First, some quick facts you need to know:
1) Being asked for additional information is quite normal (more on this below).
2) If you are asked for additional information, you have up to 4 weeks (28 calendar days) to provide it, otherwise the application "lapses". Even if the Ministry letter asking for more info doesn't say how long you have, or it gives you a shorter timeframe, they can only lapse if if you have not responded within 4 weeks. Sometimes an office may give you longer - eg 28 working days - and if that's what they put in the letter, that's fine - you have that longer time. 
3) A "lapsed" application simply means that the Ministry has not received a response from you, and don't have sufficient information in the original application to satisfy the requirements of an exemption, so it is "declined" on the basis that it has lapsed. Lapsed in this context just means "no longer being continued" ie the application process cannot continue without the additional information, and so it is ended, as the Ministry cannot keep an application open forever. 
4) You can ask for additional time if needed. Once they send you that request, the Ministry has no idea whether you're working on it or ignoring them, unless you choose to contact them. If you find you need a bit longer to put the information together, or some life event has got in the way, send them an email and let them know you're working on it but need a bit longer, and politely ask for an extension. Suggest the deadline by which you expect to be able to give them this info. Most Ministry staff are reasonable about this and willing to allow a bit of extra time, within reason. 
5) If you don't provide the info by the deadline and your application is lapsed, that does not mean the end of your ability to gain an exemption. In this instance, if you wish to proceed, you can update your application/s to ensure they include the extra info that was asked for, and then resubmit them. They will be treated as new applications (and so must contain all the required parts of any application). Note that this means extra work for the Ministry, as they're having to start the process over, which is why in most instances most regional staff would prefer to give you an extension on receiving the additional info, rather than lapse it and have to start all over when you submit new applications. 

When folk write an application, they (usually) put a lot of effort into the process. However, sometimes they have not yet fully understood the requirements, or they have great ideas in their minds but have not articulated them in sufficient detail, or they have not been explicit enough in some areas, or have missed something out entirely.  

Regardless, being asked for additional information is common (35-39% of applications are asked for more info), and not something to be worried or stressed about - it's just part of the process when required. Any time regional Ministry staff are reviewing an application and believe there is not sufficient information included to satisfy them as to "as regularly and well" they are required to ask the family for additional information. This is a good thing - it means they can't just decline an application without providing an opportunity for the family to answer their questions and supply the missing info. 

Different regional offices use different processes to do this - some will call and give you a heads up first, others will just email or write etc. Regardless of how they contact you, know that you are not required to answer questions over the phone, or to meet with them, unless you wish to. You should be provided with their questions in writing, and then have time to think about your responses and put the info together (hence the 4 weeks). If you prefer to explain your thoughts over the phone or in person (once you've thought it through), then you can choose to do that - they will take notes of what you've shared, though I think in writing is usually best, as a paper trail is always helpful, unless you are a person who finds it easier to explain things verbally rather than in writing. 

When you are putting together your written response, bear in mind that you do not have to update your original application (though you can if that is easier for you); you can just write up your answers to their questions separately to your original application, and then send that in by email, in the body of the email or as an attachment. 

Requests for more info vary hugely from a few simple questions to a long list of parts of your application where they want more info. Some offices use a form letter, some don't. Some will quote parts of the Ministry's guidance documents, some will send links to the NZ curriculum etc, some will not. Sometimes the additional quotes or links they send you will help clarify things, sometimes they will just add further confusion. 

Before you can respond to the Ministry's questions, you need to take a little time to make sure you understand what they are asking. If you're not sure, then consider the following to help:

• At the bottom of the Ministry's homeschooling page, where the application forms can be downloaded, is also their guidance document which seeks to add further clarity around the application requirements. If you haven't previously looked at it, you may wish to. 
• My guide to exemption applications can help you understand the requirements of an application, which may help you see what you're missing in the areas the Ministry is asking about.
• Experienced homeschoolers on some of the NZ Facebook pages or in your local regional groups may be able to answer any questions you have and give you some guidance. You can find on the NCHENZ site list of regional support groups and online networks. Just check if anyone offers one-on-one help around your application to make sure they are experienced home educators with recent exemption application experience, to ensure that they properly understand the requirements and how homeschooling works. The application forms and requirements changed in early 2016, so anyone who has not done exemptions since then may not be fully aware of current expectations, and anyone who has not personally homeschooled for a reasonable period of time will not truly understand how it works. You can certainly glean useful info and ideas from a range of sources and perspectives, but at this stage of the process, if you choose to seek specific support, you would be best served by someone with appropriate experience. 
• I offer a service to folk in this area - where I would review your application, what the Ministry have asked for, discuss the requirements with you and give you some pointers about things to consider or where to find further info/ideas etc, and then review your draft response to the Ministry and discuss further as needed until you're ready to submit it. I can also refer you to others who can help with this too. 

Also, if the Ministry ask a question that you do not understand, or that is in "edu-speak" that is confusing, it's ok to ask them to please clarify the question. 

After you submit the additional information, the Ministry staff member dealing with your application will process it, considering the additional info together with what you first sent in. If they are now satisfied as to "as regularly and well" they will recommend it for approval and pass it on to be peer reviewed and then ultimately signed off by the manager. It is possible, though relatively uncommon, for a peer reviewer or manager to come back and ask for some further information - if this happens, just treat it like any other request for info as above. Otherwise, the application should be approved and you will be sent the exemption. This part of the process can take anywhere from a couple of days to a few more weeks. Don't stress about it (I know, easier said than done!). If they didn't actually acknowledge receiving the added info and you've heard nothing within a couple of weeks, you may just want to call or email to make sure they have received it and things are continuing as they should be. Also note that some offices only email out certificates - so do check your junk mail from time to time, just in case. 

If they are not satisfied as to "as regularly and well", they MAY come back and ask a bit more, though they are not required to. Otherwise, they will decline the application. This also would go through a peer review process first, and must be peer reviewed by a different office before being declined. If you are declined, you can still reapply. For more on this see HERE. 

Being asked for additional information in an exemption application is common, and a normal part of the process where required. You can seek support around understanding the requirements and how to respond. Your response should reflect further clarification of YOUR own plan for your child's home education, rather than an attempt to "just give them what they want." Once you provide the additional information, they will proceed with processing your application, which may take a few days or weeks, and will most often (95-97%) result in the exemption being approved. If you are declined, or the application lapses, you can work on improving your application and then resubmit it to the Ministry. 

