Participation in high quality ECE has significant benefits for children and their future learning ability. ECE can positively impact literacy, numeracy, and problem-solving skills well into the teenage years. ECE also encourages the development of cognitive and attitudinal competencies, and leads to higher levels of achievement and better social outcomes.

ECE Participation has been identified as a key factor in supporting vulnerable children which has led to its inclusion in the Better Public Services Programme, launched in 2012. This Programme aims to increase participation in early childhood education to 98% of all new entrants by 2016 Prior ECE participation shows those students starting school that regularly participated in ECE prior to starting school.

Identical information is available for the region’s territorial authorities using the drop down menu above. For other territorial authorities first choose the appropriate region from the drop down menu above. Identical information for schools can be found on the Find a School pages.
Prior participation in early childhood education by ethnic group and gender (2014-2016)
Ethnic group Gender Prior participation Number of new entrants Prior participation rate (%)
2014 2015 2016 2014 2015 2016 2014 2015 2016
Māori Female 34 31 34 36 32 34 94.4 96.9 100.0
Māori Male 25 38 32 27 38 33 92.6 100.0 97.0
Māori Total 59 69 66 63 70 67 93.7 98.6 98.5
Pacific Female x x x 3 2 7 x x x
Pacific Male x x x 3 7 1 x x x
Pacific Total 6 8 7 6 9 8 100.0 88.9 87.5
Asian Female 10 x x 10 1 3 100.0 x x
Asian Male 4 x x 5 10 6 80.0 x x
Asian Total 14 11 8 15 11 9 93.3 100.0 88.9
Other Female x x x 3 3 5 x x x
Other Male x x x 3 4 2 x x x
Other Total 6 7 7 6 7 7 100.0 100.0 100.0
European/Pākehā Female 175 156 149 177 160 152 98.9 97.5 98.0
European/Pākehā Male 180 163 144 186 167 147 96.8 97.6 98.0
European/Pākehā Total 355 319 293 363 327 299 97.8 97.6 98.0
Total Female 202 175 169 206 180 173 98.1 97.2 97.7
Total Male 200 191 162 208 195 166 96.2 97.9 97.6
Total Total 402 366 331 414 375 339 97.1 97.6 97.6
  1. ‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian Females. Where one gender has been suppressed the corresponding gender has also been suppressed. Please note schools with small numbers of new entrants (less than 20) often are subject to large fluctuations and may not provide a very reliable basis for comparison with other categories.
  2. Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
  3. The number of students with unknown prior ECE attendance has been excluded from both the numerator and denominator when calculating participation rates.