheim’s Piritahi Community of Learning is giving their kids the best start to primary school. Twenty one schools are collaborating with the Marlborough Kindergarten Association to make sure students are academically and emotionally ready to move to school, and to help prepare new entrants to meet the community’s achievement challenges in areas like maths and writing. Southern Area Schools (Otago Southland) is using digital technologies to bridge the large distances between the schools in this Community. It has a Google community for all the teachers to use to develop strategies and share good practice around raising writing performance. Cohort teacher groups are being set up across the community, based on the age of the students being taught. Each will be coordinated by an educator in one of the new in-school teaching positions. The groups will organise professional learning and development opportunities for staff and collaborate to raise progress and achievement for students using Google community and Google hangouts. Palmerston North East is using the new across and within school teaching roles to develop more consistent assessments of student ability, and to help teachers become more confident to teach subjects in which they have previously lacked training or experience. It has an across (secondary) school teacher working with 11 primary and intermediate teachers to develop a consistent understanding of students’ maths progress and achievement across the schools. Another across school teacher is helping improve science teaching for primary teachers, with help from the Ministry of Education and the Royal Society Te Apārangi. The Ministry recently funded 800 hours of science training over two years for teachers in the community. Alongside targets in areas like writing and maths Te Waka o Māramatanga (Flaxmere) is setting innovative targets to meet the wider needs of its students and their local community. It has targets for improving hauora (heath and wellbeing) as part of its action plan. These include improving student fitness and encouraging healthy eating habits for all its students. These plans are being incorporated into teaching and learning in all its schools, as the foundation for improving progress and achievement across the community. Northern Porirua (Wellington) This Community shows how the Ministry of Education funded Expert Partners are helping communities accelerate their development and define priority areas for lifting their children and young people’s progress and achievement. With the help of their Expert Partner, the nine schools in this community have developed achievement challenges focused on STEAM (science, technology, engineering, arts and mathematics). Using their student data, the Expert Partner also worked with these schools to define clear achievement targets for their Pasifika and Māori students.
“These examples demonstrate how education practices are changing in New Zealand,” says Ms Kaye.
“We’re seeing increasing interest from other countries about what we’re doing here and the differences that we hope Communities of Learning will make to not only the quality of education that our children and young people receive but also the opportunities they have to achieve.”
New partnerships to support DINE Academy Boot Camps and the Limitless Programme will see more than $425,000 invested to create over 600 new youth development opportunities, Youth Minister Nikki Kaye announced today.
Dine Academy Boot Camps offer leadership training and the opportunity to develop hospitality sector skills, while the Limitless Programme is about building confidence and awareness that can be translated into a purposeful career.
“The investments in these initiatives 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,” says Ms Kaye.
“Around $324,000 from a range of partners, including the Government, will be invested in the DINE Academy initiative, which is aimed at secondary school students who are at risk of leaving education without employment.”
Around 220 opportunities for young people will be created by this investment.
“Following a week of high-intensity hospitality training, participants have the opportunity to receive follow-up mentoring, attend ongoing skills-based workshops and gain work experience at a major hospitality event such as a sports match or concert,” says Ms Kaye.
“Supporting young people to overcome disadvantaged backgrounds is an important focus of youth development, and this initiative offers the opportunity for young people who may be lacking a vision for their future to get onto a positive path.”
Other partners supporting the DINE Academy Boot Camps include Spotless Limited, Hospitality Trust, Cre8tive and various secondary schools.
“Around $103,000, with additional in-kind support, will be invested by various partners, including the Government, towards the Limitless Programme,” says Ms Kaye.
“This will provide opportunities for around 400 Year 10 students from over 25 high schools in Canterbury to discover more about how they can live lives of purpose and passion, doing work they love.
“As part of the programme, participants will attend a conference where they will take part in workshops, receive mentoring and develop their leadership capabilities.
