Two-thirds of principals were using their operational funding and locally raised funds to employ additional teaching staff. Schools mainly used additional staff to teach classes, support literacy or numeracy, or support students with additional learning needs.
“Decile was associated with a school’s ability to find suitable staff,” says researcher Cathy Wylie. “Sixty-four percent of deciles one and two schools had difficulty compared with 31 per cent of deciles nine and ten.”
Lower decile schools were also more likely to be affected by student mobility and transience which impacted negatively on school resourcing because of the uncertainty about staffing, and the cost of establishing programmes to support students who change schools unexpectedly during the year.
Kōkirihia Annual Report 2024 details the first year of destreaming across Aotearoa to achieve more…
The ‘science of learning’ and ‘evidence-based approaches’ have become buzz-phrases – what do they mean,…
There are many similarities between being a teacher and a sighted guide for a Paralympian.
New Zealand academics David Pomeroy and Lisa Darragh argue reforming our maths education requires a…
Taking students out of the classroom for educational activities may benefit more than their learning…
Digital media literacy could be the answer to concerns about the mental health effects of…
This website uses cookies.