Briefing to the Incoming
Hautū Te Mahau Te Tai Raro |
Deputy Secretary (North)
under the Official Information Act 1982
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Briefing for Hautū Te Mahau | Te Tai
Raro – Deputy Secretary (North)
1982
Section 1 – Introduction to Te Mahau
Act
This briefing note is divided into two parts. The first section covers information for the specific regional
Hautū whilst the second part consists of information from regional offices in Te Mahau | Te Tai Raro.
This briefing should be read in conjunction with the Ministry overview information as that contains key
information about Te Tāhuhu o te Mātauranga.
Introduction of new Hautū | Deputy Secretary groups for Te Mahau
Three new Hautū | Deputy Secretaries position have been established for Te Mahau. These positions are:
Information
• Hautū Te Mahau | Te Tai Raro (North) Isabel Evans
• Hautū Te Mahau | Te Tai Whenua (Central) Jocelyn Mikaere
• Hautū Te Mahau | Te Tai Runga (South) Nancy Bell
Te pūtake me te kawenga | Purpose and role of the Te Mahau frontline groups
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The three Te Mahau frontline Hautū (Deputy Secretaries) will collectively provide leadership and
integrated services to the sector and others. This includes our current services, such as learning support
and education advice and regulation functions for schools and early learning services. Over time they will
the
build new strengths in curriculum and other services signalled in the Government’s response to the
Tomorrows’ Schools review, for example, early learning, network planning.
The frontline groups will develop and harness existing relationships with communities at the regional and
local level through the Directors of Education, including deep relationships with iwi and hapū. Directors
of Education have the lead role and relationship with early learning, kōhanga, school and kura, and this
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means they will be across all services we provide at a local level. They will also collectively strengthen
relationships with our diverse communities that support Māori, Pacific peoples, disabled ākonga and/or
ākonga with learning support needs, and ākonga from disadvantaged backgrounds.
They will also collectively strengthen relationships with our diverse communities that support Māori,
Pacific peoples, disabled ākonga and/or ākonga with learning support needs, and ākonga from
disadvantaged backgrounds.
The frontline groups will hold the day-to-day regulatory functions, for example early learning licensing.
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They will have support of the regulatory roles located in other groups in Te Tāhuhu including the national
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regulatory roles in Te Pae Aronui | Operations & Integration and the regulatory stewardship in Te Puna
Kaupapahere | Policy.
The three Te Mahau frontline groups are represented at the leadership level of decision making for Te
Tāhuhu, and their Deputy Secretaries will sit on the leadership team.
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Portfolios for Te Mahau Hautū | Deputy Secretaries
Each of the three Te Mahau frontline Hautū | Deputy Secretary positions will hold at least one National
Act
Portfolio to complement their frontline role with a national leadership role in joining up services of our
organisation across a key priority delivery area. In the first instance the National Portfolios will be Pacific
Education, Learning Support and Early Learning (0-8 years old). There may also be a National Portfolio
Secondary-Tertiary. These are areas that require many parts of our organisation to work together to
deliver quality, integrated, frontline services.
This approach means that Ministers have access to a Hautū | Deputy Secretary that can speak to the end-
to-end delivery of each portfolio. Te Mahau frontline groups consist of the existing Regional Office teams
from Sector Enablement and Support (SE&S) and the new roles established as part of Te Mahau.
Information
Te Mahau
Te Mahau is a new frontline / delivery leadership structure that sits within Te Tāhuhu. It is intended to
provide greater support to the education sector and others so they can deliver inclusive education that
meets the needs of ākonga and whānau.
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Groups in Te Mahau
Te Mahau consists of:
•
the
Te Poutāhū – Curriculum Centre
• Te Pae Aronui – Operations & Integration and
• Three new Hautū | Deputy Secretary positions based in the regions.
Te Poutāhū – Curriculum Centre (sits within Te Mahau)
• Te Poutāhū leads strengthened and inclusive curriculum leadership, expertise and partnering for
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the New Zealand Curriculum, Te Marautanga o Aotearoa and Te Whāriki, as well as providing
resources for quality teaching. Te Poutāhū brings together curriculum, teaching expertise and
evidence for the development, support and review of inclusive curricula, assessment and NCEA
with strengths across te reo Māori, mātauranga Māori, disability, learning support and culturally
relevant content.
• Hautū Te Poutāhū | Deputy Secretary Curriculum Centre is Ellen MacGregor-Reid.
Te Pae Aronui – Operations & Integration (sits within Te Mahau)
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• Te Pae Aronui leads the provision of central services to Te Mahau and education organisations.
Te Pae Aronui uses its information, insights and service design functions in tandem to help Te
Mahau frontline groups to deliver today and design services for tomorrow. It provides nationally
consistent service design, practice guidance and systems to support the frontline’s focus on
flexible and responsive services.
o This group is made up from – SE&S NO, PICI and EDK
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• Hautū Te Pae Aronui | Deputy Secretary Operations & Integration is Sean Teddy.
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Offices and Directors in each rohe
The following lists names the office in each rohe and who the Directors are.
Te Mahau | Te Tai Raro (North)
Offices
Director
Te Tai Tokerau
Hira Gage
Tāmaki Makaurau (Area One) South, East and Central
Deidre Alderson
Information
Tāmaki Makaurau (Area Two) South West, North and West
Tanya Harvey
Te Mahau | Te Tai Whenua (Central)
Offices
Director
Waikato
Marcus Freke
Official
Bay of Plenty, Waiariki
Ezra Schuster
Hawkes Bay, Tairāwhiti
Daniel Murfitt
Taranaki, Whanganui, Manawatū
Marlene Clarkson
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Te Mahau | Te Tai Runga (South)
Offices
Director
Wellington
Roy Sye
Nelson, Marlborough, West Coast
Andrea Williams
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Canterbury, Chatham Islands
Coralanne Child
Otago, Southland
Julie Anderson
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Map of Regional Offices
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Information
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Budget
The financial year runs from 1 July to 30 June as opposed to the calendar or school year.
The following tables show the amount appropriated for offices in each Hautū | Deputy Secretary for the
2021/22 financial year.
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Regions have departmental and non-departmental budgets. Departmental budgets, for the most part,
cover regional office costs, while the non-departmental budget is distributed to and supports the local
sector.
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The ‘Other’ costs include items such as Network and Enrolment management, at risk provider
intervention, early childhood participation, student achievement services, Kahui Ako and improving
student engagement.
Budget for Te Mahau | Te Tai Raro (North)
Departmental
Non-Departmental
Region
Learning
Other
Combined
Learning
Other
Combined
Support
Support Information
Tai Tokerau
$13,276,685
$3,974,188
$17,250,872
$519,969
$4,241,023
$4,760,992
Tāmaki
$62,508,732 $21,931,422
$84,440,153
$1,821,296
$15,434,545
$17,255,841
Makaurau
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Delegations and Statutory provisions
The new Hautū | Deputy Secretary positions within Te Mahau have the same delegations as other Hautū
the
| Deputy Secretary positions in the Ministry. Currently all regional material such as Briefing Notes, School
Interventions etc are signed off by the Hautū | Deputy Secretary for Te Pae Aronui. A conversation
between regional Hautū and the Te Pae Aronui Hautū needs to take place to discuss:
• how regions and Te Pae Aronui will interact with material for Ministers’ offices and
• how the sign off process will work between National office and the regional Hautū.
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In the interim it has been agreed that the current processes will continue.
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Overview of other groups in Te Tāhuhu
Te Tāhuhu contains the enabling functions for Te Mahau. The following is a list of the groups, what their
purpose is and who the Hautū | Deputy Secretary is (if known).
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Te Tuarongo (Maori Education)
• Te Tuarongo focuses on lifting our organisation’s capability at the kāwanatanga – tino
rangatiratanga interface to give practical effect to te Tiriti o Waitangi. Te Tuarongo navigates te
ao karauna and te ao Māori so Te Tāhuhu creates space for Māori to exercise tino rangatiratanga,
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supports our kāwanatanga responsibility and builds the organisation’s capability to deliver Ka
Hikitia – Ka Hāpaitia.
• Hautū Te Tuarongo | Deputy Secretary Te Tuarongo is Daryn Bean.
Te Puna Ohumahi Mātauranga | Education Workforce
• The Deputy Secretary – Education Workforce leads the sector workforce employment relations
and leads the relationship with Education Payroll Limited and holds responsibility for bargaining.
Education Workforce develops and has an implementation overview responsibility for the
education workforce strategy.
• Hautū Ohumahi Mātauranga | Deputy Secretary Education Workforce is Anna Welanyk.
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Te Puna Hanganga, Matihiko | Infrastructure and Digital
• The Deputy Secretary – Infrastructure & Digital leads inclusive, accessible and integrated national,
digital and physical infrastructure and transport services to the education system.
• Hautū Hanganga, Matihiko | Deputy Secretary Infrastructure & Digital is Scotty Evans.
Te Puna Kaupapahere | Policy
Official
• The Deputy Secretary – Policy is responsible for leading whole of system, end to end policy
integration covering early learning, compulsory schooling, and tertiary including Māori medium,
te reo Māori, Pacific and Learning Support. Policy provides integrated policy advice to Ministers
the
and holds the regulatory stewardship function across the Ministry’s regulatory systems.
• Hautū Kaupapahere | Deputy Secretary Policy is Andy Jackson.
Te Puna Rangatōpū | Corporate
• The Deputy Secretary – Corporate is responsible for leading the delivery of Ministry-wide essential
statutory and corporate functions (excluding corporate IT) that enable the organisation to operate
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effectively and fulfil its statutory obligations.
• Hautū Rangatōpū | Deputy Secretary Corporate is Zoe Griffiths.
Te Tari o te Tumu Whakare mō te Mātauranga | Office of the Secretary for Education
• Office of the Secretary for Education supports the Secretary and act as a central point for the
ongoing change programme so that further changes align to intent and maintain momentum.
• Hautū Te Tari o te Tumu Whakare mō te Mātauranga | Office of the Secretary for Education
Deputy Secretary is currently vacant.
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How the regional offices can support Hautū | Deputy Secretaries in Te
Mahau
The regional office is responsible for supporting you in carrying out your functions and serving the
aims and objectives you set.
We support you by:
• providing you with strategic, performance and implementation advice, and the information
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and resources you need to make decisions ensuring our advice is clear and practical,
supported by strong, evidence-informed analysis
• ensuring our advice considers the full range of matters, including strategic choices,
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operational implications, costs, and stakeholder views and concerns
• joining up and offering informed advice from across teams and external agencies
• providing other services to support you in your responsibilities, including Ministerial
correspondence, Parliamentary questions, Official Information Act requests and media
support.
The Ministry operates under a “no-surprises” principle. This means we will keep you well-informed
of matters of significance within your responsibilities in a reciprocal arrangement.
Information
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Section 2 - Regional Offices in Te Mahau | Te Tai Raro (North)
Te Tai Tokerau
Tāmaki Makaurau
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He Waka Hononga is our regional strategy.
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Te Tai Tokerau Iwi
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Ngāti Kuri
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Ngāi Takoto
Te Aupōuri
Ngāti Kahu
Information
Te Rarawa
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Ngāpuhi
Ngātiwai
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Regional overview
1982
• Te Tai Tokerau, or Northland, is the northernmost part of mainland New Zealand. It is comprised of
three districts, governed by Territorial Local Authorities (TLA). These are the Far North, Whangarei
and Kaipara Districts. Below data highlights are from NZ statistics census 2018.
