• Child protection policies
• Safety checking of workers

Child protection policies and safety checking of workers

We have been updating you regularly on the Vulnerable Children Act (‘the Act’) and its implications for early childhood education (ECE) services and kōhanga reo.

The Act requires state sector agencies who work with children, and the organisations they fund, to have child protection policies. The Act will also require all paid children’s workers to be safety checked in a consistent way, and this will be phased in over time.

As ECE services and kōhanga reo are funded by the Ministry of Education, you will need to work towards meeting these requirements.

This update is to give you more information about the requirements, tell you about new guidelines that have been launched to help with this, and let you know when we will be in touch with more information.

Child protection policies

All ECE services and kōhanga reo need to put a child protection policy in place that meets the requirements of the Act. The policy needs to contain provisions on the identification and reporting of child abuse and neglect.

New guidelines have just been launched to help you with this. The guidelines include a review tool to help you identify gaps in current policies, information about what to include in a new policy, and example policies. You can download the guidelines, ‘Safer Organisations, Safer Children’ from the Children’s Action Plan website.

Currently, under the Ministry of Education’s Licensing Criteria, ECE services and kōhanga reo need to implement a process for the prevention of child abuse and a procedure for responding to suspected child abuse. Alongside this, some ECE services and kōhanga reo may also have a child protection policy.

The Act requires a policy to be put in place as soon as practicable. Now that the guidelines are available, it is timely to review your processes, procedures and policies to ensure that you are meeting the new requirements. The guidelines will help you do this.

The Ministry will be reviewing the Licensing Criteria to align them with the new requirements. You can expect more information about this in a future edition of He Pānui Kōhungahunga – The Early Learning Bulletin.

Having a high-quality child protection policy is part of building good practices to keep children safe, and to ensure that suspected and potential abuse and neglect are identified and responded to appropriately.

Safety checking and workforce restrictions

Over time, new safety checking requirements for paid children’s workers will be phased in. This means that eventually all ECE services and kōhanga reo will need to safety check all children’s workers they employ or engage. This includes contractors. The date from which safety checking will start is yet to be confirmed.

As part of the safety checking process, anyone convicted of a specified offence cannot be employed or engaged as a core worker, unless they have an exemption. Again, the implementation date for this, and how the exemption process will work, is yet to be confirmed.

The safety checking requirements and timeframes for putting these in place will differ depending on the type of worker. We will let you know in a future edition of He Pānui Kōhungahunga – The Early Learning Bulletin what all of this means for ECE services and kōhanga reo.

Currently, under the Ministry of Education’s Licensing Criteria, ECE services and kōhanga reo need to have suitable human resource management practices in place, and ensure all employees and contractors are police vetted.

Although the new safety checking standards are not yet a legal requirement, now is a good time to start reviewing your selection policies and processes to see if they meet the new requirements. This will ensure you are ready when the changes become law.

New guidelines have been launched to provide advice on selecting safe people to work with children. You can download the guidelines, ‘Safer Recruitment, Safer Children’ from the Children’s Action Plan website.

Further information

We will provide more information about this in a future edition of He Pānui Kōhungahunga – The Early Learning Bulletin.

In the meantime, you can find information on the Vulnerable Children Act, including child protection policies and safety checking, on the Children’s Action Plan website.

If you have any questions, please email ece.info@minedu.govt.nz.

• Tai Tokerau
• Auckland
• Waikato
• Bay of Plenty, Rotorua, Taupō
• Hawke’s Bay, Gisborne
• Taranaki, Whanganui, Manawatu
• Wellington
• Nelson, Marlborough, West Coast
• Canterbury
• Otago, Southland

Tai Tokerau

Tai Tokerau Early Learning Team Profile

Irene Iwikau | Team Leader | Te Tai Tokerau
DDI +64 9 436 8921 | Mobile +64 27 475 3747
10 Awaroa River Rd, Whangarei

Tēnā koutou katoa

My career in education began as a parent in Playcentre in 1980. From that time I have enjoyed experiences as an early childhood education teacher, university lecturer and professional development facilitator before joining the Ministry in 2001. I have held a number of roles at the Ministry, working from offices in Whanganui, Lower Hutt, Christchurch and Auckland.

I joined the Ministry team in Te Tai Tokerau in 2012. I value the opportunities this role has given me to build relationships and support ECE services to be responsive to the communities they operate in. We are committed to all children accessing quality education.

My responsibilities include:

• Oversight of early learning work programmes
• One of two Team Leaders Education for Te Tai Tokerau.

Desmon Tipene | ECE Senior Advisor | Sector Enablement Te Tai Tokerau
DDI +64 9 436 8944 | Ext 98944 | Mobile +64 27 2807514
10 Awaroa River Rd, Whangarei

Ko Taupiri te Maunga
Ko Waikato te Awa
Ko Tainui te Waka
Ko Taniwha te Marae
Ko Waikato te Iwi
Ko Ngāti Mahuta te Hapu
Ko Pōtatau te Tangata
He Piko he Taniwha, he piko he Taniwha, Waikato Taniwharau.
Ko Hoana Katarina Puawairua Te Aika tāku hoa rangatira
Ko Te Ahika Manutaki Tipene tāku tama
Ko Te Aio Mauritau Mihiwai Tipene tāku tamāhine
Ko Des Tipene tēnei, e mihi atu nei.

Kia ora rā

I am very fortunate to have the opportunity to work alongside the ECE sector here in Te Tai Tokerau.

I have enjoyed a successful teaching career in early childhood education that spans two decades. I’m passionate about assisting learners to achieve a healthy thirst for education and to become the very best that they can be.

I look forward to contributing to the communities through the support the Ministry of Education provides.

My responsibilities include all ECE work programmes.

Sharleen Edmonds | ECE Advisor | Sector Enablement Te Tai Tokerau
DDI +64 9 408 6938 | Ext 96938 | Mobile +64 27 478 3669
1 Melba St, Kaitaia

Ko Tohora te maunga
Ko Punakitere te awa
Ko Ngātokimatawhaorua te waka
Ko Nukutawhiti tōku tupuna
Ko Ngāpuhi tōku iwi
Ko Ngatiueoneone tōku hapu
Ko Okorihi tōku marae
Ko Sharleen Edmonds ahau

I began my career in early childhood 19 years ago as a graduate teacher working in a community-led service I helped start in Matamata. Since then, I have supervised and managed services in the Waikato, Tāmaki Makaurau and Te Tai Tokerau areas. I have been a Parents as First Teachers educator for Te Runanga o Te Rarawa, and I worked as a community educator for a local budgeting service. I still attend annual training to remain qualified as a budget advisor.

I joined the Ministry of Education four years ago. I spent the first eighteen months based in the Whangarei office and am now at home in the Kaitaia office.

I have a particular interest in supporting whānau, especially those in rural and isolated areas, to engage in early learning.

My responsibilities include all ECE work programmes.

Sacha Cherrington | ECE Advisor | Sector Enablement Te Tai Tokerau
DDI +64 9 436 8929 | Ext 98929 | Mobile +64 27 705 7543
10 Awaroa River Rd, Whangarei

Tēnā koutou katoa

Ko Hikurangi tōku maunga
Ko Taumarere tōku awa
Ko Ngātokimatouwhāorua tōku waka
Ko Ngāpuhi nui tonu tōku iwi
Ko Ngāti Manu rāua ko Ngāti Hine ōku hapu
Ko Karetu rāua ko Otiria ōku marae
Ko Bill rāua ko Letty Cherrington ōku kaumatua
Ko Sacha Cherrington tōku ingoa.

I have been involved in education for over 15 years and have loved every minute of it.

I joined the Ministry in 2014 and I look forward to working with services and the community for the continued quality provision of ECE. I have a varied role, supporting licensing and certification of Playgroups, centre-based and home-based education and care providers, working with projects and encouraging participation in ECE throughout the community.

Auckland

Self-introduction from Kevin Emery, Director of Education Auckland

In my position as Regional Director I have an overview of what is happening in the ECE sector in Auckland. This year we have seen an increasing interest in setting up home-based services from a range of providers. This seems to be a growth area of the ECE sector. I am keen to understand your perspectives on this, so please feel free to email me at kevin.emery@minedu.govt.nz.

Early Learning Networks

In last month’s He Pānui Kōhungahunga – Early Learning Bulletin we let you know that 20 early learning networks have been established to improve outcomes for our priority learners. These networks allow you to make contacts, support and learn as a group with ECE services in your area. For those who have not already registered with a network, you can register by emailing earlylearningnetworks.registration@minedu.govt.nz.

Waikato

Tēnā koutou katoa. Warm greetings to you all.

Ministerial Cross Sector Regional Forum on Raising Achievement

We hosted the first regional forum for the Waikato on Thursday 5 March, with people invited to participate from across the education, business, local government and community sectors. This forum builds on the national forum set up by the Minister of Education in June 2012 and focuses on giving effect to the Government’s education priorities, sharing information across the education sector and wider community, and examining specific achievement challenges in the Waikato region. This is a new look with four regional forums complementing four national forums across the Ministry’s ten areas throughout 2015. We were fortunate to have great early childhood education participation at the forum. I look forward to be able to telling you more as our work progresses.

Fields of Remembrance

From the beginning of March our people from the Waikato office began to deliver packages to schools or kura if they had chosen to participate in the Fields of Remembrance. These resources help support schools and kura with their commemorations for WWI.

ECE services and early learning groups can participate too. You can find out more about Fields of Remembrance at Education.govt.nz. You might also like to join with your local school or kura if they are doing something to commemorate WWI.

