Annual Report 2024/25

Foreword from the Chief Executive and Chief Review Officer

The Government has set a clear mandate to the sector to raise achievement, improve attendance, and close equity gaps across our education system. As Chief Executive of the Education Review Office, I am proud to present this Annual Report, which outlines our contribution through independent evaluation, evidence-based insights, and a relentless focus on learner success.

ERO’s work in 2024/25 has been defined by urgency, clarity, and impact. We have sharpened our focus on what matters most: achievement, quality teaching, and system-level improvement. Our evaluations hold leaders to account, support providers to improve, and empower whānau and the public with transparent, actionable information. While we do not control outcomes, our work helps shape better decision making, promotes equity and strengthens confidence in the quality of education across New Zealand. 

ERO’s work is not only reflective of sector performance but also instrumental in driving the change needed to meet the Government’s goals. Our work is seeking to achieve:

• Independent and evidence-based, assessments ensuring taxpayer money is spent on programmes that deliver measurable impact.
• Transparent reporting that builds trust in education policy and programmes.
• Research and evaluation that provide credible insights to prevent policy failures and increasing the likelihood of achieving desired educational outcomes.
• Identifying variability in performance across schools, early learning services, and student groups, enabling targeted interventions.
• Providing important feedback loops, promoting a culture of learning and ongoing improvement within the education system, not just at the classroom level, but also in policy development.
• Fostering innovation and improvement, supporting an adaptive learning system.

We seek to connect theory and practise through bridging the ‘know-how’ gap. Our focus on implementation, which is often the missing middle between good policy and actual improvement, help ensure that ambitious education reforms and evidence-based strategies do not get lost in translation and instead make a measurable difference in classrooms.

Key actions and achievements

ERO’s delivery in 2024/25 reflects our commitment to the Government’s priorities:

• We reviewed 745 schools and kura (30% of all schools and kura) providing tailored evaluations and recommendations that drive improvement and accountability.
• In early learning services, we completed 1,260 evaluations, including 567 standalone services and 148 Māori-medium services (29% of all services). These reviews are contributing to improvements in quality: 74% of services and 75% of Governing Organisations reported that ERO’s evaluations contributed to decisions that improved learner outcomes.
• Our national evaluations have shaped policy and practice. We published five major insight reports, including on NCEA Level 1, Relationships and Sexuality Education, and Counselling in Schools. These reports generated over 358 media stories and were downloaded more than 14,600 times from our evidence website, which attracted 43,000 unique visitors.

What the data tells us

Our evaluations provide a sobering but essential picture of the current state of education:

• Early Childhood Education in stand-alone services
  • This year, 53% met or exceeded the quality threshold, up from 36% for services reviewed in 2023/2024, indicating an improvement in early learning quality. Of 552 quality evaluations (Akarangi reviews) in stand-alone services, 53% of services met or exceeded the quality threshold, while 47% fell below. This highlights the need as a system for continued focus on leadership, professional development, and intentional teaching practices.
• Attendance
  • While only 4% of sampled schools (428) currently meet the 80% regular attendance target, 66% are seeing reductions in chronic absence, and 55% have suitable attendance plans in place. Of the schools sampled this year, 29% have yet to see improvement. This signals a system-wide shift toward a stronger attendance culture. While momentum is building, sustained effort is still needed to shift attendance culture system-wide.
• Achievement
  • Although 9% of sampled schools (428) have met curriculum-level targets in reading, writing, and maths, 58% are on track to meet targets by 2030, showing that with the right support, improvement is possible. Our judgements throughout the course of the year shows 33% are not making sufficient progress.
  • Curriculum Delivery
  • 92% (392 of 428) of schools reviewed since October 2024 were found to have sufficient or rich opportunities to learn across the breadth and depth of the curriculum. This reflects a strong foundation for further improvement.
• School performance this year and improvement over time
  • While 42% of English-medium state and state integrated schools and kura demonstrate strong outcomes, progression data shows that at least one in four schools are improving in key areas such as leadership, teaching, and curriculum. This is a positive indication that targeted support is yielding results.

