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This article originally appeared in ERO Insights - Term 1, 2018 and explores how the ethnic diversity of the primary and secondary school roll has changed in New Zealand since 2009, and whether these changes are leading to more diverse or more segregated schools.

Starting school is a major childhood event. It can be an exciting time for children and their families. But it is a big change, and so it can also be an uncertain time. A good start at school sets children up to succeed at school. We looked to see how changing to cohort entry impacts on children, their peers, and whānau, as well as their schools and early childhood education services.

In Term 3, 2014, ERO undertook a cluster review of five Puna Whakatupu as part of scheduled education reviews. During the course of these reviews, we identified a range of good practice that was investigated further and has become Tuia te here tangata: Making meaningful connections.

This report looks at how well science is led in services and schools, how well science is woven through the curriculum, and how well kaiako/ teachers include science in a responsive curriculum. Each section of this report provides leaders, kaiako, and teachers with reflective questions to consider, which could support improvements. We also identify opportunities for improvement at both the individual service / school level, and for the system.

In Aotearoa, children have usually started school on their fifth birthday. These days, that’s not always the case. Since 2018, schools have had the option of cohort entry, where small groups of children start school together, at particular points during the year. This can change how children transition through an early learning service.

Receiving a quality education, from early childhood education (ECE) through to secondary school, positively affects how well all children and young people do at school and in life – from academic achievement and earning potential to health and wellbeing. Education is even more critical for disabled learners. When disabled learners receive a quality, inclusive education they are more likely to achieve better outcomes, to complete secondary schooling and to go on to further study and employment.

Science is important – we rely on science and scientific thinking in almost every endeavour in our modern society. High quality science education at school is essential for learners who want a career in science, but it is also important for all learners to help them understand the scientific issues that whānau, communities, and nations face. Issues such as climate change, healthy living, and innovation all depend on science.

ERO has a comprehensive and fast-tracked work programme underway to understand the ongoing impact of Covid-19 on students, services and schools, and on teaching and learning in Aotearoa New Zealand in the English and Māori medium education sectors.

Evaluation insights by the ERO, alongside contributions from the Te Kōhanga Reo National Trust and kōhanga reo whānau inform the findings of this report, which highlights effective practice in kōhanga reo, specifically the support children need to grow and thrive through a quality immersion pathway.

This report is the companion report to Science in the Early Years: Early Childhood and Years 1-4. This report looks at, in more depth, good practice in science teaching and learning in English-Medium early childhood education. It presents examples of good practice of science in the curriculum, from eight services identified during their ERO reviews.