“Following the conference, they’ll be able to continue their development via an online portal, aimed at connecting students with ongoing opportunities such as volunteering, scholarships, training and work experience.”
Partners supporting the Limitless Programme include the Rātā Foundation, Kiwibank, Te Rūnanga o Ngāi Tahu, Te Pūtahitanga o te Waipounamu, PwC Foundation, BizDojo, Ed Collective, Duncan Cotterill and the Department of Internal Affairs.
“I recently announced that the Government will invest around $1.7 million in the Partnership Fund to support new partnerships in 2017/18,” says Ms Kaye.
“Since the fund was set up in 2016, over 7000 new leadership, mentoring and volunteering opportunities have been created.
“We have many talented young people in New Zealand who with the right support can take their aspirations to the next level. It’s great that we have so many partners who also see the value in investing in our youth, and are passionate about working with the Government to grow the number of youth development opportunities.”
Notes re partner contributions
DINE Boot CampsMinistry of Youth Development Partnership Fund $75,000 Spotless Limited $90,000 in-kind support Secondary schools $70,000 Hospitality Training Trust $12,000 Cre8tive $2,000 in-kind support
Limitless ProgrammeMinistry of Youth Development Partnership Fund $35,000 $68,320 as well as in-kind contributions from the Rātā Foundation, Kiwibank, Te Rūnanga o Ngāi Tahu, Te Pūtahitanga o te Waipounamu, PwC Foundation, Ed Collective and the Department of Internal Affairs In-kind contributions from BizDojo and Duncan Cotterill
Youth Minister Nikki Kaye says applications will open tomorrow for the Youth Digital Enterprise Awards scheme, aimed at helping today’s young people become tomorrow’s digital entrepreneurs.
“This scheme targets young people aged 12 to 18 years who have an innovative enterprise project with a digital focus, or great ideas for developing such a project,” says Ms Kaye.
“Total funding of $110,000 is available in 2017/18, and I’m inviting applications for $1000 scholarships, from either individuals or groups, to support them to develop their idea or project.
“Successful applicants can use their $1000 scholarship to help meet costs such as market research to identify demand for a digital product, building or testing a prototype digital product, attending a digital focused event or programme or obtaining input from an industry expert.
“After submitting an expression of interest, the application process involves delivering a short presentation to a regional panel, comprising representatives of the tech sector as well as the Ministries of Education and Youth Development.
“This will provide an opportunity to engage with local stakeholders who could be a source of ongoing support.
“I’m looking forward to seeing the innovative ideas and products that will be supported by this scheme.
“I meet so many young people who have the skills, creativity, business acumen and potential to set themselves on a path to success, and at the same time play a significant role in our economic development.
“The Youth Digital Enterprise Awards scheme is part of the broader, $40 million package of support I announced in June to support the digital fluency of our young people.
“Earlier this week, I announced that the Ministry of Education is finalising criteria for another part of this package, the $6 million Digital Technology for All Equity Fund. This fund will open for proposals next month, and will support tech sector providers to deliver in-school and out-of-school programmes that involve young people in innovative digital technologies learning.
“Digital technologies are now an integral part of most workplaces, and New Zealand companies are exporting more high-tech products and services.
“It’s important we encourage and support young people to develop the entrepreneurial and digital skills and understanding they will need to succeed in this fast-changing world.”
Information on how to apply for the scholarships will be available from tomorrow on the Ministry of Youth Development website.
Around $6 million will be invested to build more new classrooms in the Tauranga area, say Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe.
Mr Macindoe visited Tauranga Boys’ College today to make the announcement.
“On top of the $33 million already announced through Budget 2017 in the Bay of Plenty region, we are investing a further $6 million to provide 12 new classrooms to two schools/kura in the rapidly growing Tauranga area to accommodate their growing rolls, both now and in the future,” says Ms Kaye.
The schools receiving new classrooms are:Tauranga Boys’ College – 9 classrooms Te Kura o Matapihi – 3 classrooms.