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• 179,076 people are usually resident in the area. This is a 18.1% increase since Census 2013.
• Tai Tokerau has 3.8 percent of New Zealand's population.
• 73 percent of people identified as Pakeha / European compared with 70.2 percent for New Zealand
as a whole.
• 36 percent of people identified as Māori, compared with 16.5 percent for all of New Zealand.
• There are 64,458 Māori residents in Tai Tokerau with a median age of 27.2 years. The Māori resident
population increase is 19,527 since Census 2013.
• Apart from English, the next most common language spoken is Māori which is spoken by 9.9 percent
of people in Tai Tokerau. For New Zealand as a whole, the most common language apart from English
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is Māori, spoken by 7.5 percent of people.
• The median income in Tai Tokerau was $24,800. This compares with a median of $31,800 for all of
New Zealand.
• The unemployment rate in Tai Tokerau Region is 5.2 percent for people aged 15 years and over,
compared with 4 percent for all of New Zealand. 42.7% are reported as employed full time.
• Access to telecommunications is slightly less than for the rest of the country in Tai Tokerau:
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• 80.1 percent of households have access to the Internet, compared with 86.1 percent of households
for all of New Zealand.
• 90.0 percent of households have access to a cell phone, compared with 91.2 percent of households
the
for all of New Zealand.
• Population projections for 2018 to 2028 (based on the medium variant) for Tai Tokerau Region
indicate that:
o The population will continue to grow, with an expected population of 207,800 by 2028.
o The ethnic makeup of the region will not significantly change in this period. The Māori population
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will grow at approximately 1.4 % per year, the Asian population at 3.3 %, Pasifika at 3% and
European/Other at 0.6%.
o The number of children aged 0-14 will decrease marginally, from 38,600 to 38,100, whilst the
average age of the population will increase significantly, from 42.2 in 2018, to 44.4 in 2028
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Education context
In the Tai Tokerau region, we have:
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Type
Quantity
• 31,630 Students enrolled
Schools
151
• 40 Māori medium
• 1 Specialist school
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Early learning services and
Quantity
certificated Playgroups
Education and Care
102
Kindergartens
25
Home based
16
Playcentres
36
Te Kōhanga Reo
44
Playgroups
72
Total:
295
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Regional office strategic and operating
structure
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Number of staff – broken down by functional team:
Act
Team
Number of staff
Accountancy Team
2
Business Support
10
Curriculum Team
2
Early Learning Team
4
Intensive Wraparound Service
5
Leadership team*
12
Learning Support
71
Māori Advisory Team
4
Performance and Quality Team
5
Information
Property
10
Schooling Team
13
Secondary Transitions
2
Contractors
6
Education Support Workers
13
Total
159
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*The Tai Tokerau Leadership team meets for two hours once a week
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Regional Office Operating Structure
Hira Gage
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Director of Education
(Tai Tokerau)
Nicola Mirtle
Executive Assistant
Jozef Ekart
Andy Tod
Jody Barrell
Richard Abel
Anaru Kaipo
Rōpata Diamond
Tim Andersen
Manager Learning
Business Support
Manager Education
Manager Education
Strategic Advisor Māori
Strategic Advisor Māori
Principal Advisor
Support
Manager
(ECE)
(Schools)
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Shane Gregory
Service Manager
Kerikeri
Kirsten Parker Van Eck
Service Manager
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Whangārei
Cleve Bloor
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Service Manager
Whangārei
Julie John (acting)
Service Manager
Whangārei
under Tony Hassan
Service Manager
Kaitaia
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Key priorities
1. Learning Support (LS) services and work programmes
• Tai Tokerau region implemented a new LS Delivery Model in 2017 named Te Manawa Tahi (The Heart 1982
of the Community).
• This model was co-designed with communities and was first trialled in Twin Coast and Hooking
geographical areas, and subsequently adapted through community co-design across the whole region.
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• Te Manawa Tahi brings together MOE staff and RTLB in community settings such as community hubs,
school hui and ECE hui with the purpose of pro-active engagement around learning support needs.
These engagements are organised according to a recurring schedule agreed with communities.
• Te Manawa Tahi provides quick access to all LS services, such as:
o Early Intervention,
o Communication (Speech Language Therapy),
o Behaviour services,
o Support to children with Ongoing Resourcing Needs
o RTLB services, etc.
•
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See specific LS performance data below under key regional issues
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Te Manawa Tahi
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Te Manawa Tahi
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4. Overview of Early Learning services and work programme
• There are four Ministry ECE Advisors in Te Tai Tokerau. Three based in Whangarei and one in Kaitaia.
• 1 Manager, new to the position which includes the ECE portfolio as part of her brief.
• There are over x300 early learning services made up of:
o Standalone Education and Care services
o Home-based
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o Umbrella Services e.g. Kindergarten, Educare, BestStart
o Playcentre Aotearoa Tai Tokerau region
o Nga Kohanga Reo Te Tai Tokerau
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o One Hospital based and two Teen Parent Unit provisions
o Playgroups and Puna Reo
• The advisers work together to build relationships with their early learning client group enabling a
focus on:
o Attaining and maintaining compliance with the Early Learning Regulations
o Working with new owners building a new early learning service or taking over the ownership of
an existing one.
o Responding to both parent and centre staff queries and complaints
o On-going Participation in and quality of ECE services. Information
o Community responsiveness and local curriculum.
o Quality PLD and support for the region through SELO.
o Ka Hikitia and Te Reo foundations in practice
o Working with services in gaining an understanding of changes to regulation such as the move
towards higher qualifications required in both Home-based and Playcentre provision
o Keeping up to date with the changes that have arisen from the early learning strategic plan as it
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is rolled out over three separate tranches to the early learning community. This will eventually
involve a significant rewrite of the early learning regulations and a new understanding required
of the changes in practice.
o
the
The monitoring of building and outdoor playground provision ensuring ongoing maintenance
and compliance.
o Managing contracts delivering participation programmes in identified areas of need such as
Targeted Assistance, Engaging priority Families, Supported Playgroups.
o Managing Playgroup funding – both Operational and Special Grants through ERS.
o Working closely with other agencies such as the Education Review Office team and the Tai
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Tokerau Health Protection Officer in reviewing early learning provisions.
• There are also many “incidental” expectations of Advisers, including responding to property requests,
property occupancy documents for centres operating on crown land, Ministerials; Official Information
Act requests; rapid responses; briefing notes
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5. Overview of schooling - leadership, governance, teaching learning
The Schooling Team consists of:
o x8 Advisers (x2 Lead Advisers; x6 Senior Advisers, including x1 Senior Adviser- Māori. (x2
Based on Kaitaia; the others Whangarei)
o x2 Student Achievement Function Practitioners
o x2 Principal Adviser – Secondary Tertiary
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o x2 Senior Advisers-Students
o x1 Lead Adviser – Network
o x1 Manager (current Manager retiring 1 October; new Manager appointed from within the
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team)
• The most important role for Advisers is to build strong relationships with appropriate personnel to
enable a positive influence on the engagement and achievement of all tamariki
• The focus in our work with schools includes:
o Attendance and engagement
o Student achievement
o The National Education Learning Outcomes (NELP)
o Ka Hikitia
o Changes brought about through the adoption of the Education and Training Act 2020
• Other responsibilities include:
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o Processing Home Schooling Applications
o Te Kura enrolments
• Supporting Learning Support in their work in schools and kura, including sharing in Te Manawa Tahi
hubs
• Working with schools and kura to reduce suspensions and stand-downs and ensure students out of
school return as quickly as possible
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• Managing interventions (there are currently only three in Tai Tokerau, and two of these will shortly
be revoked and schools returned to an elected board
• Managing the allocation of Professional Learning Development funding
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• Supervising Alternative Education contracts
• Monitor Study Support Centres; Teen Parent units; out-of-school music and drama programmes
• Managing Interim Response Fund (IRF) requests
• Ensuring young people have the opportunity to investigate, and are exposed to a wide range of
employment and post school-education opportunities
•
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Working with secondary schools to improve the preparations being provided for post-school life
(social; vocational; educational)
• There are also many “incidental” expectations of advisers, including responding to parent queries and
complaints; Ministerials; Official Information Act requests; rapid responses; briefing notes.
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6. Overview of Business Support services and work programmes
• The Business Support Team, Te Tai Tokerau provides all aspects of administration support for
Management and Staff across the 3 offices of Te Tai Tokerau – Kaitaia, Kerikeri and Whangārei. The
team of Senior Support Officers are located in all three offices. One each in Kaitaia and Kerikeri with
the rest located in the Whangārei office. The team is managed by the Business Support Manager.
• Functions/tasks supported include but are not limited to:
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o Learning Support – Request for Support data entry, ESW HR and Payroll support, Moderation
Support, Funding Support, Te Manawa Tahi support.
o Early Childhood Education – Licensing and Certification, Playgroup funding, K-Base and FIRST
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database support, SELO.
o Schooling – Home Schooling, Alternative Education, ENROL, Network, PLD, NCEA.
o Corporate - Front of House (Reception), Fleet Management, Facilities Management, P2P,
Finance, Travel and Accommodation, Recruitment and Induction, IT Trouble Shooting.
• A more comprehensive list of tasks and functions supported is attached (see appendix one). This list
also details the Senior Support officers responsible for providing support to specific tasks. Primary
support and back up support. This is to ensure shared knowledge across the team and continuity of
support.
• Business Support are also providing temporary contract administration support to the Strategic
Advisers Māori and direct administration support to the Whangārei Learning Support Service
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Managers to support workload.
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9(2)(g)(i)1982
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Sector engagement and relationships
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• Overview of Principal and Early Learning groups and associations, including engagement schedule for
2021
•
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Principal Associations:
o Southern Bay of Islands Principals’ Association
o Tai Tokerau Primary Principals’ Association
o Te Mānihi Tumuaki (Tai Tokerau Secondary School Principals' Association)
o Whangārei Principals Association
o Te Aka Tokerau Principals
o Te Kōitu – Ngā kura kaupapa Māori
• Early Learning Groups / Associations / Key Contacts:
o Tai Tokerau Kindergarten Association
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o Aotearoa Playcentres Tai Tokerau Region
o BestStart Services
o Ngā Kohanga Reo
o Blessings for Life Services
o Provincial Group
o Educare Services
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o Mauri Home-based services
o Mokopuna Services
o Three Little Birds Services
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10). Relationships with Iwi and Pacifica communities:
• Engagement schedule for 2021
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Overview of Ministry Relationships with Iwi, Hapū, Marae and Māori Organisations in Te Tai Tokerau
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9(2)(g)(i)
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Overview of funding streams
o
Toikuranui: to support Iwi and Hapū in initiatives that contribute to strengthening educationally
powerful connections for Māori learners and enabling Māori learners to participate, engage and
achieve as Māori in and through the education system.
o
Whānau Engagement Fund: to
support Māori learners and their whānau reconnect with
education services following COVID-19 and ensure they have the opportunity to access the full 1982
range of education and wellbeing services.
o
Iwi Partnering with Kāhui Ako: to enable iwi to partner with Kāhui Ako to better enable Māori
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learner success as Māori through Kāhui Ako
Map of Iwi and Ministry funding -
Whānau Engagement and Toikuranui Funding – Google My Maps
Overview of funding streams and providers for Pacifica communities
Funding Type
Organisation Name
Funding
Funding Year
Amount
Pacific Education
Raumanga Kindergarten
$1,500.00
2020/21
Innovation Funding
Information
Pacific Education
Ako Aotearoa
$30,770.00 2020/21
Innovation Funding
Pacific Education
Whangārei Boys High School
$10,852.70 2021/22
Innovation Funding
Pacific Education
Whangārei Boys High School
$10,852.70 2022/23
Innovation Funding
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Working with other agencies
Name:
Focus:
Connection
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Fusion
Youth Suicide Prevention
Daily - virtual
Social Wellbeing Governance
COE / Director level focused on
Monthly
Group (SWGG)
community wellbeing issues
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across the region
Tai Tokerau Intersectoral
Regional leadership across Tai
Monthly
Forum (NIF)
Tokerau
Regional Attendance Group
Intersectoral group focused on
When required
addressing concerning
attendance rates in the region
NRLG
Covid Resurgence Leadership
As required
Te Kahu o Taonui iwi leaders
Assess and plan support for
As required
Māori whānau, hapū and iwi
across Te Tai Tokerau.
