Appendix 2: Food, nutrition and physical activity in previous ERO reports

Early learning services

Working with Te Whāriki and Priorities for Children’s Learning in Early  Childhood  Services  (both 2013)

  • wellbeing and belonging were the strands most commonly referred to in documentation such as planning and assessment records
  • some services lacked planned or enacted curriculum relating to other strands, such as exploration
  • services that effectively used information about children’s learning typically reviewed a variety of topics relating to children’s learning, including developing children’s learning through outdoor play. 

Infants and toddlers: competent and confident communicators and explorers (2015) 

  • fifty-six percent of services had a curriculum that supported infants and toddlers to become competent and confident communicators and explorers
  • highly responsive services offered infants appropriate physical challenges, such as opportunities to pull, push, touch and grasp
  • in less responsive services, children had fewer opportunities to explore and develop physical confidence. Priority was given to warm and nurturing relationships. 

Primary schools

The quality of teaching in Years 4 and 8: Health and Physical  Education (2007) 

  • thirty-six percent of teachers were effective or highly effective in all six areas of good quality teaching (content of learning programmes,
  • use of resources and technologies, subject and pedagogical knowledge, identifying and meeting needs of diverse groups of students, assessment, and student motivation and engagement)
  • where teachers were less effective, school-wide policies and planning did not support the teaching, assessment, and reporting of health and physical education as a cohesive learning area. This led to a narrowness of learning, where teachers taught physical activity rather than physical education, and made health part of ‘topic time’, instead of teaching it within the context of the health and physical education curriculum
  • learning programmes at about half of schools did not emphasise the relationship between physical activity and sport studies and other key areas of learning such as mental health, body care and personal safety, and food and nutrition.  

Wellbeing for children’s success at primary school  (2015)

  • high quality implementation of the health and physical education curriculum was found to be linked to higher levels of student wellbeing in primary schools
  • in the schools where wellbeing was promoted through the curriculum:
    –  teachers had a deep understanding of health teaching and learning
    –  students explored many health topics relevant to their wellbeing, such as why some people have too much food and others not enough in the same small community
    –  schools consulted with their community, and made careful use of community expertise for particular health topics.

KiwiSport in schools (2010 and 2012)

  • KiwiSport funding had a positive impact on the availability and accessibility of sports opportunities, the number of students participating in organised sport, and students’ sports skills development
  • KiwiSport had an impact on schools’ physical education programmes and resourcing
  • Kiwisport funding led to specialist coaches and instructors working with both teachers and students to teach fundamental skills for a range of abilities
  • forty-one percent of primary schools said the time spent on physical education had increased, while 58 percent said it had not changed
  • main challenges identified were funding available, involving parents, accessing specialists, and fitting physical education into a crowded curriculum.

Secondary schools

Wellbeing for Young People’s Success at Secondary School (2015)

  • one of nine key ideas that demonstrate the desired outcomes for student wellbeing is that students are physically active and lead healthy lifestyles
  • support for wellbeing varied across schools
  • wellbeing was promoted through the school values and curriculum
  • wellbeing issues were responded to at an individual or group level and there was often specialist support for students with particular  needs
  • students in schools that were well placed to ensure student wellbeing, experienced respectful relationships with their peers and with adults that were based on shared values
  • students were seen as inherently capable and expected to contribute to, and be accountable for, the experiences of others
  • in general, students would benefit from more teachers and leaders asking them about their experiences and involving them in decisions about the quality of their school life
  • students would also benefit from schools being more deliberate in promoting wellbeing in the curriculum
  • schools could be more deliberate in their use of the health and physical education learning area; learning contexts in all learning areas and out-of-class activities that complement what students are learning in school.