“A school’s physical environment can support and inspire students’ success, and enable them to achieve. The new classrooms will feature high-quality lighting, acoustics and ventilation, as well as the latest digital infrastructure to support digital learning,” says Ms Kaye.
“This significant investment in the Bay of Plenty region is keeping true to our commitment to invest in areas of New Zealand experiencing high growth.”
“Today’s announcement means that Budget 2017 has provided the Bay of Plenty region with a new school and a school expansion in Papamoa and 27 new and replacement classrooms at six schools,” says Mr Macindoe.
“This investment also builds on the $23.2 million provided for through Budget 2016 for 14 roll-growth classrooms and a brand new school. This takes the total Bay of Plenty investment over the past two Budgets to over $60 million.
“Overall, Budget 2017 is investing $456.5 million in education infrastructure which takes our total commitment to school property nationwide to over $5 billion in recent years,” says Mr Macindoe.
Education Minister Nikki Kaye today released a plan to support schools and early learning providers to lift achievement in maths and writing.
Earlier this year the Government announced a new Better Public Service goal to have at least 80 percent of children in Year 8 achieving at or above the National Standard in maths and writing or reaching Ngā Whanaketanga Rumaki Māori expectations in pāngarau and tuhituhi, by 2021.
“Today I’ve launched a plan to support our schools to meet these ambitious targets,” says Ms Kaye.
“We will be backing our teachers, education leaders, children and young people all the way to help them achieve these new targets.
“The plan focuses on better collaboration with the wider community and the social sector, improved teaching through dedicated training, the development of assessment tools and a focus on creating personalised pathways for each child.”
National Standards and Ngā Whanaketanga Rumaki Māori give teachers and parents information on how each child is achieving throughout their time in primary school.
“Since National Standards and Ngā Whanaketanga Rumaki Māori were introduced, they’ve proved an invaluable mechanism for targeting extra help to children who need it, when they need it,” says Ms Kaye.
“But too many of our students are still not achieving in the key areas of maths and writing – two core skills that open up a world of possibilities right across the curriculum.
“The data also tells us that achievement levels in those subjects are decreasing between years four and eight.”
The 2016 Public Achievement Information data, also known as PAI, demonstrates the need for a focus on National Standards in Year 8 with 70.7 percent of students achieving at or above the standard in maths and 69.3 percent in writing. In reading 78.2 percent of children are achieving at or above the standard.
Ngā Whanaketanga achievement for Year 8 stands at 49.5 percent in pāngarau, 60.8 percent in tuhituhi and 70.2 percent in panui in 2016.
“These figures show we have a lot of work to do if we’re to meet the 80 percent goal by 2021,” says Ms Kaye.
“By having the goal we can really focus attention and energy on lifting achievement in the same way that we have seen the incredible gains in NCEA Level 2 achievement.”
The 2016 PAI figures show that more young people than ever before are leaving school with the minimum qualification for success with 84.6 percent of 18-year-olds achieving NCEA Level 2 in 2016. That’s an increase of 10.3 percentage points in just five years.
Māori and Pasifika students have had the biggest increase in NCEA level 2 pass rates over this period. In 2016, 74.3 percent of Māori students achieved the qualification, up from 57.1 percent in 2011. Last year 78.7 percent of Pasifika students gained NCEA Level 2, up from 65.5 percent in 2011.
“These results are testament to the hard work of our teachers, education leaders, parents and whanau and most importantly the young people themselves,” says Ms Kaye.
“Achieving NCEA level 2 will widen the opportunities and improve the life outcomes for these young people.
“Now it’s time to focus on raising achievement earlier in the education pathway.”
The Result Action Plan released today makes the most of the collaborative model that’s been adopted by the majority of schools through Communities of Learning. In fact, many Communities are already working towards meeting their own achievement challenges in maths and writing.
“As part of the Plan the Ministry of Education will be helping teachers analyse their students’ data so they can better target those students who need extra support,” says Ms Kaye.