Positive participation results for Waikato

The Waikato region’s statistics show positive increases in participation in ECE over the last year (source Education Counts):

Sharing great practice

Two Waikato services featured in the recently published Childspace Early Childhood Institute magazine, The Space, Issue 39. Matapihi Kindergarten invited a new entrant teacher to visit for a morning in a Fairy Wonderland. Te Kōhanga Reo o Ngā Kuaka was involved in a teacher exchange, where an Irish teacher now living in New Zealand was invited to spend a week at Ngā Kuaka.

Information for services

Kowhai Consulting Ltd is holding a one-day marae-based ECE Wānanga on the C5 curriculum area for ECE teachers from the Tainui region on 22 April 2015.

Kowhai Consulting has been contracted by the Ministry of Education to deliver this workshop as part of the Strengthening Early Learning Opportunities (SELO) Professional Development Programme.

For further information contact: Piki Knap, Kowhai Consulting Ltd, piki@kowhai.biz or Kowhai Consulting, 07 858 3385.

Bay of Plenty, Rotorua, Taupō

Rotorua Pasifika Fun Day

If you closed your eyes for a moment, listened to the beat of the drums, smelt the island delicacies and felt the sun beaming upon you, your imagination could have easily drifted to a beautiful island in the Pacific Ocean.

Pasifika Fun Day (Rotorua) is an annual event, begun in 2013, to celebrate language, culture and identity through traditional song, dance and food from all the Pacific Islands cultures within the Rotorua Community. The event came together thanks to the dedicated support of volunteers from the Rotorua Pacific Islands Development Charitable Trust.

Hundreds of people gathered at the Village Green on Saturday 28 February 2015. Pasifika students from the local schools and cultural groups performed traditional items that had the crowd swaying to the rhythm of the music.

Education was also a key focus. Organisations such as Power Up, Careers Network, Waiariki Institute of Technology, The Incredible Years Programme, Te Wānanga o Aotearoa, Fanau Ola, Youth Development, Mid Islands Gym Sports and the Rotorua Pacific Islands Development Charitable Trust all had stalls packed with information to distribute to fanau, including information to promote early childhood education participation.

Overall it was a spectacular event that was deemed more than successful by our Pasifika fanau.

As Director of Education Bay of Plenty – Waiariki I was proud to officially launch “Power Up”, a Reading is Power programme that encourages families to read together. The programme is funded by the Ministry of Education and runs for 28 weeks spread over the 2015 calendar year. The local Rotorua Pacific Islands Development Charitable Trust has responsibility for carrying out the Power Up programme to support and improve student achievement outcomes for Pasifika students in Rotorua.

The programme has four main focus areas:

• Early Childhood Education
• Primary & Intermediate (National Standards)
• Secondary Schools (NCEA)
• Pasifika Parents.

Hawkes Bay, Gisborne

Cherreen Exeter
Manager Education
Tel: 06 833 6733
Mob: 027 497 0202
cherreen.exeter@minedu.govt.nz

Profile

I have spent the past 14 years working in a variety of roles in the Ministry. The majority of my work has been in the Hawke’s Bay/Tairawhiti area, leading and managing the early childhood education team.

My other roles within the Ministry have included three months in Christchurch supporting ECE services after the 2011 earthquake, working in Wellington with the ECE operational policy team, and leading the schools and ECE teams at a local level.

I was also part of the Early Learning Information System (ELI) project team. This project introduced an information system and the National Student Number (NSN) into ECE services.

Before joining the Ministry I worked as a professional development facilitator and lecturer for Massey University.

Responsibilities:

• Oversight of Student Achievement Function (SAF)
• Oversight of the early learning work programmes
• Implementation of early learning and school work programmes in Napier, Wairoa and Gisborne areas.

Taranaki, Whanganui, Manawatu

Kia ora koutou

In the first issue of the Early Learning Bulletin I indicated we would be holding regional sessions throughout the year to better understand your needs and how the Ministry can support you. In the interim I am keen to hear your views on what is important for the Early Learning sector in Taranaki, Whanganui, Manawatu. Please feel free to invite me to your service or email me at jann.marshall@minedu.govt.nz any time.

New playgroup for Marfell community

Through the Targeted Assistance for Participation programme a new playgroup has opened in the Marfell community in New Plymouth.

Marfell Kindergarten has extended their premises to include space for a playgroup, allowing for collaboration between a certificated playgroup and a licensed ECE service.

The official opening of the playgroup was held on Wednesday 11 February 2015 with a pōwhiri bringing together parents, whānau and community organisations. To date the playgroup has had a fantastic response from the community with 18 children on the roll.

Playgroup news

Thanks to you all for getting your funding and special grant applications to us. These are currently being processed.

Professional development opportunity for playgroups in Whanganui

Stuart Guyton will be holding a workshop to support toddler and infant learning on 30 March at the Ministry of Education, 93 Ingestre Street, Whanganui. This will be an informative, fun and practical workshop for parents and whānau to learn more about how to engage and support their children’s learning.

If you have not received an email with the information about the workshop, please contact Ann-Cherie Philips on 06 349 6328.

Ngā mihi

Jann Marshall
Director of Education
Taranaki, Whanganui, Manawatu

Wellington

Wellington ANZAC Street Parade

The Wellington ANZAC Street Parade takes place at 12.30pm on Friday 24 April. The parade starts at Parliament Grounds, 1 Molesworth Street, Thorndon and ends at Pukeahu National War Memorial Park, at approximately 2pm.

Uniformed military personnel will join veterans and their descendants to mark the 100th anniversary of ANZAC Day, parading alongside military and school pipe bands and vintage World War I vehicles. An original American Field Service ambulance and a six-horse drawn carriage pulling limbers with lightweight cannons feature.

The parade will travel along Lambton Quay, Willis Street and Wakefield Street before heading up Taranaki Street, where two howitzer cannons and two British WWI tanks will be stationed.

Mayor Celia Wade-Brown will greet the parade at Pukeahu National War Memorial Park and, weather permitting, there will be a flyover by original WWI aircraft.

Note: There will be considerable road closures and delays in the city from 9am to 5pm. This will also have an impact on any journeys in and around the city including the regular afternoon school buses.

Details of road closures and public transport changes will be included in subsequent bulletins. More information on Wellington’s First World War Centenary is on the Wellington City Council website.

Te Rā o te Raukura Festival

Thousands of guests turned up to enjoy the many stalls on display at the annual Te Rā o te Raukura family festival in the heart of Lower Hutt at Te Whiti Park, Waiwhetu. Over two days, 31 January and 1 February, families came together to explore locally made crafts, artefacts, clothing and delicious cuisine, and to gather information from education, health and social service providers.

The two-day festival provided a valuable opportunity for Ministry of Education staff to engage with the community in a fun and familiar setting to promote early learning.

Parents, whānau and tamariki were welcomed into a colourful early learning space with comfortable reading areas, tables for playdough and a large Connect Four game that provided opportunities for them to play and learn together.

Information about the importance of and options for early learning was shared and questions answered. Educational resources were also available to whānau including ‘Ka Hao te Rangatahi’, NCEA calendars and student study planners, Whānau Education Action Plans and a wider array of reading material in English and Māori.

We were able to refer whānau to other educational promotional spaces at the event for further assistance with their educational questions, such as Victoria University, Kōkiri Seaview, Te Rōpu Āwhina, Te Puni Kōkiri (Get the Cred – NCEA game), and the Māori Education Trust (Scholarships).

A true sense of harmony permeated this two-day festival as tunes from the Wellington Māori Cultural Society Marae Haka on day one, and Ardijah, Annie Crummer and Bella Kalolo on day two, filled the open spaces.

Te Rā o te Raukura family festival was first staged 21 years ago at Waiwhetu Marae, Lower Hutt. As it grew, it shifted to neighbouring Te Whiti Park.

Te Rā o te Raukura is significant to the people of Waiwhetu and the tangata whenua in the Wellington Region. The ‘Raukura’ was used as a symbol of peace, love and harmony by the prophet Te Whiti o Rongomai at Parihaka. He and fellow prophet Tohu Kakahi led their people to passive resistance and patient obedience as an armed constabulary invaded the peaceful village of Parihaka on 5 November 1881.

Nelson, Marlborough, West Coast

Nelson / Marlborough / West Coast Regional Overview

Kia ora tātou

The Nelson/Marlborough/West Coast area is not only beautiful and diverse but also covers a huge geographic landscape. This extends from Haast on the western coast up to Collingwood and down to Kaikoura on the eastern coast, then as far as Maruia in the middle.

Within that region, the early childhood education team works alongside staff, whānau and communities in 155 licensed ECE services, including eight kōhanga reo and 11 home-based services. We also work with 57 certificated playgroups. This is rewarding and, at times, challenging work.

Playgroups

We are often approached by communities enquiring about setting up playgroups. These are community-based groups run by parent and whānau volunteers. The types of playgroups are diverse. In our areas we have Ngā Puna Kōhungahunga as well as Pasifika and Asian language nests, which all focus on supporting children’s culture and language. Other groups have a particular focus such as music, children’s special needs or are church-based.

Playgroups are often located rurally and provide important social interaction for both children and parents. As playgroups are often the first step to participating in ECE, they are an important aspect of the education pipeline.

The team is always pleased to hear from you, and support you in your work. Please contact the regional Ministry office for assistance.

Canterbury

Kia ora

The year has started with a real buzz and much activity. It has been wonderful to speak with many of you and I look forward to this continuing throughout the year. It has also been a time to acknowledge and celebrate the achievements of two pioneers in education with the recent passing of Robin Duff and Hoana Bosustow.

