Education Minister Hekia Parata has announced that the Ministry’s interactive E-Ako programme and the Tertiary Education Commission’s Pathways Awarua tool are available in secondary schools.
Students using them answer questions relating to real-life examples at their own pace, to complement their classwork.
Minister Parata says these tools will especially benefit those needing support to obtain NCEA Level 2.
“We welcome the sentence imposed by Justice Gerald Nation today,” says Katrina Casey, the Ministry’s deputy secretary for sector enablement and support .
“Burrett’s offending was abhorrent and cruel and one of the worst of its kind against children.
“We commend the police for their work in bringing Burrett to justice. This was a difficult and painstaking enquiry and one that required the utmost care towards the children involved.
“Our sympathy goes out to the children and their families.
“We continue to support those who have been affected and encourage schools to contact us to discuss any further help and support if and when needed,” says Ms Casey.
Please direct any media queries to media@education.govt.nz.
West Rolleston School is the sixth school to open as part of the Ministry’s Christchurch Schools Rebuild programme. The programme is investing $1.137 billion to rebuild and renew 115 schools in greater Christchurch over the next decade.
More than 80 students have started at the school since the beginning of the year, and there is capacity for up to 750 students. Facilities include the Waitaha School satellite, which has resources and space for 16 students with additional learning needs.
Since the 2010 and 2011 Canterbury earthquakes, Rolleston has experienced substantial and rapid population growth.
The new primary school provides for the growing population in the area and gives local families a wider range of schooling options.
There are a number of flexible learning spaces at West Rolleston School, and the staff and students have already been putting these to good use this year.
By the end of the rebuild programme, greater Christchurch’s schooling network will be the most modern in the country.
The Health and Safety at Work Act 2015 (HSWA) is New Zealand's workplace health and safety law. It sets out the principles, duties and rights in relation to workplace health and safety.
If you have no paid workers
If your Playgroup is made up of volunteers and does not employ any person to carry out work, then it meets the definition of a volunteer association, and you or your Playgroup have no duties under the HSWA.
If you do have paid workers
If your Playgroup directly employs a person or persons to carry out work then your Playgroup is considered to be a Person Conducting a Business or Undertaking (PCBU) under the HSWA.
If a person working at your Playgroup is employed by an umbrella organisation, then both the umbrella organisation and your Playgroup are considered to be a PCBU.
Under the HSWA, a PCBU must look after the health and safety of its workers. The Playgroup is also responsible for the health and safety of other people while they are at the Playgroup including children, parents, visitors or the general public.
Under the HSWA, Playgroup leaders are responsible for ensuring that the Playgroup is meeting its health and safety responsibilities. They must make sure the Playgroup understands and manages its key risks.
We have developed a guide for early learning services to help you understand and meet the requirements of the HSWA.
We have also developed a modifiable PowerPoint presentation with speaking notes to help you and your community understand the requirements of the HSWA.
We are reviewing the certification criteria to ensure consistency with the requirements of the HSWA. Any criteria changes will be notified in a future Bulletin.
If you have any questions about the HSWA you can email healthandsafety.info@education.govt.nz.
Mangere Bridge Plunket Playgroup has long been a place where local families connect with one another. Coordinator, Sarah Steiner, is now forging stronger links with local businesses and groups, including Kids Connection.
“We are a long-established Playgroup with good attendance and an active parent committee, but there is a much wider community that is not yet being reached.
“There is a clear need to strengthen relationships between ourselves and other local groups and businesses, and I have prioritised this in designing the curriculum for this year.
“Now, once a week, one of the teachers from the Kids Connection ECE comes for a Playgroup session, and each week they bring a different activity. It’s a win-win arrangement. Each teacher gets to come and see what non-profit ECE is about, participate in the community, and extend their skills by stepping outside of the classroom, while Playgroup parents and I benefit from the knowledge, expertise and passion for learning the teachers share with us.
“Making connections with our local community, and especially networking with ECE centres, supports our children to feel a sense of belonging within their wider environment.”
Kids Connection Manager, Trudy Schollum, explains, “Being in the field of education, teachers view themselves as learners alongside our tamariki. We seek out new information and experiences to inspire us in our profession and are naturally curious about how others in our field do things. When Sarah started work for Plunket facilitating the Playgroup in Mangere Bridge I spied an opportunity to not only lend a hand and give back to the community, but one to challenge our teachers, to give them experience in a different ECE setting and connect with the local community. The activities we plan and bring with us are something simple that hopefully give the parents and caregivers some ideas for activities at home and the opportunity for our kaiako to explain the pedagogy behind the activity and the experience and confidence to share the benefits of all early childhood settings and represent our centre and industry professionally.
“We have had 4 sessions to date and have had activities covering a range of curriculum areas: water play, upcycled bubble blowers and ice activities during ‘Beach Week’; Easter Playdough creations; fruit kebabs; and easy-to-make sensory play activities with slime and gloop. It’s hard to say which activities have been the most popular!
“It has turned out to be an even more exciting and mutually beneficial partnership than we first envisioned – and we have really only just begun!”
The B4 School Check identifies any health or development issues that might affect a child’s transition to school, so they can get help well before starting school. Early learning services are part of the B4 School Check process and provide important information in a Strengths and Difficulties questionnaire.
The B4 School Check is available free to all children after their 4th birthday, but not all of them are participating in the check. We want all children to participate, so they can get help with any health or development issues as early as possible and build on their great start in early learning with a successful transition to school.
You may already be reminding parents and caregivers about the B4 School Check, perhaps as part of your transition to school policy. A child’s 4th birthday is a great time to remind parents and caregivers that a B4 School Check provider will be in touch soon, and to encourage them to say yes to the check.
There is some useful B4 School Check information on our Parents portal. The Ministry of Health also has information about the B4 School Check for early learning services and for parents, and a pamphlet for early learning services [PDF; 253KB].
Early childhood education (ECE) centres in South Auckland have already experienced success in both increasing their enrolments and attendance by using a simple quality improvement methodology and a process called rapid cycle change (RCC). The RCC process relies on fast-paced change through testing change ideas initially on a small scale. Data is used to measure the effect of these changes early on to determine whether ideas should be adopted, adapted or abandoned. A Plan, Do, Study, Act (PDSA) cycle is used for each test. Each centre has its own aim in answering the question of “how much (eg, increase enrolments), by when (eg, end of year)?”
Now their learning is being shared with ECE centres nationwide. Sixty-seven teachers from ECE centres in Napier, Whanganui, Hawera, Lower Hutt, Wainuiomata, Nelson and South Auckland had the unique opportunity to come together in Auckland for the first time to share their quality improvement journey with each other.