  • Our reviews highlight that academic achievement remains a critical focus and a complex challenge. While 13% of almost all schools are considered high performing in achieving learner success and wellbeing, over one-third of schools (35%) are not yet meeting expected standards for learner success and wellbeing. This reflects a widespread vulnerability in the foundational conditions that support learner achievement and equitable outcomes.

    While there are encouraging signs of improvement in some areas, significant gaps persist.

    In addition, insights into how schools are performing over time (from a sample of 517 schools over two years) in key areas such as student success, leadership, teaching, and curriculum shows:

    • About a quarter of schools (26%) made progress in supporting student success and wellbeing at school. However, over half (54%) saw no change, and nearly one in five (20%) showed little or no improvement (Learner Success and Wellbeing).
    • Just over a third (34%) of schools improved in how they are led, but almost half (48%) stayed the same and 18% saw a decline (Leadership).
    • About 26% of schools got better at teaching and learning, while 58% stayed the same, and 16% declined (Teaching and Learning).
    • Progress in curriculum was seen in 29% of schools, 54% saw no change, and 17% dropped in performance (Curriculum).
• Our Teaching Observation Framework tool was designed to support schools in defining and delivering effective teaching. Launched in early 2025, this tool has been downloaded over 1,000 times. Feedback from school leaders confirms its value in guiding professional growth and improving classroom practice.
• Addressing underperforming schools

  • We have ongoing evaluation work in 168 schools of concern. This year, we published reports for 54 schools of concern of which 32 (59%) were recommended for either statutory intervention or Ministry of Education involvement such as provision of tailored support. Māori learners represent 41% of students in this group of schools.

    One third of schools receiving extended support have shown improvement since their last assessment against ERO’s school improvement framework.  

    We remain concerned that too much continues to be left to chance in schools that are persistently underperforming. Ongoing underperformance in schools of concern underscores the need for a more robust and systemic approach. In particular, we need sustained support for school leaders with a stronger emphasis on building leadership capability throughout the sector. Effective leadership is fundamental to driving school improvement and improving student outcomes. Equally, greater accountability embedded throughout the education system should include clearer expectations, regular and transparent performance monitoring, and stronger consequences for those who do not demonstrate progress despite the support they receive. 

More about the state of schooling on page 36. 

• Māori-medium settings
  • Our specialist teams completed 42 kura reviews and 148 kōhanga reo and puna reo evaluations. Most of these evaluations met expectations and are operating at a satisfactory level. A small proportion are achieving high quality ratings with 7% of kura and 5% early learning services. 

Overall results suggest that, while there are those making real improvements, many need to further lift performance. A smaller group require additional support. This highlights the importance of continuous monitoring and targeted strategies to ensure every learner has the opportunity to succeed.

What this means

Our findings are not just statistics, they are signals. They tell us where to focus, where to intervene, and where to accelerate change.

The data confirms that while progress is being made, it needs to be more widespread and more urgent. High compliance with government directives, such as close to 100% of schools implementing “phones away for the day” and 98% delivering daily literacy and numeracy instruction, shows that schools are responding to clear expectations for urgent improvement and a stronger system. 

Looking ahead 

We will continue to deliver on the Government’s priorities with urgency and focus: 

• We will conduct a second review of attendance in late 2025, focusing on support strategies and shifts in learner and parent attitudes.
• From Term 1 2026, attendance management will become mandatory under the Government’s Stepped Attendance Response (STAR), which we will monitor as part of our review.
• We will deepen our evaluation of the English and Mathematics curriculum rollout, identifying what’s working and where further support is needed.
• We will conduct a review of non-mainstream education settings that explores how to improve outcomes for students navigating alternative pathways.
• We will finalise and publish the Teaching Observation Framework for Early Childhood Education, supporting quality teaching from the earliest years.
• We will continue to refine our reporting to parents, ensuring clarity, accountability, and usefulness.
• We are developing a new methodology for Ngā Kura a Iwi o Aotearoa (NKAI), Te Kōhanga Reo National Trust (TKRNT), and Puna Reo that empowers self-evaluation, complements external review, and drives a continuous improvement cycle that acts as a catalyst for tamariki success.