There is a rumour circulating on social media. The wording varies a wee bit depending who is passing it on, but basically it goes something like this:

"Homeschooling applications being closed for 2 years from the end of October. This is to enable them to jab your child.." Apparently told to someone's neighbour by the homeschooling team. (Chinese whispers anyone?)

This is complete nonsense! Since I first wrote this, there have been various other rumours circulating, some sadly perpetuated by people in positions who should know better but shall not be named. Regardless of where you hear any such rumour from, there are NO changes to application processes, and there are no deadlines or cut offs. Nor are school principals involved in reviewing applications. 

The right to home educate your child is based on the Universal Declaration of Human Rights and is entrenched in at least 2 sets of laws:
The Care of Children Act 2004
The Education and Training Act 2020

To change that, the government would have to amend both of them. There is no evidence of any bills or amendments targeted at the relevant sections of those Acts. 

There is also nothing to suggest, in any of the accessible Ministry websites, newsletters, or other information that there are any changes being made around home education. 

While on rare occasions in the past someone from the Ministry might have given incorrect information about various things related to home education to people making inquiries, this one is way out in left field in terms of credibility. I can't begin to imagine what the true foundation or motivation behind this nonsense is, but please, don't spread this rumour. It's only causing unnecessary stress to people, and there's enough stress going on in the world right now.

Update 19th Oct - this just in from Janine Moss, Manager, Provider Services at the Ministry (this is the senior staff member in over-all charge of home education as part of her broader portfolios):

"....about the information circulating which is stating that Ministry home education applications are closing at the end of this month for two years. We have been hearing this through our regional education advisors too.
 
These are false statements. There has been no change to the home education application process, there are no new deadlines for submitting applications, and no changes have been made to the Education and Training Act 2020.  
 
Parents and caregivers who want to home educate their child aged between 6 and 16 years can apply for an exemption for home education in accordance with section 38 of the Education and Training Act 2020. There are no deadlines or close off dates for applications.
 
Please feel free to share this [information] widely with your home education colleagues and families. If people want to discuss the false statements and the misinformation that is circulating they can email home.schooling@education.govt.nz and we will respond to their queries." 

Further update from Janine Moss 28th February 2022:

"There is no change to the home education application process. Parents can apply for an exemption to home educate their children at any time, there are no deadlines, close off dates or time frames.
 
When an application is received the Ministry does notify the principal of the enrolling school and requests any information relevant to the processing of the application. The application is definitively not sent to the school." 

You are free to begin homeschooling right away. If they are 5 and currently enrolled in school, you will need to get them removed from the school roll. For more on that process and why it matters, read my article on removing 5yos from school. 

​However, prior to your child turning 6 years old, you will need to obtain a certificate of exemption, as explained below. Applications may be submitted any time after the child's 5th birthday, and will be processed and approved, but the start date of your exemption will be the child's 6th birthday, as before then there is nothing to be exempt from.

If you wish to find out about curriculum ideas and resources right away, you may find my manual called Planning Your Home Education Programme helpful, and you can also find ideas and resources at www.nchenz.org.nz. 

The law requires that all children in NZ (who have domestic student status*) from their 6th birthday until their 16th birthday are required to be enrolled in and attending a school, unless they are exempt. 

To gain a long term exemption from enrolment so you can homeschool, you must apply to the Ministry of Education, demonstrating in your application your intention to "teach your child at least as regularly and well as in a registered school." This is known as a "homeschooling exemption."

There is one other kind of exemption, but it applies ONLY to 15yo students who meet certain other conditions - it is called an Early Leaving Exemption (ELX) and is primarily for 15 yos who can gain no further benefit from school and have a job or alternative training course to move onto. This kind of exemption is not the focus of this article. 

* All NZ and Australian citizens and NZ residents have domestic student status. For more on who else that applies to, or what happens if you are a foreigner living in NZ, read THIS article. 

The Ministry of Education has a page on their website on homeschooling, HERE. Do have a read through the page, as it covers quite a lot of information. At the bottom of the page is a downloadable, form-fillable pdf application form. There is also a second download, which gives some additional guidance regarding the content of the application form. 

Things to note:

• Section One of the form is the data section - name, date of birth, address etc and a legal declaration. You do need to use this section of the official form. 
• The rest of the form is optional - you need to cover all the information required, but you do NOT have to use the Ministry's document to do it in. If you prefer, you an use a Word document or similar to write up your information, and for most folk this is much easier to do and safer in terms of saving the data than the MoE's form. You would then attach this separate document to your email when you submit the application, along with the official form with just Section One completed. 
• Many folk who are new to homeschooling find the Ministry's form confusing, which is why I have created a Guide to Homeschooling Exemptions which will walk you through the requirements and help you write your application. It includes a template Word document you can use to write your application in, if you wish. 

In your exemption application, you need to outline the first 12 months of your intended programme of learning for your child, including WHAT you will teach, and HOW, and what, if any, specific curriculum resources you will use to support this. It is not sufficient to say you will figure this out later; that will not satisfy the Ministry. 

The whole point of the exemption application is to "satisfy" the Ministry as to "as regularly and well.." - in order to do so, you show them your plan for the first year, whereby they can see that what you propose to teach is suitable to the child's age and needs, sufficiently broad, and that you have sufficient planned topics, resources etc to enable you to carry this out. So first, you need to do some research and make some decisions about what your programme will look like. 

I get asked a lot about resources and what to choose, so to help with that I have put together a manual on Planning Your Home Education Programme which outlines many resources for all ages and subjects, as well as additional ideas on teaching each subject. You may find this very helpful. 

The website www.nchenz.org.nz also lists some resource ideas, and has selected discounted resources available to members. And, of course, there is lots of info available online. 

