Welcome, karakia and introductions#

Nancy Bell, Chair

• Nancy welcomed the group and Helen Gatward opened the meeting with a karakia.
• Nancy congratulated Heke Huata, who was made an Officer of the Order of New Zealand in the New Year Honours list, for services to Māori and education.
• Apologies were noted.
• December minutes were confirmed.

ECAC and the Ministry in 2025#

Nancy Bell, Megan Hutchison

ECAC membership review#

• Megan thanked members for their engagement on the membership review.
• We are expecting to finalise the Terms of Reference before inviting new members, so that expectations of membership are clear. Members can still give feedback to Megan before the ToR is finalised.

Education work programme#

This item was in response to questions from ECAC to understand the Ministry’s work programme, and also where the early learning expertise sat within regional teams.

• Priority workstreams focus on the Government’s targets and priority work: Achievement, Attendance and Learning Support.
• Although the work to simplify regulatory and funding requirements in ECE is the most significant piece for our ECE teams, there are early learning components across a number of priorities.
• A member asked for leads of specific projects. Megan will take this action to see what can be provided, noting that a number of workstreams are still under development.
• Nancy explained the regional structure of the Ministry, and where to go with operational questions relating to specific services. (Directors of Education or Managers Integrated Services).
• Other key leaders in the Ministry whose work touches early learning were highlighted, although it was noted that there are many others who contribute or support the work.

Action: Look into providing leads of specific ECE projects.

Responsibility: Megan Hutchison

Starting Strong survey#

Rachel Borthwick

• Starting Strong is an OECD data collection series which surveys educators and leaders. New Zealand participated for the first time last year.
• Rachel thanked members who engaged with the survey.
• The purpose of the survey and collection methods were explained.
• The survey asks about a range of things, with countries able to make some of their own questions. For New Zealand, one example was asking responders to share their most important recommendation for stakeholders or policy makers.
• The survey had an uptake rate of 15%-20% of invitees. Feedback suggests this is due to the time the survey takes to fill out. We therefore don’t have representative data for the early learning system, but it gives exploratory and indicative insights.
• Rachel asked 4 questions of members (what members would like to know about people working in early learning, what members would like others to know, what they’d like their people to know, and what they’d recommend to someone wanting better engagement in research), who responded with sticky notes. Rachel collected these in and will update members.

2024 ECE Census results#

Rory Sudfelt, supported by Debra Taylor and Riley Clough.

• From the 2024 ECE Census, Rory reported on licensed services, teaching staff, participation, and average adult:child ratios. This information can be found on Education Counts: Annual ECE Census 2024: Fact Sheets | Education Counts.
• In response to questions, Rory explained that participation of 5-year-olds is reported as part of the ECE Census data. Compared to the 2023 ECE Census, 2024 Census week had a small decrease in the number of 5-year-olds attending ECE.
• A member asked whether the data collects the number of children with learning support needs. Riley explained that the ECE Census doesn’t ask about learning support. There is other data on learning support.
• A member asked questions about the adult:child ratio measurement. This measurement is based on the hour, for each service during the ECE Census week, which had the highest number of children attending. Staff on a break are not included in this measurement.

ECAC data request – pathways for children from closed home-based services#

Rory Sudfelt, supported by Debra Taylor and Riley Clough.

• In response to previous questions by ECAC members, Rory presented the findings on where children went after their home-based service closed.
• A home-based member thanked Rory for providing this analysis. She commented that children going to other (non-home-based) services isn’t necessarily parent choice.

Learning support digital information project#

Karen Walfisch, Jac Yoder, supported by Rachael Vink.

• The Ministry currently has numerous systems and processes to use and navigate across learning support. There can be inconsistent management across transitions, such as from early learning to schooling,
• A single digital platform is being developed to manage learning support. This will simplify and streamline the process to apply for, track, and report on services.
• Digital information management for transitions will be improved.
• The platform will centralise data collection, and allow real-time monitoring of service uptake, wait times, bottlenecks and changes to provision.
• Jac went through some process questions being considered, and gave an example of components of a service, showing the workflow following a concern in the learning support space.
• The platform will enable us to identify earlier the projected need and types of support, allow a more flexible approach, and be streamlined across the transitions.
• A member asked about Early Intervention providers inputting into the design and gave an example of current issue. The digital information project team will talk further with the member about this.
• A question was asked about data sharing with other agencies. What is being built now will enable this. Currently the foundation is just for MoE and when ready a conversation will be opened up to others.

