* Data for 2024 & 2025 from the Ministry combined declined and withdrawn applications, but did not include lapsed ones. In previous years, this data was separated out. For example, in 2016 there were 15 withdrawn applications, 14 declined and 56 lapsed. Only the declined ones are shown above. 
** These figures include 96 reviews in 2024 and 104 reviews in 2025 of homeschooling students at or connected in some way with Gloriavale. 
<5 - where a number is between 1 and 4, the Ministry does not usually give exact numbers, to protect privacy. They just give "less than 5" as the figure. 
? While I have not yet asked the Ministry for the number of exemptions revoked in 2024 and 2025, the Minister said in answer to a Parliamentary Question in October of 2025 that since 1st Jan 2024 there had been 5 exemptions revoked. 

Notes:
The number of exempt students as of 1st July is taken from the Education Counts website, where figures are recorded for as of 1st July each year for the previous 12 months. 
All other data is for the calendar year from 1st Jan to 31st December and is sourced from the Ministry of Education or the Education Review Office. 
Data as shown is compiled from various OIA request responses I have received over the years, and may be subject to change as additional information is received. 

See previous posts for more detailed annual summary figures HERE
​

From time to time, a home educating family may be informed that ERO is to conduct a review. Under current policy (since 2009), this usually only happens as the result of a complaint. (For more on the history and statistics of ERO reviews see HERE and HERE.). However, it can also happen because ERO choose to do a review of their own initiative, or because the Minister directs them to do reviews. The Ministry might also initiate a review process due to concerns arising from reading a new exemption application for a family that is already homeschooling, or based on "other relevant and verified sources of information." 

In this article I will outline each of the steps that are supposed* to occur in the process. 

*Sometimes things don't happen the way they are supposed to - if you need help, contact me. 

I strongly recommend that you are contacted about a review, that you get support from someone knowledgeable IMMEDIATELY. A review can be a positive and encouraging process, but it is also innately stressful and has the potential for serious repercussions. Your exemptions are at stake! So, first, get support. You can Contact Me if needed. 

If any person (they can be anonymous) contacts the Ministry of Education and expresses concern that a home educated (exempt) student is not being taught as well or as regularly as they should be, then the regional office make note of this complaint, and conduct an "initial investigation" which should involve two parts:

​1) Asking the complainant some questions to ascertain the grounds for the complaint – do they actually know the family/child, do they have specific educational concerns (or do they just need to be given some information about how homeschooling actually works) etc. You'd be amazed how often "complaints" happen that are either made out of ignorance or by people who don't actually know anything about the child and their learning. 

Some (experienced) staff are very good at doing the above. Others skip right over this step and move on to....

​2) Write to the family concerned, notify them that a complaint has been received, give the specific educational concerns mentioned and provide them with the opportunity to comment. Families are informed in the letter that an ERO review may occur, but that the Ministry is first seeking information from them before determining whether this is necessary.

Things to note:

• You have a right to see a copy of the complaint (if it was by phone, then the notes made by staff). You can request this from the Ministry, and it will be treated as a Privacy Act or OIA request - which means they have up to 20 business days to respond. The name of the person making the complaint will be redacted. You can tell the Ministry that you wish to see the complaint before responding, and thus ask for an appropriate extension if they gave you a set date to respond by. 
• While the Ministry usually doesn't tell you exactly what they're looking for in your response (though if they describe specific concerns you obviously need to speak to those) but usually what you need to do is give them a brief update on your children's learning programme and regularity. It may be wise to seek some guidance in doing this, to make sure you cover what is needed. If you provide the Ministry with sufficient information to satisfy them that your child continues to be taught as regularly and well as, then they will close the file and notify you (and the complainant) that they will be taking no further action. 
• However, if you are in a situation such as a split family where the matter of homeschooling is likely to end up in court, then I advise you to consider politely declining to provide any informing, forcing them to proceed with an ERO review. A positive ERO review can be useful evidence in a court case to show that your child is being "taught as regularly and well as" as ERO are the only ones tasked with making this call, and you can't just request an ERO review. 
• If the complaint is deemed "serious" or if there has previously been a complaint which didn't result in an ERO review, then the Ministry might skip asking families for info and go straight to the next step. 
• They cannot review a student who has turned 16.
• Ministry policy states that if they become aware, in the course of their investigations, that a child has special learning needs, they should seek specialist input from Learning Support. If it is determined that the family could meet s38 requirements with appropriate and available learning support, then an ERO review should not be conducted. 

