APPA Pānui - Term 2 2025
Kia ora koutou ngā tumuaki
As Term 2 progresses, the educational landscape continues evolving, presenting challenges and valuable opportunities. This is a time to seek out key insights—those "nuggets" and silver linings—that will ultimately benefit your tamariki within the unique context of your kura. In this dynamic environment, embracing change and leveraging opportunities is how we will collectively improve outcomes for ourselves as leaders, our kaiako, tamariki, and community.
Underpinned by our collective voice, I want to acknowledge the mahi of the Working Action Groups. Focused on our curriculum, leadership, learning support, and workforce priorities, these groups uncover robust evidence and potential solutions, seeking the silver lining and opportunities for positive change within these key areas. Their work includes pinpointing advocacy points and amplifying our collective voice to influence positive change.
Read on to find the updates from each Working Action Group; this will give you an insight into our current workstreams. To inform the WAG's we encourage you to complete the two surveys below. Have your say!
Thank you to all who attended last week's Term 2 APPA Lunch. For those who missed it, Steve Smith delivered an inspiring presentation on AI, which is available here: APPA AI Presentation.
This week, some of the APPA Executive will be in Wellington and are poised to bring you timely updates regarding the budget. We are all waiting patiently for the much-anticipated details of the 'learning support budget' and will share information as soon as it becomes available.
Kia ora rawa atu
Lucy Naylor
President
APPA working groups rely on the evidence and data gathered from members to ensure that APPA views reflect the current reality in Tamaki Makaurau.
To inform the WAG's we encourage you to complete the two surveys below. Have your say!
We understand your time is valuable, and while the staffing survey is comprehensive, your input is crucial. By investing your time in completing it, you empower APPA to champion the issues that matter most to you.
2025/2026 Budget
- We are keen to see which of our 2024 Priorities have been included in this year’s budget. Those that are not included will continue to be prioritised by our WAG in 2025
Readiness For School
- Many schools are reporting that incoming New Entrants are less ready for school than in previous years. A growing number of children without medical conditions are not toilet trained and often require support with personal care.
- The variability between ECEs is also reflected in how ready some learners are for school. Eg.
- Learners unable to identify their name
- Learners unable to name the letters in their first name
- Learners not having a preferred hand
- The Learning Support WAG would like to gather data from schools to establish the magnitude of these issues
Access To Specialist Schools
- Currently, demand far exceeds supply. More than 80% (460) of students on the ‘Expressions of Interest’ List (waitlist) for the 10 Auckland-based Specialist Schools will be denied access to enrolment in 2025 due to closed rolls or schools at capacity.
- Property and recruiting experienced staff continue to be a real challenge for our Specialist Schools
Early Intervention
- Currently, Early Intervention funding ceases when a learner turns 5 years old. To enhance the transition to school, we would like to see the funding extended until the learner turns 8 years old.
Access to Speech Language Therapists and Educational Psychologists
- We continue to be concerned with the wait times to access MoE SLTs and Ed Psychs
2025 Staffing Survey
What is our current and historical reality?
Since 2022, APPA has surveyed members to understand current and historical staffing challenges. This ongoing data collection is crucial as it enables APPA to effectively advocate and develop evidence-based solutions for presentation to the Minister, the Ministry, and key stakeholders.
To inform our mahi please complete the 2025 Staffing Survey. The WAG utilises this information to understand current realities and inform future steps and initiatives.
Recruitment to the Teaching Profession
How can we encourage young adults to enter the teaching profession?
- The WAG is piloting how MOE and APPA can collaborate on participation at high school Careers Expos. The WAG has developed and continues to refine a logistics plan for the expo, including sourcing PCTs to be on the stand and present a 'fresh face' of teaching.
- The WAG will participate in person at the MOE stand at the West Career Expo on 21 May and the North Shore Expo on 29 May.
- The WAG is exploring opportunities to invite high school students into schools for 'taster' days.
Overseas Teacher Recruitment
How can the MOE and/or the government support the recruitment of overseas teachers?
- The WAG will request MOE to present a workshop/online session to clarify the overseas recruitment process.