Early childhood education reform 

In July 2025, Government introduced new legislation to Parliament as part of this reform and announced the intention to shift licensing and certification and enforcement responsibilities from the Ministry of Education to the Education Review Office. Should this legislation, and associated proposals pass early learning service providers will only have one regulator to deal with. ERO will be focusing on the licensing of services and core regulatory functions, including monitoring and enforcement in addition to lifting the quality of education and care in early childhood services. 

This decision demonstrates confidence in our ability to expand on our role and we are well-positioned to deliver on the reform’s goals. ERO will continue to work closely with the Ministry of Education to ensure we can deliver on the direction and intent of the review and ensure a smooth transition.   

National Certificate of Educational Achievement (NCEA) reform 

The Government’s announcement of significant reforms to the NCEA system was deeply informed by our evaluation report Set up to succeed: How well is NCEA Level 1 working for our schools and students. ERO’s findings highlighted that NCEA Level 1 was not a fair or reliable measure of student knowledge and skills, prompting recommendations for both immediate improvements and broader structural changes. ERO’s work revealed critical shortcomings in the system and directly influenced the proposed overhaul of all NCEA levels. 

In closing, our people remain resolute and fully committed to delivering high-quality, independent reviews and evaluations that drive improvement, inform policy, and support every learner to succeed. We are proud of the progress made and clear-eyed about the work ahead. Together, we can build a world-leading education system, one that delivers equity and excellence for all learners.

Te Kupu Whakataki a te Tumu Whakarae

Mārakerake ana tā te Kāwanatanga akiaki i te rāngai kia piki ake ai ngā ekenga, te taetaetanga ki te kura, me te whakawhāiti i ngā āputa manataurite puta noa i te pūnaha mātauranga. Anei ahau, te Tumu Whakarae o Te Tari Arotake Mātauranga, e poho kererū ana ki te whakaputa i tēnei Pūrongo ā-Tau, e whakarārangi ana i roto i ngā arotake motuhake, i ngā kitenga ā-taunakitanga, i ngā mahi upoko pakaru e eke ai ngā ākonga.

Ko te ihomatua o ngā mahi a ERO i te tau 2024 me te 2025, ko te ngākau whitawhita, ko te mārama o ā mātou mahi, me te whaihua o ā mātou mahi. Kua kaha ake tā mātou aro ki ngā kaupapa whaitake: ngā ekenga o ngā ākonga, te kounga o ngā mahi whakaako, me te whakapakari i ngā pūnaha. Ko tā ā mātou arotake, he whakamahara i ngā kawenga a ngā kaiārahi, he tautoko i ngā ratonga mātauranga kia pakari ake ai ā rātou mahi, me te whakapakari i ngā whānau me te iwi whānui ki ngā taipitopito kōrero e mārama ana, e māmā ana te whakatinana mai. Ahakoa kāore i a mātou te mana ā tua atu, mā ā mātou mahi ka mārama ake ngā whakataunga, ka whakatairangahia te manataurite, ka whakaūngia ngā whakaaro e pā ana ki te kounga o te mātauranga puta noa i Aotearoa nei.

Ehara i te mea he ata noa iho ā mātou mahi nō ngā piki me ngā heke o te rāngai, engari kē he wāhanga nui tonu o te ākinga i ngā panonitanga me mahi e tutuki ngā whāinga o te Kāwanatanga. Anei ngā whāinga o ā mātou mahi:

• He aromātai motuhake e ai ki ngā taunakitanga e kitea ai te whaihua o ngā pūtea o te hunga e tākengia ana ki ngā hōtaka e whaihua ana e ai ki ā mātou inenga.
• Ngā pūrongo mārama e whakaponotia ngā kaupapahere me ngā hōtaka mātauranga.
• Ngā mahi rangahau me ngā mahi arotake e puta ai ngā kitenga whaimana e kore ai ngā kaupapahere e hinga, me te whakapiki i ngā ekenga mātauranga e wawatahia ana.
• Te tautohu i ngā taurangirangitanga a tēnā kura, a tēnā ratonga kōhungahunga, a tēnā rōpū tauira, e pai ai te whakarite i ngā hāpaiora e hāngai pū ana.
• Te whakatakoto i ngā kōrero whakahoki hei whakapakari, e whakatairanga ana i te ahurea o te akomanga, i ngā whakapakaritanga mauroa mō roto i te pūnaha mātauranga, kaua ki te akomanga anake engari ki roto i ngā mahi whakawhanake kaupapahere hoki.
• Te whakatipu i te auaha me te whakapakari, e taunaki ana i tētahi pūnaha ako urutau.