I've also created a free video about exemption applications, which includes an overview of what is required. Watch it HERE

,Depending what help you need, here are some options:

• There are lots of Facebook groups for NZ homeschoolers/home educators. Many are general groups, but there are also special interest ones such as for families with ASD children, those who wish to unschool, folk using some (various) specific curriculums, Christian home educators and so on. These groups can be a great place to ask questions, see what others are using, and in some cases view examples of applications folk have chosen to share. Just hop onto Facebook and use the search to look for "homeschooling" or "home education" and then look for specifically NZ groups in the results. 
• You may be able to connect with some local home educators through the regional support groups. For a list of these, see https://www.nchenz.org.nz/support-groups/
• Don't forget to check out my guide to exemptions and my programme planning manual. 
• Once you've written your application, getting it looked over by an experienced home educator can be helpful. I offer this service for a fee. See HERE. 
• I also offer a service writing applications - I only do this for families who have chosen suitable curriculum resources for English, Math, Science and Social Studies, and are also able to provide me with information about the rest of their programme by filling in a questionnaire. I put together the information and wording to ensure it meets the requirements, but can only do so based on information you have provided (or in regards to the curriculum resources, that I can access online). I cannot make up your programme for you. For more on this service see HERE. 

I've written two articles that address related parts of this question. 
To read about how similar/different applications can/must be, see HERE.
To read about the possibility of combining information for children in one application, read HERE

Once your application is completed, it needs to be sent to the Ministry of Education for processing. There are 10 regional Ministry offices that process applications and deal with homeschooling matters - your application must go to the one of these whose geographical region you fall within. You can post or email your application - email is recommended. For a list of the regional offices and contact details see HERE. 

When you submit your application, you need to include:

• Section One of the Ministry's form, including all the required information. There is a declaration at the end of this section; you need to check the box to acknowledge it. You do not have to physically sign the form (though can if you wish) so long as you check the box and also include one parent's first and last names in the email to which you attach it (if emailing - if you're posting, then you'll need to print this out and physically sign it). Only one parent need apply or be named on the application. 
• Sections 2-4 of the form, either in the same document of the official forms, OR in your own format, such as written up in Word etc, as discussed above. 
• A copy of your child's birth certificate, even if not born in NZ (this shows that you the child's parent/s and so can legally apply for an exemption). If  the child was born in NZ or Australia, it also shows domestic student status. 
• If you are not the child's parent, then you need to include documents which show your legal guardianship - only parents or legal guardians can apply for exemptions. This does not mean, however, that only parents/guardians can do the day to day homeschooling of the child. In foster situations, for example, the application can be done mostly by the foster parent who will be homeschooling, with the Section One form signed by a legal guardian. These kinds of cases are a bit special, so Contact Me for more info or help around these. 
• If the child was not born in NZ, then you also need to include a copy of their passport/visa or residency/citizenship paperwork to show they have domestic student status. If their DSS is attached to the parent having a work visa, then you'll need to send a copy of that too. 

​​NOTE: do not send original birth certificate/passport/visa etc documents - just a scan or photocopy. They do not have to be notorised. 

When you submit your application, the first step for the Ministry is to check they have all of the above components, and to enter your application into the system. At this point they will also do two things - send you an email or letter acknowledging receipt of the application, and also notify the child's school principal (if applicable) that they have the application, "inviting relevant comment." Two things to know:

• The acknowledgement of receipt will include a reminder that if your child is between 6 and 16 they need to remain enrolled in/attending school during the application process. If you are considering not having them in school during this time, read THIS. 
• The purpose of inviting comment from the school principal is to find out about the child's progress, so that they have something from which to gauge whether the content of your application is appropriate to the child's needs. Some principals choose to comment beyond that. Keep in mind, that the Ministry are aware that some principals are hostile towards home education, and to consider their comments accordingly, and that if anything is raised that the Ministry considers relevant, then they should inform you of it and give you the opportunity to respond. A school principal (or other staff member) cannot prevent you getting an exemption just because they don't think homeschooling is a good idea for your child. 

The next step after the initial admin will be for the application to be passed to the staff member (Senior Advisor) who will be reading/reviewing your application and making the initial assessment as to whether it meets the "as regularly and well" requirements. In some regions, there is one person who does this for all applications, while in others, there are various staff members who may be called upon to assess your application. If the Senior Advisor thinks that your application does not yet meet the requirements, they will contact you and let you know what areas are lacking - you then have up to 4 weeks to provide additional information accordingly. 

At no point are you required to meet with or be interviewed by staff. You may, however, be contacted by phone in the first instance if more info is needed - you can ask for the questions to be emailed to you, and take the time to consider your response - you don't have to just answer over the phone, unless you are comfortable doing so. You may also be offered the option of meeting with them in person to discuss your application, but it is your choice whether or not to do so. 

Once the Senior Advisor is finished assessing your application (including, if applicable, any additional information you have provided) they will recommend it be approved (or declined), and then pass it to another staff member to peer review before having it signed off by the manager. At that point the certificate of exemption is issued, and sent to you by email or post, and the school are also advised it has been approved. 

If the exemption is declined, they must have it peer reviewed by a different regional office before officially declining. 

The processing of an application normally takes 4-6 weeks. However, it varies greatly by region and by what is going on - sometimes they are turned around very quickly by some offices, and at other times they can take much longer.

Most exemption applications are approved. However, if you have not met the "as regularly and well requirements" even after being given the opportunity to provide additional information, or in limited other circumstances, it may be declined. That does not mean the end of the road though - you can appeal, or reapply. For full information on how many applications are declined, and the next steps if this happens, read THIS article. 

One of the questions in Section One of the application is your intended start date. If you wish to submit an application but start at a later date, just state your intended start date in the form - the exemption will be post-dated and your child can remain in school until that date. If you later change your mind and wish to start sooner, then once it's approved you can contact the Ministry and ask them to reissue it with the earlier start date. 

Otherwise, once your exemption is approved with an immediate date on it, the Ministry will advise the school the child is now exempt, and to remove them from the roll, as an exemption and an enrolment are mutually exclusive under the law - they cannot both exist at the same time.

No, it's not more difficult to get an exemption for a child with special needs, though some additional information is usually required. The law requires that for a child who is otherwise likely to need special education, you must show that "they will be taught at least as regularly and well as they would be in a specialist school or special service." In your application, you will need to outline what your child's special needs are, how this affects their learning, and what you will do at home to meet these additional needs. 

The Ministry may also suggest a conversation with Learning Support staff around the child's needs and whether they can provide any additional support to you. It is up to you whether or not to do this. 