Robin is remembered as an education and gay rights activist. He was a senior figure in the Post Primary Teachers’ Association for ten years, serving as junior vice president from 2005-2007, and president from 2007-2009 and 2011-2013. He sat as senior vice president from 2009-2011 and again from 2013 until his death.

Robin's commitment to supporting secondary teachers and his work to make schools a better place for lesbian, gay, bisexual, transgender and intersex (LGBTI) students is both nationally and internationally acknowledged. In recent years Robin had been working to support Canterbury teachers in the aftermath of the 2011 earthquake.

Hoana Bosustow was a respected teacher and leader of Te Kura Whakapumau i te reo Tuturu ki Waitaha. She will be remembered for her work and commitment to both the Kura and community. Very recently her work was captured in a television series that focused on Christchurch schools and featured on Canterbury Television.

We hope that you find something of interest to you in the following items. If you have something to celebrate at your service and would like it to be included in He Pānui Kōhungahunga – Early Learning Bulletin, please contact Barb Madden at barbara.madden@minedu.govt.nz.

We are here to support you. Please do not hesitate to contact us if you have any questions or concerns as we are always happy to hear from you.

Mā te wā

Coralanne Child
Director of Education for Canterbury

Busy C’s celebrates 20 years of ECE provision in Lyttelton

Left to right: Mackey Fisher, Caro Davison (Busy C’s Principal), Pat Penrose and Coralanne Child.

On Saturday 28 February, Busy C’s in Lyttelton celebrated 20 years of provision of early childhood education with a party at the centre. This was attended by many previous teachers, children and their families along with current staff and families, other people who have been associated with the centre over time, and local celebrities. This photo, taken at the event, includes our Director of Education for Canterbury – Coralanne Child – who attended on behalf of the Ministry of Education.

Information for playgroups

New playgroup at Aoraki Mount Cook

We would like to congratulate Aoraki Mount Cook Playgroup on becoming certificated last week. This isolated playgroup in beautiful surroundings has worked hard over the last few months to meet the criteria requirements for an interim certificate and are now working towards their full certificate. The playgroup is meeting the needs of its diverse community with families from the UK, Nepal, Fiji, China and New Zealand. We look forward to supporting them.

News from the greater Christchurch Learning Community Clusters

Transition Projects

Parklands Learning Community Cluster

The Parklands LCC has scholarships that enable teachers from ECE centres and schools in their cluster to visit and work with their colleagues to find out what transition means to them, what works well, what can be replicated, what they have in common, and what practices they can improve on.

Parklands/Redwood Learning Community Cluster

The Papanui/Redwood LCC transition projects include ECE centres visiting primary schools, and school teachers visiting ECE centres, to investigate and observe current practices and processes and work collaboratively to improve the transition from ECE to school. They are working towards producing a transition document that will shape effective transitions across the cluster into the future.

The Hornby Learning Community

Thirty Hornby ECE services and primary school colleagues have been collaborating to develop a framework and tools to support all learners in the Hornby community to transition to their school learning environment. The group has developed a culture within their hui that supports respectful pedagogical conversations and has enabled the development of an information-sharing document to support a learner and their whānau to journey seamlessly to school.

To support the document and the process, the group is planning the production of a DVD that is inclusive of child, whānau voices and aspirations that will further support the learner’s transition journey.

Special Needs

The St Albans and Hereora clusters have both set up Special Needs Coordinators (SENCO) groups within their clusters. Each group meets once a term. They provide an effective support and sharing network for special needs teachers and others responsible for children with special needs within our schools and ECE services.

The group meets at different locations to help build relationships and networking across the group. The meetings have proved particularly valuable for SENCO as it is a great opportunity to provide updates on best practice and to share expertise, systems, resources and initiatives.

Otago, Southland

Thanks for going the extra mile!

Kia ora koutou and warm Pasifika greetings

The rate of participation in early childhood education in Otago (98.4%) and Southland (97.2%) is amongst the highest in the country (National 95.9%). I’m sure this is due, in no small part, to the work that many of you do to make your place welcoming to the communities you are part of.

It was great to see so many licensed services and playgroups in our area attending the recent professional learning and development workshops with Ngāi Tahu and CORE Education. The workshops explored ways to build stronger relationships with Māori and Pasifika whānau. Those attending shared strategies for ensuring they can welcome a diverse range of community groups into their ECE services.

Congratulations to Waverley Kindergarten in Invercargill for being awarded an Enviro Schools Silver Award. Four kindergartens in Southland have joined the Enviro Schools programme. Waverley Kindergarten has a number of environmentally friendly practices including an orchard and tunnel house planned by the children, and a zero waste system. The kindergarten was recognised in the Southland Times for doing a lot for the local environment as well as enhancing the children’s learning.

Our Ministry team dressed as “Super Heroes” in their walking vigil at the recent Relay for Life Cancer Fundraiser in Dunedin. It was heartening to see the number of ECE services participating with support from teachers, parents and whānau. Well done to all those who took part.

Please contact me if you wish to discuss any issues or ideas. I look forward to hearing from you and would be pleased to visit your services and playgroups.

Ngā mihi mahana

Julie Anderson

Email: julie.anderson@minedu.govt.nz
Direct Dial: 03 471 5217
Cell phone: 027 836 4846

That’s why in August last year, the Ministry of Education bought together Deaf youth aged 12 years and up from all over New Zealand for a National Deaf Youth Hui.

Held in Auckland, the hui created a supportive environment in which the attendees could share what works for them in education and learning, while providing advice for and connecting with their Deaf peers.

One of its key aims was to look at how Deaf students, schools and the Ministry could better work together to make education a more positive experience for everyone. The Ministry has since used the insights gained to inform its New Zealand Sign Language (NZSL) project work which includes the NZSL@School initiative.

A series of short videos have also been created which can be viewed here. They include stories from the school experiences of some of the hui participants, and useful guidance and tips for Deaf youth and others involved in their education. The videos encourage Deaf youth to “make sure you grab the opportunities available to you before it’s too late” and “step forward and stand up for what you need”. They promote the importance of Deaf youth being prepared and proactive in their own education, and of connecting with other Deaf youth.

Reflecting on the videos, Brian Coffey from the Ministry of Education’s NZSL team says that “no two students are the same, or learn in the same way, but the sharing of the story of the hui and the stories of the Deaf youth involved can help to create positive learning experiences for others. So take a look and see what helps these inspirational New Zealand Deaf youth confidently say ‘I am Deaf and I am proud’”.

A report in this morning’s Dominion Post claiming a $252,100 payment to the PPTA included payment for hurt and humiliation is wrong.
 
The payment to the PPTA was for money owed for underpaid union subscriptions and was no different to payments made to teachers for pay errors. This was a payment that was always due.  
 
As a result of miscalculations by the Novopay payroll system since the system began, membership subscriptions to the PPTA were underpaid, with a total net underpayment of $252,100.
 
The payment did not contain any amount for “hurt, humiliation and disadvantage” as inferred by the Dominion Post.  Nor is the payment the result of any court action.
 
This is shown in the Ministry’s letter of 30 July to the PPTA which details the elements of the payment.
 
Teachers mentioned in the Dominion Post story were repaid for pay shortfalls last year. There have been no further payments made by the Ministry of Education as a result of any court action.
 
We have never accepted the basis for the PPTA claim, and we have made no agreement to settle it.

The Secretary for Education, Peter Hughes, says teachers do an incredible job to help children and young people be the very best they can be in life.

“We’ve all got stories to tell about the teacher or teachers that made a life-long difference for us, and this is a good time to remember them.

“For me it’s a big thanks to a teacher at Brooklyn School.  We were all a bit scared of Mr Williams, but it was he who made the difference for me when I was struggling. He worked out how to get me going and was a big part of me starting to achieve at school.”
Mr Hughes says others can tell their stories about great teachers too by going to www.inspiredbyU.org.nz and posting a message on a virtual postcard.

“There have been contributions from people all over the country, and they’ve recognised some of the amazing work done by teachers over many years.

“I want to personally thank teachers in schools across New Zealand for their professionalism and dedication, and for helping kids to get the best out of their education to set them up for success in life.”

The decision to transfer ownership and management of the schools’ payroll service from Talent2 to the new company was announced by Minister Responsible for Novopay, Steven Joyce, in July this year. 

Deputy Secretary, Education Payroll Services, Cathy Magiannis says it’s a positive change. 

“A lot of work has gone into ensuring that the transition from Talent2 to the new company, Education Payroll Limited, goes smoothly. 

“This signals a fresh start for the schools’ payroll and everyone involved in ensuring teachers and support staff are paid correctly and on time. 

“The new structure will enable us to build on the improvements already made and provide a platform for continuous improvement.” 

Ms Magiannis says the Ministry will work closely and collaboratively with the new company to ensure it meets all of its goals and objectives. 

She says current work programmes, like the dedicated End-of-Year/Start-of-Year project and the service delivery model review, will continue as usual. 

“I’m very pleased the majority of Talent2 staff members who worked on the payroll in the past have accepted offers to work for the new company. 

“I look forward to working with them so schools have a payroll service that is enduring, fit-for-purpose and reliable.”

“We want to make sure decile-linked funding goes to those schools who need it most. We update decile ratings after each census to ensure they accurately reflect the latest information on school communities.

“This is about fairness. We want to ensure extra funding goes to support those students who need it most.”

“Any school is entitled to seek a review of its new decile rating if it believes the rating doesn’t accurately reflect the socio-economic circumstances of its students.