The learning session was led and facilitated by Ko Awatea, the innovation hub for the Counties Manukau District Health Board. Brandon Bennett, Senior Improvement Advisor, from Washington, USA provided a refresher of the PDSA cycle. Bennett got the creative juices flowing for developing new change ideas by encouraging the groups to look at the processes in their centres such as how they welcome parents or how they take enrolments, and the benefits of mapping these out to be able to improve them and make them consistent across all centre staff. The teachers were also shown the data they had been collecting on enrolment and attendance to see where and why improvements were already happening.
The highlight of the day was that the centres got to share with each other examples of PDSA cycles they had recently done. Teachers talked through what had and hadn’t worked for them and the lessons learnt along the way. They were able to learn from each other and take this back to their own centres.
As a result of this combination of doing PDSAs, visits from Ko Awatea to centres and learning sessions have led to a better understanding of what barriers there are to participating and enrolling children into ECE. It also allows for the design of improved, more efficient centre processes, increased skills, better team working, less stress amongst staff and an enhanced whānau experience.
Not every idea that the group has come up with has worked, and some of the data collection has been challenging, but early indications of success are exciting.
ECE services must send their audited financial statements to the Ministry by 30 June 2016.
Education Circular 2016/01 outlines this year’s financial reporting requirements and where to send them.
For more information on submitting your financial reporting to the Ministry, please see our ECE financial reporting requirements for the financial year ending in 2015 frequently asked questions.
Please note: this year we will not be sending out a letter to confirm you have met the financial reporting requirements. We will contact you as soon as possible if you have not met the requirements to follow up on missing information.
If you send your financial statements to us by email you will receive an email confirming we have received them. We will only contact you further if anything is missing or incomplete.
This year you will be receiving the Education Circular and declaration form via email. All future Education Circulars will be notified from He Pānui Kōhungahunga – the Early Learning Bulletin.
We have recently published an updated version of the Playgroup Funding Handbook on our website.
If you are involved in running a Playgroup, it is important that you are familiar with the handbook. The handbook provides information about how Playgroup funding is calculated, and the conditions which need to be met to receive funding. It also includes information about how to apply for a special grant.
The key changes recently made to the handbook are:
There is a web version of the handbook and a PDF version for printing on our website.
If you have any questions about Playgroup funding or the handbook, please contact an Education Advisor in your regional Ministry of Education office.
The Health and Safety at Work Act 2015 (HSWA) came into effect on 4 April 2016.
We have developed a guide for early learning services, which provides an overview of the HSWA and will help you understand and meet the requirements of the legislation.
The guide contains a number of tools and templates that early learning services can modify and use if they choose to.
We have also developed a modifiable PowerPoint presentation with speaking notes to help you and your community understand the requirements of the HSWA.
This is available on the Health and Safety Leadership section of our website.
We are reviewing the licensing and certification criteria to ensure consistency with the requirements of the HSWA. Any criteria changes will be announced in a future Bulletin.
There has been media coverage in recent weeks of the Ministries of Education and Health’s joint initiative to encourage schools to become water-only.
You may have questions about whether this is something your early learning service should also be considering.
While the initiative is specifically for schools, we encourage early learning services to continue to provide healthy learning environments and to promote healthy lifestyles to the children at the service and their families. This includes discussing with them the benefits of drinking water and milk, and avoiding sugary drinks, which are a contributor to childhood obesity, poor oral health and Type 2 diabetes.
You may find that the Health Promotion Agency resources on nutrition and physical activity and our Healthy lifestyles page will help you start conversations with your community about the benefits of healthy drinks.
By now you will have heard about the Food Act 2014 – the new food safety law that came into effect on 1 March this year. The law sets new food safety requirements for all early learning services.
Early childhood education (ECE) centres and kōhanga reo that charge fees and serve cooked food or meals to children need to register with their local council, and be checked by a food safety verifier.
As part of the roll-out of the new law, the Ministry for Primary Industries (MPI) is conducting a baseline survey to see how organisations currently manage food safety. The survey will help MPI to assess how the new law affects current food safety practices, and to learn about the needs of those being regulated.
To do this, MPI are visiting a sample of all sectors regulated under the Act. They are currently calling for volunteers from ECE centres and kōhanga reo that serve food.
If you volunteer to take part, someone from MPI will visit your centre or kōhanga reo, talk to your manager and cook, and learn about how you manage food safety. The survey is for MPI’s information only – there are no wrong answers!
Taking part is a great opportunity for you to learn a bit more about the new requirements, and to make sure you are prepared for your verification visit, which you will need once you register with your local council.
If you would like to take part in the survey, please email William Rutherford William.Rutherford@mpi.govt.nz.
Remember, all new centres and kōhanga reo that are subject to the Food Act 2014 must register when they open. Existing centres must apply to register no later than 31 March 2017.
More information about the Food Act can be found on the MPI website. Guidance specifically for ECE services is available from the resources page.
The Incorporated Societies Act 1908 gives guidance to the many New Zealanders who volunteer to run incorporated societies. The Act is now more than 100 years old and needs updating to help volunteers govern and administer an incorporated society in today’s conditions.
The Government has agreed to implement modern legislation that will help guide the sector into the future. The Ministry of Business, Innovation and Employment (MBIE) is now seeking submissions on the Exposure Draft of the Incorporated Societies Bill.
The Incorporated Societies Act 1908 does not say anything about several important matters that affect the operation of incorporated societies. The main purpose of the draft Bill is to remove uncertainty about those matters, and to make incorporated societies more robust, help them govern themselves, and provide more constructive options when things go wrong.
Hui E! Community Aotearoa has been holding 2-hour consultative seminars on the exposure draft of the Incorporated Societies Bill. The seminars provide a great opportunity to hear from MBIE, the Department of Internal Affairs Charities Services and Hui E! about what the key issues are, and to give feedback on the spot.
The remaining seminars will take place in:
You can register for a seminar on the Eventbrite website.
Queries and submissions can be emailed to societies@mbie.govt.nz.
The deadline for submissions is Thursday 30 June 2016.
Kia ora koutou
It’s April already and we are experiencing the seasonal changes. Enjoy these with the tamariki and whānau you work with.
We are looking at professional development opportunities for ECE involvement in COLs, so watch out for the email to your service detailing this information.
"Communication is much more than words. It is the way we connect and interact with people. It is part of our identity and culture. It helps us to learn, interact with others and to make friends. The hand model is a good reminder of the importance of providing a language-rich environment for the tamariki we engage and work with.”
Saturday 12 March saw the Bream Bay community of Tai Tokerau come together at the Ruakaka Village Green for a Pukapuka Party, a celebration of literacy.
Ministry of Education staff member chats to a student while painting her nails.
Children of all ages took part, filling their Pukapuka Passports with stamps by participating in literacy-focused activities at the participating tents.
Education was well represented with early childhood services and schools from the Bream Bay area in attendance, as well as a number of staff from the Ministry.
The Ministry tent offered activities for the children to choose from including magnet fishing for letters to match or spell out words, making and talking about a floor puzzle, through to nail painting and colour conversations.