Support available at home that is funded by the Ministry is limited in that you cannot access funded teacher aid hours and similar in-school supports. You can however, access certain other things like SLT, OT, assistive technology etc. For more details on this, see HERE. 

Te Kura is the NZ correspondence school. In order to enroll your student in Te Kura, they must qualify under one of the gateways - some of which are funded, and some are not. 

Funded gateways include geographical isolation, itineracy, elite athletes, and psycho-social needs. If your child qualifies under one of these gateways, they will be fully funded and enrolled full time in Te Kura as their registered school - you do not need a homeschooling exemption, but do need to follow the enrolment criteria and process. For details about these funded gateways, see the enrolment policy HERE. 

If your child does not meet the criteria for funded access, and you still wish to use Te Kura for one or more subjects, you can choose to pay for this, after you get the exemption. To enroll in Te Kura as a fee-paying student, your child must be exempt. The fees are around $1800 per subject per year (for the fee schedule see HERE). Most homeschoolers do not wish to pay for Te Kura, and there are certainly many other programme choices. 

However, Te Kura is free for 16-19 year olds who are not enrolled in school - some home educators may choose to enroll their students at 16, so that they can complete NCEA qualifications if they wish to. 

It is possible for home educated students to gain high school qualifications, including University Entrance, through various options. Very briefly, the most accessible U.E options for home educators are:

• Doing NCEA via Te Kura as mentioned above. 
• Doing Cambridge Exams - the student studies at home using appropriate course materials, and then sits the exams as a Private Candidate at specific exam centres. THIS Facebook group is a good place to find out more, or visit the website HERE. 
• Completing the CENZ (Christian) Academic Certificate Level 3 - for more on this, visit Homeschooling NZ - www.homeschoolingnz.org. 
• Completing a GED/SAT combo. For more see HERE

​These are not the only ways to access university - they are simply the most common qualification options. And if your child does not need to get into university - perhaps they're aiming for polytech or an apprenticeship or to go straight into employment - then there are additional options that may suit better. Whatever your child is ultimately aiming for, the best advice is always to contact the prospective course provider or employer and ask what they require for admittance/employment, and then to tailor your child's programme accordingly. 

How much homeschooling costs varies enormously, depending on how you choose to approach it, what resources you choose to use, and what you want to include. It can be done on a very limited budget using free resources (and a library card!) or you can spend a great deal of money, or anything in between. 

Once you have an exemption, you will be sent a declaration to sign every six months (more on that below) along with which will be a form asking if you wish to receive the Supervision Allowance, a small allowance paid by the govt to home educators, which you can use or spend in any way you wish. The annual amounts are as follows - they are paid in two installments in about June and late November:

• first child $743.00
• second child $632.00
• third child $521.00
• subsequent children $372.00

The forms are sent out in about April and September - if you gain an exemption after the print run is done, then EITHER they may send a part-period form out to you with your exemption or a few weeks later OR they may simply add the part period dates to the next declaration, and you will be entitled to a pro-rata amount for the part period. 

Once exempt, you will be sent six monthly declarations to sign and return stating that you have been teaching your child "at least as regularly and well" for the current six month period, and intend to continue for the next six month period (or start/end dates). This is the main way that the Ministry follows up to ensure you're still home educating "as regularly and well." It is a simple form with just a couple of questions and tick boxes. Legally, they can't require you to submit these, so the allowance is the "carrot" for you to do so - if you don't return the declaration you can't get the allowance. However, if you don't return it, then they will follow up in other ways to ensure "as regularly and well." 

Additionally, there is the possibility of an ERO review. These used to be routine, but the government withdrew funding for routine reviews of all home educators some years ago; now they fund reviews for up to 35 students per year. These students are identified through a complaints basis, and even if someone does complain, there is a process of giving you an opportunity to update them on your child's programme before they decide whether or not to request a review. Most years currently only around 10 or so students end up with an ERO review. A review process may also be initiated if you don't return the six monthly declaration (or respond to the reminder). For more on this (including history and stats) see HERE. 

So, in general, apart from signing a form every six months, no, you won't be checked up on, other than the statistically very small chance of an ERO review. Unless, of course, future governments decide to re-fund routine reviews.

Update: I recently wrote an article specifically about how home education is monitored. Have a read of it HERE. 

By law the exemption remains in force until either:

• The child turns 16 OR
• You enroll your child in a registered school OR
• Your exemption is revoked by the Ministry after an ERO review determines your child is not being taught as regularly and well 

...whichever comes first. There are no other circumstances in which, legally, an exemption can end, other than you as a parent telling the Ministry you want it to cease. 

There is an agreed policy in place whereby families can trial school for up to 10 weeks (not counting school holidays), and if they return to home education within that time, they can let the Ministry know and their exemption can be reinstated without a new application (unless there has been a "material change in circumstances" in which case they may want some updated details). 

Because under the law an exemption and a school enrolment are mutually exclusive, enrolling your child in school automatically ceases the exemption, but this policy allows families to trial school so they can explore the option of school and determine what is best for their child, without the concern that they'd automatically have to go through the whole exemption process again if after a few weeks at school they realise that home education is best. 

​If they are in school for longer than 10 weeks and you wish to return to home education, you will need to do a new exemption application. 

Going overseas for any length of time does not void your exemption. However, if you are away for more than 28 days, you will not be entitled to the allowance for the time you are overseas. Also, because of the need to sign and return the six monthly declarations while in NZ, you do need to let the Ministry know if you're going overseas so they can technically "cease" your exemption to stop the generation of the declarations (and send you one by email for a part period you may have been in NZ). When you return to NZ, you just contact the regional office so they can reactivate the exemption. 

Home education can be very, very rewarding! You do, though, need to think through what you want to do and how  in order to complete the application. Hopefully the above has answered your initial questions, and linked you to further information where needed. If I missed anything, feel free to leave a comment below with further questions which I will endeavour to answer (or add to this post), or for more personal questions, feel free to Contact Me directly. 

Ask about how often exemption applications are declined on social media, and you may be told "almost never." Let's take a look at the actual facts and statistics around this, as well as on what basis the Ministry can decline an exemption application, and what your options are if your application is declined. 