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Learning Support Advisory
Te Manawa Tahi Advisory
Monthly
Group
Group – support LSDM
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Appendix One
Whangarei Shared Services Team
Business Support Task/Contact List -
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August/September/October 2021
WHANGĀREI
Act
TASK
Support #1
Support #2
Support #3
Learning Support
CMS - Request for Service (R4S) ALL (Including Te Manawa Tahi) ALL
ALL
ALL
Correspondence Schooling (For both Learning Support and
Mikayla
Stephanie
N/A
Schooling teams)
ESW HR Support, payroll
Megan
Mikayla
Janene
ESW Centre Based Contracts
Megan
Mikayla
Janene
IWS Panel moderation support -
Monthly
Megan
Marliese
Janene
Ors Decision list / new job set up
Janene
Mikayla
Mikayla
Section 9's
Stephanie
Mikayla
Janene
Information
Teacher Aid funding /Invoicing Te Kereru - Data Entry ORS/HH
Janene
Stephanie
Joan
(FOR ALL OF TT)
Teacher Aid funding Te Kereru /Invoicing - Data Entry ICS (FOR
Janene
Stephanie
Joan
ALL OF TT)
Teacher Aid funding Te Kereru /Invoicing - Data Entry BEH (FOR Janene
Stephanie
Joan
ALL OF TT)
Teacher Aid funding Te Kereru /Invoicing - Data Entry LLI (FOR
Joan
Janene
Joan
Official
ALL OF TT)
Transport Applications (SESTA)
Stephanie
Mikayla
Janene
the
Te Manawa Tahi
Termly:
Assist in development of Te Manawa Tahi timetables
Haley
Mikayla
N/A
Distribute timetables to stakeholders incl newspapers, radio
Haley
Mikayla
N/A
stations
under
Monitor HUB Car bookings and resources, in conjunction with
Mikayla
Stephanie
N/A
Learning Support Facilitators (LSF)
Venue Hire
Mikayla
Stephanie
N/A
Print off Hub packs
Haley
Mikayla
N/A
Ad Hoc:
Maintain stakeholder database
Haley
Mikayla
Katrina
Monitoring of Te Manawa Tahi Facebook pages
Haley
Mikayla
N/R
ECE
Released
ERO Reports (K-Base)
Diane
Janene
N/R
Licensing
Diane/Joan
Janene
Megan
Certification
Diane/Joan
Janene
Megan
Discretionary Funding
Diane
Janene
Joan/Megan
40
Monthly reporting (ERO)
Diane
Janene
Joan/Megan
Emergency Closure Letters (K-Base)
Diane/Joan
Janene
-
Playgroup Funding
Diane/Joan
Janene
Megan
Telephone enquiries (general)
Diane
N/R
N/R
Schooling
IRF
Marliese
Megan
Katrina
Invoices from Schools and ECE's (Eg AE, PAST) - To scan and email Diane
Megan
-
to AP
Home Schooling
Megan
Diane
-
1982
AE (Alternative Education)
Diane
Megan
-
SDS (Stand-downs & Suspensions) - regular monitoring and
checking of the SDS database, monitoring rejected cases,
Ed Advisers
N/R
- Act
allocating cases to Education Advisers and preparing files (To
check 3 times a week ie M,W,F)
Early Leaving Exemptions (ELX) - ENROL entry (BS)
Megan
Diane
Haley
Networking
Corporate
Reception Duties
Marliese
ALL
ALL
IT - Mobile Devices - INITIAL SETUP AND INDUCTION ONLY
Mikayla
Stephanie
-
IT - Troubleshooting
Service Desk
-
-
COMMS ROOM (Server)
Andy/Mikayla
-
-
Catering
Marliese
Katrina
Stephanie
Information
Venue Hire (External) -
excluding Te Manawa Tahi
Marliese
Katrina
Stephanie
Cleaning - troubleshooting (OCS Contact)
Marliese
Katrina
Stephanie
DHB Car parking cards - topping up
Megan
Andy
N/R
Facilities
Marliese
Katrina
Stephanie
FIRST Administrators (Mataara and Touchpoint information)
Diane
Janene
Joan
Kitchen/Bathroom/Milk Supplies - Purchasing
Katrina
Marliese
Stephanie
Official
Mail (logging Regional - Schooling & ECE)
Diane
Marliese
-
Professional Development process and database (All staff)
Megan
Marliese
-
Paper Recyling/Secure Document Destruction
Katrina
Marliese
Stephanie
Stationery
Katrina
Marliese
Stephanie
the
Business cards
Katrina
Marliese
Stephanie
Access Cards
Marliese
Katrina
Stephanie
Travel and Accommodation, Taxi cards
Janene
Mikayla
Joan/Katrina
Resource Processing (ALL)
Megan
Andy
-
Vehicle Fleet - Reporting (FBT, Auto cancellation, etc)
Stephanie
Katrina
N/R
under
Vehicle Fleet - Day to day operations (Vehicle repairs, valets, keys Stephanie
Mikayla
Katrina
etc)
P2P, Procurement and Contracting
Agency Contracts and People Contracts (Creating Purchase
Mikayla
Janene
??
Orders and processing of Invoices)
One Off Purchases (Creating Purchase Orders and processing of Katrina
Marliese
Stephanie
Invoices)
Open/Closed Purchase orders & Preparation and posting of
Mikayla/Katrina
-
-
Released
accruals and journals (Monthly)
SELO - Processing of invoices
(From July onwards)
Haley
Mikayla
Janene
HR/Recruitment
41
Recruitment - advertising/Shortlisting/interviews/Quickstart
Mikayla
Janene
Megan
form
ESW Recruitment - advertising/Shortlisting/interviews/Quickstart Megan
Mikayla
Janene
form
Staff Induction
Managers/Mikayla Janene
Megan
MyHR process (Internal paperwork)
Mikayla
Janene
Megan
Other
OIA and Ministerial Support
Mikayla
General
1982
End of day lock ups
ALL
Document Management - Quality Checking/Formatting/Typing
ALL
Enquiries Mailbox - EMAIL
ALL
Act
TT Support Mailbox
ALL
General Enquiries - incoming phone calls
ALL
General Enquiries - internal staff enquiries
ALL
Morning Mail sort - other
Marliese
ALL
Afternoon mail (courier)
Marliese
ALL
Meeting Support
ALL
Records Management
ALL
PVBS Support - minimal
ALL
Floor Wardens
Marliese, Di,
N/R
N/R
Megan & Mikayla
Fire Warden - Head
Haley
N/R
N/R
Information
Fire Warden - Deputy
Janene
N/R
N/R
OTHER
Property Filing
Diane
N/R
N/R
Official
Additional Tasks not listed
Via Business Support Manager
the
Business Support Task List - Kaitaia (2021)
TASK
Support
under
LEARNING SUPPORT
CMS - Request for Service (R4S) ALL (Including Te Manawa
Joan
ALL
Tahi)
CMS - Closed Files
Joan
Whangarei
Correspondence Schooling (TCS)
Joan
Whangarei
Resource/Equipment Booking System
Joan
Whangarei
File Requests
Joan
Whangarei
Student Analysis
Joan
Whangarei
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Traumatic Incident Support
Joan
Whangarei
LLI Moderation support (
FOR ALL OF TT)
Joan
Janene
42
Te Manawa Tahi
Termly:
Assist in development of Te Manawa Tahi timetables
Joan
Whangarei
Distribute timetables to stakeholders incl newspapers, radio Joan
Whangarei
stations
Monitor HUB Car bookings and resources (In conjunction
Joan
Whangarei
with LSF)
Print off Hub packs
Joan
Whangarei
Monitor Face Book pages
Joan
Whangarei
1982
Ad Hoc:
Organise catering
Joan
Whangarei
Order resources
Joan
Whangarei
Act
ECE
Licensing
Joan
Diane
Certification
Joan
Diane
Discretionary Funding
Joan
Diane
Emergency Closure Letters (K-Base)
Joan
Diane
Playgroup Funding
Joan
Diane
CORPORATE
IT - Comms Room
Joan
Whangarei
Information
IT - Mobile Devices (Initial set up and induction)
Joan/Haley
Whangarei
Catering
Joan
Whangarei
Facilities
Joan
Whangarei
Fire Warden
Joan
N/R
First Aider
Joan
N/R
Staff Induction
Managers/Joan Whangarei
Official
MyHR process (Internal paperwork)
Joan
Whangarei
Kitchen/Bathroom/Milk Supplies
Joan
Whangarei
Morning Mail sort - other
Joan
Whangarei
the
Afternoon mail (courier)
Joan
Whangarei
Paper Recyling/Secure Document Destruction
Joan
Whangarei
Records Management
Joan
Whangarei
Stationery
Joan
Whangarei
Vehicle Fleet operations - PVBS Support and
Joan
Whangarei
under
Troubleshooting
Travel and Accommodation - Kaitaia and Kerikeri
Joan
Whangarei
Document Management - Quality
Joan
Whangarei
Checking/Formatting/Typing
Reception Duties/General enquiries
Joan
Whangarei
Internal staff enquiries
Joan
Whangarei
Meeting room set up and break down
Joan
Whangarei
Released
Business Support Task List - Kerikeri (2021)
TASK
Support
43
Learning Support
CMS - Request for Service (R4S) ALL (Including Te
Tui
ALL
Manawa Tahi)
Correspondence Schooling (TCS)
Tui
Whangarei
Resource/Equipment Booking System
Tui
Whangarei
File Requests
Tui
Whangarei
Traumatic Incident Support
Tui
Whangarei
Te Manawa Tahi
1982
Termly:
Assist in development of Te Manawa Tahi timetables
Tui
Whangarei
Distribute timetables to stakeholders incl newspapers,
Tui
Whangarei
Act
radio stations
Monitor HUB Car bookings and resources (In conjunction Tui
Whangarei
with LSF)
Print off Hub packs
Tui
Whangarei
Monitor Face Book pages
Tui
Whangarei
Ad Hoc:
Organise catering
Tui
Whangarei
Order resources
Tui
Whangarei
CORPORATE
Information
IT – Server
Tui
Whangarei
IT - Mobile Devices (Initial set up and induction)
Tui/Haley
Whangarei
Catering
Tui
Whangarei
Facilities
Tui
Whangarei
Fire Warden
Tui
N/R
Official
First Aider
Tui
N/R
MyHR process (Internal paperwork)
Tui
Whangarei
Staff Induction
Managers/ Whangarei
the
Tui
Morning Mail sort - other
Tui
Whangarei
Afternoon mail (courier)
Tui
Whangarei
Paper Recyling/Secure Document Destruction
Tui
Whangarei
Records Management
Tui
Whangarei
under
Stationery
Tui
Whangarei
Vehicle Fleet operations - PVBS Support and
Tui
Whangarei
Troubleshooting
Document Management - Quality
Tui
Whangarei
Checking/Formatting/Typing
Reception Duties/General enquiries
Tui
Whangarei
Internal staff enquiries
Tui
Whangarei
Meeting room set up and break down
Tui
Whangarei
Cultural Support (Powhiri/Whakatau)
Tui
N/R
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44
1982
Act
Briefing to the Incoming
Hautū Te Mahau Te Tai Raro
Deputy Secretary (Northern)
Information
Regional office: Tāmaki Makaurau
Official
the
under
Released
45
Contents
Section One
Regional Context…………………………………………………………….3 - 11
Section Two
Iwi…………………………………………………………………………......12
Section Three
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How we are organised………………………………………………………13 - 15
Section Four
Act
Services……………………………………………………………………….16 - 28
Section Five
Key Work Programmes. ……………………………………………………29 - 45
Section Six
Education sector groups and key stakeholders………………………….46 - 47
Section Seven
Information
Upcoming events……………………………………………………………47
Appendices……………………………………………………………48 - 62
Official
the
under
This painting commissioned in 2019 by and for the Tāmaki Makaurau team hangs proudly in the Maungawhau
office as a symbol of our commitment to working together to achieve equity and excellence for ākonga.
