Auckland- Manurewa

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Early Childhood Education

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 other territorial authorities in this region by using the drop down menu above. For territorial authorities in other regions 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 (2016-2018)
Group Did not attend ECE Attended ECE Prior participation rate (%)
2016 2017 2018 2016 2017 2018 2016 2017 2018
Female 51 59 47 764 711 650 93.7 92.3 93.3
Male 57 55 61 767 766 692 93.1 93.3 91.9
Māori 48 41 47 592 594 512 92.5 93.5 91.6
Pacific 68 75 68 746 660 645 91.6 89.8 90.5
Asian 4 8 4 249 296 253 98.4 97.4 98.4
Other 2 1 2 56 43 36 96.6 97.7 94.7
European/Pākehā 11 7 12 277 266 241 96.2 97.4 95.3
Total 108 114 108 1,531 1,477 1,342 93.4 92.8 92.6

Notes:

  1. The data presented here are for the 12 months ending 31 December for each year. They are calculated using data released as part of the 2019 second quarterly update. These data may differ slightly from earlier or later quarterly updates.
  2. ‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian students. 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.
  3. Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. MELAA (Middle Eastern, Latin American and African) are included under Other Students. MELAA (Middle Eastern, Latin American and African) are included under Other Students. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
  4. The number of students with unknown prior ECE attendance has been excluded from both the numerator and denominator when calculating participation rates.