So how often ARE exemption applications declined? Back in 2017, I, in my role with NCHENZ, asked the Ministry of Education for detailed information around outcomes of exemption applications for 2010-2017. The data was extracted in Oct 2017 and provided in a report, so the 2017 information was incomplete. However, there was a great deal of useful data provided. Here's some of the most important data for this discussion:

Lapsed: A lapsed application is one where the Ministry has asked for additional information, and the parents have not responded within the permitted time frame. As they do not have sufficient info to be satisfied that the application meets the criteria, it is listed as lapsed, and a letter is sent out effectively declining the application. I've listed these stats separately to the other declined ones as it makes the overall data clearer. 

Withdrawn:  These are applications where the parents have decided not to proceed. This could be for any number of reasons - they simply changed their minds about homeschooling, the Ministry offered a suitable alternative such as Te Kura to which the parents agreed, the family moved overseas, or after being asked for more information they chose to withdraw etc.

Declined: These are applications which were actually declined (refused) by the Ministry. There are a limited number of reasons why this can occur, and if it does, parents have some options as to how to proceed, both of which I'll discuss in more detail below.

Important totals: If you add up the total number of declined applications over the above period and compare it to the total applications received, one sees that 2% of applications were declined, or an average of 1 in 50. It's notable, however, that the number of applications declined year on year decreased fairly steadily over those years, for a number of reasons. If we take the complete years of 2015-2016, when 14 applications were declined each year, we find that 1% were declined, or 1 in 100 applications.

Note: I am planning to ask the Ministry for updated data for the last few years, though it may be some time before this is available.

Not meeting the application criteria sufficiently to satisfy the Ministry: The law says that the Ministry may grant an exemption application "If, on the application of the parent, they are satisfied that the child is to be taught at least as regularly and well as in a registered school." While "as regularly and well" is not further defined in law, the exemption application contains a series of questions or sections which must be completed to provide the Ministry with sufficient information on which to judge whether the proposed program will meet this criteria.

If an application does not contain sufficient information, then the Ministry staff member processing the application is required to contact the parents and let them know what areas of the application they need further information in, and the parents have up to 4 weeks to provide this. If they do not, the application lapses. If they do, then their application is further assessed with the additional information taken into consideration.

If the application, with additional information, still does not satisfactorily meet the criteria, then the Ministry may decline the application. (Some offices may provide another opportunity by asking some more questions, but this is not required, except where the application has proceeded to peer review, and the peer reviewer is asking for details the initial staff member did not pick up on). 

Of all applications declined from 2010-2017, 74% were declined because the application was not satisfactory in regards to curriculum or timetable (ie general content of application in Sections 2-4 of current forms).

False declaration: If parents make false declarations in the exemption application, it can be declined on that basis. The main part of the application this applies to now is Section One, where they ask if you have had help with the application. If you have, then you are required to state so, and the nature of the assistance. There is nothing wrong with having support in planning or preparing your application, so long as you are up front about this.

Welfare concerns: If the Ministry has evidence that the child's safety or wellbeing in the home is in question, such as a notification from Oranga Tamariki that this is the case, then they can decline the application based on welfare concerns. HOWEVER, in such a situation they should usually let the parent know about the information they have received, and the parent should have the opportunity to respond. 

Of all applications declined from 2010-2017, 24% were declined due to a false declaration or "student health and safety." 

Ministry believes that the parent cannot carry out the proposed program (maybe): This is not something one generally hears of, but there is one case that is currently still being navigated where the Ministry made a decision to decline an application, even though the application satisfied the criteria, because based on outside information they had received, they believed the parents may not be capable of delivering the program outlined. Again, in such a case, the Ministry must inform the parents of such information, and give them an opportunity to speak to it. The current case aside, for this to be the reason to decline, the Ministry would need to have compelling evidence, and conduct further investigation including discussing with the parents before making a decision to decline on this basis. However, except in extreme cases, this really should not be a reason to decline. If parents have a sound application and plan, they should be given the opportunity to put it into practice. 

If your application is declined, does that mean the end of the road, and you just can't homeschool? Absolutely not! If you would like to gain a home education exemption after being declined, you have two choices: appeal or reapply. 

​Appeals: The letter declining an application will state that you may appeal the decision by writing to the Group Manager, Service Delivery, Learning Support at the national office. The appeal process requires (by law) that the Ministry must ask ERO to review your application and give a recommendation as to whether or not it meets the "as regularly and well" criteria. They will then review the file and this recommendation, and decide whether to grant the exemption or uphold the decline decision. Note, however, that if your application reasonably didn't meet the criteria (including additional information you may have provided), then appealing is essentially a waste of time. I recommend appeals only when there is evidence to suggest that the decision was unfair, or that the Ministry did not follow due process. I would also recommend you have support from an experienced home educator/advocate to understand the requirements and how best to lodge an appeal. To discuss this further, Contact Me. 

Reapplying: If your application was declined, you can simply reapply. First, though, you will need to update your application (or write a new one), ensuring that it DOES meet the criteria in a way that is satisfactory. You would then submit it as a new application to your local Ministry office. However, they are then required to forward it to a different regional office for processing (assessment), to avoid bias. Once that other office makes the approve/decline decision, the letter advising of this will come from your local office. For help understanding the requirements of an application, read my Guide, or Contact Me. If you are reapplying, you really want to make sure you get it right this time, so I'd recommend having an experienced home educator read over your application before you submit it. I do offer this service, or you could talk to your regional home educators group to find someone local who may be able to support you in this. 

Approximately 1 in 100 applications are declined; approximately 75% of these because they did not meet the criteria to satisfy the Ministry that the child would be taught at least as regularly and well as in a registered school. 

Before the Ministry can decline an application, there are certain processes they must follow, including giving parents an opportunity to provide additional information. 

If your application is declined, you can appeal (if the decision was unfair) or reapply, doing your best to ensure your new application does meet the criteria.

FAQ: "I'm writing applications for more than one child. Do they have to be totally different, or can I just change parts of the first one for the next child?" 

Your applications do not need to be completely different for each child. After all, teachers don't have to have completely different plans for each child in their class! However, you do need to provide some evidence you are taking into consideration the individual needs of each student. Whether that means they are working at different levels in core subjects so using a different grade/year level of program, or that you are setting some differing assignments in family unit studies in accordance with their abilities, or one is learning piano while another is into dance, or what have you,  will depend on your children, their ages, interests and needs.

