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Vol. 02 · New Zealand
MONDAY 06/07/2026
Iss. 2026 / 28
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BUDGET 2026 · EDUCATION SPENDING

Budget 2026 to Fund Expanded Maths Resources in Primary Schools After CIPS Gains

Year 6 students posted a statistically significant rise in mathematics achievement in 2025, with 36 per cent now meeting or exceeding curriculum expectations under the Curriculum Insights and Progress Study.

Fiscal Desk18/05/2026 · 10:16 NZT6 min read
FiscalBreaking
FD
Fiscal Desk
Fiscal Policy Correspondent · 18/05/2026 · 10:16 NZT · 6 min read
A New Zealand primary school classroom where a teacher leads a maths lesson, children working at desks with arithmetic problems on the whiteboard

At a glance

Year 6 maths results hit 36% in 2025—up 8 points since 2023—prompting Budget 2026 investment, though Year 8 remains far below the 80% target set for 2030.

Key stats

Year 6 achievement (2025)
36%
meeting/exceeding expectations
Year 6 achievement (2023)
28%
CIPS baseline
Year 8 achievement (2025)
24%
up from 22% in 2023
2030 Year 8 target
80%
Govt benchmark
Schools on new curriculum
98%
ERO, Oct 2025
4-year maths package
$100m
announced pre-Budget 2025

Sources cited

  • Make It Count – Fact sheet — Beehive.govt.nz
  • A new chapter: How well are the changes to English and maths going? summary report — Education Review Office
  • Government allocates $100 million for expert maths teachers and tests — RNZ
  • Hon Erica Stanford: Largest boost to Learning Support in a generation — Budget.govt.nz

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All fiscal →

Year 6 students posted a statistically significant rise in mathematics achievement in 2025, with 36 per cent now meeting or exceeding curriculum expectations under the Curriculum Insights and Progress Study.

Year 6 Maths Results Show First Uptick

Year 6 students posted a statistically significant rise in mathematics achievement in 2025. The figure reached 36 per cent meeting or exceeding expectations. This marks an increase from 28 per cent in 2023.

The gain covers roughly 70,000 Year 6 students. It equates to about 4,200 additional children now succeeding.

Earlier Reforms Drive Adoption

The refreshed mathematics curriculum, published in October 2024, took effect from Term 1 2025, according to the Education Review Office. The Make It Count programme, as set out in the Beehive factsheet, launched at the start of 2025.

The Education Review Office reported in October 2025 that 98 per cent of schools had begun teaching the new curriculum. Eighty-five per cent of teachers had changed their instructional practice.

Budget 2026 Adds Targeted Support

The Government will introduce a new Year 5 assessment of times tables and division as part of the Budget 2026 package. Additional classroom resources and teacher professional development will follow, according to the Budget 2026 announcement.

This builds on the $100 million four-year package announced ahead of Budget 2025 for expert maths teachers and diagnostic tests. Budget 2025 itself committed $2.5 billion over the forecast period in Vote Education. That included $132.2 million for accelerated literacy and maths learning.

Treasury will fold the new outlays into its fiscal forecasts. The spending affects OBEGAL and debt-to-GDP paths for 2026/27 and later years.

Remaining Gap to 2030 Target

The Government target remains 80 per cent of Year 8 students at or above expected levels in reading, writing and maths by December 2030.

These are still early results and there is a long way to go, but after years of decline, this is encouraging. — Education Minister Erica Stanford

Current Year 8 maths results sit at 24 per cent in 2025, up only slightly from 22 per cent in 2023.

New Zealand's average PISA mathematics score stood at 479 in 2022. This was 15 points below the 2018 result and below the OECD average.

Long-Term Fiscal Returns

Improved foundational maths skills are expected, according to Treasury's long-term fiscal analysis, to lift productivity over five to ten years. They should also reduce remedial tertiary costs and strengthen the pipeline into STEM occupations.

Targeted investment from within existing fiscal headroom supports measurable outcomes. It avoids broad new regulatory burdens on schools.