Ko tā mātou e whai nei, ko te tūhono i ngā ariā ki ā mātou mahi, mā te whakawhāiti i ngā āputa mōhiohio. E kaha whai ana mātou ki te whakatinana, he wāhanga kāore e tino kitea ana i waenganui i ngā kaupapahere whaihua me ngā whakapakaritanga ake, ā, mā reira e kore ai ngā whakahouanga nui e pā ana ki te mātauranga, me ngā rautaki whaitaunakitanga e pōhēhētia, engari kē ka whaihua ki rō akomanga.

Ngā mahi me ngā tutukihanga matua

Ka kitea te ū o ERO ki ngā whakaarotau a te Kāwanatanga i roto i ngā mahi o te tau 2024 me te tau 2025.

• I arotake mātou i ngā kura e 745 (e 30% o ngā kura katoa), ā, ka hua mai he arotake hāngai me ngā tūtohinga hāngai e akiaki ana i ngā whakapakaritanga me ngā papanga.
• 1,260 ngā arotake i oti i a mātou i roto i ngā ratonga kōhungahunga, tae atu ana ki ngā ratonga motuhake e 567, me ngā ratonga reo Māori 148 (e 29% o ngā ratonga katoa). Nā ēnei arotake, kua kounga ake ngā mahi: e ai ki te 74% o ngā ratonga me te 75% o ngā Ohu Whakahaere, kua whaihua ngā arotake a ERO ki ngā whiringa whakaaro i pai ake ai ngā ekenga ākonga.
• Kua whaiwāhi ā mātou arotake ā-motu ki te pokepoke i ngā kaupapahere me ngā mahi. E rima ngā pūrongo nui i puta i a mātou, e hāngai ana ki te NCEA Taumata 1, ki te Mātauranga Whanaungatanga me te Hōkakatanga, me ngā Kaitohuora ki rō Kura. E 358 ngā pūrongo pāpāho i puta i ēnei pūrongo, ā, neke atu i te 14,600 ngā tikiaketanga o ēnei pūrongo i tā mātou paetukutuku, nāna i tō mai ngā manuhiri motuhake e 43,000.

Ngā kitenga raraunga

Nā ā mātou arotake, ka kitea te āhua o te rānagai mātauranga i tēnei wā, he tairaru engari he whakahirahira tonu:

• Te Mātauranga Kōhungahunga i roto i ngā ratonga motuhake
  • I tēnei tau, e 53% i eke, i eke panuku rānei i te paearu kounga; he pikinga tēnei i te 36% o ngā ratonga i arotakengia i te tau 2023 me te tau 2024. He tohu tēnei kei te piki te kounga o te rāngai mātauranga kōhungahunga. O ngā arotake kounga e 552 (ngā arotake Akarangi) i roto i ngā ratonga motuhake, e 53% ngā ratonga i eke, i eke panuku rānei i te paearu kounga, manohi anō te 47% kāore i eke. He tohu tēnei o te matea ā-pūnaha ki te aro tonu ki te whakapakari i te wāhi ki ngā kaiārahi, ki te whakangungu ngaio me ngā rautaki whakaako e whaihua ana.
• Te taetae ki te kura
  • Ahakoa e 4% noa iho o ngā kura i tīpakohia (e 428) kei te eke ki te whāinga kia 80% te taetae ki te kura, e kite ana te 66% i te hekenga o te tamō tauroa, ā, he mahere taetae kei te 55% e hāngai ana. Kāore anō te 29% o ngā kura i tīpakohia i tēnei tau kia kite i te pikinga. He tohu tēnei me kōkiri i tētahi ahurea e kaha ake ana te taetae ki te kura. Ahakoa e pakari haere ana, me kaha tonu e piki ake ai ngā tatauranga huri noa.
• Ngā Ekenga
  • Ahakoa e 9% noa iho o ngā kura i tīpakohia (e 428) kei te eke ki ngā whāinga ā-mātauranga mō te pānui, mō te tuhituhi me te pāngarau hoki, e 58% anō kei te huarahi e tika ana ki te whakatutuki i ngā whāinga hei te tau 2030. He tohu tēnei, ki te tika te taunakitanga, e taea ana te whakapakari ake. Ko tā mātou i kite ai, kāore e rawaka ana ngā mahi a te 33% o ngā kura.
• Te Kawe i te Marautanga
  • I kitea e rawaka ana, e kounga ana rānei ngā huarahi ki te ako i te whānuitanga me te hohonutanga o te marautanga i roto i te 92% (e 392 o te 428) o ngā kura i arotakengia mai i te Oketopa o te tau 2024. He tohu tēnei, he tūāpapa pakari tēnei hei whakapaipai ake i roto i te wā.
• Te āhua o ngā kura i tēnei tau me ngā whakapakaritanga i roto i te wā

