Presentation to the AIS Conference 12 June 2018 Ministry of Education Presentation to the AIS Conference 12 June 2018 Presenters: Philippa Pidd Donna Caddie Sarah Taylor

Overview What’s changing – An introduction to the Education Work Programme Communities of Learning | Kāhui Ako – Progress to date Property update – Today’s Topics.

What’s changing – an introduction to the Education Work Programme

An introduction to the Education Work Programme Government has set out an ambitious work programme to review various parts of the education system. Learners at the centre Quality Teaching 21st Century Learning Quality Public Education Barrier Free Access The focus of the work programme for 2018 will be: refining, articulating and getting shared ownership of a vision for the education system reviewing some key aspects of the system refreshing the strategies for the education portfolio. Current focus may be influenced by outcomes of Kōrero Mātauranga

Kōrero Mātauranga | Education Conversation The ideas and information from the Kōrero Mātauranga will shape and inform the development of the education portfolio work programme. Purpose Agree shared priorities for future of education Bring together the collective experience and expertise of communities and all parts of the education sector, to help build the world’s best education system The Kōrero involves a collaborative approach Summit events held in Auckland and Christchurch Online survey – closes 15 June conversation.education.govt.nz Follow online: #EdConvo18 Notes: The Government’s education work programme maps out how it will realise its vision for the future of education. The programme includes an Education Summit as the key vehicle to develop this vision. The Education Conversation and the Summit will provide the direction for the changes we need to deliver the education and learning we want for the future. A Ministerial advisory group led by Children’s Commissioner Andrew Becroft has been established to act as guardians of the Education Conversation. The group will ensure that the work programme and the resulting reforms stay true to the ideas and visions captured through the conversation.

How Integrated Schools can engage in the Kōrero Mātauranga Continuing the Kōrero We encourage you to participate and engage your communities in the Kōrero You can find the online survey at conversation.education.govt.nz. This hub will be updated with material you can use to hold your own Kōrero Mātauranga with your schools and communities The online hub will enable people to take part in consultations for other parts of the work programme (e.g. the NCEA Review, Curriculum Progress and Achievement, Tomorrow’s Schools from today) Currently open are NCEA review and curriculum progress and achievement and soon tomorrow’s schools Next steps Reports on the Summit discussions and survey responses expected mid-June. These will be published. The ideas and information from the Kōrero will shape the development of the wider Education Work Programme, e.g. the Review of Tomorrow’s Schools and the NCEA Review

Tomorrow’s Schools An independent taskforce is conducting a review of the Tomorrow’s Schools model for all schools. Will identify the changes needed to better support all learners throughout their schooling Focus on: Governance (strengths and weaknesses) Management Administration Meeting needs of children, now and in the future The Taskforce will be traveling New Zealand in July- September meeting with stakeholders in the regions. Taskforce welcomes your help in spreading the opportunity as well as your views https://conversation.education.govt.nz/conversations/tomorrows-schools-review/ Submissions open today! Quick Survey and long survey:   1.      What is working well? 2.      What is not working well? 3.      What you would change, and how? www.conversation.education.govt.nz/tsr #TomorrowsSchools #Edconvo18

NCEA Review Six Big Opportunities (online discussion) Creating space at NCEA Level 1 for powerful learning Strengthening literacy and numeracy Ensuring NCEA Levels 2 and 3 support good connections beyond schooling Making it easier for teachers, schools, and kura to refocus on learning Ensuring the Record of Achievement tells us about students’ capabilities Dismantling barriers to NCEA How can NCEA be strengthened to realise its full potential, improve the experiences of New Zealanders who use the qualification, and discuss its place + purpose in the wider education system? Currently open for engagement (survey, workshops, make your mark competition). Workshops in June, July #NCEAReview, #NCEAhaveyoursay. #EdConvo18 How long will it take? Public consultation open until 16 September. Development of recommendations for the Minister’s consideration by late 2018 . While some changes could be actioned by the end of 2019, more significant changes to key parts of NCEA may take several years to implement.