Important: The Ministry does NOT have the power or authority to review a family themselves. If they tell you they want to visit (or you come to them) so they can conduct a "review" or "informal review", this is a red flag. It's ok if they ask you for information in an email and you tell them you'd prefer to meet in person to go over things - that's your choice. But they should not in any way imply this is required. 

If the Ministry is not satisfied with the response provided by families to their inquiry, the family refuses to respond, or if the complaint was deemed "serious" and they skipped asking for info, then they move on to Step 2.

Other than a complaint about your homeschooling programme, the Ministry might also decide to conduct a review on the basis of concerns they have after reading a new exemption application submitted for an additional child in your family, or based on other "relevant and verified sources of information." A Judge or Oranga Tamariki might also ask the Ministry to arrange a review. In these cases, they are still bound to follow due process. 

As noted above, ERO can initiate reviews independently, or at the direction of the Minister. In those cases, they start from Step 3 below. These situations are rare however, so if you're contacted directly by ERO as your first knowledge of a review, don't assume this is the case - find out why the review is happening. 

Your local regional office cannot just directly ask ERO to do a review - they must put the request to the National Office, who should independently review the request and related evidence to make sure the regional office has done its due diligence. If they concur, then they will put the request to ERO to do a review. 

Things to note:

• Legally, the Secretary of Education (aka "the Ministry") cannot order ERO to do a review. They can only make the request. ERO are only bound to conduct a review when directed to do so by the Minister of Education, who is not involved in the situations I am describing in this article. 
• ERO should consider the evidence provided to them by the Ministry and independently conclude that a review is appropriate in the circumstances. This, in theory, provides an additional layer of checks and balances so that families are not subject to reviews unnecessarily. However, I have never heard of a situation where the MoE made the request and ERO said no. The language ERO uses is "The Secretary asked us to conduct a review." which implies a "they asked, we do" approach. When reviews changed from routine to being conducted on a complaints basis, the then-Chief Review Officer announced "ERO will carry out reviews only when requested by the Secretary for Education, or in other particular circumstances."
• If the Ministry decides to request a review on the basis of complaint about one child's education, they will request ERO review all exempt students in the family at the same time. 
• The information that the Ministry supplies to ERO includes your original exemption application/s (and any related extra information if you were asked for some at the time), and the details of the complaint. 
• The Ministry should write to the family informing them of the decision to ask ERO to conduct a review (but only after the National Office have agreed to this). This is policy. 

ERO emails the family advising they have been asked to conduct the review and setting out a proposed date and time. They should include the following:

• A form to complete and return, confirming the details of exempt students, whether or not you will have the review at your home, and whether or not the proposed date/time is acceptable. ("Confirmation of Review of Exempted Students")
• A document which outlines particulars of the review interview. ("Education Review: Exempted Students (Homeschooling)")
• A pre-review questionnaire, which asks some questions about your children's learning programme and which they would like you to complete and send back to them along with any evidence you wish to supply. 
• A link to the Evaluative Questions which guide the review (these are the points that they are seeking information on). 
• A link to their Code of Conduct. 
• They may also tell you, as it says on their website, that "Our reviewers may use sections of our School Evaluation Indicators in reaching judgements about your homeschooling programme. The indicators provide examples of evidence for good quality and effective programmes and practice."

They will tell you that at the review, the reviewer will speak to your child/ren, and that when they do, you or another person must be present. 

Things to note:

• It is highly recommended that you have a support person present - ideally someone with homeschooling experience. This person cannot answer for you in the review, but they can remind you of things you planned to talk about but may have gone blank on in the moment (if you've prepped with them), be available to assist with a child who needs attention while you're focused on the review, be present with a child who is being interviewed, and, perhaps most importantly, serve as a neutral witness to what goes on if needed. 
• Also give thought to whether or not to allow ERO into your home. They have no right of entry to your home, (this is explicit in law), and therefore they do not need to see your home in order to conduct a review. Years ago, leaders in the homeschooling community used to recommend NOT having them in your home, but for some years now we have been more relaxed about it. However, recent events, which I will write about separately soon, lead me to strongly recommend you do NOT allow the review at your home. Instead, negotiate with ERO a suitable neutral local place (it needs to be private). The downside of this is that you will need to pack up and lug all your records and other resources you wish to show them to the location of the review (and may wish to print some photos of broader resources etc that they would have seen if they visited the home). However, the upside is that it avoids ERO passing judgements based on people's homes and prevents them from making completely out of scope comments in this regards. 

ERO takes an "evidence-based approach." This means that while you can answer questions and make statements - and need to - it's highly important that you can show evidence to support this. Ahead of the review, you need to collect and collate the evidence that you will present. 

