Stakeholders: effective practice in services and schools

This section captures stakeholders’ views about optimum conditions in services and schools for CLD learners to experience success. It further analyses and presents effective strategies and practices ERO found across Auckland early learning services and schools, and what stakeholders deemed as working well.

Conditions for Success

ERO spoke with Auckland‑based stakeholders who work directly with, and support, immigrant families as they arrive and settle in New Zealand. We asked stakeholders what Auckland early learning services and schools should know when working with these children and their families, the challenges, and the support or advice they would give to services, schools, and other agencies.

ERO also met with the Ministry of Education, Ministry of Social Development, COMET Auckland, University of Auckland, Auckland Regional Migrant Services and Mangere Refugee Centre. These stakeholders reiterated that diversity should be embraced and enhanced for the benefit of everyone; for learners, parents, whānau and the community at large. 

“We need to shift our mind set – diversity is an opportunity.”‑ Stakeholder

Stakeholders reported that those services and schools who made the effort to get to know their CLD learners well responded appropriately and genuinely to them, and to their families and communities. These education providers recognised that embracing cultural and linguistic diversity promoted intercultural respect and understanding.  

Stakeholders indicated several conditions for CLD learners to experience success: 

  • visionary leaders who considered the changing demographics, embraced diversity and were willing to work in a different way
  • strategically appointed teaching staff who were genuinely interested in accelerating  children’s progress
  • qualified or bilingual teachers who collaboratively planned, executed, monitored, and set goals or expectations for learners to experience success
  • strong engagement with parents, whānau and families, which encouraged the use of their home language, and two‑way sharing of information that helped parents to support learning at home
  • authentic and inclusive learning environments that valued the learners’ home languages, welcomed their input in teaching and learning programmes, and made appropriate learning resources available
  • coherent educational pathways for languages from early learning to tertiary education, building relationships with key communities and networks, and matching language skills with employment requirements.

In addition, stakeholders said the learners and their parents experienced success when:

  • improved achievement at school led to better career and employment prospects
  • ethnic communities were supported to be strong and resilient, which enriched New Zealand communities
  • their languages, skills, perspectives and ideas were valued and led to the growth of new businesses
  • communities increased their understanding of the economic and social benefits of diversity.