Foreword

New Zealand has a good education system and it is getting better. As the information in this report shows, achievement levels are rising for our secondary school pupils, we are doing a better job of delivering culturally relevant education to Maori and Pasifika students, student suspensions are falling, fewer students are seeking to leave school early and the proportion of Year 1 – 8 students at or above the National Standard for reading, writing and mathematics is increasing.

However, this report also shows that a significant number of students are still leaving school without the minimum qualification considered necessary for full participation in adult life (NCEA Level 2). A disproportionate number of them are Maori, Pasifika, come from poorer families or have special needs.

That is not acceptable. This is a Government that is ambitious for every kid. We want every New Zealand student to have the chance to achieve their potential and the chance to play a full part in the life of their community.

That is why we have embarked on a programme of educational reform to raise achievement levels for all students. Key components of that programme are:

• National Standards which help teachers to identify and target student needs at an early age
• The challenging Better Public Service targets we have set to focus ourselves and the education sector on raising achievement levels for all students
• Trades Academies which are re-engaging the interest of students at risk of disengaging from the education system
• Public Achievement Information showing how the sector, regions and individual schools are performing; and
• the $359 million Investing in Educational Success programme.

We know what makes a difference in classrooms and we know what makes a difference outside classrooms and the changes we have made are lifting student achievement by targeting the things that make the greatest difference.

IES, which is being rolled out across the country now, will add to that momentum. By involving parents and communities in the setting of common achievement challenges for the new Communities of Learning it is fostering parental engagement and raising community expectations. These are the two things research tells us have the greatest out-of-school influence on student learning. By creating new teaching and leadership roles IES is enabling the most effective teachers and principals to share their knowledge and expertise across multiple schools. This will raise the quality of teaching and leadership – the two things we know have the greatest in-school impact on student learning. IES is also giving teachers a genuine choice between going into management and staying in the classroom. Meanwhile the new Principal Recruitment Allowance is incentivising some of our best principals to go where their skills will make the greatest difference.

These changes are equipping teachers, principals, parents, whānau and the wider community with the information and tools they need to raise student achievement.

This report shows we are making progress, but there is more to be done. The students of today will be the adults of tomorrow upon whom we and our grandchildren will depend.

I am pleased to present to Parliament New Zealand Schools Ngā Kura o Aotearoa – 2014. 

Hon. Hekia Parata
Minister of Education