“New tools are also making it easier for teachers to chart children’s progress. The Progress and Consistency Tool (PaCT) shows teachers what students understand across the breadth of mathematics, reading and writing.
“We are also improving the provision of professional learning and development for teachers with a focus on raising educational achievement in maths and writing and pāngarau and tuhituhi.
“This is an exciting time for everyone involved in supporting the education of children in New Zealand primary schools.
“I hope that everyone can get behind the drive to raise achievement in maths and writing so we can give our young people the core skills they need to achieve across a wide range of subjects and in their future careers.”
The Result Action Plan can be found here
Public Achievement Information for 2016 can be found here
Around $9 million will be invested to redevelop Mana College in Porirua, say Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe.
Minister Kaye visited the school this morning to make the announcement, along with the Prime Minister, the Right Hon Bill English, and MP Brett Hudson, a Mana College old boy and the school’s first ever member of parliament.
“This is a big day for the college, which has been achieving some great results in facilities which are past their best and affected by weather-tightness issues,” says Ms Kaye.
“The redevelopment will involve the demolition of some existing facilities, the remediation and modernisation of other buildings and the creation of new, flexible learning spaces.
“Now that the broad scope of the project has been approved, master planning can begin and decisions made about the details of the new facilities.
“I know the school and community will be enthusiastic about being involved in this process, and contributing to designs which reflect the college’s special vision and culture.”
Mr Macindoe says the college has a strong commitment to Maori and Pacifika values, and its motto ‘Akona te mahi pai’, which translates to ‘Learn to Work Well’, was gifted by Ngati Toa.
“I know the college, which has its own Marae complex, will be keen to ensure that its strong cultural identity will be supported by the new facilities.
“Once the planning and design process is completed, work is expected to get underway in 2019, and take between 18 and 24 months to complete.
“Today’s announcement means around $148 million has been committed to modernise and expand schools in the greater Wellington region since November 2015.
“This includes additional classrooms at various schools, and significant upgrades at Wainuiomata College, Thorndon School, Aotea College, Wellington East Girls’ College, Newtown School, Kelburn Normal School, Khandallah School, Ngaio School, Northland School, Churton Park School, Brooklyn School and Wairarapa College.”
Since 2008, over $5 billion has been invested in school upgrades and roll growth projects, the largest ever investment in school infrastructure by a New Zealand government.
Education Minister Nikki Kaye says the Ministry of Education has been working closely with the ICT industry on ways to enhance digital technologies learning, and is finalising criteria for the $6 million Digital Technology for All Equity Fund.
“This fund is about securing providers who can deliver high-quality programmes, either in-school or out-of-school, which engage young people in innovative digital technologies learning,” says Ms Kaye.
The fund will open for proposals from the technology provider market next month.
“Our aim is to provide opportunities for up to 12,500 students each year, with programmes to be offered from Term 1, 2018,” says Ms Kaye.
“A focus of the programmes will be ensuring that young people from disadvantaged backgrounds have access to learning experiences that inspire them to develop a passion for using and creating digital technologies.
“It’s important we support every young person to reach their potential and develop the skills they need to thrive, regardless of their background.”
The Digital Technology for All Equity Fund is part of the $40 million digital fluency package announced in June, to support the integration of new digital technologies content into the New Zealand Curriculum and Te Marautanga o Aotearoa, the Māori-medium Curriculum.
“The Ministry of Education has been holding workshops around New Zealand, getting feedback from more than 3000 teachers, principals, school leaders, students, parents and industry on the proposed curriculum changes,” says Ms Kaye.
“Teachers will lead the delivery of the new curriculum, but it’s important we foster a closer relationship between the education and tech sectors, to enable students to be exposed to industry experts and cutting edge technological developments as they happen.
“I know from my discussions with businesses in the ICT industry that they’re really keen to get more involved in education.
