Success for All – Every School, Every Child

Success for All – Every School, Every Child, is the Government’s vision and work programme to achieve a fully inclusive education system. It builds on the views of more than 2,000 people from across New Zealand who made submissions to the Government’s Review of Special Education 2010.

Read the submissions [External website] on the Review of Special Education 2010 website.

The Government has set a target of 100% of schools demonstrating inclusive practices by 2014 and has a programme of activities to achieve this. These activities look at improving inclusive practices and improving special education systems and support.

Success for All initiatives

Measuring schools’ performance

An Education Review Office (ERO) report [External website] in 2010 found that only fifty per cent of schools surveyed were fully inclusive, 30 percent were partially inclusive and 20 per cent were not inclusive.

ERO will now measure and report on schools’ performance in achieving a fully inclusive school. They have useful information on their website for schools and parents:

  • the indicators [External website] of an inclusive school
  • questions [External website] parents and caregivers may ask schools when enrolling their child
  • self-review questionnaire for schools [External website].

Special Assessment Conditions

This review was undertaken by the Ministry of Education and NZQA during 2013. The report is the result of the review and includes recommendations that will ensure more students have the opportunity to access Special Assessment Conditions (SAC) for NCEA assessmentThis report can be downloaded in Word or PDF format at the bottom of this page.

To assist schools in preparing applications for SAC, the Ministry of Education has prepared some resources that outline the SAC process and tips for preparing an alternative evidence application. These can be found with the related resources on the right hand side of the page.

 More children receiving support

An additional 1,000 students every year now have access to the Ongoing Resourcing Scheme (ORS). Meantime, the reviewable part of ORS has been removed so that students will receive ORS for all of their school career. The Ministry has also extended the Communications Service to an additional 1,000 students aged 5-8 with complex and significant communication needs who don’t qualify for ORS .

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Effective transitions

The Ministry has distributed best practice guidelines to schools to help with transitions from school to post-school life. The guidelines include 10 best practice principles based on New Zealand and international literature.

Outreach service for regular schools

The Specialist Teacher Outreach Service provides a specialist itinerant teaching service for students on the Ongoing Resourcing Scheme (ORS) who are enrolled in their local school. The teachers are employed by base schools. They travel to local schools. They can work with a student and also provide teaching and learning support to the class teachers, local school staff and the student’s family or whānau.

Students with sensory needs

From 2012, students with a sensory impairment (hearing or vision) who receive ORS support will have the teaching component of ORS paid to one of the three sensory schools the Blind and Low Vision Network New Zealand (BLENNZ) and the two Deaf Education Centres - van Asch in Christchurch and Kelston in Auckland. The schools will manage the resource to ensure each student receives a service that best meets their individual needs and that they have access to specialist teaching and resources.

Transformation of the Resource Teacher: Learning and Behaviour (RTLB) service

The new Resource Teacher: Learning and Behaviour service is expected to be in place from the beginning of 2012.

Working parties of principals and practitioners have advised us on the design of the service based on wide consultation across the country.

Through a transformation of the RTLB service we want to see:

  • fewer clusters to help to reduce variability in practice and provide better economies of scale
  • resources and funding targeted to where they are most needed
  • clearer accountability for how resources and funding are used
  • stronger professional leadership through creating a career pathway with a supervisory structure
  • more rigorous training requirements and a competency framework
  • opportunities for RTLB to specialise in specific support areas.

Improved complaints and disputes resolution systems within the Ministry of Education

This will ensure that parents get a consistent response from the Ministry when they make a complaint about a school. The Ministry will take an active role in facilitating a resolution between a parent and a school.

Training for boards of trustees

The Ministry has looked at training about special education for boards and what boards need in this area. We have developed and included content in existing board training programmes.



Content last updated: 25 March 2014