It is also important at the time of the review that you do not assume that ERO will ask for what they want to see - often they will not. YOU need to be prepared and present things to them. (You can also have sent them some good evidence in advance with the pre-review questionnaire, which I recommend you take advantage of).  

Evidence you might want to have ready includes:

• Samples of writing done by the children
• Current and completed workbooks, worksheets or similar
• Photos of projects completed and activities they take part in. ERO will not want to scroll through photos on a device. Print off the photos you want to show them, and suitably collate/present them. 
• Any earned certificates, awards or similar. 
• Any standardised testing you may have chosen to use AND evidence of how you use this to inform your planning and teaching. 
• Other evidence of assessment and record keeping of learning outcomes AND how you use this to inform your planning and teaching
• Term reports if used
• Your reflections or notes, diary or what have you of work completion, activities and learning
• Resources available
• Learning environment - where do the children do most of their learning at home? What other places do they do learning activities?  What places do you go to that serve to enhance or support their learning experiences?
• Documentation of any testing or diagnosis of learning difficulties or disabilities, as well as recommendations for support AND evidence of how you are putting these into practice. 
• Evidence of their participation in/access to social and/or sporting opportunities, clubs, homeschool groups etc.
• Evidence of regularity - timetable, diary showing achieved work and activities or similar
• Portfolios for each child showing much of the above

ERO are going to be looking for information and evidence that enables them to make "findings" on each of the following points:

• ​<Name of child> (is progressing and achieving OR is not progressing or achieving) at a rate and level appropriate to what could be expected for age and stage of learning.
• The homeschooling programme is (effective OR needs improvement) in meeting the learning needs.
• The teaching and management of the homeschooling programme is (effective OR needs improvement).
• Assessment and planning information (is OR is not) used well to monitor progress and inform future learning.
• Achievement information (is OR is not) valid and shows progress over time.
• The home learning environment (supports/does not support) engagement and success in learning.

Their findings on the above points will each be listed in the review report, with a conclusion as to whether or not the child "is being taught as regularly and well as" they would be in a registered school. 

So, you need to prepare information and evidence to allow you to speak to each of the above points (and taking into consideration the Evaluative Questions). 

Two reviewers arrive at the appointed time to conduct the review. Typically, one will do most of the talking, and the other will take notes. 

• They MUST (by law) begin the review by showing you their designation - that is, proof of their appointment as review officers. They will ask you to sign a form to say that you've seen these. If they do not show you this, they cannot conduct the review; if they do not comply with this, the entire review is void. 
• Some reviewers will fairly closely follow the Evaluative Questions document in guiding the review. Others don't so much but cover the main areas in their own way. 
• Do NOT assume that reviewers will ask you for everything that they need. YOU need to be prepared and present information and evidence to them to show your children are being "taught at least as regularly and well as."
• The reviewers will take photos of various things to record as "evidence" to support their report. Make sure you present them with the things you want them to see. 
• The reviewers will speak to each child. They are not to "test" the children, but they will ask them questions to encourage responses. Prepare your children by ensuring they have things they can talk comfortably about with the reviewers - such as a project they enjoyed, a model or some artwork they are proud of, a story they wrote that they'd like to read to the reviewers or similar. Another adult must be present with the child. If reviewers cannot speak to a child, they will stop the review. 
• If YOU do not provide them with evidence of your child's current learning abilities, particularly in literacy and math, they may try to gauge this by asking the child to read aloud, or asking a math question etc. No, they're not supposed to test the child, but they will be looking for evidence of some sort of current abilities. 

The review will likely take several hours. At the end of the review, the reviewers will leave for a period of time (usually a couple of hours) and go somewhere to discuss together your review. They will then return to you, and give you an indication of what they expect the outcome of the review to be, as well as share any pointers they may have that they think will help you improve your home education programme. They will give the caveat that they still have to return to the office and put everything together, have it checked by a manager etc, but usually they are able to tell you what the outcome of their report is going to be. 

Back at the office, the ERO officers will type up their notes, compile and annotate evidence, complete worksheets, and draft the official report. A manager will go over all this and either agree with the outcomes, or make amendments if they deem it appropriate. 

ERO will then send the draft report (only) to you, along with a response form. You will have up to 10 working days to respond. 