“This will have the benefit of opening up exciting new learning opportunities for students, and ensuring we’re equipping them with the skills they need to pursue successful career paths in an increasingly digital world.
“It’s clear there’s no shortage of ideas within the tech sector about innovative ways to teach young people about digital technologies, and I’m really looking forward to seeing the proposals we’ll receive when the Digital Technology for All Equity Fund opens next month.
“Increasing teachers’ confidence in teaching the new curriculum is a critical part of supporting students’ learning, and the programme supported by the fund will aim to include teachers where possible.”
Details on how to make proposals under the new fund will be provided on the Government Electronic Tendering System (GETS) and Ministry of Education website next month.
“I encourage all prospective providers to think about the tremendous opportunities that this new fund could support, which is about inspiring our young people to succeed, and building stronger foundations for the future of our economy and nation.”
A new site has been purchased for Te Kura Kaupapa Māori o Te Wānanga Whare Tāpere o Takitimu in Hastings, Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe announced today.
“I’m delighted to announce that the Ministry of Education has purchased 90-120 Bennett Road in Waipatu, Hastings, to provide a long-term home for the kura,” says Ms Kaye.
“This is a great outcome for both the kura and the community. The site provides plenty of room for future growth and development, and its location will enable the kura to build on its local cultural connections.
“I’d like to acknowledge the patience of teachers, students and whanau who have had to wait for a new site to be identified, after an earlier site earmarked for the kura was ruled out on environmental grounds.
“Student safety and wellbeing is always paramount, and the Ministry must be guided by due process to ensure sites chosen for education purposes meet required standards.”
Mr Macindoe says around $12 million will be invested in the land purchase, design and construction of facilities for the new kura.
“The process to designate the new site for education purposes is now underway,” says Mr Macindoe.
“It’s estimated that designation could be confirmed early in 2018. In the meantime, the Ministry will progress a master plan for the new kura and prepare for the capital works project.
“Our investment in the kura means we’ve now committed around $37 million for education infrastructure projects in Hawkes Bay since June 2016.
“This is part of this Government’s record investment of over $5 billion to upgrade and expand schools nationwide since 2008.”
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, $1m approx for two new classrooms, on-track for delivery by December 2017 Te Mata Primary School, $1m 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 early 2019 Kimi Ora Community School, $5m approx redevelopment, on-track for completion in early 2019.
Decile funding currently accounts for less than 3% of a school’s resources, but is a blunt tool that frequently results in them being stigmatised. National thinks that is an unhelpful distraction to good schools focussing on getting results for kids.
Children, young people and their families deserve to take pride in their school, so we are introducing changes that will better target funding to where the need is greatest to support all children to achieve.
Rather than allocating this funding on the basis of neighbourhood characteristics as the current decile system does, we’re introducing a Risk Index to provide fairer funding that better reflects the needs of children in our schools and services.
This will mean extra resources are better targeted to support schools to lift achievement.
The specific factors to be used in the index are subject to further analysis before being finalised and rolled out in a couple of years. But, they will be the indicators which evidence tells us have the greatest influence on student achievement.
As a part of this change, National will make the commitment that no school, early learning service or ngā kōhanga reo will see a reduction in their funding as a direct result of this change. In fact, we expect some will gain significantly from it.
This change sits alongside other new initiatives National is working on to make it easier for parents to find and assess information about the quality of schools, including a project with ERO that improves their reports and key information as well as making it more accessible to parents – such as online.
All of these things are the positive results you get from National’s strong, consistent economic plan that means we can afford to invest in the areas that matter to you and your family, like education. And it’s just the beginning – there’s a lot more we’re going to do.
We are hugely positive about New Zealand’s potential, and what we can achieve together. But success isn’t guaranteed.
A vote for any other party is a vote for chaotic Labour/Greens/NZ First coalition, with a relentlessly negative view of New Zealand. They will take New Zealand backwards.
Only a Party Vote for National will keep a strong, National-led Government that is focused on a consistent plan to keep growing the economy so we can afford to lift educational achievement and deliver more for you and for family.