​After you've written the first application, just save an extra copy, use the Replace function to change the name throughout (if you're written it in Word which makes this so much easier, otherwise you'll have to do it manually), and then go through and edit the parts that need modifying for the next child - if the children are fairly close in age this is likely to be primarily English and Math, then Science and Social Studies depending on your planned approach, and the rest is most likely just about individual interests where they apply. You also must have a different Topic Plan for each child. If they are more disparate in age, then the changes may be more significant.

If you are writing an application for, say, twins, you may not be sure how to personalise the applications at all. Do try and think of at least some areas where you can add comments about differing abilities or interests. Eg one might be particularly strong in spelling while the other really enjoys creative writing. You could comment on these, also indicating how you will continue to encourage them in these things. Or they might both like woodwork, but be keen on building some different projects. 

With children who are twins or very close in age, you might also consider a combined application. For more on that option, read THIS. 

General application hints:

• You do not have to use the Ministry's form to write the application - though it is recommended you use Section One of it. 
• For the rest, it's often easier/better to write it in Word or similar. This gives you better control over formatting, avoids the tech meltdowns the Ministry form often has, and makes it easier to change out additional copies for the next child. You would then just attach this separate document along with Section One in an email to send to the Ministry (no need to insert it into their form at all)
• I have a guide to walk you through the application requirements and help you write your own, including a template you can use. See HERE 

A summary of what should be different in each application:

• Child's name (and pronouns where applicable)
• Special Learning Needs where applicable
• English and Math program if they are of different ages/stages in their learning
• Any other graded program content if not working at the same level
• Info about individual interests, special abilities, or perhaps weaknesses you are working on
• The Topic Plan - use a different topic for each child's application, even if you intend to do them all together

Now, the main question is, are home educators required to include the seven learning areas in an application? The answer is no...and yes. Bear with me....

The legal requirement of an exemption application is that it demonstrates that "the child is to be taught at least as regularly and well as in a registered school." This does not mean "the same as" but it does mean the expectation is there that the child will be taught to at least a comparable standard, across a curriculum "at least as broad in scope" as they would experience in school. What that looks like is open to some interpretation and is not legally defined (which is a good thing), but this leaves Ministry staff looking for some kind of way of deciding whether applications meet that criteria. It's understandable that they fall back on their understanding of what a curriculum ought to look like, based in the NZ curriculum. When staff see an application which does not cover some of the above areas, they usually ask for information about them, and this can cause outrage amongst homeschoolers who like to insist that "we are not required to teach the same subjects as schools." 

It is true that we are not legally required to teach specific subjects. However, if one sets aside the idea of "required subjects" and sits back and looks at each of the learning areas and what they include, I think most reasonable people would agree that each of these are really just natural areas of learning that we ALL cover in some fashion with our children - the only exception being older teens who are at a level where they narrow their focus to prepare for specific further study or careers (and the Ministry are fine with that). Not sure about this? Read each of the following statements, and ask yourself whether you agree with them:

English (literacy): I do not want my children to learn to read, write, speak or listen. We're absolutely not going to include this learning area. 

Math (numeracy): no counting, adding, subtracting, multiplying, dividing, telling time, handling money, understanding days, or measuring anything for my kid!

Science: I plan to ensure that my child does NOT explore the natural world around them. We will not watch bugs, the clouds, ask questions about the stars and moon. There will be no experiments conducted here. I want to ensure my child remains ignorant of gravity, motion, centrifugal force, the seasons, weather, plants, insects, animals, hot, cold, etc etc. Nope, no science in our program! And we definitely will not be reading any books or watching any videos about inventors and inventions or any topics such as those above.

Social Sciences: my children will not be learning about people, places, events, the planet, volcanoes, earthquakes, oceans, how to read maps, who is in our community, emergency services, how to relate to other people and so on. We can definitely leave this learning area out of our program!

Technology: we wish to prevent our children engaging in any practical or hands-on learning. Solving problems is for the birds! There will be no cooking, gardening, sewing, woodwork, model making, financial skills, business skills, animal care, metal work, electronics, or life skills taught in our home thank you very much! And my child will NEVER learn to use a computer or other IT device. 

Health and P.E: Nope, my child will not run, climb, bike, play any sports, go for walks, swim or otherwise engage in physical activity. I much prefer them to be couch potatoes. And teach them about hand washing, personal hygiene, dental health, basic first aid, how their bodies change over time, how to have healthy relationships, how to deal with emotions, personal safety etc etc? Of course not!

The Arts: I don't have any pens, pencils or art supplies at home, and I certainly would not encourage my child to paint, draw, or do crafts. They will not listen to any music, let alone try to learn an instrument. We'll never visit art galleries or museums, or enjoy a public concert, play or other performance. Dancing will not be permitted, and they can forget dressing up and making up their own plays! And singing? Definitely not!

Now, I hope you have not been offended by my deliberately tongue-in-cheek sarcasm. My intention is to help the reader see how crazy it generally is to say we will NOT be including any of these areas in our children's lives. Many of these things will happen naturally in life, even if we have no particular plan, program, curriculum or whatever for them. And that's ok - for the purposes of the applications such things can and should be included by taking some time to think about and identify the kinds of things that are likely to be covered one way or the other, and ways in which your children might explore them. 

The purpose of this article is not to tell you what to include in the application for each of the learning areas (though the above might give you some clues). I will say that, in general, more detail and a degree of structure is expected for the "core" subjects of English, Math, Science and Social Studies in an application. That structure can be based on curriculum, unit studies, child-led learning, hands-on learning or whatever you choose. The Ministry will basically be looking for sufficient ideas, topics, resources and enough of a general approach to make sense in these subjects. When it comes to literacy and numeracy, those are considered key, and reasonable detail, given the age of the child, on next learning steps and how you will support them will be expected.

For the "non-core" subjects - Technology, the Arts, Health & P.E (and languages if you choose to include them) - these can be as unstructured as you like - they are mostly about identifying and writing down the kinds of things that are a natural part of life, or things you want to try with the kids or help them learn, and opportunities for engagement that they have. Where a child also has a particular interest, involvement etc already, then you will of course want to include these (eg in a sports team, dance class, having music lessons, learning coding etc). You don't need a ton of detail - but to show that the child will receive appropriate opportunities to engage with activities in these learning areas.