The draft report will include the following:

• Child's name, date of birth, parents' names, your address, date of review and the names of the reviewers.
• A few short paragraphs describing the homeschooling programme, child's particular interests etc. 
• "Findings" where they state each of the following:​

1. ​<Name of child> (is progressing and achieving OR is not progressing or achieving) at a rate and level appropriate to what could be expected for age and stage of learning.
2. The homeschooling programme is (effective OR needs improvement) in meeting the learning needs..
3. The teaching and management of the homeschooling programme is (effective OR needs improvement).
4. Assessment and planning information (is OR is not) used well to monitor progress and inform future learning.
5. Achievement information (is OR is not) valid and shows progress over time.
6. The home learning environment (supports OR does not support) engagement and success in learning.

• Possibly "Next Steps" or "Areas for Improvement" if they want to put any recommendations.
• Conclusion: which will state that the child is or is not being "taught as regularly and well as". Note that "as regularly" and "as well" are two separate things, and are judged separately. So the judgement, could, for example, state that the child is being taught as regularly as but not as well as or vice versa. 

If you're happy with the report, you can simply use the response form to confirm that there are no errors of fact, and send it back. 

If, however, you believe there are errors in the report, or you disagree with the findings, then you will want to respond by listing what you consider to be the errors, explaining what the issue is, as well as providing evidence to support your position. ERO operate on an evidence-based approach, so just saying you disagree won't work. You need to provide evidence. 

This may be where you end up sending scans/photos of things you have already shown them, but they didn't take photos of, or things you had ready to show them, but they didn't look at. 

In theory, if you can show them evidence and speak suitably to a point, they will make changes to the report. Experience, however, has shown that while they may amend or add a sentence or two as a result of your response, ERO has never been known to change their "bottom line" (ie conclusion) no matter what you send them. Don't let that discourage you from sending a meaty response when needed. I'm just pointing it out so you are prepared. Regardless, it is never a waste of time to properly respond - because what you send will become part of the file, which may come in handy later. 

Particularly if you think the findings of the report are unfair, or if what is in the report seems at odds with what the reviewers told you at the time, it can be useful to request a copy of your file from ERO under the Privacy and/or Official Information Act. You would do this by asking for a copy of all notes, evidence, information and documents held by ERO that form part of or were considered in your review. You can also request that the timeframe for you to respond to the review report be extended to allow you to receive and consider this information. A typical such file can be around 200 pages (will vary depending on the number of children). When I review such a file, here's what I focus on, in this order:

• The typed worksheets completed by the reviewers. This will have remarks for each section, their judgements on each point, and ultimately conclusions for each child. 
• The Peer Review Attestation (aka moderator reports) which is usually about 2 pages. Here you will see if the moderator has disagreed with any of the reviewers' findings, and why, and if they have changed judgements, and why. 
• The photos of evidence and the annotations (or notes) written about them. 
• The handwritten sheets of notes the reviewers took during the review. 

For both of those last two things, they are likely to have highlighted various things in one of three colours - green means "good", yellow means "to note" and purple means "of concern". The highlighted points as well as handwritten red notes next to their original notes will be the main things that have led to their ultimate conclusions. 

If reviewers have come to a positive judgement on a point, and then the moderator has changed it, speaking to this in your response will be important. The same applies if the reviewers have reached a negative judgement on a point, for reasons you believe to be in error. 

After considering your response, ERO will finalise the report and send a copy to both you and the Ministry's National Office. The N.O will then forward it on to your regional office for follow up. 

If the outcome of your finalised report is that the child "is being taught as regularly and well as" then the Ministry will send you a letter which states that they have received the report, are satisfied, and will be taking no further action. 

If the report included suggested next steps, then the Ministry will consider whether there is any action they need to take on their end (eg if it suggested the Ministry should provide learning support to the child), however the parent is under no obligation to take any further action. (This is stated in the Ministry's Policies and Procedures manual). 

If the outcome of your finalised report is that the child is NOT being taught either as regularly or as well as (or both), then the Ministry will send you a letter that states this and giving you the opportunity to comment before they make any decisions. 

It is important to understand here that the Ministry has the right to revoke your exemption on the basis of a negative review report, but only after they have made reasonable effort to obtain all relevant information, which is why they are giving you the opportunity to comment. 

This is your opportunity to either:

• ​Acknowledge the findings of the report (if they were fair) and explain what improvements you plan to make in order to ensure your child WILL be taught at least as regularly and well as. OR
• Otherwise show the Ministry evidence that you are or will be ensuring your children are "taught at least as regularly and well as..."

Keep in mind that the ONLY thing that the Ministry will have received from ERO is your final report, all 1-1/2 pages of it. They see NONE of the evidence collected, internal worksheets, your response etc. This means that it can be very helpful for you to send them these things yourself, where they support your position. This is where the work you have done both before and after the review pays off. 