  • Ahakoa e kitea ana te pakari haere o te 42% o ngā kura reo Pākehā tūmatanui, ngā kura hapori me ngā kura, e tohu ana ngā raraunga whanake, tērā te hauwhā, piki ake rānei, o ngā kura e pakari haere ana i roto i ngā mahi pēnei i te ārahi, te whakaako me te marautanga. He tohu pai tēnei, e whaihua ana ngā tautoko e hāngai pū ana.

    E tohu ana ā mātou arotake, he whāinga matua, he whāinga uaua hoki te ekenga mātauranga. Ahakoa e whakapaetia ana te 13% o ngā kura he kura pakari mō te ekenga o ngā ākonga me te hauora o te ākonga, tērā anō te hautoru, piki ake rānei (e 35%) kāore i te eke ki ngā paearu e kawatautia ana mō te ekenga o te ākonga me te hauora o te ākonga. He tohu tēnei o ngā whakaraeraetanga whānui me ngā āhuatanga tūāpapa e taunaki ana i te ekenga o ngā ākonga me ngā hua manataurite.

    Ahakoa ngā tohu pai o te pakari haere o ētahi wāhanga, tērā tonu ngā āputa nui e kitea tonuhia ana.

    Waihoki, arā ngā kitenga o ngā mahi a ngā kura i roto i te wā (he tīpakohanga o ngā kura e 517 i roto i ngā tau e rua) e pā ana ki ētahi wāhanga nui, pēnei i te ekenga o ngā ākonga, ngā mahi ārahi, ngā mahi whakaako me te marautanga e tohu ana:

    • Tērā tētahi hauwhā (e 26%) e pakari haere ana ki te taunaki i te ekenga o ngā ākonga me te hauora o te ākonga. Heoi anō, tērā tētahi haurua (e 54%) kāore i rerekē, ā, tērā hoki tētahi haurima (e 20%) i iti noa iho, kāore rānei i pakari haere (Te Ekenga o ngā Ākonga, te Hauora o ngā Ākonga)
    • I roto i ētahi kura, he paku ake i te hautoru (e 34%) i whakapakari i te āhua o ngā mahi ārahi, engari he tata ki te haurua (e 48%) kāore i rerekē, ā, i heke iho te kounga o te 18% (Ārahitanga).
    • Tōna 26% o ngā kura i pakari ake ki te whakaako, heoi anō e 58% kāore i rerekē, ā, i heke iho te kounga o te 16% (Ngā Mahi Whakaako).
    • I kitea te whanaketanga o te marautanga i roto i te 29% o ngā kura, e 54% kāore i rerekē, ā, i heke iho te kounga o te 17% (Marautanga).
• Tā mātou Utauta Mātirotiro Ako – he mea hoahoa hei taunaki i ngā kura ki te tautohu me te kawe i ngā mahi whakaako e tino whaihua ana. Nō te tīmatanga o te 2025 i rewa ai, ā, neke atu i te 1,000 ngā tikiakenga o te utauta nei. E ai ki ngā kaiārahi kura, he utauta whaihua hei ārahi i ngā whakangungu ngaio, hei whakapakari ake i ngā mahi ki rō akomanga.
• Te anganui ki ngā kura kāore e eke ana

  • E arotake-roa tonu ana mātou i ngā kura 168 e māharaharatia ana. I tēnei tau, i puta i a mātou ngā pūrongo e pā ana ki ngā kura e 54 e māharaharatia ana, o aua kura e 32 (59%), i tūtohia te mana tiriwā, te whaiwāhitanga rānei o te Tāhuhu o te Mātauranga, pēnei i te taunakitanga e hāngai pū ana. E 41% o te hunga kei ēnei kura, he ākonga Māori. 

