“Success for Kiwi kids as Kiwi kids needs to be identified, agreed and implemented. Therefore, 25 years after Tomorrow’s Schools it is time to bring the education sector, parents and the wider public together in order to develop a collaborative 30-year strategic plan for New Zealand education. By setting a 30-year direction for our nation’s education, we free it from changes in governments and ministers. This is about enabling seamless transitions between and across sectors to make to embed positive change. New Zealand First is committed to a high trust model based upon partnering with the professionals in and around the classroom, who share responsibility for educating our children.”

— Rt Hon Winston Peters


  • Hold an Education Hui between all stakeholders across all sectors alongside wider public conversations to develop a collaborative 30-year strategic plan for New Zealand education.


  • Give greater focus to the second strategic goal within Ngā Huarahi Arataki to improve the quality of all ECE services.
  • Review the special needs of Playcentre rural provision.
  • Work with Te Kōhanga Reo National Trust to develop a funding model that future proofs Kōhanga Reo.
  • Look to re-establish Parents as First Teachers.
  • Review the adult to infant (under 2s) staffing ratio as an urgent health and safety matter.
  • Immediately review the funding model for kindergartens.
  • Restore the requirement for all ECE providers to ensure that the 100% registered teacher staffing ratio is achieved.
  • Establish a fund for research into best practice and innovation in New Zealand early childhood education.


  • Review the implementation of the operations grant to address equity of opportunity challenges that impact on student achievement.
  • Replace National Standards at Years 1 to 8, with children’s progress and achievement being assessed against level bands within the New Zealand Curriculum.
  • Repeal the amendments to the Education Act 1989 that allowed the creation of Charter Schools at the same time as reviewing Section 156 of the Designated Character Schools section within the same Act.
  • Strengthen School Entry tools and practices to better identify the specific support each student needs to attain their academic best.
  • Rework the PACT tool to ensure it is an educational tool for the sector and not a monitoring tool for the government.
  • Establish an early intervention staffing component for identified new entrants at risk in literacy and numeracy within initial priority being U1 to U3 schools.
  • Re-establish funding support alongside national professional development for the roll-out of the Te Kotahitanga initiative for all schools.
  • Work with NARTAM and the Resource Teachers of Māori to expand their numbers by clarifying their role and enabling appropriate induction, training and professional development.
  • Work with the sector to re-establish curriculum and school support advisors.
  • Nationwide professional learning and development to support our teachers and ensure quality curriculum delivery which meets the needs of all students.
  • Ensure the education sector can elect its own representatives to sit on the Education Council.
  • Immediately review the effects of the centralisation of truancy contracts on school communities with the view to better meet local need.
  • Create a consistent and required professional development and training programme for Boards of Trustees.
  • Immediately review funding models supporting Alternative Schools and the establishment of Teen Parent Units.

For separate policy statements below, contact

  • Inclusive Education
  • Māori Achieving Success as Māori
  • Pasifika Success