1. 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

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

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

4. 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

5. 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.

6. 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

7. 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
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?
#TomorrowsSchools #Edconvo18

8. 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
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.

9. 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
achievement/

10. 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

11. 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 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.

12. 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 This will be followed in April 2019 by an action plan to implement short- and medium-term solutions.

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

14. 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

15. 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

16. 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

17. 140 or 65% of Kāhui Ako have had their achievement challenges endorsed

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

19. Education Infrastructure Services – Today’s Topics

20. Education Infrastructure Services
Sarah Taylor
Senior Advisor Integrated Schools
DDI: Mobile:
Total number of State-Integrated Schools 330
Total number of Proprietors
Total number of AIS
Total number of proprietors in AIS – 5 proprietors have more than 1 school

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

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

23. Confirmation by Proprietors of expenditure – June 2018
Source:

24. Confirmation by Proprietors of expenditure – June 2018

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

26. Confirmation by Proprietors of expenditure – June 2018

27. 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