Next steps

For the Ministry of Education

ERO recommends that the Ministry of Education:

  • reviews the formula used to calculate the Guidance Staffing Entitlement to ensure this funding better aligns with roll size
  • considers ways to support schools and wharekura to appropriately use the Guidance Staffing Entitlement to suit their particular approach and school context
  • provides guidelines/expectations for schools and wharekura about the provision of guidance and counselling
  • provides targeted professional learning and development (PLD) for school leaders and people working in guidance and counselling roles
  • encourages schools and wharekura to include goals and approaches related to student wellbeing and/or guidance and counselling in charters, and in annual and strategic planning, and to report on these
  • ensures schools have appropriate and sufficient access to external agencies and support services to meet the wellbeing needs of students, including the Ministry working with other government departments in the health and social sectors to facilitate this.

For schools and wharekura

ERO recommends that schools and wharekura review the extent to which they are using their Guidance Staffing FTTE component to provide guidance and counselling that takes account of their students and their school context.

ERO also recommends that schools and wharekura review the effectiveness of their provision of guidance and counselling by asking and responding to questions such as:

  • What priority, as a school, do we place on promoting the wellbeing of our students?
  • What are the key problems facing our students?
  • How well have we documented and integrated a shared understanding of our school’s approach to guidance and counselling, and student wellbeing?
  • How well do we resource, or can we access, the appropriate people and roles, PLD, resources, and programmes to respond to students’ needs?
  • How well do our internal and external communications and relationships foster a shared understanding about guidance and counselling and place students at the centre?
  • How will we know that our guidance and counselling is promoting positive wellbeing outcomes for our students?
  • How meaningful are the measures we use to determine the effectiveness of our provision of guidance and counselling, and do they include student and parent/whānau voice and links to teacher appraisal?