If you would like more specific guidance on the content of an application, then my exemption guide pack will be of great help. It is available HERE. 

 Conclusion:
I hope this article has helped you to understand why the seven learning areas are both natural and appropriate to think about in terms of your child's learning program or home education. You do not have to call your learning areas by the same labels as above. The key point is that you show a broad program with no obvious gaps in appropriate engagement opportunities. 
And, please, can we experienced home educators stop jumping up and down when the Ministry asks an applicant about what they will do for a given learning area (I used to do that too until I realised the above), and instead focus on helping parents understand what that might include?  There are certainly some things we should resist, but I suggest this is not a hill to die on.

The current Ministry of Education application forms (published 2016) are designed to be used for a single, individual child. This is because at the time of publishing, the Ministry felt strongly that "each child must have an individual application." However, since that time through ongoing meetings and conversations with the Ministry, they have come to see the sense in being able to include more than one child in a single application in some circumstances. As a result, they have promised updated forms that allow for the inclusion of information on more than one child in a single form, but that hasn't happened yet.

Meanwhile, keep the following in mind:

• You do not have to use their forms for your full application. It is, however, best to use Section One of their forms - that is the part that asks about name, date of birth, parents details etc etc, and includes an important declaration. It's a waste of effort to replicate this section elsewhere, and all the info it asks for MUST be included. Since on the current forms this is only set up for one child, then I recommend you complete one copy of Section One (it's only 3 pages and can be filled in on the computer and saved) for each child. 
• For the rest of the application, use your own document, such as one written in Word or Google Docs and then converted to pdf before sending to the Ministry. My exemption guide pack contains a template in Word. (This advice applies whether you're applying for 1 or more children)
• When writing in your own document, you may include multiple children if it sensible to do so, but bear the below advice in mind.
• If you want to use the Ministry's application forms for the full application (Sections 1-4), you will have to do them individually until the new forms come out.

If you are writing exemption applications for 2 (or more) children who are very close in age and/or in stage of learning - eg twins, or often children 1-2 years apart in age, or where one is behind or advanced, bringing them closer in level, or in some cases where the program is very multi-child, such as unit studies based - then it often makes a great deal of sense to combine their information in one application. Otherwise you might be essentially supplying two almost identical sets of documents, with just the name changed. If you feel like that's you, or close, then yes, write them in one document if you like. 

Note, however, that is is absolutely ESSENTIAL that if you choose to do this, that you show sufficient and suitable information that demonstrates that you are taking into account each child's particular needs, which might include areas of strength or weakness, particular learning needs, next steps in learning, or individual preferences in things like sports, music etc etc.

Here are some examples of applications I would write as one, and the ways I would personalise them:

• Twins working at essentially the same level. If their program of learning is identical (and it may well be) I'd make a particular effort to include info on what each one enjoys or wants to focus on, or needs to improve in. Eg Jack might want to learn to play the drums and take part in rugby. John might play the guitar and prefers soccer. Or Jill might love to write stories and needs to develop her writing-reviewing-editing process while Jane has strong ideas and would enjoy the challenge of writing succinct, persuasive letters to the Editor. Anything relevant where you can include some personalisation will benefit your application.
• Two children close in age, working at the same level in literacy but a year apart in math. I would include the different math program/topics for each child, but much of the rest would be the same. Again, I would add personal interests, individual goals etc whereever applicable. 
• Multiple children where the family is using a strongly unit study approach with all children working on the same topics together. This one is a bit trickier to do all in one, but I would outline each subject content, then show how it will be tailored to each child - for example in literacy and numeracy you would set tasks and have specific goals and next steps for each child according to their age/stage/ability. Likewise in Science and Social Studies while they may study the same topics, they would apply that learning in different ways - an older child writing an essay after doing research, for example, while a young one might draw pictures and add captions with parental help, and meanwhile the middle child is expected to write a short report or complete some worksheets or whatever.

Note: No matter how you format your applications, you must have different topic plans for each child (even if you are planning to have them all take part in each topic). So if it's all in one document, have Topic Plan 1, Topic Plan 2 etc, each centred around a different child.

For the last few years, I have written or supported families writing quite a number of multi-child single applications through all regions of the country. Most have been twins or children just 1-2 years apart working at the same level. In only one case I know of, did the Ministry turn around and insist they needed completely separate documents for each child (it happened to be twins). So the parent changed the name/s in the document and printed two copies. I hope that that office later realised it was a bit silly. If someone strikes this, I would be happy to discuss the situation and provide support if needed. 

The reality is that a lot of the time it's actually EASIER to write the applications separately. That doesn't mean it's double or triple or whatever the work - you write one, then use it as as template for the others, saving a lot of time. It's ok to have a lot of similar or same content in applications for different children - that is normal - so long as their individual needs are covered where applicable. 

​But by doing them individually, it can be much easier to just focus on the one child at a time and what their individual program looks like. Unless your children are very close in age/ability and are therefore doing essentially the same program as discussed above, it makes more sense to write them up individually. If you're trying to cram a lot of different info about multiple children into one document, it could become very long and potentially confusing.

After you've written the first application, just save an extra copy, use the Replace function to change the name throughout, and then go through and edit the parts that need modifying for the next child - likely to be primarily English and Math, then Science and Social Studies depending on your planned approach, and the rest is most likely just about individual interests where they apply. You also must have a different Topic Plan for each child, regardless of the format of your applications. 

A question I get asked from time to time is how to complete an exemption application that meets the requirements if the child has significant intellectual disabilities that affect their learning. Several times, the child has had a "mental age" of about 2-3, though is around 6-7 years old. The following is some general advice on how to approach the content of the application form for a child who is obviously not going to be engaging in a "typical" program of learning in the next 12 months, which is what the content of the application essentially covers. 