ECE snapshot#

Megan Hutchison

• The Early Learning Snapshot for March 2025 was provided in the agenda pack.
• Lots of data is from the ECE census. The participation data from the Snapshot is from a 3-month period, which is why this differs from the Census week numbers (which is just 1 week).
• Pourato (education resourcing system) is rolling out for the next funding period in July, so the final major funding round has now been completed.
• A question was asked about how so many services could be in the 80%+ funding bands, given the percentage of qualified teachers in the sector is lower than this. These are 2 different measures. For funding, the calculation is taken based on the number of adults required to meet the adult:child ratios – this may not be all the adults that are working at the time. The Census data looks at all the teaching staff in a service during that week.

Associate Minister of Education#

Hon, David Seymour

Minister Seymour values his relationship with ECAC and wants to keep the dialogue going.

Budget negotiations#

The Budget is 22 May. At this stage the Minister can only say that they are balancing different priorities and money to put into each area.

The Ministry for Regulation review of ECE regulations#

Since the Minister last spoke at ECAC, the report with 15 recommendations has been released. The Minister is taking papers to Cabinet to accept the recommendations next month. If approved, the recommendations will be implemented over a year from then. Some regulations are simple to change, while others require a Bill through Parliament.

The focus is on the critical things that will make a difference to the operating environment. Regulation has an important job to contain dangers, but we must make sure we are focusing on the right things.

The Minister shared his thinking about how a funding review might run, noting that Cabinet agreement was required. ECAC will be kept updated as this work progresses.

The Minister had hoped to sort police vetting issues, but the proposals previously consulted on have been unable to be progressed. An alternative solution (such as a blue card-type regime) looks unlikely this term.

A question was asked about ratios and the regulatory review having an impact on the funding review, and whether these intersecting things will be part of the funding review. The Minister confirmed that by the time the funding review starts, the regulatory review is expected to have gone through Cabinet; the Terms of Reference for the funding review will likely have an acknowledgement of what the government accepted from the regulatory review.

A question was asked about further sector consultation on the recommendations from the regulatory review. There will be some opportunity for this. The consultation with the sector at the beginning of the process was extensive. Proposed amendments to the Education and Training Act will go through Select Committee with opportunity to comment.

ECE policy updates#

John Brooker

John acknowledged the passing of Dame Tariana Turia, Dame Iritana Tāwhiwhirangi, and Te Whereo Rangikōtua, and their role in the kōhanga movement.

In terms of the regulatory system review:

• For some key phases of work, the sector’s input and advice will be sought.
• The Ministry of Education’s Policy team are working with the Ministry for Regulation. There are two Cabinet papers: a high level one from the Ministry for Regulation, and an implementation one by the Ministry of Education.
• One of the recommendations from the Ministry for Regulation was changes to licencing criteria.
• There has to be a consultation process for the Minister to change licencing criteria.
• Changes to licencing criteria, which don’t require Cabinet decisions, are a key first point of engagement (kicking off with a workshop next).
• Other recommendations from the Ministry for Regulation’s report involve changes to the Education and Training Act or to the early childhood regulations.
• For things which require changes to the Education and Training Act, there will be a Bill through the House and a Select Committee stage for people to have a say.
• Regulatory settings can be changed more easily. The Ministry of Education will come to the sector regarding the wording.
• In answer to a question, John clarified that consultation on the implementation of the recommendations would occur, not on the recommendations themselves.

Update on proposed changes to licensing criteria#

Karen Walfisch, supported by John Brooker, Pirihira Hollings, Jo George-Scott, Chris Jamieson, Kim Nathan, (Ministry of Education), along with Justine Fitzmaurice and Tony Clark (Ministry for Regulation).

• The purpose of this session is to seek members’ views on changing licensing criteria, and the consultation approach.
• John shared 2 tables showing the Ministry for Regulation’s high-level recommendations relating to each licensing criterion (for example, to remove, retain, merge, or amend the criterion).
• 3 questions were put to members for discussion: Your top 3-5 licensing criteria that require documentation for us to focus on? Your top 3-5 licensing criteria that need greater explanation or clarification? What consultation approaches work best?
• Members moved to posters around the room with these three questions, to discuss and record feedback. Members were then asked to indicate their priority feedback with sticky dots.
• Workshop facilitators summarised the feedback and collected it in to inform next steps.
• Pirihira acknowledged there may be different views and offered a whakatauakī, Hutia te Rito.

Wrap up#

Nancy Bell, Chair.

• Nancy reflected on her time at the Ministry and career in the early learning sector, and thanked members for being part of that journey.
• A number of members thanked Nancy on behalf of ECAC, and acknowledged some of the key pieces of work Nancy had been involved with.
• Megan, on behalf of the Ministry, acknowledged Nancy’s contributions during her time at the Ministry, particularly to ECAC during her time as a member and as Chair, and more recently to the establishment of Te Mahau and its operating model.
• Nancy thanked members for their engagement and participation throughout the day.
• Helen Gatward closed with a karakia.

Action #

Megan Hutchison to look into providing leads of specific ECE projects.

Attendees#