What We Found

Around half the services in each phase in the series of evaluations had taken some steps to engage with Te Whāriki (2017).

When it came to designing and implementing their local curriculum, around half the services struggled.

graph key: red - not started; blue - getting started; green - doing well

TERM 3–4
2017

Confidence

Awareness and
confidence to work
with Te Whāriki
(July, 2018)

A circle graph of the findings: 1 percent, red, is not started; 51 percent, blue, is getting started; and 48 percent, green, is doing well
  • High level of awareness
  • Growing confidence
  • Less confident to work with Te Whāriki (2017) to support Māori children to enjoy educational success as Māori

TERM 1
2018

Engaging with
Te Whāriki
(November, 2018)

A circle graph of the findings: 8 percent, red, is not started; 43 percent, blue, is getting started; and 49 percent, green, is doing well
  • High level of awareness
  • Nearly half of services beginning to engage with Te Whāriki (2017)
  • Less confident to work with Te Whāriki (2017) to support Māori children to enjoy educational success as Māori

TERM 2–3
2018

Action

Preparedness to
implement Te Whāriki
(June, 2019)

A circle graph of the findings: 51 percent, red, is not started; 36 percent, blue, is getting started; and 13 percent, green, is doing well
  • Over half the services were not prepared to implement Te Whāriki (2017)
  • Most services were not well prepared to review and design a local curriculum based on priorities for children’s learning
  • There was variability in leaders’ and kaiako understanding of what is meant by ‘local curriculum’

TERM 4
2018

Deciding what
learning matters here

A circle graph of the findings: 53 percent, red, is not started; 43 percent, blue, is getting started; and 4 percent, green, is doing well
  • Many services had taken some steps to identify priorities
  • Few services reflected these priorities in their local curriculum
  • Leaders and kaiako were not sufficiently using professional learning and development and internal evaluation to support them to focus on deciding what learning matters here

TERM 1
2019

Learning-focused
partnerships with
parents and whānau

A circle graph of the findings: 45 percent, red, is not started; 41 percent, blue, is getting started; and 14 percent, green, is doing well
  • Leaders and kaiako in most services had positive relationships with parents and whānau
  • 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
  • Many leaders and kaiako did not understand how to weave a local curriculum in partnership with parents and whānau
  • There was variability in how well leaders and kaiako were using internal evaluation to evaluate and improve their engagement with parents and whānau