The children chatted about their experiences in early childhood and school during the activities, and were able to choose a book to take home before they moved onto the next tent.
Older students were also catered for with conversations about their high school experiences and they received NCEA puzzle packs.
Once participants had completed their passports, they made their way to the Passport Control tent to receive a free literacy-based activity pack.
The day was a huge success, and the Bream Bay community should be very proud of their commitment to literacy for all ages.
Ngā mihi
Hira Gage
Director of Education Tai Tokerau
Phone: 09 436 8914
Email: hira.gage@education.govt.nz
Well done, and thank you to the 59 ECE services and kōhanga reo the Education Review Office (ERO) evaluated as being well placed or very well placed to provide quality early learning for their children in the Auckland region up to the end of March this year. Below are 2 examples of the great work teachers, educators, kaiako, management and leaders are doing.
Teachers skilfully support children to access and plan their own learning through encouraging independent thinking, curiosity and creativity. Children see themselves as explorers and are confident learners. They have ownership of their play and their input is encouraged and valued by teachers.
Children are well supported to develop their social competencies. They negotiate with their peers, have respectful social skills and play collaboratively. They confidently initiate conversations and ask questions. As a result, children are able to successfully interact and support each other’s play.
There is a strong focus on te reo and te ao Māori in children’s learning and development. Children are confident, active learners. Quality staff and effective management are features of this kōhanga reo. Children receive quality care and education.
Isabel Evans
Director of Education Auckland
Phone: 09 632 9333
Email: isabel.evans@education.govt.nz
Kia ora. Nei rā te mihi ki a koutou.
I hope that this month finds you are all well as the days begin to get a bit chillier. Long may the sun continue to shine!
The new Food Act 2014 has now come into effect. There is some information about these requirements on our website. The Ministry for Primary Industries has also developed guidance for early learning services.
Our licensing and certification criteria guidance have recently been updated as a result of the Vulnerable Children Act 2014. Our licensing and certification staff will also use updated licensing and certification forms if they visit your early learning service. Have a look at the most up-to-date information on our website:
The Hamilton Children’s Team has been receiving a large number of referrals from the education sector. If you are worried about a child, I encourage you to get in touch with the Vulnerable Children’s Hub on 0800 FOR OUR KIDS (0800 367 687). The Hamilton Children’s Team has responsibility for ensuring that children and young people across Hamilton, who may be vulnerable, get the best service from the collective of agencies and providers that are working with and for them. You can also find more information on the Children’s Action Plan website.
If you would like me to come and visit your service I would love to do so. Please get in touch with me at paula.rawiri@education.govt.nz or on 027 280 8206.
Paula Rawiri
Director of Education Waikato
Phone: 07 850 8924
Email: paula.rawiri@education.govt.nz
In 2013, the K’aute Pasifika Trust received Targeted Assistance for Participation funding to establish 5 Playgroups in Hamilton City. Here is a short report from 3 of the Playgroups.
Our Tongan Playgroup (pictured above) has grown in success. We were blessed to have Mele and Lesieli dedicate themselves to lead our group in 2015. We have the strong support of some parents like Ofa and grandparents as well. Our Tongan children have grown in the learning of their language and culture as Lesieli has taught them songs, colours, numbers and dances. We have seen children grow in confidence and, like a butterfly, shown us how beautiful they are when they spread their wings and try new learning opportunities.
In May 2015 we started our Fijian Playgroup (pictured above). Our Fijian community were very excited about having their own Playgroup. It has been so successful that in term 4 a second session was started. The group has a shared leadership focus with Gade, Mereia and Ana taking responsibility to teach the children numbers, colours, songs and dances in Fijian. It has been great to watch the children explore the resources available at Playgroups. They have learned the art of imaginative play as they feed their babies and make cups of tea for the adults.
Our Samoan Playgroup (pictured above) has seen some of our older children head off to other early learning services. It is great to know that this Playgroup has offered these children a good foundation for the next stage in their learning. We now have lots of babies in our group. We were blessed to have the services of Mativa who taught our children many songs, finger rhymes, numbers and colours. Upulasi has taken over the facilitator’s role and is showing great dedication. Our Kiribati group has decreased in numbers due to parents returning to work. So, we bring our one Kiribati child to the Samoan Playgroup.
We had a joint celebration with all our Playgroups for our Christmas break up (pictured above). We met at Claudelands Park and enjoyed watching the performances that each group did. Watching our Pasifika people enjoying each other’s culture and company reminded us why a Pasifika childcare service would work so well. Pasifika people appreciate the same things like humour, food, dance and togetherness. What a richness all these qualities would bring a Pasifika early learning service.
Over the next few weeks we will be holding a series of workshops about the neuroscience of the baby’s brain through a Māori cultural framework and responding to the needs of Māori learners. These seminars will be offered in Taumarunui, Tokoroa, Huntly and Ngāruawahia. The Huntly seminar will be held on 28 April 2016 at The Hub, Harris Street. The Ngāruawahia seminar will follow on 29 April 2016. Dates are yet to be confirmed for the Taumarunui and Tokoroa seminars. If you would like more information on these seminars please contact Pixie Macalister at pixie.macalister@education.govt.nz.
‘Child Protection – Sexualised Behaviour’– a number of these courses are currently being facilitated and there is a lot of interest in this topic. There will be a seminar in Waihi on 9 May 2016 for teachers from early learning services and schools in that area. The seminar will be held at the Waihi Central School. Invitations with further details will be sent out shortly. Please register your interest for this course with Phillippa Clarkson at phillippa.clarkson@education.govt.nz.
‘Special Education Courses’ – there is something for everyone in May.A range of courses are being run by Ministry of Education staff including Positive Management of Challenging Behaviour, Talk to Learn, Managing a Traumatic Incident, Assistive Technology iPad Bitsboard PRO and Inclusion of Children with Hearing Loss in Early Childhood Settings – what more could you ask for? Enrol now! Queries to Ann Luxton on 07 867 9520.
Talofa lava and kia ora koutou
Last month I talked about a range of initiatives including our TAP 3 (Targeted Assistance for Participation) spend. I had hoped that I would be able to tell you the names of the successful recipients this month, but we have had a number of delays so you will have to wait until next month.
We recently held our first Cross Sector Ministerial Forum for this year. The feedback I have had from members of the forum is that it was a very good meeting. Representing early learning on this forum are David Mudford from New Shoots, Michela Homer from BestStart and Rosina Taniwha from Te Rito Maioha Early Childhood New Zealand.
At the forum I shared the Minister’s priorities for education in 2016:
Coupled with our regional priorities:
These priorities provide us with some very real and exciting challenges and opportunities. I welcome your ideas and suggestions on how together we can achieve these priorities. I know that many of you will be very interested in the review of the funding systems – there will be opportunity for you to feedback into this review. I will let you know the process for that when the time comes.