- Including overseas recruitment in the Staffing Survey will provide the WAG with evidence to identify challenges and solutions.
School Onsite Training Program (SOTP)
How can more schools access SOTP?
The WAG will:
- Seek clarity on what SOTP is and how schools become involved.
- Investigate the Auckland Primary Teachers Education Collective (APTEC), contact stakeholders, and unpack potential/greater reach.
- Inquire what changes could better support and fund SOTP.
- Include SOTP in the Staffing Survey to provide the WAG with evidence to identify challenges and solutions.
PCT / Graduate Teachers
There are a large number of ITE providers. To understand how the WAG can support/collaborate with ITE:
- Create a summary of who the ITE providers are and the programs they offer to graduates.
2025 /2026 Budget
We are waiting to see how the budget supports Tim White's, (MOE Leadership) leadership work, which supports leaders from aspiring to experienced.
Support for small school principals
We are contacting recently retired principals to establish a database of principals who are happy to do short-term (a few days to a few weeks) or long-term (one to two terms) cover. This is to offer cover for conferences or PLD for small school principals who don’t have the capacity in their school and/or also cover for sabbatical leave.
We are investigating with Edpay how this would work.
Our survey questions are particularly aimed at small school principals regarding grants to support this. If necessary, we will use this information to lobby for an increase in award amounts.
Support for beginning principals
We are establishing a database of experienced principals who are happy to support/mentor beginning principals with their areas of expertise, e.g. property, finance, HR, and general. This used to be part of the beginning principal program. We will look to progress this after the budget announcements, once we know what is being funded through the aspiring and beginning principals program.
Curriculum and Assessment remain major focus areas for schools across the motu. The Curriculum WAG group has worked on two key issues.
- The curriculum as a political tool - The Big Picture, where are we going?
- Implementation of curriculum change
Issue #1 The Curriculum as a Political Tool - The Big Picture, where are we going
Schools are implementing new assessment practices and related information for parent reporting. Greater consistency and stability in curriculum policy are needed, aiming for a balanced, multi-party agreement with a focus on evaluation and accountability.
Establishing consistent assessment approaches based on quality information is a priority. Additionally, reaching an agreement on common criteria, expectations, and supportive assessment pathways that recognise diverse learning paces and accommodate the needs of all learners, including Tier 3 students.
Issue #2 Implementation of the Curriculum
To provide stability and ensure quality education for all tamariki, the WAG will advocate for cross-party agreement and a long-term vision for curriculum development.
Consistent assessment approaches are essential for making informed decisions across the education system. We seek to establish common criteria and clear expectations, recognising that learning is a journey with diverse paths. It's crucial that assessment pathways are supportive and empower students, and we must address the specific needs of Tier 3 learners."
Current reality #1
New assessment tools and multilingual options for Maths. English is an English test.
Next Step: Advocate for a translation tool for Maths
Current reality #2
Schools are all at different stages of implementation
Next step: How do we capture a clear picture of approaches being used and the impact on Teachers and
Current reality #3
Concerns around changing the curriculum
Next Step: Advocacy for some bipartisan agreements, specifically a commitment to evaluation and accountability of policies
Current reality #4
Consistent approaches to assessment
Next Step: National agreement around criteria and expectations and accommodations for Tier 3 students
Are you wanting to be part of this work?
The WAG wants cluster representatives who love curriculum to join us in framing the solutions. Contact Stephen Lethbridge if you would like to be involved.
Short surveys for improving attendance and curriculum implementation projects are now open for school leaders, teachers, whānau, and students. We know that when APPA members participate in these evaluations, it leads to real shifts in the system – it only takes a few minutes.
Improving Attendance
We want to hear from all schools about their experiences with improving attendance. We are looking at how attitudes have changed in the last few years and the strategies that work to raise regular attendance.
- Improving Attendance Teacher and Leader Survey
- Improving Attendance - Students Survey
- Improving Attendance - Parent and Whanau Survey
Curriculum Implmentation
We are evaluating the implementation of the updated English 0-6 and Mathematics and Statistics 0-8 curriculums. We would like to know what schools teaching students up to year 8 are currently doing, and what the challenges and successes are in the early stages of implementation.