Curriculum Progress and Achievement Ministry is working with sector, parents and whanau on a new approach to assessment and reporting focussing on children’s progress and achievement across the curriculum. Support teachers to personalise learning Enable quality information about progress and achievement A Reference Group to lead engagement (group includes teachers and kaiako, school and kura leaders, and Māori, Pasifika and learning support representatives) A Ministerial Advisory Group to provide advice to the Minister (experts and practitioners in education from both English medium and Māori medium, Pacific and special education) Engagement survey open until 28 June https://conversation.education.govt.nz/conversations/curriculum-progress-and- achievement/

Review of Integrated Schools The Government intends to consider how to ensure education at integrated schools is genuinely widely available to all prospective students and fees are not seen as a barrier to attendance Likely to start in 2019 after the independent Tomorrow’s Schools Review has concluded The policy settings for integrated schools’ property will be considered as part of the review No terms of reference at this stage

New strategic planning and reporting framework The Education (Update) Amendment Act 2017 provides for: Statement of National Education and Learning Priorities (NELP) 4 yearly strategic plans (to replace school charters) These will require review and approval by the Secretary for Education Annual implementation plans (to be published by schools) Annual reporting, which now must be made available on your school website Replacement of National Administration Guidelines (NAGs) and National Education Goals (NEGs) The Education Amendment Bill currently before Select Committee: Proposes to delay commencement of above changes to 1 January 2020 This allows time for regulations to be developed for the new framework Proposes that strategic plans become 3 yearly (aligning with BOT election cycle) Clarifies some provisions What are the changes? The 2017 Education (Update) Amendment Act introduced a new planning and reporting framework for State and State integrated schools, due to commence on 1 January 2019. This Bill proposes extending the commencement date out until 1 January 2020. Moving the commencement date out by 12 months will ensure there is sufficient time to develop the regulations for the new framework, and for schools and kura to successfully implement the new system.  The Bill also makes a number of changes to make the new framework more workable for schools, including aligning strategic planning with board of trustee election cycles; smoothing transition to the new framework for schools and kura; and clarifying the requirements for making amendments to strategic plans and annual implementation plans.  What changes are there to the framework itself? The Bill would change the planning and reporting framework, to require school boards to develop a strategic plan at least once every three years, or, if the Secretary determines, at more frequent intervals, rather than the current four years. The Bill would also enable school boards to ask the Secretary to approve significant amendments to their strategic plan at any time. Before making significant amendments, boards would be required to consult the school community, staff, and, where appropriate, the school’s students, and any other person or group specified by the Secretary. Further, the Bill enables the Secretary to require the board to amend its strategic plan. The proposed legislation would also clarify that boards are able to make minor amendments to their strategic plans without the Secretary’s approval. The Bill also provides for the expiry of strategic plans. What constitutes a ‘minor change’ to the strategic plan? The Ministry will develop guidance for schools about the difference between “significant” and “minor” changes. Are there any changes to the annual implementation plan and annual reports? The Bill enables boards to amend the annual implementation plan. It clarifies that the form and content of annual reports, in particular financial statements, can be set out in regulations. Is current operational policy and advice still in place? Yes. The Bill proposes changes to some aspects of the 2017 Update Act but the existing operational policy and advice on our website remains in effect until the Bill is passed.   Why will the 2019 charter act as if it was a strategic plan for 2020?  This is part of the new transitional arrangements to enable schools to move towards applying strategic planning within the familiar charter-based environment.  It will ensure there is a strategic plan in place against which to assess progress. Why is the time frame of a strategic plan changing from every four years to every three years? The Bill would mean that the planning and reporting cycle will be synchronised with the three-year term for boards of trustees. The proposed timeframe change would mean that newly elected trustees will have time to get settled into their role on the board during the second half of the year in which they have been elected, so that they will be fully up to speed for the following year, when the strategic plan has to be written and submitted. Additionally, trustees will have to think in terms of planning beyond the date of the next board elections. This should encourage all trustees to think strategically on a continuous basis, while still allowing every trustee – even those who are only on a board for one term – the opportunity to contribute their views, and those of the parents who elected them, to their school’s strategic plan.