Jon Dimock and Merle Ramsay from this office met with early learning services within Papamoa. This group of services is coming together to discuss how they can collectively become involved in the Papamoa COL. The group also invited a representative from Nga Potiki a Tamapahore who spoke about the education aspirations of Nga Potiki. Thank you Michela Homer from BestStart, who is taking the lead in organising this group. If you would like to have a similar meeting please don’t hesitate to contact Merle Ramsay who is our Lead Advisor for COLs (email merle.ramsay@education.govt.nz or phone 07 349 7397).
We also held a Special Education Update meeting in Tauranga. This meeting provided an opportunity for members of the education community to hear about the major themes from the Special Education Update and for them to provide further feedback. Ministry staff from our national office were impressed with the range of sectors represented and the number of people attending – well done early learning.
If you have questions about anything in this Bulletin, don’t hesitate to talk with Aroha, Gina, Jon, Renee, Chrissy or Michelle in the first instance. Also, if you are doing something special which you would like me to know about please don’t hesitate to make direct contact with me at the email address below.
Ngā mihi
Ezra Schuster
Director of Education Bay of Plenty – Waiariki
Phone: 07 349 8309
Email: ezra.schuster@education.govt.nz
The work of the Special Education Early Childhood Services at the Ministry of Education is about informing and supporting families and teachers to be the main support for a child with special education needs. Our aim is to support the child’s participation alongside their peers. Early intervention staff interview parents and teachers, and together they draw up a plan for support.
We work closely with the Child Development Service workers and staff at the Hawke’s Bay District Health Board, the B4 School Check Coordinator, Plunket, audiology professionals and paediatricians.
We generally accept referrals for children who are in early learning settings from 3 years of age onwards, but this can be earlier. If you wish to make a referral, please discuss this with parents and gain their permission.
If you think a child may need a service from us, we are more than happy to talk with you to determine whether or not a referral is necessary or appropriate.
Please phone Lyn Kerr on 06 831 0671 to discuss referrals in general terms.
Marilyn Scott
Director of Education Hawke’s Bay, Tairāwhiti
Phone: 06 833 6898
Email: Marilyn.scott@education.govt.nz
Ngā mihi mahana ki a koutou katoa.
This month we held the first of 3 sector forums in New Plymouth. There was a fantastic turnout, with close to 100 people attending from across the Taranaki region. Participants heard about the Ministry’s priorities and our progress towards 98% of all children attending early learning before starting school.
Raewyne Bary from the Massey Child Care Centre was the guest speaker. The Massey Child Care Centre was a finalist in the 2015 Prime Ministers Education Excellence Award. Raewyne shared the service’s leadership journey and her learnings on being a leader. I am sure that different aspects of Raewyne’s messages resonated for many participants. For me, the messages about developing a learning community were of particular interest, as schools and early childhood services move toward developing Communities of Learning. Her discussion points on this aspect of leadership were based on: strong relationships, leadership, creativity, trust, high levels of communication, active participation, empowerment and respect.
The next forum will be:
I look forward to meeting many of you at these forums.
In November 2015, the Ministry of Education invited 12 ECE services from across our region to participate in a year-long national project. This is aimed at increasing participation and attendance in quality early learning settings using an improvement methodology. Ko Awatea (Counties Manukau Health) and the Ministry of Education are working together to support the delivery of this project.
In March 2016, our 12 services joined others from around the country for a hui at Ko Awatea in Auckland to engage in professional learning and share their successes since implementing the improvement methodology. Aramoho Kindergarten, Barsanti Kindergarten, Durie Hill Kindergarten, Bright Beginnings Childcare Centre-Hatrick Street, Hundred Acre Pre-School, Top Kids Victoria Avenue, Top Kids Harrison Street, Stepping Stones Early Learning Centre, Top Kids South Road, Top Kids Pacey Avenue, Hawera Kindergarten and Cherish Childcare represented our region well.
It was great to hear the strategies these services have adopted to increase participation and attendance at their services and how they are making a difference for children, whānau and the wider community. You can find more information on the project and Ko Awatea at their website: http://koawatea.co.nz/.
Please contact me on 021 229 7685 or email jann.marshall@education.govt.nz if you wish to discuss any issues or ideas. I look forward to hearing from you.
Ngā mihi
Jann Marshall
Director of Education Taranaki, Whanganui, Manawatu
Phone: 06 349 6352
Mobile: 021 229 7685
Email: jann.marshall@education.govt.nz
Tēnā koutou
At the end of March I began my new role as Director for Education, Wellington. It’s a real privilege to be here and be part of the great work that is happening across our region.
First, I want to thank all of you for the work you do every day to make our children’s lives better. I am well aware of the important role that quality early childhood education (ECE) makes to the life of a child. I want to acknowledge the work you have done to ensure children in the Wellington region have a chance to access high quality early learning.
I have spent the last 3 years working closely with Peter Hughes, Secretary for Education, as his Chief Advisor. I want to bring what I have learnt from Peter and work in partnership with the regional office. I’m looking forward to building an even greater understanding in more detail of our work.
In this Bulletin, I have included 2 stories that demonstrate the importance of working collaboratively in the early learning space if we are to achieve the results we want. We want this to result in increased ECE participation and achievement, particularly for our Māori and Pasifika children.
Interconnectedness and collaboration are central to the underlying principles of Te Whāriki, ie, empowerment, holistic development, family and community, and relationships.
Please feel free to contact me directly by email suze.strowger@education.govt.nz at any time or by mobile on 027 229 4009. I will reply to every email I get directly. It may not be straight away, but you will get a reply from me.
Pauline Cleaver, the outgoing Director for Education Wellington, welcomed a gathering at Pataka Museum in Porirua on Friday 18 March as part of an Early Learning Provider Forum.
Representatives from across key agencies and the early childhood sector came together to celebrate the Wellington region’s overall achievement of 98% participation in quality ECE. While this is a great achievement it was also acknowledged that the participation rates for Māori and Pasifika children, currently sitting at 96.3% and 96% respectively, still require our collective effort to reach the government target of 98%.
Hon Hekia Parata, Minister of Education, was a guest speaker at this event. Tamariki from the Porirua Whānau Centre’s ECE welcomed her with the beautiful waiata – Te Aroha. The Minister reiterated the importance of ECE and the powerful effects this has for families over their lifespan and future generations.
At the end of her address the Porirua Whānau Centre children sent her enthusiastically on her way with their own especially choreographed haka.
Photo: Hon Hekia Parata, Minister of Education, with tamariki from the Porirua Whānau Centre’s ECE.
The remainder of the event involved a Panel Forum made up of:
Jilly Tyler, Director, Early Learning Taskforce moderated the panel to answer the question, “How can agencies work better together for educational outcomes?”
Topics were debated including the Strength and Difficulties (SDQ) questionnaires as part of the Ministry of Health’s B4 School Check, how to engage hard-to-reach children, the Work and Income eligibility criteria for an ECE subsidy, and the future of the Engaging Priority Families (EPF) initiative.