Education Minister Nikki Kaye has announced that thousands more children and young people will benefit from a new approach that’s making it easier for children to access additional learning support services (previously described as special education).
“I’m pleased to be rolling out a pilot that’s been trialled in three Bay of Plenty Communities of Learning to up to another 30 Communities across the country,” says Ms Kaye.
“This will see the pilot expand out to another 70,000 children and young people in early learning services and schools across the ten Ministry of Education regions. The Ministry estimates around one in ten of these children will require extra support for a variety of reasons.
“Nationally we will be placing the equivalent of up to 15 Ministry of Education senior staff as facilitators across the participating Communities to coordinate learning support, and I’m looking forward to seeing the results. We are changing the way these people work to free up this resource.
“The new process trialled in the Bay of Plenty has made access to learning support faster and more flexible to meet the needs of the children and young people. This is part of my desire to see us move to a system where we better assess the additional learning or health needs of children and deliver more flexible and faster services to support their personal needs.
“A senior staff member from the Ministry works directly with the schools and early learning services in the Community as a facilitator making sure that the children and young people are accessing what works best for them. When additional needs are identified a key worker then becomes the one point of contact for the student, their family, teachers and other specialists.
“This is about identifying at a much earlier stage the most appropriate support for each child. So rather than parents and teachers filling in multiple forms to request different types of support, or dealing with multiple people across the Ministry they have one person who knows their child.
“We have also seen Facilitators identifying groups of children across Communities who can be supported together. For example, the Taupo Community of Learning worked with a group of students on oral language needs, whereas in the past, either the parents or the schools would have had to seek individual support for students.”
Key elements of the new approach trialled in the Bay of Plenty include:Single point of contact – a key worker to be the primary point of contact for a child or young person and their family, and all those that support them. One child, one plan – having one plan for each child or young person receiving individualised services. This means support will be better joined up and a better fit to the support needs of the child or young person. Collaborative practice – schools and early learning providers working together as Communities of Learning to better support children and young people. This has led to better transitions for children moving from early learning to primary school. Facilitation – a facilitator within each Community of Learning to provide a point of contact and coordination for learning support, and connection to wider social services. Flexibility – enabling specialists and learning support decision-makers to use their judgement about whether a child or young person should have access to low or moderate supports rather than applying inflexible criteria.
“Before starting the pilots we sought feedback on the current state of learning support services and what changes were required,” says Ms Kaye.
“I want to thank the 3650 parents, families and whānau, and the many groups from the disability and education sectors who responded.
“Parents told us they wanted services that were easier to access, child -centred, flexible and better connected with other social and health services.
“So that’s what has been designed, and we’ve had positive feedback from those involved in the Bay of Plenty pilot.
Other benefits that have come out of the pilot include better links with local health services, for example the Learning Support Facilitator for the Otumoetai Community of Learning established a connection with local health services that resulted in the Bay of Plenty District Health Board providing funding for a dedicated Child and Adolescent Mental Health Practitioner to support the Community with its mental health priorities.
Another benefit of working across Communities of Learning has been identifying children that need extra support at an earlier stage,whilst they’re in early learning. This means children are getting learning support earlier in their lives and are better supported for starting school.
“This Government has high ambitions for our children and young people. We want every young New Zealander to achieve educational success,” says Ms Kaye.
“For this, we need an inclusive education system where all children get the support they need to succeed in life.
“This Government is investing around $658 million a year to provide children and young people with additional learning support.”
“Scaling up over the next 12 months is a significant next step in improving access to learning support,” says Ms Kaye.
“I intend to work with the education sector to look at access to more flexible and faster support for those schools and children not in communities of learning as well.
“Ensuring children and young people are able to access that support at the earliest opportunity and without difficulty is vitally important. We will be continuing to look for ways to improve how learning support is provided to all students, including disengaged children and young people.