Kia tapatahi te hoe, whāia rawatia te pae tawhiti, te pae o angitu whakamau kia tina!
Released
Paddling in unison towards equity and excellence
Section One
46
Regional Context
Tāmaki Makaurau is a vibrant and fast-growing region that is bounded by three major harbours and
incorporates both rural and urban communities. We are about a third of Aotearoa’s population, yet we make
up less than 2% of the total land area. The current population of Tāmaki Makaurau is 1.65 million and is
projected to reach two million by 2028.
We recognise 19 Iwi authorities who we are building relationships with and working alongside to enable their
educational aspirations. These are:
Ngāti Rehua Ngāti Wai ki Aotea
Waikato - Tainui
Marutūahu
1982
Ngāti Manuhiri
Te Kawerau-a-Maki ki Waiohua
Ngāti Paoa
Ngāti Rehua
Ngāti Tamaoho ki Waiohua
Ngāti Whanaunga Act
Te Uri o Hau
Te Akitai Waiohua
Ngāti Maru
Ngāti Whātua o Kaipara
Ngāti Te Ata Waiohua
Ngāti Tamaterā
Ngāti Whātua o Orakei
Te Ahiwaru Waiohua
Te Patukirikiri
Nga Maunga Whakahī
Ngai Tai-ki-Tamaki Waiohua
We are unique
Tāmaki Makaurau means Tāmaki desired by many. This name refers to the abundance of natural resources,
strategic vantage points, portage routes, and mahinga kai which first attracted Māori, and then other
settlers.
Information
The spiritual and cultural connection Māori have to Tāmaki Makaurau is tied to their relationship with the
land, maunga, harbours and waters.
Tāmaki Makaurau is one of the most linguistically and culturally diverse cities in the world.
We are home to people from 155 ethnic groups, and 120 languages are spoken by children attending our
Official
1520 early learning services and 568 state and state integrated schools and kura.
62% of English Second Language (ESOL) funded ākonga live in Tāmaki Makaurau. Most migrants to New
the
Zealand choose to settle in Tāmaki Makaurau because of the wide range of employment and commercial
opportunities.
Tāmaki Makaurau is New Zealand’s gateway to the world and generates around a third of the country’s GDP.
It provides the key opportunity to drive New Zealand’s productivity growth and economic diversification.
under
With the city projected to account for 75% of growth in the working age population out to 2043, widespread
planning for Auckland’s growth is crucial.
Tāmaki Makaurau large population size relative to the rest of New Zealand is likely to remain during the next
30 years. Around 1.7 million or one third (35%) of New Zealand’s population live in Tāmaki Makaurau. This
proportion is projected to increase to 39% by 2043. Over the next 30 years this population could increase by
another 720,000 people to reach 2.4 million. Tāmaki Makaurau population is growing at an average of 2%
per year (Stats NZ) or 34,000 people per year, the equivalent of adding a Gisborne.
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47
1982
Act
Information
Covid-19
The past 18 months have been challenging for the Tāmaki Makaurau education sector and with further
lockdowns in August/September this year recovery from the impacts remains.
The impact looks different across Tāmaki Makaurau. While participation, engagement and achievement data
Official
is improving, the rate and depth of that improvement is sub-regionally contextualised and influenced by
existing social and economic factors pre-covid. These factors have amplified as a result of covid.
To respond to the challenges, there are some key projects that we have joined up with the education sector,
the
ākonga and communities. One of those was the Urgent Response Fund (August 2020 – June 2021) where
education sector leaders and our teams work together. This provided a tremendous opportunity to work
together in a new and different way to support ākonga wellbeing, participation and engagement in learning.
Our insights from this experience describe the significance of open engagement, respect, listening to learn
and a way of doing things that values the mahi of those working with tamariki and rangatahi.
under
During Alert Level 4 August/September this year there was growing concern about loss of participation and
learning for many tamariki and rangatahi.
Reconnecting our young people with school and kura is a major
focus for Tāmaki Makaurau.
We are geared up to support the education sector through transitions of alert levels including their distance
learning and onsite learning programmes and ensuring continuity of service delivery for early learning
services, kura and schools.
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We are growing and fast!
Our school-age population is already experiencing unprecedented growth, and this is expected to continue
at an increased pace over the next decade. This results in pressure to provide the right physical space and
48
associated infrastructure within schools and to deliver a system that enables all children and young people
to reach their potential.
Tāmaki Makaurau is projected to receive 55% of New Zealand’s growth over the next decade – which
means an additional 60,000 student places needed in Tāmaki Makarau by 2030.
The Ministry has undertaken engagement with the Tāmaki Makaurau education sector, obtaining their ideas
for managing the growth in their local schooling networks in the next decade. Amongst the ideas and views
gathered, the sector told us that what is important to them is all-weather outdoor spaces and facilities so
that both young children and teenagers can play and move outside all year round. They also said that schools
need to be linked more effectively to the community, offer the use of school facilities, and work more closely
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in partnership with the council and local organisations so everyone can benefit.
The sector identified the need for increased wellbeing services housed in schools, so that they could partner
Act
with health care organisations to provide physical and mental health services necessary to support our most
vulnerable students.
There is heightened demand for accessible and effective pathways for Māori medium and Te Reo Māori
education and for children with learning support and wellbeing needs, and Iwi centric schooling provision.
In 2019 we released the National Education Growth Plan (NEGP) – a new way of thinking about and co-
ordinating the Ministry’s response to population growth across New Zealand. It will ensure that sufficient
capacity in the school network is delivered as the right type, in the right place, at the right time.
National
Education Growth Plan – Education in New Zealand.
Information
This incorporates the Auckland Education Growth Plan (AEGP) which accounts for half of the nation’s
identified growth catchments. As communities change, so too do the schooling needs of their tamariki and
rangatahi. The NEGP and AEGP identifies what we know about the anticipated location and patterns of
growth in school aged children between now and 2030 and identify what the Government may need to
consider meeting this growth
An update to the National Education Growth Plan was released in May 2021. The Auckland update can be
Official
viewed here.
https://www.education.govt.nz/assets/NEGP/NEGP-Update-Auckland-March-2021.pdf
Population growth is placing pressure on our school network in specific areas. The high growth areas are all
the
unique and are experiencing growth in different ways. In some areas, we are seeing redevelopment and
intensification of existing urban areas, while in other areas entire new communities are being established.
We expect growth will continue and will bring challenges with it. Our school-aged population in Tamaki
Makaurau and Tai Tokerau are already experiencing unprecedented growth, and this is expected to continue
at an increased pace over the next decade. This results in pressure to provide the right physical space and
under
associated infrastructure within schools and to deliver a system that enables all children and young people
to reach their potential.
Our Greenfield growth is equivalent to adding Christchurch city to Tāmaki Makaurau within the next 30 years.
Greenfield refers to land that has been identified for future urban development that has not been previously
developed. Our urban regeneration and brownfield growth are equivalent to adding two Wellington cities to
Tāmaki Makaurau within the next 30 years. Urban regeneration is the planning of neighbourhoods and
improvement of buildings to strengthen communities and the economy to make it an even better place to
Released
live.
This map shows the major greenfield developments and urban regeneration areas spread throughout the
Tāmaki Makaurau Region:
49
1982
Act
Information
Tāmaki Makaurau is projected to receive 55% of New Zealand’s growth over the next decade – which means
an additional 60,000 student places needed in Tāmaki Makarau by 2030.
Kāinga Ora are undertaking the ‘Auckland Housing Programme’ across a number of the Auckland Education
Growth Plan (AEGP) catchments. The Roskill Development is an example where 11,000 new, high quality,
Official
healthy homes will be built over the next 10 years. This will include approximately 3,000 state homes, 3,500
affordable homes and 3,500 homes for the open market. The impact of this development on our school
property is doubling the rolls of existing primary schools and the provision of a new primary school.
the
under
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50
Giving practical effect to Te Tiriti o Waitangi
The development and advancement of Māori medium education is a key priority for our rohe. Our vision is
for whānau in Tāmaki Makaurau to have seamless Māori medium learning pathways for their tamariki and
mokopuna that are accessible, respond to whānau aspirations and are sustainable.
A key focus for us is to continue to further develop and extend our partnerships and relationships with Iwi,
hāpu, whānau and the education sector. This is critically important in helping us to understand the needs,
interests, and aspirations of ākonga within the context of their whānau.
A part of this focus is to support collaborative planning for future Māori Medium provision and to further
1982
develop existing learning pathways to meet the needs of local communities.
Ka Hikitia and Tau Mai te Reo national strategies guide and shape the work we do including the development
of our Arotahi (vision/focus) for our region. Tāmaki Makaurau Ministry staff have worked together this year
Act
on a vision statement and high-level goals:
9(2)(f)(iv)
Information
Official
the
under
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51
Our People
The regional team consists of approximately 625 staff working within and across function groups to provide
integrated service delivery.
To further support and enable staff to give effect to Te Tiriti of Waitangi and our Arotahi, a range of learning
and development programmes including Beyond Diversity, Te Tiriti o Waitangi workshops and regional
forums have been offered to all staff members – with a focus on continuous improvement to enhance and
strengthen service delivery.
Our regional Professional Learning & Development Committee are developing the calendar of opportunities
1982
for the year ahead.
In June this year, our teams participated in geographic team hui focused on ways to collaborate more with
each other. Guest speakers
Act
9(2)(a)
and 9(2)(a)
spoke at two of our hui and led a session on
Forgotten Histories.
The third hui had seven exceptional guest speakers which included ākonga from six schools. The ākonga
shared their current lived experiences and personal thoughts of the education system. The seventh guest
speaker was a young man who shared his story and experiences of the education system.