It was clear there is more work to do so that health, education and social agencies can work together for better educational outcomes.
Photo: Diana Cruse, mother/ECE Educator, Carterton and Dr Pat Tuohy, Chief Advisor, Child and Youth Health, Ministry of Health.
Investing in Education Success (IES) is a government initiative focused on lifting student achievement. One of the strategies of IES is the formation of Communities of Learning (COLs), which provide exciting and innovative opportunities for education-focused communities to work together to strengthen seamless educational pathways. To date, the Minister has approved 8 COLs in our region. The areas these are located in include Porirua, Horowhenua, Dannevirke, Pahiatua and Lower Hutt.
In response to developing COLs, we are implementing a Strengthening Early Learning Opportunities (SELO) project that will focus on continuity of learning, including strengthening transitions between ECE services and local schools. The project will be developed and implemented over the next few months, prioritising areas where there are existing COLs. So watch the space, and if you receive an invitation to participate in this project please ensure you take the opportunity to do so.
Being more mindful of a child’s journey prior to school will assist in a school’s transition process. It will also encourage them to know who their feeder ECE services are so that they can better cater for the needs of children when they arrive at school.
COLs, both formally and informally, encapsulate all the variables that we know make a big difference to achievement over the course of a child’s life. Let our region embrace the opportunities that COLs bring.
Find more information about COLs on our website.
Ngā mihi
Suze Strowger
Director of Education Wellington
Phone: 04 463 8668
Mobile: 027 229 4009
Email: suze.strowger@education.govt.nz
No update this month.
Kia ora.
The first term of the year is always a busy one, with a significant number of events. The annual Canterbury sPACIFICally PACIFIC Polyfest recently took place in Christchurch. It was great to see students on stage in their dazzling costumes with their impressive dance routines. There were many highlights at the festival and along with the amazing performances, the sun was shining, and the community was out in force to celebrate the awesome Pasifika entertainment and delicious food in a Pasifika village atmosphere.
The child protection sessions held recently have proved very useful. The ‘How to recognise and deal with children and young persons exposed to or at risk of abuse’ workshop was a joint initiative of the Ministry of Education, Child, Youth and Family, and Police, with the Christchurch Children’s team co-presenting with us. For those of you who were unable to attend, we will be scheduling more sessions throughout the year and invitations will be sent to services.
‘Ascend the heights of excellence’
Mātauraka Mahaanui brings together people from education, rūnanga and community organisations to represent collective ‘mana whenua’ Papatipu Rūnanga and Māori interests. Te Rūnanga o Ngāi Tahu, as Treaty partner, has mandated this group to act on its behalf in the greater Christchurch area.
On Tuesday 8 March 2016, we celebrated the launch of 2 mana whenua facilitator positions that are part of a new and exciting educational collaboration with the Ministry of Education and Mātauraka Mahaanui.
Mana whenua facilitation takes another step in implementing the Māori Medium Strategy 2015-2025 and the Māori Achievement Plan 2015-2025. The objectives are for mana whenua to lead and build the education sector’s focus on:
The mana whenua education facilitator role is a culturally responsive, values-based position established to work with learning communities through supporting:
Corban Te Aika and Dianne Collier have been appointed as mana whenua education facilitators and are excited to have an opportunity to be working in this space. They look forward to introducing themselves to you and working with learning communities in greater Christchurch.
You were previously notified that Louise Hardham had left the Ministry of Education. Julie Gibbons has picked up overall responsibility for Playgroups and any queries you might have should be directed to her. Contact details are:
Julie Gibbons
Phone: 03 378 7883
Mobile: 027 886 4435
Email: julie.gibbons@education.govt.nz
A warm welcome to Lauren Luketina, who has recently started with us as an Education Advisor in early childhood. Lauren graduated from Victoria University and following a move to Christchurch with her family she had been working in the community sector in Christchurch. Before that she worked for He Whānau Manaaki O Tararua in Wellington. She is very happy to be here in Christchurch working for the Ministry of Education. Contact details are:
Lauren Luketina
Phone: 03 3787884
Mobile: 027 405 8414
Email: lauren.Luketina@education.govt.nz
I am pleased to congratulate the teachers and others involved with Kidsfirst Kindergarten Beckenham on their recent Category 4 ERO review. Well done to you all.
Under the Education Act 1989, employers must make a mandatory report to the Education Council in certain circumstances. Failing to make a report is an offence, which carries a fine of up to $25,000 unless there is reasonable justification.
Employers need to make a mandatory report when:
The Vulnerable Children’s Act 2014 has also introduced new safeguards. The new law requires state-funded services and their contracted providers to safety check (vet and screen) the children’s workforce and have child protection policies, to ensure we have a safe and competent workforce for all children. In addition, those who work with children will need to have their checks updated every 3 years while their employment or engagement continues.
Finally, I am happy to share 2 stories submitted by the Canterbury Playcentre Association about recent events in their organisation. I hope you enjoy reading these. Please contact Barbara Madden at barbara.madden@education.govt.nz should you have any news to share with the Canterbury early childhood community.
Mā te wā
Coralanne Child
Director of Education Canterbury
Phone: 03 378 7345
Email: coralanne.child@education.govt.nz
The beloved bears of Canterbury joined their human companions for a morning of music, stories and play, and to celebrate Playcentre.
By Kate Barber (Canterbury Playcentre Association)
More than 200 people and umpteen teddies descended on Hagley Park on Wednesday 9 March 2016 to do what people and teddies like best – gad about gaily and have a picnic.
Hosted by the Canterbury Playcentre Association, the Teddy Bears Picnic was a wonderful celebration of Playcentre, play and the people involved. As part of Playcentre Awareness Week (PAW) – and possibly inspired by the acronym – teddies from across the region had their coats patched and preened, and enjoyed a day in the park with their friends.
The toddlers, teddies and big people warmed themselves up with singing and dancing.
Naturally, there were marvellous things to eat and wonderful games to play. Lynette from the library came and told stories about teddies, and Jody from Jody’s Music and Movement led everyone in song and dance.
Lynette from Christchurch City Libraries got everybody involved in the fun.
There was also a special visit from one of Canterbury Playcentre’s VIBs, Canterbury Waitaha Bear. He enjoyed giving high 5’s and giving out special treats to the children.
Members of the public joined in the fun, perhaps wishing that they too had brought their special bears along. There’s always next time.
While the teddies were the stars of the show, the event was really about coming together and having fun. “It was a fantastic way to celebrate our wonderful Playcentre whānau, and to share the fun with others,” explains Linda Weed from the Association.
Playcentre has been around 75 years – the picnic saw this older bear come out to play with the young ones.
After a morning of picnicking and playing, that warm ragged feeling that bears and kids (and parents) know well had set in. And, with grubby coats and droopy heads, the weary bears reluctantly headed home for a bath and a nap – along with their little human companions.