“Of the country’s 2406 state and state-integrated schools, roughly one-third have moved to a lower decile rating, one-third have moved up, and one-third have remained the same. A total of 800 schools have moved to a lower decile rating, while 784 schools have moved to a higher decile rating. For another 822 schools, there has been no change. 

“Schools that move to a lower decile rating will have an increase in funding, while those going to a higher decile rating will have a reduction in funding over 18 months.

“For most schools the changes in funding will be a small percentage of their operational grant.  But we recognise that any reduction in funding will be an adjustment, which is why this time the government has introduced an 18 month transition period for any schools with a reduction in funding. Increases in funding will however take effect much sooner, in January 2015.

“We will be working closely with schools to give them any support they need to adjust to changes.  It’s important to remember a school’s decile rating does not reflect the quality of education a school provides. The quality of teaching and leadership at a school are the most important factors in lifting student achievement,” says Dr Stoop.

Media queries to: media.team@minedu.govt.nz

For more information on deciles

http://www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/Resourcing/OperationalFunding/Deciles.aspx

What is decile funding?

Decile funding was introduced in 1995 to provide schools with extra resources to meet the greater educational needs of students from lower socio-economic backgrounds.  

Decile-linked funding makes up approximately 11% of total operational grants for all schools. 

Three components of a school’s operational grant funding are linked to decile ratings: targeted funding for educational achievement, the special education grant, and the careers information grant.

Why have the decile ratings been updated?

We have recalculated the ratings to ensure they reflect the most up to date information available on each school’s community and its circumstances.
It has been seven years since the last recalculation. Deciles are based on census data and are recalculated after each Census using student addresses supplied by each school. The recalculation normally takes place every five years, but the Canterbury earthquakes delayed the last Census by two years.

How were the deciles recalculated?

First of all, the address of all students at each school are collected. Student address information is combined with Census data for small geographical areas (i.e. meshblock data) to calculate the new decile ratings.

Schools are compared nationally and are ranked from highest to lowest, with approximately 10 percent of schools falling into each of the 10 deciles.  The proportion of schools can be slightly more or less than 10 percent when there are a number of schools with the same index value at the cut-off point between deciles. 

Decile 1 schools are the 10 percent of schools with the highest proportion of students from low socio-economic communities.  Decile 10 schools are the 10 percent of schools with the lowest proportion of these students.

Deciles 1 to 4 are also sub-divided into three funding steps (1a, b and c, 2d, e and f and so on). Around a third of schools in each of these deciles are allocated to each funding step. 

What factors are taken into account for decile ratings?

A school’s decile rating is based on the socio-economic position of the communities where the school’s students live.  We use five indicators of socio-economic status for a community:

• Percentage of households with income in the lowest 20 percent nationally
• Percentage of employed parents in the lowest occupational groups
• Household crowding
• Percentage of parents with no educational qualifications
• Percentage of parents receiving income support benefits

These are equally weighted in the calculations.

How will schools be affected?

Schools that have moved to a lower decile will benefit from increased funding from the start of the 2015 school year.

For schools that have moved to a higher decile, their funding will not be reduced fully until July 2016. Current funding will continue until 1 July 2015, when it will move half way towards its new funding rate on 1 July 2015, and the rest of the way on 1 July 2016. This gradual approach allows more time for affected schools to plan for the change.

For example, if the current rate were $100 per student per year and the new rate were $80 per student, the school would receive $50 per student in the first half of 2015, $45 per student in the second half of 2015, $45 per student in the first half of 2016, and $40 per student in the second half of 2016.

Does a fall in a school’s decile rating mean that the school’s community has become poorer?

No, not necessarily. The decile rating is a measure of the school community’s socio-economic position relative to other school communities

Terms of Reference for the process have been agreed between the Ministry and NZEI and can be found at http://www.education.govt.nz/ministry-of-education/specific-initiatives/investing-in-educational-success/working-with-the-education-sector/#NZEI or at http://www.nzei.org.nz/joint-initiative.

The working parties will commence in February 2015 and report back by the end of May 2015, at the latest.

Held in Auckland, the hui created a supportive environment in which the attendees could share what worked for them in education and learning, while providing advice for and connecting with their Deaf peers.

One of its key aims was to look at how Deaf students, schools and the Ministry could better work together to make education a more positive experience for everyone. The Ministry has since used the insights gained to inform its New Zealand Sign Language (NZSL) project work which includes the NZSL@School initiative.

A series of short videos were created after the hui. They include stories from the school experiences of some of the hui participants, and useful guidance and tips for Deaf youth and others involved in their education.

The last video in the series, You to Me; Me to You – Youth, has now been completed. This encourages Deaf youth to ‘make sure you grab the opportunities available to you before it’s too late’ and ‘step forward and stand up for what you need’. It promotes the importance of Deaf youth being prepared and proactive in their own education, and of connecting with other Deaf youth.

Reflecting on the series of videos, Brian Coffey from the Ministry of Education’s NZSL team says that “no two students are the same, or learn in the same way, but the sharing of the story of the hui and the stories of the Deaf youth involved can help to create positive learning experiences for others. So take a look and see what helps these inspirational New Zealand Deaf youth confidently say ‘I am Deaf and I am proud’”.

There are no changes to funding rates in this update.

There are four important changes to be aware of:

1. New information about ELI Principles of Use
2. A change to the funding rule regarding the calculation of Discretionary Hours, and clarification of the uses of Discretionary Hours (effective from 1 June 2015)
3. A change to the process for Emergency Closures and Substitute Days
4. Explanation of the uses of the EC20 form.

The updated version of the Funding Handbook is available in the Funding section of the ECE Lead website. If your service keeps a printed copy, you should print and replace the entire Funding Handbook.

Please note that the funding-related forms that make up Appendix 2 are now available on ECE Lead to download as individual documents.

ELI Principles of Use

There are new information requirements for the Ministry of Education’s Early Learning Information (ELI) System.

Licensed early childhood education (ECE) services, unless specifically exempt, need to return complete, accurate, and timely information through ELI in order to meet these requirements. Chapter 2 and Chapter 6 of the Early Childhood Education Funding Handbook have been updated to reflect these ELI principles of use.

New ECE services should begin sending ELI information to the Ministry via ELI Web or a student management system (SMS) within 8 weeks of their licence being issued. Likewise, existing ECE services need to act on requests made by the Ministry to correct their ELI information for quality purposes, within 8 weeks of the initial request. The Ministry may consider withholding funding if an ECE service does not provide the required information within these timeframes.

For more information, please visit the ELI Principles of Use page on the ELI Homepage. You can email any questions you have to ELI.queries@education.govt.nz.

Discretionary Hours: Use and Calculation

There has been a change to the way discretionary hours are aggregated. This takes effect from 1 June 2015. All discretionary hours (part or full) for the day will now be added together and the total rounded to the nearest whole number.

To provide maximum flexibility for services, discretionary hours can now be used for any purpose. Services no longer need to keep evidence of the reason for a registered teacher’s absence. Services still need to keep evidence of attempts to contact a registered teacher to cover the absence.

More information is in Chapter 3 of the Funding Handbook.

Emergency Closure and Substitute Days

Changes made to reflect new processes with the introduction of electronic submission of RS7 Returns include:

• Approval letters for Emergency Closure and Substitute Days sent to services are no longer required to be sent back to the Ministry.
• When recording Substitute Days on the RS7 Return you should now record the Funded Child Hours (FCH) for the substitute session on the day on which it would normally have taken place.

Information about Emergency Closures and Substitute days is in Chapter 7 of the Funding Handbook.

EC20 Form

The EC20 Transitional Advance Form has been updated. It can be used to calculate or recalculate advance funding for services in a number of situations including:

• services beginning or ceasing to offer 20 Hours ECE
• licence mergers or increases
• significant increases or decreases in enrolments

Services that wish to apply for a recalculation of their advance funding should contact the ECE Operational Funding team at ece.funding@education.govt.nz to discuss their situation and to obtain an EC20 form if appropriate.

Clarifications

We have also made a number of clarifications to make Funding Handbook information clearer and easier to understand:

• Requirements for the attestation of registered teachers’ salaries have been clarified. Refer to the Education.govt.nz website for more information.
• The frequent absence rule extension for non-operation is now contained within the Funding Handbook.
• Requirements for storing records in an electronic format have been added.
• How new services can apply for a review of their initial Equity Index (EQI) rating.
• How services eligible for the Annual Top-Up for Isolated Services (ATIS) are notified of their receipt of ATIS funding.
• Where hospital-based service adult to child ratios apply has been changed.
• Minimum qualification requirements for Playcentre group supervision.
• Discretionary situations for Playcentres on standard funding.
• All information relating to the now ceased PRT and ECESTEG grants has been removed.
• Removal of home-based quality rate requirements prior to 1 July 2011.
• Inclusion of references to the Early Learning Information (ELI) system throughout the Funding Handbook.
• Requirements when there is only one signatory to a service’s bank account.

Circulars, Editorial Changes and Forms

Along with the changes to the Funding Handbook, three Education Circulars have been withdrawn to reflect the clarifications made:

• 2008/9 – Attestation of Teachers’ Salaries
• 2007/11 – Attestation of Teachers’ Salaries
• 2001/16 – Playcentre Qualifications.

There have also been various changes to layout, grammar and punctuation. These do not impact on the information contained in the Funding Handbook.

Information about the changes to each Chapter is available on ECE Lead.

In March, the Advisory Group on Early Learning launched an online consultation about teaching practice and curriculum implementation. The purpose was to hear your thoughts on current teaching practice and curriculum implementation for children from birth to eight years of age. The Advisory Group on Early Learning wanted to find out what is being done, what could be done better, and practical ways to do those things.