What we heard:
• Productive partnerships and relationships between school, whānau and ākonga are key to
participation and engagement in school and learning.
•
Information
A school culture that valued each learner for who they are and enabled them to be their best.
• That the opportunities to succeed in the system requires effort on behalf of the individual and some
ākonga need support to access those opportunities.
• That physical environments of buildings and classrooms and resources are important tangible
indicators of equity in our system.
The voice of Ākonga
Official
We are proud of the work that young people in Tāmaki Makaurau are doing every day; we recognise the
importance and the power of giving young people an opportunity to lead and to make a difference in their
the
own way.
This year we have been working alongside a group of ākonga from across Tāmaki Makaurau to design and
establish an
Auckland Youth Advisory Group (AYAG) to specifically focus on Auckland’s strengths within our
unique and diverse community. The AYAG’s aim is to bring authentic ākonga lived experiences and voice
using agentic practices into our Regional Office.
under
The AYAG will offer advice based on their experiences living as young people (aged 12 to 18 years) to help us
improve outcomes for our education community.
They will:
• identify the issues that are important to young people and the communities they live in and are
influenced by,
• provide advice on our regional strategies, policies, and plans, and
• help us effectively engage with the needs and aspirations of young people.
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9(2)(f)(iv)
52
• 9(2)(f)(iv)
The AYAGs are representative of a diverse and broad range of youth across Tāmaki Makaurau.
We are excited to share that the AYAG is youth centric and is ako in intent, function, and form. This means
that there is a genuine commitment that the connection is reciprocal (mutually beneficial and responsive),
and that the ākonga will gain tangible outcomes in terms of skill development and leadership. Ākonga will
be working in teams to problem solve, discuss, collaborate, create, think, and connect.
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2-4-1 Stand Together: Tāmaki Makaurau’s Pacific Ākonga Community
Another example of ākonga leading the way, is the 2-4-1 group, borne out of the ākonga march for unity to
Act
stop interschool rivalry in July 2020. 2-4-1 represents Tū Fa’atasi – Tu’u Fakataha – Tu Fakalataha – Tū Kapiti
– Tū Kotahi – Cakacaka Vata meaning “stand in unity”. This group represents an ākonga movement across
Tāmaki Makaurau to build a community regardless of the schools they attend.
Following the ākonga march in July last year, representatives from Police, Local Boards, The Cause Collective,
Unitec, as well as teachers, Board of Trustees representatives and our staff, met with the ākonga leaders to
listen and respond to their feedback.
The ākonga leaders, with the support of the above agencies, met weekly to share their individual and
collective journeys; to support each other during a difficult year; to discuss key issues around identity,
Information
language and culture; to exercise their ākonga voice and voice of their peers, and to plan an end of year
celebration which was held on 11 December last year. The event celebrated unity and leadership as a Pacific
ākonga community. About 300 ākonga, teachers and whānau from 42 schools
across Tāmaki Makaurau gathered at the Vodafone Events Centre in Manukau
for the celebrations.
The students from 2-4-1 have also been busy being interviewed for a video
Official
documentary series (filmed by a pacific communications agency). The video
documentary series captures the experiences of ākonga, and what ākonga
agency and ākonga leadership looks like in action. The documentary shows
the
ākonga who are motivated, positive in their own identity, resourceful and
resilient - all things our curriculum aspires for our young people.
The video and accompanying curriculum resources are available on the Ministry’s
website.
under
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53
Early learning provision
At July 2021, there are 1520 early learning services and Ngā Kōhanga Reo in Tāmaki Makaurau:
Breakdown of numbers by type:
Number of early
Early Learning Type
July 2020 Roll
learning services
Education and Care Service
1063
47809
Free Kindergarten
144
6419
Homebased Network
175
6359
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Playcentre
78
1893
Te Kōhanga Reo
46
1005
Act
Hospital Based
10
Casual-Education and Care
4
Auckland Total
1520
63485
Breakdown by ethnicity
Information
Official
the
Breakdown of numbers by regional sub-areas
Area
Number of services
July 2020 Roll
under
Central
286
11681
East
217
9066
North
298
13003
South
268
11131
South West
175
6893
West
276
11711
Total
1520
63485
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54
Schooling provision
As at July 2021 there are 568 state and state integrated schools and 44 independent (private) schools in
Tāmaki Makaurau.
Breakdown of numbers by schooling type (state and state integrated only):
School Type
Number of schools
July 2021 Roll*
Primary
378
141743
Intermediate
42
22980
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Composite
38
19541
Secondary
97
99933
Special School
13
2034
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Auckland Total
568
286231
Māori Medium
Number of kura
July 2021 Roll*
Kura
10
1109
Ngā Kura-ā-iwi
1
268
Te Kōhanga Reo (ELS)
46
1005
Breakdown by ethnicity Information
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Breakdown of numbers by regional sub-areas
Area
No.of Schools
July 2021 Roll*
Central
102
54591
East
94
52772
North
109
60050
South
92
34443
South West
84
43788
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West
87
40587
Total
568
286231
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Section Two
Iwi
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Section Three
How we are organised
Important to note:
• The establishment of Te Mahau | Te Tai Raro, and the appointment of the Director of Auckland, into
the Hautu | Deputy Secretary, Te Tai Raro role has provided an opportunity for us to review
Auckland’s current leadership structure.
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• On 10 September, the Director of Education proposed an interim and temporary management
structure in Tāmaki Makaurau while the longer-term changes needed to ensure that Tāmaki
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Makaurau is well placed to deliver services that meet the aspirations of a Regional Service Delivery
Model are considered. Given the size and complexity of the region, it will take time to determine,
and put in place, a design that will deliver the best education outcomes for the region
. It is expected
the interim structure will be in place from 4 October until 30 June 2022.
As of September 2021
We organise service delivery across six geographic areas: North, West, Central, Southwest, South and East.
The northern boundary between Tāmaki Makaurau and Te Tai Tokerau is Te Hana and the southern boundary
with Waikato is Mercer. Great Barrier Island and Waiheke Island are included in the central geographic area.
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This map shows the boundaries for each geographic area:
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We have four offices located in Henderson (West Tāmaki Makaurau), Albany (North Shore), Mt
Maungawhau (Central Tāmaki Makaurau), and Botany (East Tāmaki Makaurau).
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Office for the Director of Education – Tāmaki Makaurau
The below reflects the Director of Education’s leadership structure up to 1 October 2021.
The Director of Education has nine direct reports:
• Deputy Director (with responsibility for Learning Support operations)
• Deputy Director (with responsibility for Education, Curriculum, Business Support operations)
• Strategic Advisors Māori (x2)
• Principal Advisors (x2)
• Manager Network
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• Regional Strategic Advisor
• Executive Assistant.
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Interim Leadership Structure
The following reflects the interim/temporary leadership structure for Tāmaki Makaurau from 4 October 2021
to 30 June 2022. Two Directors of Education have responsibility for the full suite of education services across
designated geographical areas of Tāmaki Makaurau as follows:
• Director of Education – Tāmaki Makaurau (Area One) – Deidre Alderson. Deidre leads education
operations for South, East and Central areas.
• Director of Education – Tāmaki Makaurau (Area Two) – Tanya Harvey. Tanya leads education
operations for South West, North and West.
• Each Director is supported by two Learning Support Managers, three Education Managers, a
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Strategic Adviser, a Principal Adviser and Executive Assistant.
• The following positions report to a Director and are responsible to both Directors as the teams work
across Tāmaki Makaurau:
o Curriculum Manager - reports to Tanya Harvey.
o Business Support Manager - reports to Tanya Harvey.
o Performance and Quality Lead - reports to Deidre Alderson
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o Systems and Services Manager- reports to Deidre Alderson.
Regional Communications the
The Principal Advisers support the Director of Education and teams with regional communications through
quality assurance processes for Ministerials, Official Information Act Requests, Privacy Act Requests, Media
Request and drafting internal and external communications.
Important things to note:
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• Final approval of regional communications is with the Director of Education.
• Education Weekly Updates are due to National Office every Tuesday afternoon. Principal
Advisers will work with the teams to draft the items and forward to the Director for final approval.
• The Director writes to the early learning and schooling sector every 6 weeks with updates on key
regional information.
• Special Projects - in addition to supporting Regional Communications, the Principal Advisors/
Strategic Advisor also supports the Director with significant region-wide initiatives as identified
by the Director.
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Reporting
The Director of Education provides a monthly report to National Office. A standard template is used for the
report. Each regional business group provides detail for the report.
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Situation Reports are provided to National Office as required for any current risks or issues of significance.
Business group managers provide a Status Report (at least once a month) to the regional executive and
management meetings – example below
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We are currently streamlining current performance reports and preparing a simplified region-wide
dashboard to support operational decisions.
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Meeting structures
Executive Team Meeting
The purpose of these meetings is to maintain strategic oversight of Auckland Regional business and risks;
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it’s people, partnerships, and priorities.
Management Team Meeting
The purpose of these meetings is to implement actions from the Executive team and make operational
decisions.
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Section Four
Services
This section outlines the range of services we deliver including an overview of the service and important
things to know about the priorities, issues and opportunities.
Service delivery is supported by approximately 625 Sector Enablement and Support and Education
Infrastructure staff.
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Network Planning
What we do
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Network services comprise of 8 and is led by Janet Schofield – Manager Network. The team identifies
demand pressure on schools within geographic catchments. We model growth scenarios affecting networks
of schools, and work with Education and Property teams to identify options to manage these growth
pressures.
Network advisers assist schools with targeted responses to growth or change. Responses may include:
• enrolment scheme set up or amendment
• new school establishment and
• change of year level or status
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Where significant change is proposed we run a community engagement and consultation process.
The Network team works with a range of school types; mainstream, integrated, kura, specialist, dedicated
character, contributing, full, intermediate, junior or senior college or high school.
Important things to know
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We estimate that Auckland will require an additional 60,000 student places to accommodate growth to 2030.
The NZ Catchment Demand Model (NZCDM) is supported technically from the Auckland office Network team.
The Long-Term Outlook (LTO) tracks when teaching spaces are required at catchment and individual schools’
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level, and where and when new schools are required (this is administered nationally but contains the latest
Auckland data). We work with the Acquisitions team to identify options for new school sites.
Network services priorities include the following work streams:
1. Auckland demand modelling - Auckland Education Growth Plan (AEGP)
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2. Learning support | Specialist school network
3. Te Tira Hou | Māori Medium Network
4. Accelerated Enrolment Scheme Programme
5. New School establishment
6. Network change programmes
Network services to be established by August 2022:
1. Early childhood network planning
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Learning Support
What we do
Learning Support comprise approximately 380 staff.
Managers Learning Support guide and lead the work in their Area.
Service Managers (25) lead teams that work directly with early learning services, schools, kura, ākonga and
whānau to deliver the following services:
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• Behaviour/Wellbeing Support
• Communications Support
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• Early Intervention
• Ongoing Resourcing Scheme
• School High Health Needs
• Physical Disability Services
• Deaf and Hard of Hearing Services
• Assistive Technology
• Property Modifications
• Traumatic Incidents
• Specialist support programmes
• Safe Restraint training
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These teams work with schools and services to support and enable the Learning Support Delivery Model
including working closely with Resource Teachers of Learning and Behaviour (RTLB) to support the
implementation of He Pikorua - practice framework that supports mokopuna with additional learning needs
and their whānau.