When Wild Wednesdays roll around, the families at Avonhead Playcentre head outdoors for a morning of boundless exploration.
By Kate Barber (Canterbury Playcentre Association)
Each week, these fully-funded Playcentre sessions venture into new territory. From orienteering at The Groynes, to clambering over rocks at Cave Rock, to leaping waves at Waimairi Beach, the 11 little explorers – and their parents – have been having a wild time. One week the party joined other Playcentre families in the Botanical Gardens for the Teddy Bears Picnic, wild in the sense that there were bears, but quite civilised otherwise.
Cave Rock presented an opportunity to test their physical skills and reach new heights!
If Tawhirimatea is up to mischief, they simply tug on their gumboots and zip up their jackets. Before heading to Riccarton Bush one week, Centre Coordinator, Kirsty Bell, wrote on the group’s Facebook page, “Let’s hope for rain. I’ve only ever been there in the sunshine!”
On arrival, there isn’t a predetermined route or tight timeframe. As Kirsty explains, “we put aside any adult agenda we might have – it’s the children who lead the way.”
Often the trail takes unexpected turns. After all, children’s curiosity doesn’t stay on the beaten track. Kirsty recalls their recent trip to the Styx Mill Reserve – “No-one really knew the area. So we let the children decide where to go. It turned out that we didn’t really explore the reserve itself. Instead we explored the area around the reserve, and we got a bit lost!”
That morning the children hauled themselves up hills, tugging at grass for support; they collected harakeke seeds and spotted spider egg sacks hanging from plants. They met people out walking their dogs and listened to an impromptu dog safety talk. Kirsty laughs about their ‘getting lost’ experience, quick to point out that there was so much to be found.
In anticipation of such discoveries, the children are equipped with their treasure bags. “They have collected shells, driftwood and seaweed, acorns, leaves and even a bird’s nest,” says Kirsty.
Then on Thursdays they take their taonga back to Playcentre. “We took the harakeke seeds that we found at Styx Mill back to the centre and used them for paintings,” explains Kirsty.
The children recount memorable moments – the tickle of a ladybird on their arm, the sharp sand blowing against their legs, mud flowing into their gumboots. The treasures reinforce their memories and bring their stories alive for the other children.
The plan is to create an area in the playground where children can amass their treasures as a tangible reminder of their adventures and a rich resource for further play.
Geared towards extending the 3-6 year-olds, the sessions are open to all. For Kirsty, “it's important that the little ones get to explore as much as the older children.” For a baby, the sensory stimulation that these sessions and settings provide is incredible, squeezing lumps of mud and fiddling with strands of grass is indeed ‘a wild time’ when you’re one!
The children all get different things out of the sessions. They build confidence and develop their skills, and they forge strong bonds with each other and with the parents.
... over the ditches at Mona Vale
Rhia and Delaney (4-year-olds) love leading the group knowing that they are free to stop and climb a tree or hide in a bush. Adelaide (aged 3) can’t get enough of swimming and has had ample opportunities. Bentley (4 years old) also loves beach days, for the sand play as much as for the water.
Whatever their age, Kirsty is certain on one point – “they all love having the freedom to explore.” They climb trees, jump in puddles, splash in the surf and dig in the sand and in between, and their little legs do a lot of running powered by their curiosity and the invigorating fresh air!
The sessions certainly shed sunlight on what constitutes taonga and what a wild time feels like when you’re little. The treasures and experiences on offer here aren’t colourful and plastic; they don’t involve staring at screens and, best of all, they’re free.
On Wild Wednesdays being free is what it’s all about!
Kia ora koutou and warm Pasifika greetings
I hope you have had a busy and learning-focused month with plenty of outside play in the extended summer we have all been enjoying. We are starting to have discussions about the role of the ECE sector in Communities of Learning (COLs) and we share here some of these so far.
A key aspect of the Investing in Educational Success (IES) initiative is the development of COLs, which are groups of schools and ECE services in an area that collaborate and have a focus on educational pathways for their learners, starting with Playgroups and ECE services and linking to primary schools and secondary schools. The aim of COLs is for teachers to collaborate to improve teaching and learning outcomes by sharing best practice across schools and ECE services, with a focus on learner transition points in order to lift the achievement of all students in the COL.
Regionally, 8 COLs have already been approved including Wakatipu Basin, Cromwell, Dunstan, South Otago, Gore, Fiordland and Northern Southland, Lower Mataura Valley and the Southern Area schools. The involvement of ECE services in COLs will vary between each community.
There are established ECE and school networks across the region who meet regularly to discuss transition, exploring and making links between Te Whāriki and the New Zealand School Curriculum. These meetings provide a good starting point to discuss ECE and COLs. For example, the South Otago COL is planning to incorporate local ECE services. A meeting was held by the South Otago transition group, and our Ministry team was invited to discuss and build their understanding of COLs and consider next steps. The COL that is looking to form in Oamaru has the Oamaru Kindergarten Association as a member.
Becoming part of a COL is entirely the choice of each ECE service. Each COL develops achievement challenges and an implementation plan. ECE services have an opportunity to explore what challenges they are facing collectively in supporting their learners. From here, an opportunity arises to discuss and share best practice, which will improve outcomes for their learners.
Take the time to discuss within your own ECE service whether COLs are something that you would like to be involved with, especially as more are being established locally. Please contact your ECE Education Advisor for more information.
Also, please contact me if you wish to discuss any issues or ideas. I look forward to hearing from you.
Ngā mihi mahana
Julie Anderson
Phone: 03 471 5217
Mobile: 027 836 4846
Halswell Residential College provides round-the-clock special education for children and young people with complex needs. Students at the school are supported by specialist resources, individualised programmes and highly-trained staff in a stable and nurturing environment.
Four new family-style villas will be built to accommodate up to 32 students. These will replace the institutional-style accommodation blocks and help enhance the school’s education programme.
A multi-purpose learning environment will also be built, allowing students and staff to be together in a welcoming and multi-functional space. The redevelopment also includes earthquake strengthening of the main school buildings and an upgrade of the carers’ accommodation.
This redevelopment will strengthen the school’s ability to deliver quality education and support to children and young people with some of the highest needs. It will also improve transitions for students and their families back into their home community.
The redevelopment is expected to be completed in January 2017.
Construction is set to begin on the $9 million upgrade of Halswell Residential College in Christchurch.
Twice a day George jumps into his van and heads off to do his pick ups and drop offs. But unlike many other drivers, George takes a special friend along for the ride – Lobo, his black Labrador.
In his spare time George volunteers as a puppy raiser for Assistance Dogs NZ. So with the permission of the student’s parents and their school, he does his rounds with Lobo in tow.
“The kids just love it,” George says. “They think it’s awesome having a dog on board every day. If there’s room, then a dog will come with me morning and night.”