Submissions closed on 7 April and we are now assessing them. We would like to thank everyone who took the time to respond.

Our analysis of the submissions will be considered by the Advisory Group in their April 21st and 22nd meeting. It will inform their final report and recommendations, which are to be made to the Minister of Education no later than 30 June 2015.

• Changes ahead for Not-For-Profit Organisations
• Confirmation of ECE bulk funding payment – reminder
• 20 Hours ECE update

Changes ahead for not-for-profit ECE services

We would like to remind early childhood education (ECE) services that are registered charities of the revised financial reporting standards that came into effect on 1 April 2015.

The Department of Internal Affairs Charities Services is running workshops throughout the country for charities with an annual operating expenditure of less than $2 million. The workshops run until the end of June.

Parliament is considering legislation to replace or modernise the Incorporated Societies Act 1908. The Ministry of Business, Innovation and Employment provides further information about these changes, which includes a review published by the Law Commission that made almost 100 recommendations.

The timing of the new legislation is not yet clear. It is possible new laws will be passed in 2015, effective from 2016.

Reminder about confirmation of ECE Bulk Funding payment

Early childhood education (ECE) bulk funding payments are based on the information ECE services and kōhanga reo provide via the RS7 Return.

Funding notices outlining payment calculations are posted to services on the payment date.

The Ministry of Education does not provide payment confirmation to services or service providers, their banks, or other financial institutions prior to the payment date.

20 Hours ECE update

Information about 20 Hours ECE has been reviewed and updated and is now on the new education website.

The rules for 20 Hours ECE have not changed, but the information has been rewritten to provide clarity for both early childhood education services and parents.

Information for ECE services, including the ‘optional charges flowchart’, can be found on the main Education website. Information for parents can be found on the Parents portal.

If you have any queries, please email ECE.info@education.govt.nz or call 0800 323 323.

• What to do in an emergency
• How to keep children safe from button batteries

Safekids Aotearoa is calling for all early childhood education (ECE) services and kōhanga reo to make sure their staff are aware of the dangers to small children of swallowing or inserting into their bodies button batteries or coin-sized lithium batteries.

When a child swallows a button battery or inserts it into their nose or ears, it can get stuck. Saliva or other secretions trigger an electrical current that can cause severe burns within two hours. This can result in serious injury that may require surgery or the death of the child.

Ann Weaver, Director of Safekids Aotearoa, warns that symptoms of button battery ingestion are similar to other common illnesses (coughing, drooling, loss of appetite and discomfort), making the problem very difficult to detect.

This means prevention measures and active supervision are important.

“Many button battery injury cases involve children accessing batteries from common devices such as torches, clocks, scales, remotes, singing books, greeting cards, LED lights and hearing aids. These devices have battery compartments that are easy to open, even by babies.”

“ECE staff must make sure that these devices are secure and kept out of sight and reach of babies and small children, and that spare batteries are kept in a locked place,” Ms Weaver said.

The short time it takes for a button battery to cause serious injury also makes immediate response critical.

“If you even suspect a child in your care has swallowed a button battery, take the child to the nearest hospital emergency department immediately to have it removed,” Ms Weaver said.

What to do in an emergency

If you know or suspect a child has ingested or inserted a button battery, get help fast.

• Go to the nearest hospital emergency department immediately. Tell doctors and nurses that the child may have swallowed a button battery.
• If possible, provide the medical team with the identification number found on the battery’s pack.
• Do not let the child eat or drink until an x-ray can determine if a battery is present.
• Do not induce vomiting.

To keep children safe from button batteries

SEARCH any place children go for gadgets that may contain button batteries. These include remotes, electric scales, singing greeting cards, clocks, hearing aids and electric candles.

SECURE these gadgets and keep them out of sight and reach of babies and small children. Keep loose batteries locked away.

SHARE this life-saving information with ECE staff, parents, caregivers, friends, family and community.

Safekids Aotearoa, in partnership with Energizer, has free posters and flyers to remind ECE staff and parents about the need for button battery safety. You can order these by registering as a partner at www.TheBatteryControlled.co.nz.

Ingestion by small children and babies of button batteries from common devices can have serious and even fatal consequences.

Photo 1 - Child with access to small electronic devices which contain button batteries.

Photo 2 - Child holding a cellphone containing a button battery.

Photo 3 - X-ray of child who has swallowed a button battery.

• Changes to licensing and certification criteria 
• Health and Safety Reform Bill update
• Privacy policy and Privacy Officers in ECE

Changes to licensing and certification criteria

The Ministry of Education periodically reviews and updates early childhood education (ECE) licensing and certification criteria. Changes are sometimes needed to make sure our requirements remain appropriate for ECE services and kōhanga reo, fit with other legislative requirements, and are generally consistent across the different ECE service types. They can be minor wording adjustments or more substantive requirement changes.

The criteria were last amended in 2011.

About the changes

The 2015 changes affect education and care centres, home-based services, hospital-based services and playgroups. There are no changes to kōhanga reo licensing criteria at this time.

The changes are broadly categorised as:

• responses to specialist agencies’ recommendations (e.g. emergency preparation and management; response to infectious illness);
• clarification of what services must do to meet the standards (e.g. evidencing first aid qualifications; recording sleep checks and medicine administration; expanded documentation requirements);
• making requirements more consistent across the different service types.

Updates to the guidance on ECE Lead occurred in parallel to the criteria review process. The revised guidance will help services understand how to meet the intent of the criteria.

We intend to notify the changes in the New Zealand Gazette of 21 May, with immediate effect.

Impact on services

We expect all ECE services (except kōhanga reo) to meet the new standards as soon as possible.

Please contact your regional office if you need support to develop a plan for implementing the relevant changes.

Keeping you informed

We will remind you via He Pānui Kōhungahunga – the Early Learning Bulletin issue 4, due to be published on 18 May, that the changes will be notified in the New Zealand Gazette later that week. We will include an overview of the changes then.

We will also provide email reminders to your representatives on the Early Childhood Advisory Committee.

Full sets of the updated criteria will be available for download from ECE Lead once the amendments have been officially notified.

All other related documents will be updated.

Health and Safety Reform Bill update

Progress of the Bill and consultation on draft regulations

The proposed new health and safety legislation is progressing through the parliamentary process. It is likely to come into force in the second half of this year.

Cabinet has made initial decisions about the first phase of regulations to support the new Health and Safety at Work Act, following public consultation on proposals last year.

You can now read the Cabinet papers on the Ministry of Business, Innovation and Employment (MBIE) website. The Select Committee is due to report the Bill back to Parliament by the end of May.

A key decision made by Cabinet was to allow the release of exposure drafts of the various phase one regulations. The first set of exposure drafts of the phase one regulations can now be viewed. Most relevant to the early childhood education (ECE) sector is the ‘General risk and workplace management’ draft.

The deadline for feedback to MBIE on the drafts is Friday 15 May 2015– email HSWregs@mbie.govt.nz.

Information for education providers

It is important all ECE services and kōhanga reo understand what the new laws mean for them.

The Ministry of Education is developing a series of factsheets to help ECE services, kōhanga reo and schools understand their obligations under the new legislation.

The factsheets will be published monthly on the Ministry’s website. We will announce the new factsheets in He Pānui Kōhungahunga – The Early Learning Bulletin as they are published. Each factsheet will have a different health and safety focus. This month we focus on leadership.

We will continue to work with ECE sector representatives to ensure the guidance we provide is up-to-date and useful and that you are well prepared when the new laws come into force.

In the meantime, you can find information about the reforms and your health and safety obligations on the WorkSafe New Zealand website.

Privacy policy and Privacy Officers in ECE

The Privacy Act 1993 requires all ‘agencies’ to have Privacy Officers. Early childhood education (ECE) services and kōhanga reo are considered ‘agencies’ and are therefore required to have Privacy Officers.

Some organisations have asked whether there can be one Privacy Officer across a number of ECE services or kōhanga reo. This is acceptable provided all other staff:

• have basic training in privacy law, and
• know how to contact the Privacy Officer and there is a clear process for them to do so.

We have updated the privacy policy information on ECE Lead with new guidelines for all ECE services.

• Fenchurch Kids Club participation project 
• Hawke’s Bay / Tairāwhiti Community Action Groups (CAGs)

Fenchurch Kids Club participation project

Spend 2 minutes with Veeshayne Patuwai (known as Veesh) and you will believe anything is possible.

Veesh lives in Fenchurch Street, Glen Innes, Auckland. Alongside other parents in her suburb, Veesh is committed to providing the best she can for the children living in the neighbourhood.

With the support of the Early Learning Taskforce Veesh has identified and placed 28 children into early childhood education (ECE) this year. And it doesn’t stop there. She is working with a further 7 families to support them to find the best ECE option for their children.

Veesh has also established the Fenchurch Gifted Kids Club to complement the work she does with non-participating families. She aims to create a neighbourhood where families celebrate their children. Parents and children come to her home to take part in fun activities that build on learning and development.

The Kids Club operates once a month in the early evening and so far the parents and children have had a games night where families played board games. The next planned events include photography, making books, and kapa haka/waiata. Families will also be supported to teach their children their Pepeha.

Last year Veesh introduced a holiday programme that operates out of her house. It is now an established part of life on Fenchurch Street. These April holidays the children will have an Easter egg hunt, take a ride on the train to spend a day at the Wave Pool, and go for a bush walk. On the rainy days there are ‘movies and popcorn’ at Veesh’s home.