    Tērā tētahi hautoru o ngā kura kua āwhina roatia, kua pakari haere mai anō i te whakamātautau whakamutunga a ERO e ai ki te pou tarāwaho whakapakari kura.

    E māharahara tonu ana mātou, kua riro te nui rawa o ngā mahi me ngā kaupapa a ngā kura kua roa e raru ana ki te tūponotanga kau. E tohu mai ana te roa o te kore eke o ngā kura e māharaharatia ana, me kaha ake te whai i tētahi pūnaha pakari, whānui hoki. Ina rā, me roa te taunaki i ngā kaiārahi kura, me te kaha ake o te aro ki te whakapakari i te āheinga o ngā kaiārahi puta noa i te rāngai. Kāore i kō atu i te ārahitanga whaitake e pakari ake ai te kura, e piki ake ai hoki ngā ekenga o ngā ākonga. Me te aha, me kaha te papanga e whakaūngia ana puta noa i te pūnaha mātauranga, tae atu ana ki ngā kawatau mārama, ki te auau me te mārama o ngā aroturuki i ngā piki me ngā heke, kia taikaha anō hoki ngā whiunga mō te hunga kāore e pakari haere, ahakoa ngā momo taunakitanga.

He kōrero anō mō te āhua o ngā kura i tēnei wā i roto i te pūrongo nei.

• Ngā ratonga reo Māori

1. E 42 ngā arotake kura, 148 ngā arotake kōhanga reo, puna reo hoki i oti i tō mātou tīma mātanga. I eke te nuinga o ēnei arotake ki te taumata e wawatatia ana, kei te taumata e tika ana. Tērā tētahi wāhanga iti e eke panuku ana, e 7% o ngā kura, e 5% o ngā ratonga kōhungahunga.

He tohu tēnei, ahakoa tērā ētahi e tino pakari haere ana, tērā anō ētahi me kaha ake. Tērā anō ētahi me whai taunakitanga anō. E miramira ana tēnei i te hiranga o te aroturuki mauroa, me ngā rautaki hāngai e whai huarahi ai ngā ākonga katoa ki te eke ki te taumata.

Ngā hua o ēnei kōrero

Ehara ā mātou kitenga i te raraunga kau, he tohu kē. He tohu ki ngā wāhi hei aronga, ki ngā wāhi me hāpai, ki ngā wāhi me kakama ake te pakari haere.

Ko te tohu kei ngā raraunga, ahakoa e anga whakamua ana, me whānui ake, me whāwhai ake. He tohu kei te kaha whai a ngā i ngā tohutohu a te kāwanatanga, pēnei i te tata o te 100% ki te whakakore i ngā waea pūkoro, me te 98% e kawe ana i ngā mahi pānui, pāngarau hoki i ia rā, e whai ana ngā kura i ngā whakaarotau mārama e pakari ake ai tēnā me tēnā, tae atu ana ki te pūnaha whānui.

Te ahunga whakamua

Ka whai tonu mātou ki te whakatutuki i ngā whakaarotau a te Kāwanatanga, i roto i te ngākau whitawhita me te kaha o te aronui:

