Leaders and kaiako in most of the 133 services had positive relationships with parents and whānau, but these were not always learning-focused partnerships

Leaders and kaiako did not link parents’ and whānau aspirations and what they know about their children with priorities for children’s learning, children’s progress and next steps

Parents and whānau in many services were invited to contribute to their service’s vision, philosophy and goals;
share about their child’s language, culture and identity; and their aspirations for their child in a variety of ways.

A few services personalised learning outcomes for children, or identified children’s next steps for learning, but
did not involve parents and whānau in this.

Half the services did not do a good job of partnering with parents to use what parents knew and valued
to personalise children’s learning outcomes or identifying their progress and next steps for learning. In these services:

  • kaiako had limited understanding of Te Whāriki
  • assessment and planning processes were poor in general.

Many leaders and kaiako did not understand how to weave a local curriculum in partnership with parents and whānau

Only one-fifth of services had done a good job of weaving parents’ and whānau input into their local curriculum and associated planning and assessment. In services doing well:

  • leaders and kaiako used information from parents alongside other information to weave a local curriculum
  • parents were included as partners in planning and assessment
  • some leaders and kaiako worked to increase parents’ and whānau understanding of Te Whāriki and assessment.

Nearly one-third of services were not doing this well at all. In services not doing well:

  • leaders and kaiako had limited understanding of assessment and planning in general
  • they did not have a deliberately considered local curriculum, or it was of poor quality
  • a few had a local curriculum, but this was developed without considering parents’ and whānau input.

There was variability in how well leaders and kaiako were using internal evaluation to evaluate and improve their engagement with parents and whānau

Almost one-quarter of services made good use of internal evaluation to understand how well they were engaging with parents and whānau to support children’s learning. In these services:

  • leaders and kaiako inquired about their engagement with parents and whānau
  • leaders and kaiako inquired with parents and whānau
  • they made changes based on what they learned, to improve outcomes for children.

In the third of services where internal evaluation was not supporting engagement with parents and whānau:

  • internal evaluation was poorly understood in general
  • inquiries and reviews did not identify next steps or areas to improve
  • a few had not thought to evaluate their engagement with parents and whānau or how to use this to support children’s learning.
Service Type

Number of services
in sample

Percentage of
services in sample

National percentage of services
(as at 2 September 2019)

Education and care 69 52% 64%

There were more playcentres and fewer of the other three service types than is representative of the national spread.

Kindergarten 32 24% 16%
Home-based 8 6% 11%
Playcentre 24 18% 9%