Originally from the Manawatu, George and his wife moved to Hamilton 3 years ago to be closer to her brother and open a pet shop. When George saw an advertisement in the local paper from Go Bus Transport looking for drivers, he decided to apply.
“We have a special needs child ourselves so I know a little bit about working with these sorts of children,” he says. “It is really neat to be part of these kids' lives and watch them grow and develop over time.
“I enjoy seeing the kids each day, it is just awesome. They always give me a nice big smile and when they come out of school and see me I always get a great reaction.”
George, who has a background in farming, says he has always loved dogs, so when he heard about a Hamilton organisation that was looking for volunteers to help raise assistance dogs he signed up.
He helps raise one dog at a time for a period of 12 to 14 months and teaches them the basics, including household rules, good manners and social skills. The assistance dogs then go off for advanced training for their future roles working with people in the community with disabilities.
“I love working with the dogs,” George says. “I’ve learnt a lot from doing it.”
George was speaking to his manager when the pair had the idea of taking the dogs along on his daily school transport runs.
Together they got permission from the children’s parents, and ensured the school was happy with the idea.
When George started bringing the first dog on his runs, he says the kids all wanted to sit beside it and pat it. “They were all very excited,” he says. “I had to explain that it’s a working dog so we have to do things a bit differently.”
George says while the children love having the dogs come for a ride in the van, it’s not just beneficial for the students. “It’s really great for the dogs and for their social skills as many of them will end up working with children.”
George’s last assistance dog went to Tauranga after its advanced training so that it could work with a young girl with autism. Assistance dogs often also work with children who have epilepsy, diabetes, are amputees or are in wheelchairs.
Outside of George’s special needs run and as part of puppy development, he visits other Hamilton schools where his assistance dogs socialise and meet other students with disabilities.
George also helps to fundraise for Assistance Dogs New Zealand.
Special education assistance drivers work throughout the country to deliver students safely to and from school every day.
The finalists come from Northland, Auckland, Waikato, the Bay of Plenty, Gisborne, Manawatu, Canterbury and Southland and include early childhood services, primary and secondary schools.
They were chosen by a panel of education experts from a total of 212 entries.
Now in their third year, the Awards celebrate the best of teaching in New Zealand.
The panel of experts, convened by Education Council chief executive Dr Graham Stoop, said this year’s entries showed pride, passion and commitment, and a strong desire to make a difference.
A judging panel will visit each finalist during May and June, and the winners will be announced at a ceremony on 13 June, where each will receive a financial award and a professional development opportunity.
The week is marked around the country with a wide range of events. These include a signed tour of a chocolate factory in Wellington, a peanut butter factory in Nelson and an NZSL interpreted Auckland Comedy Festival.
Go to the NZSL Week events web page to find out what’s happening in your region.
NZSL Week is important to the Ministry of Education because:
NZSL is the key to lifting the aspirations for many young Deaf learners, according to Brian Coffey, Group Manager for Special Education.
"There are many others who could benefit from using this language, and in order to create the best environment for NZSL to flourish, it’s important that hearing New Zealanders are familiar with it too," he says.
"We are all celebrating this tenth NZSL Week. Deaf people, those who are hard of hearing, as well as hearing people, are all included because they are all part of the bigger picture.
"In short, we have a lot to be proud of," he says.
The Ministry is supporting Deaf Aotearoa in their national celebration, and affirming the Ministry’s commitment to NZSL as an important part of deaf education.
Due to the ongoing commitment of the various organisations involved, deaf education is experiencing more success in New Zealand, says Brian Coffey.
"The recent progress has been made possible by the deaf education sector working with the Deaf community," he says. "The Ministry is listening to the community, and all the providers and contributors are at the table working together.
"This collaborative approach has redefined how deaf education should be and what better time to celebrate and acknowledge this than during NZSL Week?"
The Ministry of Education’s Sector Advisory Group was established in 2013 with Secretary of Education Peter Hughes as chair. This role has now been passed on to Dr David Wales, National Director for Special Education.
The Advisory Group meets quarterly to advise on and guide the NZSL work programme. The group includes representatives from the Ministry, Deaf Aotearoa, New Zealand Federation for Deaf Children (NZFDC), Deaf parents, Māori Deaf, Victoria University of Wellington, the Deaf Education Centres and their combined Board of Trustees, NZ Principals Federation, NZ Secondary Principals’ Association, Ministry of Health, and the NZSL Board.
The Advisory Group provides feedback on deaf issues, opportunities and successes from the groups they represent as well as advice on prioritisation, preferred approaches, and sector engagement.
Many of the Ministry’s initiatives for deaf education are developed in partnership with the sector. These initiatives include a National Youth Hui, a National Parent Hui, First Signs, NZSL@School and the establishment of NCEA Achievement Standards in NZSL.
The Advisory Group also advises on other Ministry activities, such as support for the NZSL Online Dictionary (a Victoria University of Wellington initiative) and funding of Study Awards (for training for Advisors on Deaf Children, Resource Teachers of the Deaf, Interpreters and NZSL Tutors).
Brian Coffey says that New Zealand is attracting strong international interest in deaf education because of the collaborative approach that is taken here.
"This is a second reason why the World Federation of the Deaf is holding its annual board meeting in New Zealand. Celebrating the 10th year of NZSL as an official language and sharing in our 10th NZSL Week is their first reason.
"There is international spotlight on collaboration between our government (via the Ministry of Education) and the New Zealand Deaf community.
"They see us as achieving the impossible – as a model for how other international government agencies can cooperate."
Deaf Aotearoa is the recognised national Disabled Persons Organisation for Deaf people in New Zealand. It works closely with the Deaf community, government agencies and other organisations to increase the awareness of NZSL and the people who use it.
Deaf Aotearoa offers a range of services to support the Deaf community, including First Signs. Funded by the Ministry, First Signs is available throughout New Zealand for families and whānau with a deaf or hard-of-hearing child aged 0–5 years. It provides families with the opportunity to include NZSL as a language in their home, helps them to develop communication early, to connect with professionals and other families, and to access information.
The First Signs service has a number of flexible components and families can design their service to meet their needs throughout their time with the service.
Contact your local Ministry Advisor to find out about being referred to the service. For more information about First Signs, contact your local Deaf Aotearoa office or go to the First Signs information on the Deaf Aotearoa website.
NZSL@School brings an increased focus in regular classes for students who communicate in and access the curriculum through NZSL. This initiative is led by Kelston and van Asch Deaf Education Centres and will provide a seamless pathway for ‘graduates’ of First Signs. Staff work to understand each student’s needs and provide the best available resources and support.
The group will work with us to test and refine a set of proposed directions for change. The directions focus on how the funding system could be shifted so that all children and young people, especially those who are at greatest risk of educational underachievement, get the best possible education.
Peter Hughes, Secretary for Education will chair the Advisory Group, which brings together leaders from across the early childhood and schooling sectors.