• Ka whakahaere mātou i tētahi arotake tuarua i te taetae kura hei te pito mutunga o te tau 2025, me te aro ki ngā rautaki tautoko, me te huri i ngā whakaaro o ngā ākonga me ngā whānau.
• Mai i te Wāhanga 1 2026, ka whakapūmautia te whakahaere i te taetae kura i raro i te Urupare Taetae Kura (STAR) a te Kāwanatanga, hei aroturuki mā mātou i roto i ā mātou arotake.
• Ka whakahohonutia tā mātou arotake i te putanga o te marautanga Reo Pākehā me te marautanga Pāngarau, hei tautohu i ngā piki me ngā wāhi me whai āwhina atu anō.
• Ka arotake mātou i ngā wāhi mātauranga motuhake, e tūhura ana i ngā huarahi hei whakapiki i ngā hua mō ngā ākonga kei ngā huarahi motuhake e ako ana.
• Ka whakaoti, ka whakaputa hoki mātou i te Pou Tarāwaho Mātirotiro Ako mā te Mātauranga Kōhungahunga, e taunaki ana i ngā mahi whakaako kounga mō ngā tau tīmatanga.
• Ka whai tonu mātou ki te whakapai ake i ā mātou pūrongo mā ngā whānau kia mārama, kia whaitake, kia whaipapanga.
• E whanake ana mātou i ētahi tikanga arotake mā Ngā Kura ā-Iwi o Aotearoa (NKāI), mā Te Poari Matua o Te Kōhanga Reo (TKRNT), mā ngā Puna Reo hoki e āki ana i te arotake ā-roto hei taunaki i te arotake ā-waho, me te akiaki tonu i te huringa whakapakari mauroa e eke panuku ai ngā tamariki.

Te whakahouanga o te mātauranga kōhungahunga

I te Hūrae o te tau 2025, ka whakaputa te Kāwanatanga i ētahi ture hou ki te Paremata hei wāhanga o tēnei whakahouanga, me te whakatau kia nekehia ngā haepapa uruhi i ngā raihana, tiwhikete hoki mai i te Tāhuhu o te Mātauranga ki te Tari Arotake Mātauranga. Ki te whakamanatia tēnei ture me ngā tūtohunga whaipānga, kotahi anake te āphia hei whakapātanga mā ngā ratonga kōhungahunga. Ka aro atu a ERO ki te raihanatanga o ngā ratonga me ngā mahi matua ā-waeture, tae atu ana ki te aroturuki me te āpiha, me te whakapiki i te kounga o ngā mahi whakaako, tiaki tamariki hoki kei ngā ratonga kōhungahunga.

Ko te tohu nui kei tēnei whakatau, e whakaponotia tō mātou āhei ki te whakawhānui i ā mātou mahi, ā, e tika ana hei whakatutuki i ngā whāinga o te whakahouanga. Ka mahi tahi tonu a ERO ki te Tāhuhu o te Mātauranga e tutuki ai te ahunga me te whāinga o te arotake, ā, kia ngāwari hoki te tūnekehanga.

Te whakahouanga o Te Taumata Mātauranga ā-Motu Kua Taea (NCEA)

I nui te whakaawenga o te whakatau a te Kāwanatanga e pā ana ki ngā whakahouanga nui o te pūnaha NCEA e tā mātou pūrongo arotake e kīia ana, ko Set up to succeed: How well is NCEA Level 1 working for our schools and students. Ko tā ā ERO kitenga i whakahaukaha ai, ehara a NCEA Taumata 1 i te inenga e tika ana hei tautohu i te mōhio, i ngā pūkenga rānei o te ākonga, nā reira i puta ai ngā tūtohinga kia hohoro ngā whakapakaritanga, me ngā panonitanga whānui ki te kaupapa. Nā ā mātou mahi i kitea ai ngā ngoikoretanga ā-pūnaha, ā, i whakaawe tōtika i te whakahouanga e tūtohia ana o ngā taumata katoa o NCEA.

Hei whakakapi ake, e manawaū tonu ana mātou kia tino kounga ā mātou arotake motuhake, e ākina ai ngā whakapakaritanga, e panonitia ai ngā kaupapahere, e tautokona ai ngā ākonga katoa ki te eke panuku. E poho kererū ana mātou i ngā mahi kua tutuki, ā, e mārama ana ki ngā mahi kei mua i te aroaro. Ki te mahi tahi tātou, ka hua mai he pūnaha mātauranga kei te taumata tiketike o te ao, he pūnaha e whai manataurite ai, e eke panuku ai ngā ākonga katoa.

Nicholas Pole

Chief Executive and Chief Review Officer

Te Tumu Whakarae mō te Arotake Mātauranga

26 September 2025