Fenchurch Street has seen some hard times recently. It is one of the first areas in Glen Innes to undergo transformation as part of the Tāmaki Housing Regeneration Project. Many of the families in the street have lived there for more than 30 years. They have been watching their neighbourhood change as old houses are removed and many residents move out.

The new houses are almost finished. This will see new families moving into the area, while other families may have to move to other parts of Tāmaki. Veesh hopes the families that move away will stay connected to the neighbourhood through the Kids Club. She is also keen for new residents to join the club and be part of this exciting project.

Veesh is passionate about her work. “We are creating a new tikanga for our community and through this our families are experiencing what it takes to be resilient through challenging times.”

Hawke’s Bay / Tairāwhiti Community Action Groups (CAGs)

The Hastings Community Action Group (CAG) has been coming together to discuss the early learning needs of its community since June 2012.

CAGs enable the voice of the community to be heard. Local people have local knowledge and experience to determine solutions that will best meet the specific early learning needs of their communities.

CAGs empower whānau to make informed decisions about engaging in their children’s early learning journey in the home and enrolling them in quality early childhood education (ECE) services and kōhanga reo. A CAG can support early learning and increase participation in ECE. By harnessing the combined knowledge and expertise of its members, a CAG can design and deliver early learning activities and events that promote the value and benefits of early learning, and it can identify non-participating children.

The Hastings CAG receives strong community support. It recently launched an Early Learning Resource Pop-Up Trailer to be used by all community services, including schools, to promote awareness of early learning and raise levels of participation in quality early childhood education.

Two newly established CAGs are also beginning work in Gisborne and Tolaga Bay. A CAG in Central Hawke’s Bay is coming soon.

For information about CAGs or to find out how to get involved in a CAG in the Hawke’s Bay / Tairāwhiti region, you can contact:

For information about CAGs in other areas of the country, please contact the Early Learning Taskforce member at your regional Ministry of Education office.

• What issues will the update address?
• What is proposed?
• How you can be involved

In recent years there have been significant improvements to the special education system. However, it is clear more must be done.

Our next step is to ensure children and young people with special education needs achieve their full potential at every stage of their education, from early childhood through to tertiary level.

What issues will the update address?

The Special Education update will address:

• ensuring support for these children and young people (and their parents and whānau) is coordinated and synchronised, removing barriers at key points such as moving from early childhood education to primary school
• improving access to services and decision-making about assistance
• reducing waiting times for services – the earlier support is provided, the better the long-term outcomes
• investigating having one point of contact and coordination for everyone involved in the education of each child or young person with special education needs
• better managing education pathways for children and young people with special education needs, so they do not proceed through their education with unmet or exacerbated needs
• ensuring the assessment of progress and achievement is appropriate for children and young people with special education needs
• ensuring there is coordination between the education, health and welfare systems.

What is proposed?

The Special Education update aims to:

• put achievement and participation at the heart of support for children and young people
• remove barriers at every stage of the education pathway, and
• provide certainty for parents and whānau.

The ways additional support is provided, the ways support is coordinated and the workforce that provides support are at the core of the improvements we are considering.

How you can be involved

We are keen to hear your views about the proposed areas for improvement.

We are engaging with early childhood education providers, parents, whānau, schools, and education and disability sector partners during April and May 2015 to get feedback on the planned work.

This engagement will inform the high-level design of future improvements to the education system for children and young people with special education needs. It will also be the basis for ongoing engagement as we work through the Special Education update.

Our Directors of Education are leading this work in your area. We look forward to working with you on this progressive piece of work.

For further information please contact Tracy Brown at tracy.brown@minedu.govt.nz or (04) 463 7608.

• Tai Tokerau
• Auckland
• Waikato
• Bay of Plenty, Rotorua, Taupō
• Hawke’s Bay, Gisborne
• Taranaki, Whanganui, Manawatu
• Wellington
• Nelson, Marlborough, West Coast
• Canterbury
• Otago, Southland

Tai Tokerau

There is no update this month for the Tai Tokerau region.

Auckland

Message from Kevin Emery Director of Education, Auckland

It’s great to see how many people are getting involved in the Early Learning Networks to promote quality practices and increase participation across Auckland. The Early Childhood Education (ECE) team is keen to have your feedback on what’s worked and what hasn’t in this new way of working with you. Please contact Sarah Morrison, Manager ECE, with any feedback (sarah.morrison@minedu.govt.nz) and, as always, feel free to email me any time (kevin.emery@minedu.govt.nz).

Early Learning Network update

In May and June, we are offering you a unique opportunity to talk to the Ministry about what early learning participation and quality looks like in your area. More information will be coming out soon. Please email us to register your interest: earlylearningnetworks.registration@minedu.govt.nz.

Alongside the Early Learning Networks, we are also running specific clusters and events to support our language immersion services.

Services teaching in Te Reo Māori held a wānanga in March and another wānanga is planned for May. Please contact Debra.ReihanaRuka@minedu.govt.nz if you would like further information.

Services teaching in a Pasifika language have their own cultural early learning network and events. See below for who to contact for further information about what is happening and how to get involved.

Thank you for your involvement in your local Early Learning Networks over the last few months. Events are happening until the end of June, so if you are interested in finding out more please email the coordinator for your area.

Waikato

Ka nui te mihi ki a koutou i tēnei wā

Where is the year going? We are past Easter already! It has been a very busy few months for us here in the Waikato. I and a number of my colleagues have had the pleasure of meeting with many of you. I am keen to visit you at your service, kōhanga reo or playgroup to see you and your kids in action. If you would like me to come and visit please email me at paula.rawiri@minedu.govt.nz.

The “Big Day In”

On 18 March, 120 teachers from early childhood education (ECE) services and some Ministry staff gathered for “The Big Day In” at the Waikato Ministry office.

Early childhood teachers who are involved in Strengthening Early Learning Opportunities (SELO) contracts for early literacy and early mathematics presented their learning journeys.

As the Director of Education, I was proud to open the hui and speak about the importance of children attending ECE to gain solid foundations for learning that lead to strong literacy and mathematics.

Presentations included:

• Tic-Tac-Toe Educare (Huntly): acknowledgment and inclusion of children’s socio-cultural literacies supporting their relationships with whānau
• Lintotts Community Childcare (Hamilton): reflections on the foundations of how learning and teaching happens, and how this informs literacy practice
• Fairfield Kindergarten (Huntly): broadened understanding of literacy as meaningful learning within this low socio-economic area, and how it makes a difference for Māori children enrolled
• Buckland Street Childcare (Putaruru): reflections on the messages within Te Aho Tukutuku (a Ministry of Education mathematics resource) about children being regarded as kakano, precious seeds, to strengthen mathematical strands of learning, and
• Reporoa Kindergarten (Reporoa): shared how tamariki were exposed to mathematical language in a way that meant they had a deep understanding of the concepts and are able to communicate them through everyday play.

Those attending were very impressed with the breadth and calibre of the presentations and there was something for everyone to reflect on. Our thanks go to these services for taking the time to support other teachers’ learning.

Hauraki and Raukawa

I met with senior managers of the Raukawa and Hauraki iwi recently to discuss their educational aspirations and how we might work together to support the achievement of them. As you will know, iwi provide a critical point of contact for education through the direct link they have with whānau and hapū. They are also the repositories of knowledge and expertise specific to their iwi, which can in turn support their people to enjoy and achieve educational success as uri (descendents) of their iwi.

The Ministry of Education has worked with iwi to create iwi profiles. The ones that have been completed for the Waikato area can be found on Education Counts along with other data pertinent to the Waikato area. The profiles for each iwi provide a snapshot of education participation and achievement by tribal members. As Sir Mason Durie said in 2001 at the Hui Taumata Mātauranga, “It makes limited sense only to prepare students for a life in international commerce if living as a Māori must be sacrificed. Similarly, if fluency in te reo Māori has been achieved through education but there is no preparation for work or for participating in a wider society, then a disadvantage has occurred.”

Bay of Plenty, Rotorua, Taupō

Kia ora and Talofa lava

I would like to use this opportunity to update you on some of the exciting things we are involved with in support of the Better Public Service goal that by 2016, 98% of children starting school will have participated in quality early childhood education.

Firstly, congratulations to Te Taumata o Ngāti Whakaue Iho Ake Trust, which has been re-contracted to provide the Engaging Priority Families (EPF) Promoting Participation Contract in the Rotorua district. EPF is all about finding non-participating children and working with their families to support them to enrol in an early childhood education (ECE) service.

We also have an EPF contract in Turangi, where He Oranga Wairua He Tikanga Aroha has worked very hard to ensure that children can go to an ECE service. Both Tongariro Area School and Te Kura o Hīrangi are now reporting that 100% of children starting school have participated in ECE. This contract is due to end in May this year.

In the Whakatane area, we have extended the EPF contract with Ngāti Awa Social and Health Services through to the end of 2016.

Eastbay Rural Education Activity Programme (REAP) has established a very successful playgroup in Kawerau through our Supported Playgroup initiative. This playgroup has attracted a number of very young mothers who have benefitted greatly from the support of the playgroup. A number of these mothers have gone on to enrol their children in licensed ECE services.

Kawerau Preschool Learning Centre has increased its maximum number of children through a Targeted Assistance for Participation (TAP) grant scheme. Ngāti Tarāwhai Iwi Trust is opening its ECE service soon. This service, which is also funded through a TAP grant, is in Owhata, Rotorua.

Ako Tika Ltd is also opening a centre on the grounds of Hinemihi Marae in Ngāpuna, Rotorua. The Rotorua Pacific Islands Development Charitable Trust is also planning a Pan Pacific ECE service to be situated at Sunset Primary School.