The Performance and Quality team supports the work of the Auckland Region teams to enhance service
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delivery performance and quality outcomes including:
• Building people capability through professional learning and development programme, practice
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induction programme and supervision support
• Contributing to National initiatives and new projects
• Working with Pacific and Māori services to further support their inclusive practices and services
• Promoting quality evidence based/informed practices
• Advising and supporting responses to specific queries about practice issues
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• Internal – data management and reporting
• Contract management – for sector contracts such as Early Intervention Specialist Service Providers
(EISSPs)
• Fund Management – provide and monitor financial data and lead the allocation and delivery of
sector funding e.g., ORS, In Class Support, Assistive Technology, Language Learning Initiative.
The Systems and Services team provide services to early learning, schools, kura and whānau including:
Building Capability System:
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• School-Wide (Positive Behaviour for Learning – PB4L)
• Incredible Years
• Restorative Practice
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Support Services:
• Behaviour Crisis Response
• Te Kahu Tōī, Intensive Wraparound Service (IWS)
• Check and Connect
• Traumatic Incidents
• Youth Justice - assessments for youth offending
• Understanding Behaviour Responding Safely
• Safe Restraint (aka Management of Actual or Potential Aggression training – MAPA)
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Important things to know
9(2)(g)(i)
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Education and Curriculum
What we do
Education, Curriculum and Business Support services comprise approximately 120 staff led by:
• Education Managers(x6)
• Curriculum Manager
• Business Support Manager
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The Education teams are organised by geographic sub- areas and led by Education Managers and their
teams. This team has responsibility for the following key areas:
• Advice and guidance on the Education and Training Act
•
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Statutory Interventions
• Schooling Improvement
• Secondary – Tertiary pathways
• Attendance, participation and engagement
• Education pathways including Kāhui Ako provision
• Student services including directed enrolments, youth justice, home education, early learning
exemptions
• Iwi and whānau engagement
• Pacific community engagement and contract management for providers
• Managing at a regional level the deployment of funds including Interim Response Fund and Special
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Reason Funding.
• Contract relationship management – Attendance Services and Alternative Education.
• Managing complaints about the education sector
• The Education team has a key role as the day-to-day key contact for and with schools, kura and early
learning services. This includes bringing together internal groups to help streamline responses for
schools or services. The team also works alongside alternative education, tertiary institutions, and
industry.
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• Assessing and issuing of Home Education Certificates
• Assessing and recommending approval/decline Directed Enrolment applications
• Supporting Kāhui Ako in implementing their Achievement Challenges
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Early Learning
• Advice and guidance on the Education and Training Act, Education (Early Childhood Services)
Regulations 2008 and the Licensing Criteria for ECE Services 2008
• Issuing and amendment of Licenses
• Monitoring and assessing breaches of legislation
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• Managing complaints about and incidents in the sector
• Curriculum development support
The Education team collaborates with other agencies such as the Education Review Office
and Oranga Tamariki to provide joined up support for the best outcomes for ākonga.
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Important things to know
The Education teams are driven by the Auckland Regional Education plan which is annually reviewed. In
direct alignment with the new Education and Training Act 2020 (Section 127), Auckland’s Regional Plan is set
within the framework of Ka Hikitia and Tau Mai Te Reo.
We use the Schooling Improvement Framework (SIF) to help shape, guide and priorities our approaches and
engagement with schools and kura. The SIF plans are reviewed on a quarterly basis and reported to National
Office. Student Achievement Practitioners are available to work with schools and kura that would benefit
from additional support through a change and improvement process.
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We have a newly established Curriculum team comprising of Manager Curriculum and 10 Curriculum Leads
who work with and for early learning services, schools and kura to support
and advance curriculum development. There is currently a significant focus on the development of Aotearoa
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New Zealand Histories.
We currently have nine Statutory Interventions in Tāmaki Makaurau. 9(2)(g)(i)
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Business Support
What we do
Business Support is led by Bree Foley – Manager Business Support, supported by two Support Managers and
their teams. Within Business Support we have two teams consisting of Business Support and Contracts &
Licensing:
Business Support
The work that is undertaken by the Business Support team falls into two key areas, Sector Enablement and
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Support (SE&S) and Business Enablement and Support (BE&S). All business support staff are familiar with the
BE&S tasks and the team are expected to cover these tasks as part of their Senior Support Officer role.
Individual team members are assigned 1 or 2 key Portfolios.
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Contracts & Licensing
This is a unique small regional team only located in Auckland and based in the Maungawhau office. Its
function is to manage contracts that support learners that are primarily Māori, Pacific or in low
socioeconomic backgrounds and the administration of early learning licensing applications and associated
functions.
We do the administration for early learning licensing applications and other related functions like quality
assurance, providing advice, regional reports and monitoring of application progress through the Ministry
system.
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Important things to know
Business Support is the engine room of the organisation, the team are a touch point for every part of the
business - see appendix two for a detailed overview of Business Support work streams.
.
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• Currently we manage 20 portfolios within the Auckland region.
• Contracts and Licensing currently manage 12 various contracts which both Nationally and
Regionally.
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Business Support Services include the following workstreams
• Providing a seamless level of customer service to both internal and external key stakeholders via our
Receptionists and our Portfolio Management.
• Ensuring strong contract management processes across the variety of regional and national contracts
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undertaken in Auckland. We have 6 initiatives that funded from our regional budget and 7 that are
funded nationally.
• Effective communication between the national and regional teams connected to us (EC
Implementation Planning, Provider services, Procurement, Auckland Education Managers and their
teams, Auckland Performance and Quality lead, Strategic adviser Māori, Pacific Function Group,
Curriculum Leads, Business Support).
• Be agile to the requirements of different COVID Alert level responses and the subsequent funding to
support learners that are Māori, Pacific or in low socioeconomic backgrounds.
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Te Puna Hanganga, Matihiko | Infrastructure & Digital
What we do
Te Puna Hanganga, Matihiko | Infrastructure & Digital aims to create safe and inspiring, ICT-ready learning
environments, supporting better outcomes for education, today and for future generations of ākonga.
We work closely with schools across the country to build, improve and modernise learning environments,
and enable better use of technology through consistent ICT infrastructure. We’re the second largest
purchaser of passenger services in New Zealand and help transport over 100,000 students to and from school
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every day.
We also oversee the second largest social property portfolio in New Zealand, supporting the management of
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assets at over 2,100 state schools, with about 35,000 classrooms.
Te Puna Hanganga, Matihiko supports schools so school leaders and communities can focus their energy and
attention on what matters most, teaching and student learning
Te Puna Hanganga, Matihiko in Tāmaki Makaurau is led by David Bos – Regional Asset Manager. The team
in total is around 100 members. David and his team are responsible for the delivery of property in Tāmaki
Makaurau, including asset management, capital works, modular classrooms, construction observation,
regional engagement, procurement, acquisitions and designation, school design, property delivery and
administrative support.
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The focus for EIS in Tāmaki Makaurau is the implementation of Te Rautaki Rawa Kura – The School Property
Strategy 2030. It sets the long-term direction for how we will manage school property to support all schools
having quality learning environments by 2030. The Regional has created a Regional Property Plan to set the
strategy and direction of
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Important things to know
Te Puna Hanganga, Matihiko resources in Tāmaki Makaurau
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Asset Management – Robert McAllister (32)
Asset Management are the ‘internal’ client within Te Puna Hanganga, Matihiko. Most of the work for this
team is focused on manging the existing stock of buildings and planning for new investments in new
buildings. They manage the daily interface with schools.
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Capital Works – Malcolm Gamet (44)
The Capital Works Team are the largest in numbers. They are responsible for the implementation of major
build projects and are instructed by Asset Management
Acquisitions and Designations – James Puketapu (5)
The A&D Team purchase new land and deal with the legal aspects of the Resource Management Act and
other land related legislation.
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Design – Renelle Gronert (5)
The Design Team are responsible for setting design standards for schools and providing design assurance
reviews on all large value investment projects.
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Construction Observation – Fred Cox (2)
The Construction Observation Team are responsible for checking sites on both Capital Works and School-led
construction projects. Their role is primarily there to ensure all construction meets the Ministry’s Design /
Quality standards.
Procurement – Stephanie Sommerville (8)
A team of procurement professionals support the Capital Works and Asset Management functions with their
consultancy and construction sourcing needs in Auckland and Tai Tokerau.
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Health and Safety – Martina McVey (1)
The H&S Team supports our stakeholders and provider partners to implement health and safety practices at
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all stages of construction through:
• Review and acceptance of Asbestos Removal Control Plans (ARCPs) for Ministry-led projects
• Development of policies, procedures and ‘how to’ guidance for EIS staff involved in project delivery
• Produce health and safety information for schools, boards of trustees and third-party service
providers
• Advice on specific health and safety matters
• Incident reporting and management of Ministry-led construction projects
• Investigation of notifiable events on behalf of the Ministry
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Off-site Manufactured Buildings (OMB) – Simon Hampson (2)
Modular / Transportable buildings built off-site account for a large portion of the overall portfolio of
classrooms in the region. This team leads the implementation of Short-Term Roll Growth in the region and
the management of these buildings nationally.
Engagement – Danielle Van Sambeek (1) Official
The Senior Engagement Advisor provides school property, project-specific, external and internal engagement
support on all school major redevelopments and new school builds. Engagement support may include
supporting issues resolution, supporting ministerial correspondence and media responses, developing and
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assisting with implementing stakeholder engagement plans for school property projects, content for school
websites, intranet content, social media content and creating proactive media content. Alongside the Capital
Works Senior Engagement Advisor, this position also provides support for roll growth and national
programmes and offers internal regional communication support as required.
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Key challenges and opportunities
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English for Speakers of Other Languages (ESOL), Refugee Migrant,
International Team
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What we do
ESOL Team comprise of 16 staff across the country and is led by Maree Jeurissen – National Manager, ESOL,
Refugee Migrant, International Education Team.
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The team administers
ESOL funding so that schools can offer extra English language support for eligible
students who speak more than one language. We also provide resources and professional development
support to help teachers and teacher aides develop their skills in working with English language learners.
There are two Senior Advisers and three Verifiers for ESOL. They provide advice on ESOL programming and
ensure the schools are adequately and appropriately utilizing the ESOL funding and other supports.
There are six Senior Advisers and one Lead Adviser for
Refugee Migrant Support. They are based in Ministry
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regional offices in Dunedin, Nelson, Wellington, Palmerston North, Hamilton, and Auckland. The Senior
Advisers liaise between refugee communities, agencies, and schools to help with education and
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resettlement. The Senior Advisers administer flexible, discretionary funding to schools to support newly
arrived refugee students.
There is a new
Community Partnerships Team, made up of a Team Lead and three Senior Advisers. This
team’s kaupapa is to work in partnership with refugee/migrant communities to set up learning hubs in
Christchurch, Wellington, and Auckland.
The ESOL Team also manages funding and support for the education programme at the
Centre for Refugee
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Education in the Mangere Refugee Resettlement Centre/Te Āhuru Mōwai o Aotearoa.
Important things to know
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• In August 2021, we provided ESOL-funding for 56,381 students in 1,550 schools. The total amount of
funding was $22,092,965 (GST Excl).
• ESOL funded students in the Auckland region made up 61 percent of the national total of 56,381
students.
• The August 2021 funding allocation in the Auckland region was for 34,638 students in 464 schools.