There are no compulsory subjects for home educators, though we do have to show an education at least as broad in scope as they would recieve in a registered school. In practice, that usually means it's easiest to address the 7-8 learning areas of the NZ curriculum, as in reality most folk are covering all of these in some manner anyway, as they are simply logical, natural areas of learning and development. Those learning areas, or "subjects" are: English (literacy), Math (numeracy), Science, Social Studies, Health & PE, Technology, the Arts, and finally the optional subject of a second language. Don't worry about the last one, unless you have a bilingual family, are teaching sign language, or particularly wish to include language other than English for your child. 

As for any child, but most importantly for one with significant disabilities, an application should clearly show:

In addition, for a child with special needs, you need to outline what their special needs are and how it affects their learning, and any specific ways in which you will provide them with additional support or modify the program of learning to meet their identified needs. This might include things like assistive technology, speech therapy, occupational therapy, allowing more time for tasks to be completed and so on and so forth. For a significantly disabled child such as is the focus of this article, I would include a brief statement that sets the tone for the rest of the application about the level they are performing at and how the content of the proposed program takes that into account. 

Remember, the content of any program of learning should be appropriate to the needs and abilities of the individual child. No one could reasonably expect you to write about developing, say, essay writing skills in a child who cannot hold a pencil and has limited lanugage ability! So, what you do include will likely be fairly simple. The main point is to consider what the subject area is really about - what skills are we focussed on, what ideas do we want to expose them to etc - and what activities and learning are reasonable along those lines for your child. Here's a brief synopsis of each subject as it would apply to an effectively "early preschool" child:

English/literacy: This subject is about developing reading, writing, listening and speaking skills. For a child performing at the level of a 2 year old, for example, you might be focussed on reading them stories, talking to them about the things you see and do, incorporating suitable activities to develop gross and fine motor skills (essential to pre-writing development), and generally exposing them to language in appropriate ways. If there is speech therapy involved, formal or informal, talk about that. If the child is capable of responding in some way to stories that are read, discuss that. Essentially, think about early childhood type activities that are aimed at laying foundations for language development, and focus on those. Also, if your child has, for example, a physical disability that limits their ability to write with a pen, but is more advanced cognitively, then discuss how you are providing means to enable the child to advance in the areas where they are able without undue limitation due to areas where they are less able (this applies to all subjects). 

Math/numeracy: the development of understanding and skills around colour, shape, measurement, number, time etc, appropriate to the child's ability. You could talk about how you show him and talk to him about colour and shape, his ability to identify objects, group like objects, count pegs, identify bigger and smaller, shorter and taller etc. Maybe these things are mostly being modelled to the child with limited participation yet. The point is that you know the kinds of things for him to learn, and are using ways to help him with those concepts. A child with more ability might be working on recognising written numbers, counting to 100, measuring objects, helping with baking, playing with money, learning about clocks etc. 

Science: The focus here is on exploring the physical world - things you can see and hear, smell and touch or taste. Usually the natural world around you. Discuss how your child is exposed to ideas/things/concepts, how you talk about them with her, how you help her engage with them. Growing some plants? Watching a rainbow? Splashing in puddles and then discussing rain, wet vs dry, mud etc. Watching an ant trail then looking up a short video about ants. Mixing baking soda and vinegar to make a "volcano." Making things with play dough, learning to care for animals. It's all science! Do these activities sound too advanced for your child? No problem -think of what they can do or watch. I have a not-quite-2-year old living here right now. If I think about science and him, it would be water play, sand play, visiting the animals and trying to say their names, some playdough activities, exploring the garden - dirt, plants, bugs, feeling the grass under his feet and the sun on his face - talking to him constantly about the things he points to or we experience etc. 

Social Studies: In the early years, this is usually focussed on developing an awareness of self, family and local community. This can be through story, discussion, actitives, local visits etc. How do you help the child understand who they are, who their family are, and where they live - at a very basic level? 

Technology: This is about practical and problem-solving skills. So for a young child, very life-based usually. Can your child participate in some fashion in cooking (measuring, stirring, shaping, tasting)? How about gardening? Hitting a half-inserted nail with a hammer or comparing lengths of wood and watching/helping mum or dad with a small project (woodwork)? Or perhaps you will focus on life skills - which can be anything at all really, so long as it has a practical focus. 

Health and P.E: Two sides to this - describe how a child is regularly physically active (in keeping with their abilities), and talk about how you will help them develop appropriate health knowledge. The latter will depend on their understanding at this stage, but probably will focus on things like washing hands, cleaning teeth, brushing hair, getting dressed, toileting etc. Later you will talk about being sun smart, stranger danger, basic first aid etc. If there is any OT/PT being done, I'd include info on that here. 

The Arts: art, music, dance and drama. How does your child participate in any of these? Finger painting? Listening to music? Dancing to music? Bashing on a xylophone or drums? Dressing up?

I hope the above has given you some ideas. Remember, you are not alone; there are lots of families home educating children with disabilities, and both local support groups and Facebook home ed groups are a great place to connect with others. 

The exemption requirements overall apply to all children and families. The specific content will vary according to the child's age, needs and abilities. My exemption guide pack will walk you through the requirements if you like, and I'm happy to review applications to provide more specific guidance case-by-case. See HERE. 

You can do it! Just take it one step at a time! :-) 

2020 NB: Please see my updated post on this matter HERE, as new legislation has come into effect. This original post remains here FYI.

With the recent passing of the Education (Update) Bill, the resulting changes of which will come into effect on 3rd July, there has been considerable discussion among home education groups about what effect this will have on parent’s ability to home educate their young children or the processes involved. 

The purpose of this post is to clarify what the changes do and don’t mean. 

Legislation and Links:
The current Education Act 1989 can be viewed online here: http://legislation.govt.nz/act/public/1989/0080/latest/DLM175959.html?search=qs_act%40bill%40regulation%40deemedreg_education+act+1989_resel_25_h&p=1&sr=1

The Education (Update) Bill can be viewed online here:
http://www.legislation.govt.nz/bill/government/2016/0160/latest/DLM6928611.html
In time, the amendments will be incorporated into the Act, but for now it is necessary to read them side by side to see the entirely of what a section will say once the updates come into effect. 

Ministry of Education's information regarding the Education (Update) Bill:
https://education.govt.nz/ministry-of-education/regulatory-impact-statements/updating-the-education-act/ 

My step-by-step guide to getting a home education exemption can be found HERE.

The Ministry of Education's information about home education exemptions can be found HERE.