We have contracted a number of iwi and community organisations to establish local community action groups to drive up demand for ECE by informing families about the value of participating in ECE.

As part of the SELO (Strengthening Early Learning Opportunities) initiative, we have funded Chi Li-Chuan Education Services Ltd for Eric Hollis to provide a series of Child Protection seminars throughout our area. You should expect to receive information shortly about where and when the seminars will be held. Some of you will also be contacted to determine your needs to support Māori and Pasifika identity, language and culture.

We have been busy licensing new services. I would like to take this opportunity to wish Ebabies @ Glenholme, Biggles Early Learning Limited, Omokoroa Pre School, Little Einsteins Montessori (MacDonald Street) and Nurtured at Home Bay (2) all the very best.

Hawke’s Bay, Gisborne

New Brethren playgroup in Hawke’s Bay

Since February the Ministry has been working with a new playgroup in Hawke’s Bay, to transform a casual playgroup of Brethren mums and children to a certificated playgroup. This is an exciting initiative. There are 21 children already enrolled in the playgroup. Fourteen of the 3 and 4 year old children were not previously attending early childhood education.

Early Learning Resource Trailer – Mobile Outreach project

The Early Learning Resource Trailer promotes awareness of early learning and raises levels of participation in quality early childhood education. The Hastings Community Action Group (Hastings CAG) and Purena Koa Rehua Youth Services have equipped the fully covered trailer with early childhood resources and marketing materials. An event to bless the trailer was held on 16 March.

The trailer is now available to community groups, including schools, when they hold events, particularly where the event connects with families of non-participating children.

For more information please contact Kayren Hatherell by email: pkryouthsrv@xtra.co.nz or phone: 06 879 6434.

Pop up trailer and resources available from the pop up trailer:

The pop up trailer

Resources available from the pop up trailer

Taranaki, Whanganui, Manawatu

Kia ora koutou

I hope you all got the opportunity to relax and enjoy your Easter break.

Playgroup Professional Development

On Monday 30 March the Whanganui Ministry of Education office hosted a “Supporting Infant and Toddler Learning at Playgroup” workshop with Wild Baby ECE Facilitator Stuart Guyton.

Stuart has been working with 11 playgroups in our region, supporting them with ideas and resources that motivate interaction and encourage play. This workshop was an opportunity for participating playgroups and others to hear about the value of using everyday items to support their children’s learning.

Examples of items that could be used to stimulate play.

Photo 1 – Resources used to stimulate play

Photo 2 – Resources used to stimulate play

Please contact me if you wish to discuss any issues or ideas on 06 349 6352 or email jann.marshall@education.govt.nz

Ngā mihi
Jann Marshall
Director of Education
Taranaki, Whanganui, Manawatu

Wellington

Engaging Priority Families Regional Hui

Staff from Engaging Priority Families (EPF) teams travelled from as far as Waitara, Whanganui and Levin to attend the annual 2 day EPF regional hui on 25 and 26 March in Naenae, Lower Hutt.

The EPF initiative aims to increase the number of 3 and 4 year old children achieving early learning foundations, including early literacy and numeracy prior to school or kura. The initiative focuses on Māori and Pasifika families and whānau from low socio-economic areas, in the most vulnerable situations, whose children are not participating in early childhood education (ECE).

Four providers across the Wellington and Taranaki/Whanganui/Manawatu regions came together for the hui: Aotea Associated Consultants (focused in Waitara), He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (parts of Porirua), Nākū Ēnei Tamariki (parts of Lower Hutt), Te Rūnanga o Raukawa (in Levin and parts of Horowhenua).

The 2 day programme was hosted by Ministry of Education ECE staff from both the Wellington and Taranaki/Whanganui/Manawatu regions. Presentations included:

• Workforce Safety Checking and Child Protection Policies, presented by Richard D’Arth (Lead Advisor) and Pat Hancock (Palmerston North Area Commander) from the Children’s Action Plan Directorate
• Te Kura’s key role in supporting the EPF teams to provide whānau and their children with early learning opportunities, presented by Jenny Hayes (Manager - ECE) and colleagues from Te Aho o Te Kura Pounamu - The Correspondence School
• An overview and the latest ECE participation statistics, presented by Elspeth Maxwell (Manager Education) and Carlee Simmonds (Lead Advisor), Ministry of Education
• Results Based Accountability (RBA) reporting, presented by Shelley Hancock, Senior Manager Procurement, Ministry of Education.

Providers gave presentations about their work in raising ECE participation and what they are doing in their communities to transform lives through enabling families to realise the collective potential that exists within them and their children.

EPF providers also workshopped the RBA reporting framework. Seven performance accountability questions were asked.

1. Who are our clients?
2. How can we measure if our clients are better off?
3. How can we measure if we are delivering our services well?
4. How are we doing on the most important of these measures?
5. Who are the partners that have a role to play in doing better?
6. What is working but we could do better, including no-cost and low cost ideas?
7. What do we propose to do?

Feedback from EPF providers at the end of the hui illustrated both how useful the session working through RBA was and their sense that the Ministry is taking account of what is being reported as happening “at the grassroots”.

It was clear just how important it is that the Ministry has a genuine partnership with its providers, that narratives have an important place across shared measures, and that the Ministry is interested not only in report monitoring, but also in seeing how providers have found their own way towards quality, effectiveness and enabling educational pathways.

An enthusiastic proponent of results-based accountability Shelley Hancock said, “Working in this way means we are able to evolve and change what we do, if necessary.”

Attendees at the EPF regional hui in Lower Hutt

Front row: (from left) Deborah Leaupepe (MOE), Joy Sipeli (MOE), Kaya Grace (with baby Isla) (MOE), Betty Anderson (Aotea Associated Consultants), Jayme Bishop (Te Rūnanga o Raukawa), Teresa Letoa (Nākū Ēnei Tamariki), Tiahuia Abraham (Aotea Associated Consultants), Moana Solomon (MOE), Laree Taula (MOE).

Back row: (from left) Danny Mareko (Whānau Manaaki), Junior Maepu (Nāku Ēnei Tamariki), Kerry Dougall (Nāku Ēnei Tamariki), Tania Anderson (MOE), Donna Amato (Nāku Ēnei Tamariki)

Photographer: Doreen McKenzie (MOE).

Absent: Caroline Leota, (Whānau Manaaki), Makareta Moffat (Te Rūnanga o Raukawa).

Reminder Wellington Anzac Street Parade Friday 24 April: road closures, bus stop and schedule changes

Road closures will be in place in the CBD between 11am and 3pm on 24 April. The route along Lambton Quay, Willis St, Wakefield St and Taranaki St will close these roads and their surrounding side streets. There will be no parking on these streets from 2am, and parked cars may be towed.

Due to the road closures, regular public bus timetables and routes will be affected – please check www.metlink.co.nz or call 0800 801 700 for more detailed information. Afternoon school bus services will run as usual but there may be delays due to traffic.

For updates on the parade, you can contact Wellington City Council on 04 499 4444.

Nelson, Marlborough, West Coast

Kia Kaha Tuatara

Approximately 40 teachers from 8 Nelson early childhood education centres, together with Ministry staff, recently attended a special hui at Whakatū Marae. The hui was facilitated by Ngāti Koata as part of a Strengthening Early Learning Opportunities (SELO) contract to support the centres to become more culturally responsive to Māori children and their whānau.

A pōwhiri set the scene for the day. The history and significance of the marae and whare were explained, and Ngāti Koata whānau shared several of their stories and waiata. A highlight of the day was an encounter with one of Ngāti Koata’s taonga – the tuatara.

This experience has strengthened our knowledge and understanding of the unique place of Ngāti Koata as one of the nine iwi in our area.

Kia kaha tuatara (the whakatauki for the day) – Stay strong; give it a go with a can-do attitude!

Chance to Apply for Targeted Assistance for Participation (TAP) grant

Talofa lava, Mālō e lelei, Ni sa bula, Fakaalofa lahi atu, Talofa ni, Kia orana, Greetings, Tēnā koutou katoa

We have an opportunity to increase the participation of Pasifika children in early childhood education (ECE) in the Blenheim region through the Targeted Assistance for Participation (TAP) 3 fund.

We are seeking proposals for the provision of extra ECE places that respond to the identity, language and culture of the increasing population of Pasifika families in Blenheim.

If you are interested in applying for a TAP3 grant you can find more information on the Government Electronic Tenders Service website. The closing date for tenders is 13 May 2015.

If you have any queries please contact Julie Crosswell, Senior Advisor ECE, email: julie.crosswell@minedu.govt.nz phone: 03 471 5218.

Canterbury

Kia ora

What a great first term it has been in Canterbury. It was wonderful to see so many of our children, teachers, whānau and colleagues involved in Te Matatini Kapa Haka Festival. We hosted the Minister of Education in Christchurch, where she attended the Festival and visited schools and tertiary providers.

As a Ministry we are focused on connecting with you and collaborating to ensure we continue to deliver the support you need to lift achievement for all children. There are so many ways we work together. Attending sector events is one way in which we can build relationships and work in a very complementary and practical way.

Please do not hesitate to contact us if you have any questions or concerns as we always appreciate hearing from you.

Mā te wā
Coralanne Child
Director of Education for Canterbury

Ministry participation initiatives in Canterbury

The Ministry of Education is currently advertising 2 contracts to respond to increased need for the participation of Pasifika children in early childhood education (ECE) in Canterbury.