The members are:
Allan Vester | Chair, New Zealand Secondary Principals’ Council |
Alex MacCreadie | President, New Zealand Area Schools Association |
Angela Roberts | President, Post Primary Teachers' Association |
Cathy Dewes | Tumuaki, Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa |
Clare Wells | Chief Executive Officer, New Zealand Kindergartens Inc. |
Doug McLean | President, New Zealand Association of Intermediate and Middle Schooling |
Frances Nelson | Immediate past president, Auckland Primary Principals’ Association |
Iain Taylor | President, New Zealand Principals' Federation |
James Thomas | President, Auckland Secondary Schools Principals’ Association |
Judith Nel | President, Special Education Principals’ Association New Zealand |
Kararaina Cribb | Chief Executive Officer, Te Kohanga Reo National Trust |
Lorraine Kerr | President, New Zealand School Trustees Association |
Louise Green | President, New Zealand Educational Institute |
Paul Ferris | Chief Executive Officer, New Zealand Catholic Education Office and Association of Proprietors of Integrated Schools |
Pem Bird | Chair, Nga Kura-a-Iwi o Aotearoa |
Peter Reynolds | Chief Executive Officer, Early Childhood Council |
Sally King | Executive Director, Independent Schools of New Zealand |
Sandy Pasley | President, Secondary Principals' Association of New Zealand |
We’ll also be talking to, and seeking input from the wider education sector on these proposed directions for change. The engagement will run from June until 31 August 2016.
We will publish more information about the review in the coming weeks.
Back in 1924, the government funded the first 3 Ford Model T school buses in the country to take kids to school in Piopio. More than 90 students – half the school’s roll at the time – used the buses. The routes ran out to Paemako, Arapae and Te Mapara eventually expanding to include a fourth bus and new route to Wairere.
Today, we spend around $186 million a year in getting kids to school where distance or access is a barrier - around 100,000 students every day.
Brian Tegg, former principal at Piopio College, is keen to bring this part of New Zealand’s education history to life, He’s building a replica of these buses with the help of local artisans Max Laver and Mark Carter, the Piopio College Trust and the local Historic Society.
Brian says the roads weren’t sealed back then, so it would have been a bumpy ride.
“They were most uncomfortable, but they changed the whole ‘access to education’ psyche from then on.”
Brian found an original 1921 vehicle, complete with chassis and working motor. He got together with Max and Mark and set about converting it into a school bus.
The team has put in a huge amount of research, poring over the buses’ original specifications unearthed in the National Archives and examining historic photographs.
They found the 3 buses were originally built for the princely sum of £63.
Boatbuilder Max Laver says the buses would have been built by wood craftsmen in the day, and the team was doing the same thing by recreating the wooden framework and attaching it to the chassis.
Their attention to detail even extends to placement of the screws and tracking down the original horsehair canvas to cover the seats, “We’re wanting it to be as authentic as it’s possible to be - 90 years later,” Max says.
Piopio College Trust is looking to raise around $95,000 to cover the cost of reconstructing the bus, and to house it in a purpose-built shed on Piopio’s main road. If you want to support the team, you can donate on their givealittle page.
They have already received contributions from the Ministry of Education, Waitomo District Council, Trust Waikato, and members of the local community.
A new website to support schools and their communities to tackle bullying has just launched - www.BullyingFree.NZ.
The site features the experiences of schools and students as well as bullying prevention research, resources and interactive tools.
The launch marks the start of the first Bullying-free NZ Week. Schools around the country are marking this with a range of bullying prevention awareness activities.
The website has information on what’s happening during Bullying-free NZ Week and schools can also download a Bullying-free NZ Week activity pack.
BullyingFree.NZ is the latest initiative from the Bullying Prevention Advisory Group a collaboration between 17 organisations committed to reducing bullying in NZ schools.
The transfer will consolidate all of the information that users need in one place, enable better integration of the online careers planning tools that are currently offered by government, and establish clear lines of accountability for the delivery of careers services.
It will also make use of the TEC’s ability to work with tertiary providers and employers so they provide better careers information to schools, and coordinate with schools on the skill needs of the labour market.
Schools play a key role in providing careers advice and education. As part of the changes, we are exploring how to make it easier for the schooling sector to share careers resources and expertise across schools and Communities of Learning. This is a long-term change and the Ministry will work with the sector on how it can be achieved.
In November 2014, the Ministry of Education was asked to lead a review of Careers New Zealand. Ministers agreed to extend the scope of the review beyond Careers New Zealand to look at the system as a whole.
The Ministry’s review of the New Zealand careers system built on previous work looking at careers information, advice and guidance, and its delivery, across the education system as a whole.
An effective careers system is vitally important to help New Zealanders, especially young people, make good educational choices, make successful transitions to employment, and develop and achieve career goals.
The careers system is particularly critical for young people at the interfaces between schooling, tertiary education, and employment, since they have less knowledge and experience of career pathways and the world of work.
Making sure young people have clear pathways to employment are key priorities for both the education and tertiary education portfolios, and the boosting skills and employment Better Public Services results.
The way that New Zealanders use technology to access and use information is changing; changes are underway in the education system to ensure young people can access a range of pathways from school to further education and employment; the world of work is also changing. It is timely, therefore, to make changes to the New Zealand careers system so that government can more effectively support individuals and organisations to access high quality and fit-for-purpose careers information, advice and guidance, and education.
The review considered the outcomes government expects from the careers system, the strengths and weaknesses of the system, the role of government in supporting the system and the roles and responsibilities of government agencies, education providers and the private sector.
It identified the characteristics of an effective careers system as follows:
We know that gay, lesbian and transgender young people can face a challenging environment at school, including bullying.
It’s important all students feel accepted and valued at school for them to be fully participating and learning.
State and state-integrated schools are required to provide a safe physical and emotional environment for students.
We work with schools in a number of ways to create environments to reduce bullying and to develop a school culture that is inclusive for all students.
Schools that want to strengthen their inclusiveness of gay, lesbian and transgender students can get support in the following ways:
Igiugig is a village nestled alongside Alaska’s largest freshwater lake, Lake Iliamna and the Kvichak River. The visitors were primarily Yup’ik Eskimos, Aleuts and Athabascans and included school students, teachers, village council members, parents, grandparents and even babies!
It’s estimated there are only 23 fluent speakers of the distinct Lake Iliamna dialect of the Yup’ik language and of those, 4 live in Igiugig.
Igiugig recently launched a Yup’ik Immersion Programme with the help of a Language Preservation and Maintenance Grant from the US Administration for Native Americans. Five villagers will lead the revitalisation by learning the Lake Iliamna dialect to then pass on to the younger generations.
The visitors felt they really connected with Māori because of their similar histories including land struggles and language survival. (In the US, the federal government recognises tribes but the state government doesn’t and there is a Federation of Alaskan Natives that looks after the interests of all indigenous people). The visitors commended the way the New Zealand government supports the interests of Māori.