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• 90% of ESOL funded students in Auckland region are primary school students and 10% are secondary
school students.
• In Auckland, 53% of the ESOL funded students are New Zealand born, 46% are migrants, and only 1%
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are former refugee students.
• The most commonly spoken languages of ESOL funded students in Auckland are (in order) Mandarin,
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Samoan, Hindi, and Tongan.
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Section Five
Key Priorities and Work Programmes
Māori Education
Te Tira Hou | Māori Medium Network and Education
Network provision
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Engagement with iwi, kura, rumaki, puna, peak bodies, and other Māori groups occurred in 2020. Current
state data and mapping was collated for Māori medium provision in Tāmaki Makaurau, with a focus on level
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1 and 2, but also gathering information on level 3 and 4 programmes, as well as puna and kōhanga reo
services. We are in the process of identifying gaps and options to strengthen provision, to align with our
commitments under Te Tiriti o Waitangi, Tau Mai Te Reo and Ka Hikitia.
Ongoing kōrero with Māori providers and Iwi are opening opportunities to grow the network that can be
further explored.
Education provision
This work is led by an Education Manager and includes staff from across functional teams. Our emphasis is
on creating actions to meet Tau Mai Hononga/Engagement aim by 2040 - 150,000 Māori 15 + fluency in te
Reo.
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In 2020, Māori members of our region’s Urgent Response Fund (URF) group 9(2)(a)
gave the
description Indigenous Pathways for Māori Medium in Tāmaki Makaurau. 9(2)(f)(iv)
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9(2)(f)(iv)
9(2)(g)(i)
External engagement
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Ngā Kura Kaupapa Māori and Ngā Kura-a-Iwi engagement with the Ministry is led through a Lead Adviser
(Education team). The Lead Adviser supports the internal coordination of activities to further support
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coherent and coordinated communication and engagement with the kura. The Director of Education
established quarterly hui with the kura Tumuaki with support for hosting this hui from Te Kura Māori o Ngā
Tapuwae – 9(2)(a)
The Director of Education and Te Kura Kaupapa Māori and Ngā Kura-a-Iwi leaders agreed that core business
engagement between the Ministry and the kura will be led through a Lead Adviser (Education team). The
Lead Adviser supports the internal coordination of activities to further support coherent and coordinated
communication and engagement with the kura. The Director of Education has established quarterly hui with
the kura Tumuaki within their respective settings and across Tāmaki Makaurau.
Lead Advisor engagement with Kura Kaupapa Māori and Kura-a-Iwi continue to strengthen, and they have
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shared the need for our regional office to understand the rangatiratanga of their respective pathways.
9(2)(g)(i)
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9(2)(f)(iv)
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Ka Hikitia and Tau Mai te Reo
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9(2)(f)(iv), 9(2)(g)(i)
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Learning support
Learning Support Delivery Model
The Learning Support Delivery Model (LSDM) continues to provide the strategic direction for our decision-
making around service delivery developments within Learning Support. It allows us to look for innovations
and ways to work differently guided by the Six Elements. Each of the elements are in focus at different times
and across different work areas. For example, for Element 5 Sharing Data, the work with schools on the roll-
out of Te Rito has been extensive, and while on hold at present as we support schools to address student
information privacy issues, the work has been driven by the goal of finding effective ways to share data to
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enable more integrated supports for mokopuna and their whānau.
Another example is Element 4 More Flexibility, flexible funding within our budget has allowed us to innovate
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and work differently to meet local needs. Our ongoing focus has been on reducing the length of wait that
mokopuna and whānau have before they can access our specialist supports. For young mokopuna this is
particularly challenging as the wait may come at time soon after a diagnosis which is a particularly vulnerable
time for many whānau as they begin their parenting journey. We have been developing ways to use the
flexible funding for the 2021-22 Budget to reduce this wait time, by looking at how support can be provided
closer to mokopuna and whānau natural supports such as ELS employing specialists to develop their own
intervention or capability and capacity building programmes for the early learning service kaiako.
Element 2 Working Together Service Managers have been building on, or actively supporting the
development of connected and committed Kahui Ako/groups/clusters of schools and early learning services
has been done in collaboration with RTLB and had led to a more sustainable approach to service delivery,
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(e.g. interagency panels) with less emphasis on individual requests for specialist support. Different
approaches are being taken to support, such as schools and early learning services joining together for PLD
opportunities to build their capacity and capability to meet the learning and wellbeing needs of all ākonga in
their local communities. Work is ongoing to build on what is already in place and facilitate this approach
across areas in Auckland where it is not well developed.
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The Learning Support Action Plan is also a focus, with support for the development and implementation of
the Learning Support Co-ordinator Role (LSC role) via zoom PLD and hui.
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He Pikorua – Practice Framework
He Pikorua was developed in partnership with our RTLB colleagues and aims to bring our practitioners
together alongside whānau and educators to support the learning and well-being of mokopuna. The website,
which is constantly updated, provides clear, consistent and practical guidance which supports competencies,
standards and codes to build on our collective strengths. Joint work with RTLB has also led to stronger
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alignment in practice between the two services. Other practice partners such as health funded Child
Development Services and Early Intervention Specialist Service Providers have been involved in joint work as
the principles of He Pikorua align strongly with the Enabling Good Lives principles for disability services.
Within He Pikorua, there is a strong emphasis on meaningful partnerships with whānau, cultural humility,
services for mokopuna Māori and integration of supports with other practice partners and agencies via a one
plan approach. Journey to Tino Rangatiratanga (a development from He Pikinga ki runga), a framework for
assessment and strengthening identity and cultural connectedness in which practitioner’s partner with
Kaitakawaenga to support whānau, is to be integrated into He Pikorua. This will be a big focus for practice
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support over term four 2021 and all of 2022.
The He Pikorua framework has provided the touchstone for decisions about practice development. The
Practice & Implementation Advisers (PIA) for each of the areas of our work (Behaviour and Wellbeing, Speech
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& Language Therapy, Early Intervention, Complex Needs, Māori & Pacific) have developed our own PLD
programmes (e.g. Way to Play Workshop series, Routines Based Model, Risk Assessment), induction and
supervision supports to help our workforce make the shifts to align practice with He Pikorua. This is alongside
the sourcing, selection and sustainable delivery of a comprehensive programme of externally provided PLD
(such as Hanen, Triple P, Pū Rakau – Motivational Interviewing and Trauma informed practices). In line with
Ka Hikitia and the Tāmaki Makaurau Arotahi, our PLD programme decisions prioritise Māori, both in terms
of content offered and access by Māori staff.
As part of our Ka Hikitia implementation plan the development of our staff’s awareness and capacity to
deliver culturally safe services for whānau and mokopuna Māori is ongoing. We have the Poipoia Te Reo
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attestation process to encourage staff to develop their Te Reo Māori and tikanga confidence, skills and
knowledge. We also have ongoing work by the PIA Māori to source and arrange Te Reo classes for beginners,
but also for kaimahi Māori.
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He Pikorua also emphasises the shift contained in the LSDM to a tiered approach to service delivery. This
involves a move to working across Universal support as well as the more traditional targeted and
Individualised service delivery approaches. 9(2)(f)(iv)
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Funding
We manage, allocate and administer several funding streams for schools and early learning services to enable
them to provide quality inclusive education.
It is expected that over 2022, there will be changes to teacher aide funding policies and processes, due to
the two reviews which are currently underway; the review of the way schools and kura are funded for
Teacher Aides and the Highest Needs Review.
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9(2)(g)(i)
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9(2)(g)(i)
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Network Planning
Demand modelling – Auckland Education Growth Plan
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Auckland region is experiencing a high growth phase with an additional 60,000 students needing to be
accommodated by 2030. 20 of the 39 catchments in the National Education Growth Plan (NEGP) are in
Tāmaki Makaurau. We have assessed demand at a regional, sub-regional, catchment and network level using
the
our modelling tool – the NZ Catchment Planning Model (NZCPM). We model demand out to 2043 and use
this analysis to identify responses for catchments in the short, medium, and long term. We work with
property teams to identify which schools require short term roll growth (STRG), permanent builds or master
planning for the future.
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Tamaoho in Pukekohe and the relocated Paerata School opened this year, 2021. Establishment processes
are underway for Ngākōroa School in Drury West (due to open in Term 1, 2022), 9(2)(f)(iv)
9(2)(f)(iv)
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Early Learning
This work programme is led by an Education Manager with support from Early Learning Advisers and
Education teams.
Nancy Bell and some national office staff attended the Early Childhood Conference on 3 August with Deputy
Director Education Auckland to provide an update on progress made with Early learning Action Plan and the
future work programmes.
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Strengthening Early Learning Opportunities (SELO)
• SELO is a professional development programme (funded by the Ministry) to support early learning
services. PLD facilitators work with management and teachers/educators to support a shift in
practice towards high quality management, teaching and learning.,.
• 9(2)(g)(i)
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Regulation Review
Consultation with the sector (in 03.08.2021 Early Learning Bulletin).
Discussion documents and surveys on the proposals will be released when the consultation commences.
The topics and timeframes for the consultation are:
Consultation
Tranche two proposals
period
1. Changes to qualifications required for the home-based ECE standard
funding rate, based on the
Review of Home-based Early Childhood
August –
Education.
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The timeline for this consultation is driven by the Government’s
September 2021
commitment for changes to be in place by 1 January 2022.
2. Implementing the new network planning function under the Education
and Training Act 2020 (the Act). This function must be implemented by 1
Act
August 2022.
3. Regulating for 80% qualified teachers for teacher-led centres and
September –
hospital-based services.
October 2021
4. Strengthening the person responsible requirement for teacher-led
centres and hospital-based services.
5. Strengthening the person responsible requirement for home-based
services.
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Schooling
Participation and Engagement in Learning
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Exclusions
The Auckland SE&S Exclusion Panel convene a weekly hui comprising an Education Manager, a Senior
Advisor, Education Advisor, a Learning Support Manager and Psychologist to analyse the “overdue” exclusion
cases across the rohē. The objective of this hui is to provide support and guidance to staff facilitating these
Information
student’s re-engagement in education and to prioritise Tamariki Maori in line with the Ministry’s
commitment to Te Tiriti o Waitangi.
The Panel has initiated a number of new approaches to supporting students including daily updates to
Education Manager of all 5 day stand-downs and all suspensions that have not had any previous Learning
support in place. Manager Learning Support are notified of students engaged with learning Support in the
same circumstance. This has enabled Senior Advisors to engage with the schools to ensure appropriate
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supports are offered, identify possible alternative actions to the use of the disciplinary processes and discuss
the responsibilities and accountabilities outlined in the Education and Training Act 2020.
the
In addition, the weekly analysis of exclusion data has enabled the Panel to identify schools with a high rate
of exclusions and target them for further training and support e.g., access to the PB4L suite of supports,
whanau supports and community engagement and development of inclusive practices. The Panel is also able
to identify those schools who willingly enrol excluded students and are successful in meeting their
educational needs. This has facilitated stronger communities of good practice around the support of students
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at risk of exclusion.
Youth Court
We provide education services for the Manukau, Auckland and Waitakere Youth Courts including providing
education information, advice, and guidance to assist decision making processes during youth court
proceedings. We continue to provide education information to Youth Courts during Alert Level 4 and 3
operations, and we will appear through video link or any urgent appearance request by the Youth Court. We
are working closely with TROW Group and Auckland Chamber of Commerce around opportunities for
employment for young people including connecting with Oranga Tamariki Youth Justice around what this
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could look like and how it can fit in with Social Worker plans with and for the young people.