The first contract is for the establishment of a pan-Pasifika all-day ECE service on Crown-owned land in Hornby with up to 50 child places. The service will celebrate and represent many Pasifika nations, and it is expected that members of the Pasifika community will be involved in shaping the service and guiding the day-to-day running of the centre. The request for proposals for this contract closes on 8 May 2015.

The second contract is to create ECE places for Pasifika children in Ashburton, specifically in Netherby and surrounding areas. The intention of the contract is to provide 10–20 new ECE child places that respond to the identity, language and culture of the increased population of Pasifika families in the area. The request for proposals for this contract closes on 13 May 2015.

Details of both contracts can be found on the Government Electronic Tenders Service.

If you are interested in either of these opportunities and wish to clarify any aspect of them, please contact Paul Habinshuti, Senior Advisor ECE by email paul.habinshuti@minedu.govt.nz or phone 03 378 7522.

Early childhood education services celebrate new buildings

Since the beginning of the year, several newly built or rebuilt ECE services have celebrated the opening of their centres. These include the new Kidsfirst Diamond Harbour Early Learning Centre on the grounds of Diamond Harbour School; a rebuilt centre for Banks Peninsula Plunket Community Preschool, which is now located on the grounds of Duvauchelle School; and a rebuilt Educational Child Care Centre on the service’s original Gayhurst Road site, following a temporary relocation in the old Hammersley Park school.

The newly built Banks Peninsula Plunket Community Preschool

The Banks Peninsula community is really excited about the new centre as the number of children who can enrol has increased and includes places for 10 under two-year-old children. There is a lovely large outdoor area, including a deck with a view to the Duvauchelle golf course.

Additionally, Bishopdale Community Preschool recently saw the first digger arrive at their new permanent site at Breens Intermediate School. After two years of fund raising, the Bishopdale community looks forward to the new centre, which is expected to be complete in spring this year.

The Christchurch ECE sector greatly appreciates the relationships it has built with schools, which have resulted in some of these services being located on school land.

Playgroup news

Kia ora

I’m Lou Hardham. I am an advisor to playgroups in the Canterbury region. I have been with the Ministry for nearly seven years and with the Early Childhood Education team for four. If you have any questions about playgroups you can email me at louise.hardham@education.govt.nz or phone 03 378 7886.

New playgroup

Congratulations to RBC Mainly Music Playgroup, which became certificated on an interim certificate on 1 April. This fantastic, busy playgroup, located in Riccarton, is very multi-cultural with the families attending originally from Korea, China, Japan, Denmark, India and the UK. The group has grown so much that they are already considering putting on another session in the week. I look forward to supporting them to become fully certificated this year.

Play ideas

Don’t forget the Ministry has many resources available with great play ideas for playgroups.

This information can be downloaded at www.education.govt.nz.

Collaborative initiatives making a difference: Hereora Youth Leadership Hui

It was a great start to the year for students from the Hereora Cluster, who were so enthusiastic and engaged in discussions and tasks during the Hereora Youth Leadership Hui held on Thursday 26 February. The youth leaders from Burnside High School did a fantastic job of facilitating their groups, keeping the other leaders on task and ensuring quality discussions around the theme ‘What it means to be extraordinary’.

The morning leadership workshops were all about building leadership capabilities with the key focus on being extraordinary leaders. Students first identified the qualities of extraordinary leaders/citizens and then focused on the key qualities they might need to develop further – both individually or as a group of leaders.

It was great to see the different schools, early childhood education (ECE) centres and age groups mixing and working effectively together. This included children from Bishopdale Community Preschool and Kidsfirst Kindergarten Isleworth who, after listening to a story about a sheep called Beau who has extraordinary characteristics, brainstormed and documented their own extraordinary leadership characteristics. “I’m a good listener and I have a good memory,” one child said as she completed a digital collage of her own positive traits.

Back in their own ECE settings, the children enjoyed sharing their profiles with others, including their family/whānau. These children are readying themselves for transitioning to school and taking on larger responsibilities for their own learning. The child quoted above sets herself learning tasks each day and has become a competent reader. She is also enjoying the role of teacher helper and will share her reading with other tamariki at mat time.

The Hereora Learning Community Cluster appreciated the team of adults that helped out on the day, which included teachers and youth workers. There were 80 youth leaders from across ECE, primary, intermediate and high school.

The hui was a wonderful opportunity for young ECE leaders to connect with the next step in their learning journey in a school setting and be mentored by their more experienced peers.

Otago, Southland

Early Childhood Education Input into Otago/Southland Regional Cross-Sector Forum

Kia ora koutou and warm Pasifika greetings

I hope you all enjoyed some time with family and friends over the Easter break after a busy start to the year.

On Tuesday 31 March we held the first Regional Cross-Sector Forum for the Otago/Southland region. Penelope Pask, Assistant Director of the Dunedin Community Childcare Association, and Julie Craig, General Manager of the Oamaru Kindergarten Association, represented ECE at the meeting. The Regional Forum followed a National Forum on 13 March.

The purpose of the forums is to bring together sector leaders from across the education system to share information and to advise on the educational work programme that supports the Minister of Education’s 2015 priorities.

The 5 priorities are:

• Implementing Investing in Educational Success (IES)
• Strengthening inclusive practice (including an update of Special Education)
• Strengthening 21st century practice for quality teaching and learning
• Reviewing the Education Act 1989; and
• Reviewing the funding systems for ECE and schooling.

As part of the IES initiative, the groups discussed the importance of ECE in linking with Communities of Learning and in transitions to school. The work of the Ministry’s Early Learning Taskforce in supporting engagement in ECE and the importance of a focus on support for quality provisions was also raised at the forum. There will be 3 more national and regional forums this year.

Traumatic Incident Workshop

We delivered very successful Traumatic Incident workshops in Otago. Another one is being held in Southland on 5 May 2015.

The workshops offer an opportunity for ECE services to learn more about the support the Ministry provides and to update emergency procedures to ensure services can respond appropriately to a traumatic incident. Details of the workshops were sent to licensed services before Easter.

If you are interested in attending a workshop or want more information please contact Karen Hurst at our Dunedin Office: karen.hurst@minedu.govt.nz.

Please contact me if you wish to discuss any issues or ideas. I look forward to hearing from you and would be pleased to visit your ECE services and playgroups.

Ngā mihi mahana

Julie
Email: julie.anderson@minedu.govt.nz
Direct dial: 03 471 5217
Cell phone: 027 836 4846

Secretary for Education Peter Hughes says that “no two students are the same, or learn in the same way, and the stories and examples from our schools and early childhood centres show we are helping to create positive learning experiences for them and others. It is inspiring to see New Zealand Deaf children and youth confidently say ‘I am Deaf and I am proud’.

“The Ministry recognises we can’t do our job alone and we are privileged to work closely with the Deaf community, schools and early childhood services, parents and whānau to develop and implement the NZSL Programme and we are pleased to honour New Zealand Sign Language Week 2015," he says.

The Ministry is strengthening the services and supports provided to Deaf children and we are pushing for consistent, high-quality services and for equitable access, when and where it is most needed.

New Zealand Sign Language (NZSL) is one of New Zealand’s official languages and is the natural language of the New Zealand Deaf community.

New Zealand Sign Language at school

If your school has Deaf students who use NZSL as their primary language you need to know about the NZSL@School initiative and how it can help you support their education.

The NZSL@School initiative was established in 2014, and is a joint initiative between the Ministry of Education and the Combined Board of Kelston and van Asch Deaf Education Centres.

For your school, this could mean extra support and services for Deaf students who use NZSL. NZSL@School is designed to enable Deaf students to have daily access to fluent NZSL in the classroom and for school activities, using teacher’s aides and/or interpreters. There will also be the opportunity for NZSL tuition for Deaf students, their parents and family/whānau, school staff and hearing classmates.

There are initially 60 Deaf students in mainstream schools across New Zealand during 2015 who will receive these additional services. The two Deaf Education Centres are working with each of the schools where the students are enrolled to set up NZSL services and resources for 2015.

The Ministry of Education is also looking at what schools are already doing to support Deaf students and their parents/whānau, and what supports schools are currently receiving and ways to continue to build their capability through resources, training, technology and sharing practices among schools. This will involve a small project team of NZSL@School staff working with the schools, parents, whānau and students involved. If your school is involved, the project team will be in touch during term two.

The overall aims of the NZSL@School initiative are to:

• build more responsive and effective education for Deaf students whose primary language is NZSL and who attend their local school
• increase the direct NZSL support and services to these Deaf students, their family/whānau and the schools they attend.

The ultimate aim is to ensure every Deaf student at a mainstream school receives the best possible education within a responsive and supportive environment.

Student insights: what I love about being Deaf

“I like communicating with other Deaf people, it’s quite easy to interact using sign language”– Drew

“I love being different from other people”– Cha’nel

“Well it’s part of my culture right”– Kahurangi

“It makes me who I am and helps me to feel closer to other Deaf people as we have the same experiences and stories”– Henry 

“The awards, in just their second year, provide an opportunity to publicly recognise, celebrate and share the highly effective education practice we have in New Zealand and further lift the status of the teaching profession,” says Hon. Hekia Parata, Minister of Education. Read the full press release on theNew Zealand Government website.

You can also view the 2015 finalists on the awards website.

The prestigious Kupe Scholarships are for student teachers of Māori or Pasifika descent who are expected to become outstanding role models in early childhood, primary or secondary education.

For more information, please contact the TeachNZ team:

• Visit: TeachNZ.govt.nz/kupe
• Phone: 0800 165 225
• email: teachnz.admin@education.govt.nz