Education Workforce Strategy Purpose is to address known challenges to the education workforce, as well as planning for the workforce needed to support a future-focused and learner-centred education system Focus on recruitment, retention, and development The Strategy will cover principals, teachers, staff in early learning centres, education specialists, and ancillary staff – including those who support learners with disabilities or other specific needs The Ministry will present recommendations to the Minister of Education by December 2018. This will be followed in April 2019 by an action plan to implement short- and medium-term solutions.

Communities of Learning | Kāhui Ako Progress to Date Sector Enablement and Support

Progress to date for Communities of Learning | Kāhui Ako There are now 214 approved Communities of Learning These Kāhui Ako include:- 1,758 schools 561 early learning services 11 tertiary providers 612,838 children & young people, including: 148,830 Māori 63,484 Pasifika 9,586 in Māori Medium 26,407 in Early Childhood Education Note: Based on July 2017 rolls

Participation by Provider Type Providers Learners Number % of Total State & State Integrated Schools 1,755 73.0% 584,616 76.6% Contributing 555 72.9% 163,421 71.5% Full Primary 748 72.3% 134,562 75.7% Intermediate 95 82.6% 43,713 83.1% Restricted Composite 5 55.6% 2,722 70.8% Composite 72 57.6% 21,263 66.5% Secondary 260 80.2% 216,692 81.7% Special school 20 54.1% 2,243 68.5% Private / Partnership 3 3.0% 1,815 6.0% Early Learning Services 561 12.0% 26,407 13.1% Education & Care 322 12.3% 17,060 13.0% Home-based 25 5% 826 Kindergarten 182 28% 7,814 26% Playcentre 21 565 4% Te Kōhanga Reo 7 2% 142 Tertiary Providers 11 2.2% na

Proportion of school students in Kāhui Ako by Education Region 75% 80% 83% 61% 78% 70% 98% 74% 46% Note: Roll as at July 2017, funded schools only

140 or 65% of Kāhui Ako have had their achievement challenges endorsed

& the Formation process * Based on schools, and students attending schools eligible for IES funding

Education Infrastructure Services – Today’s Topics

Education Infrastructure Services Sarah Taylor Senior Advisor Integrated Schools DDI: 04 439 5408 Mobile: 027 625 3504 Email: sarah.taylor@education.govt.nz Total number of State-Integrated Schools 330 Total number of Proprietors 93 Total number of AIS 95 Total number of proprietors in AIS 69 – 5 proprietors have more than 1 school

Today’s Topics Policy One – Quarterly payments Policy One – Confirmation of expenditure Policy One – Guidelines Review What’s happening next?

Policy – Quarterly payments Annual Entitlement Notices in November Quarterly Payment Notices – sent by email from 1st July 2018

Confirmation by Proprietors of expenditure – June 2018 Source: https://treasury.govt.nz/publications/vote-education-education-sector-estimates-2017-2018-html#section-32

Confirmation by Proprietors of expenditure – June 2018

Sections 4 & 6 – Supplementary Agreement Confirmation by Proprietors of expenditure – June 2018 Sections 4 & 6 – Supplementary Agreement

Confirmation by Proprietors of expenditure – June 2018

What’s happening next? Review of Policy One Guidelines – August 2018 Better guidance for Proprietors of multiple schools Working example scenarios FAQ Section Regional Sector Forums Q & A sessions specifically for Integrated Schools 31 October Southern – Christchurch 7 November Central North – Taupo 14 November Central South – Palmerston North 21 November Northern – Auckland