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Curriculum
New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMOA) Refresh
9(2)(g)(i)
. There are all available on the following webpage
Curriculum and assessment changes –
Education in New Zealand.
Timelines for TMoA refresh and trialling also shared on the same website as above.
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Aotearoa NZ Histories (ANZH) and Te Takanga o te Wa
Regional plan
The Regional project plan is in place with actions and responsibilities articulated. Focus is on Strategic Adviser
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Maori working with Curriculum team & Lead Advisors on Iwi engagement strategy and resource applications
and Curriculum Leads (CL) working on sector engagement and support around implementation of the
curriculum
At the National Office hosted hui for CLs on 12 August it was expected that the final version of the curriculum
will be released at start of Term 4 – Mid October – and we were provided with a template for regional
implementation that we will look at and compare with our current plan and adapt as needed.
First tranche of resources to support ANZH delivery is now live
. Aotearoa New Zealand's histories / Social
Sciences Online - eZSSOL (tki.org.nz)
Information
Sector Engagement with ANZH
We have reached out to the Networks of Expertise who have a role in supporting the Primary & Secondary
sectors with implementation of ANZH curriculum to see if we can meet with Auckland reps to discuss what
they are planning in their roles so we can have as ‘joined up’ an approach as possible.
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NCEA Change Programme
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Teacher Only Days
Tumuaki, Principals and senior leaders in Tāmaki Makaurau participated in the one of two recent Senior
Leaders Teacher Only Days Zooms. We shared our slide deck (attached), including notes, to assist them to
prepare for the Accord Teacher Only Day. We shared some key messages and quick links:
• By the close of the working day Friday July 30, all of the Level 1 NCEA Phase 2 RAS products will be
accessible under the “Subjects” tab on
The new home for NCEA | NCEA (education.govt.nz)
• Supporting materials for TOD3 can be found in the LMS by entering as a guest
https://training.education.govt.nz/logon.asp
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• Teacher Only Days scheduled on official Accord dates will be supported by a live Q&A which will be
capable of providing subject specific support
• The
L2/3 consultation for proposed subjects is currently open and this survey will close on 13
August
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• The Level 1 (Phase 2 Products) consultation will open on 2 August and will close on 13 August
• Expressions of Interest to participate in the 2022
L1 Pilot are now being accepted and close on 22
August
Literacy/ Numeracy plan
• Workshops facilitated by National Office were held in Auckland in August.
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Whanau Toolkit
• A support package for parents and whānau with a specific focus on 2021 NCEA changes has been
produced and are now ready for distribution to schools and kura.
• The kits include:
o Kaiako wānanga NCEA Facilitation Guide to use when the school leaders are running a workshop
with kaiako to build school-wide readiness for conversations with ākonga and their whānau
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o Whānau and NCEA Facilitation Guide to use when running a workshop with and/or by whānau
to empower whānau to understand the NCEA change package and how they can support their
tamaiti to succeed.
• The estimated dates for these to arrive at schools in Tāmaki Makaurau is between 5-10 August.
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Te Hurihanganui
the
Te Hurihanganui is a nationally led and regionally supported programme. Te Hurihanganui seeks to address
inequity, racism, and bias for ākonga Māori by:
• strengthening the place of Māori knowledge, culture, and language in education.
• improving Māori engagement, leadership and design in early learning and school settings; and
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• developing critical consciousness about racism and equity.
Evidence confirms that these activities will lead to increased ākonga and whānau engagement and greater
capability of the education workforce to support Māori achieving success in education.
We are partnering with Poutama Pounamu and Te Werohau.
Poutama Pounamu provides iterative, research and development services to help grow the capacity and
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capability at multiple levels in each of the communities to address racism, build equity and improve success
and wellbeing for Māori ākonga and their whānau. They work alongside communities to grow through the
stages of Te Hurihanganui through the use of tools, resources, hui, wānanga, workshops, and on-the-ground
support. They build educator and community capability to understand how structural racism and inequities
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manifest and how they can be addressed. These responsive services support communities to activate, embed
and sustain critical actions so that the aspirations of ākonga Māori, their whānau, mana whenua and the
wider community can be realised. This iterative research and development process that is being undertaken
in communities also informs systemic change and development so that cultural and structural reform is being
undertaken at both a community and system level. 9(2)(f)(iv)
Te Werohau’s role is to mobilise a community led kaupapa Māori evaluation approach to Te Hurihanganui.
They work within communities and the education system to complete an iterative kaupapa Māori evaluation
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that supports continuous improvement and system-wide changes.
A meeting of all three partners was held on 16 July:
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• To build our connections with each other and set the key contacts with regional office and kaupapa
partners (Poutama Pounamu – work team partner and Te Werohau- the evaluation team partner)
• To get a shared understanding of the community context and the work/the plan/approach that is
happening in the community
• To plan our communication and catch ups with each other going forward
On 12 August, we met with Poutama Pounamu. Discussion centred around iwi and mana whenua
engagement and inviting more schools to participate. The Strategic Advisor Māori would consider next steps
for iwi and mana whenua engagement. 9(2)(g)(i)
Information
We have now set up monthly meetings with Poutama Pounamu. We were to meet on 8 September but due
to lockdown, we will meet on 12 October.
Regionally Allocated Professional Learning and Development (RAPLD)
Schools and kura can apply for regionally allocated professional learning development (RAPLD). Panels
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consisting those from the sector have been appointed to oversee the distribution of allocated hours that
schools/kura have applied for. Internally these are peer review to ensure a fair and equitable process has
taken place.
the
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Cross Agency
We are involved in a broad range of cross-agency work and have highlighted a few of the
key work programmes:
South Auckland Social Wellbeing
Who’s involved: Oranga Tamariki, Ministry of Justice, NZ Police, Southern Initiative, Counties Manukau
District Health Service, Te Puni Kokiri, Ministry Social Development, Kāinga Ora, ACC, Department of
Corrections, Ministry for Pacific Peoples, Children’s Team, Ministry of Education.
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Purpose: Collaborative action to support all children in South Auckland to be healthy, learning, nurtured,
connected to their communities and culture, and building a positive foundation for the future (vision
statement)
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Priorities: local evidence, insights and cross-cutting themes from focus area prototyping informs:
• System improvements
• Improved core business ways of working
• Investment for wellbeing and whānau centred commissioning.
The Director of Education (or delegate) attends the monthly meetings.
Auckland Regional Leadership Group
Information
This group is facilitated by Zoe Griffiths – Regional Public Service Commissioner and
includes Ministry of Business Innovation and Enterprise, Department of Corrections, Kāinga
Ora, Ministry of Transport, Ministry of Justice, Ministry of Social Development, Te Puni
Kōkiri, NZ Police, Office of Ethnic Communities, Auckland Council, Ministry Primary
Industries, Oranga Tamariki, and the Ministry of Education.
Official
Note, the ARLG meetings have varied in response to the lock down and the structure of meetings has changed
over time to try and be responsive to need, purpose and people’s capacity.
the
The following is an overview of the regional priorities for the Auckland Regional Leadership
Group.
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Section Six
Education sector groups and key stakeholders
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The key education sector groups and stakeholders that we work with include:
Education sector
Key contact
Key information
Auckland Primary Principals
Stephen Lethbridge, President.
the
Association (APPA).
Stephen is the Principal of Pt
APPA is a collective voice for primary and
www.appa.org.nz
Chevalier School on currently on
intermediate school principals in the Greater
secondment with the Teaching
Auckland Region – from Mercer in the south to
Council.
Wellsford in the north – for close to 120 years.
Dr Wendy Kofoed, Vice President.
Wendy is the Principal of New
APPA usually invite the Director and Deputy
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Market School.
Directors to attend part of its meeting.
Te Kura Kaupapa Māori
Lucy Te Moana – Tumuaki TKKM o
Lucy is the key contact for the kura.
Mangere.
Mahanga Pihema – Te Runanga
Nui
New Zealand Association
Sharon Keen
NZAIMS is the Promoter of Middle Schooling (Years
Intermediate Middle School
President
7–10) in New Zealand
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Association (NZAIMS)
Jonathon Tredray
Vice President – Principal of
Northcross Intermediate.
Auckland Secondary Principals
Steve Hargreaves, President. Steve Members meet four times each year. ASSPA next
Association (ASSPA)
is the Principal of McLeans College. meeting dates is:
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www.asspa.co.nz
Tom Webb, Vice President. Tom is
• Term 4: 26 Nov 2021
the Principalsof Mangere College.
ASSPA usually invite the Director and Deputy
Directors to attend part of its meeting.
Auckland Pacific Principals
Jason Swann
Jason is the President of NZ Pacific Principals
Association
Principal of Otahuhu Primary.
Association, including representing Auckland
interests.
Te Kōhanga Reo Trust
Kerry Jones – District Manager
Our team meets regularly with Kerry for business-as-
usual activities and forward planning.
Te Akatea – Māori Principals
Hayley Milne
Hayley is the Tāmaki Makaurau representative and is
Association
Principal Kia Aroha College
Vice President of Te Akatea – national.
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Ngā Kura-a-Iwi
Arihia Stirling – Tumuaki Te Kura
Te Kura Māori o Ngā Tapuwae is the NKAI affiliated
Māori o Ngā Tapuwae.
kura in Tāmaki Makaurau.
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Key stakeholders
Key contact
Key information
Education Review Office
Phil Cowie
Phil is acting manager for Auckland and Northland
[email address]
services.
New Zealand School Trustees
Patrick Ikuia
Patrick leads the Auckland and Northland regional
Association - Auckland
[email address]
services.
Oranga Tamariki
Alison Cronin – Regional Manager South
[email address]
Anna Palmer – Regional Manager Central
[email address]
Peter Hepburn – Regional Manager North/West
[email address]
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Ministry Social Development
Jules Lynch – Regional Commissioner South
[email address]
Mark Goldsmith – Regional Commissioner Central
[email address]
Tracey Smith – Regional Commissioner North
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[email address]
NZ Police
Local key contacts can be provided as needed.
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Section Seven
Upcoming key events
As a result of recent Alert Level changes, most key regional events have been postponed or cancelled.
Our core business education sector and government agency engagement continue online, and once alert
level permits in-person engagement will resume.
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We will provide a schedule of events once we are aware of new dates and arrangements.
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Ko te ahurei o te tamaiti, arahia o tatou mahi!
Let the uniqueness of the child guide our work.
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Appendix two
Below is an overview of Business Support workstreams:
Sector Facing Portfolio work
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Contracts & Licensing – Tamaki Makaurau
Who we are:
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This is a unique small regional team only located in Auckland and based in the Maungawhau office. Its
function is to manage contracts that support learners that are primarily Māori, Pacific or in low
socioeconomic backgrounds and the administration of early learning licensing applications and associated
functions.
The team comprises of four Senior Contract Advisers and two Contract and Licensing Administrators.
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We do the administration for early learning licensing applications and other related functions like quality
assurance, providing advice, regional reports and monitoring of application progress through the Ministry
system. In the last financial period the team processed 730 applications. This was a reduced amount from
the
the previous year (850) because of the COVID Alert level changes and the impact this had on the early
learning sector.
Contract overview
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Document Outline