If you are able to provide information and evidence that satisfies the Ministry that you will teach your children as regularly and well as going forward, in most instances they will allow you to continue home educating, and will send a letter confirming this. 

Otherwise, they will revoke the exemption, and send you a letter informing you of this, and giving you 14 days to enroll your child in school. There is no appeals process for revoked exemptions. Should this happen to you, please do contact me. 

If you or someone you know has had a review in the last 5 years, whether or not the exemptions were revoked, I'd love to hear from you/them - please Contact Me. 

The data as of July 1st 2025 has been published on Education Counts. 

Summary
As at 1 July 2025, there were 11,010* homeschooled students. These students belong to 6,518 families and represent 1.3% of total school enrolments.
Out of the 11,010 homeschoolers 61.7% were aged 12 or under, 75.1% had been home-schooled for less than 5 years, and only 3.7% had been home-schooled for 10 years or more.
European/Pākehā students are more likely to be homeschooled than any other ethnic group with 71.1% of all homeschoolers, compared to 40.3% of the total school population (this is based on prioritised ethnicity statistics). Only 16% of homeschoolers identify as Māori compared to 24.6% of the total school population, 3.5% of homeschoolers identify as Pacific compared to 10% of the total school population, and 3.3% of homeschoolers identify as Asian compared to 20.1% of the total school population. The ethnicity of 0.6% of homeschoolers is unknown.

* This is the highest number of home educated students ever recorded in New Zealand. 

Homeschooling turnover

Between 1 July 2024 and 1 July 2025 there was an overall net increase of 253 students; 2,025 students entered into homeschooling and 1,772 students finished homeschooling.
The most common age at entry (the mode) was 6, with 39.4% of those starting being 6 years old. The mean average age at entry was 9 years old, with 64.1% aged 9 or under, and 1.0% were aged 16 or above.
Of the students entering homeschooling during the year ending 1 July 2025, 66.4% identified as European/Pākehā (down from 73.8% in 2015), 18.1% identified as Māori (up from 9.9% in 2015), 4.3% identified as Pacific peoples (up from 3.3% in 2015), and 4.5% identified as Asian (up from 2.9% in 2015). Ethnicity is unknown for 0.2% of homeschoolers.
The most common age at finishing (the mode) was 15, with 16.8% of those finishing being 15 years old. The mean average age at finishing was 12.9 years old, with 66.5% aged 12 or over, and 23.6% were aged 16 or above.
Of the students finishing homeschooling during the year ending 1 July 2025, 24.3% had been in homeschooling less than a year, 52.5% had been in homeschooling for 1 to 5 years, and 9.9% had been in homeschooling for 10 years or more.

The above information is taken from Education Counts, where you can also download spreadsheets of homeschool data from 1998 to the present. 

🏡 Key Points for Home Educators:
1️⃣ Homeschooling is valid and growing.
The UN now includes home education in global discussions about learning. Every country does it differently — from full legal recognition (like NZ, Canada, and SA) to restrictions (like France or Germany).
2️⃣ Parents’ rights are real — but not absolute.
Parents have the freedom to choose how their children learn, but also the duty to ensure a full, high-quality education that supports the child’s wellbeing and rights.
3️⃣ Quality matters more than method.
UNESCO doesn’t prescribe a model — structured, unschooling, faith-based, hybrid — all can work, as long as children are learning, thriving, and gaining the skills to live in a diverse world.
4️⃣ Oversight is part of accountability, not control.
Registration, evaluations, and basic checks are seen as ways to protect children’s rights, not to restrict parents. The report urges respectful partnerships between families and governments.
5️⃣ Inclusion and diversity count.
Children should have opportunities to connect with others, encounter different cultures and ideas, and learn respect and empathy — key goals of education everywhere.

💬 In Their Words:
“Safeguarding the right to education in every setting remains a core responsibility of the State.”
“Home-schooling may therefore be considered part of educational freedom… nevertheless, the same guarantees must apply to the right to education in all dimensions.”

💡 Takeaway:
Homeschooling is recognized internationally — but it comes with shared responsibility.
UNESCO’s message is: freedom + quality + inclusion = a rights-respecting education.

I've spent many hours pouring over this report, making notes, etc. As you may have seen, a number of people/organisations have written strongly worded posts about the report, claiming it "targets homeschooling" etc. Naturally, in a report such as this, there will always be points we do not agree with. Overall, however, I consider the report to be rather positive. It's important to keep in mind that the report is looking at global homeschooling, not specifically New Zealand. Some of the examples are therefore very different to what is expected in NZ, and some of the ideas or recommendations may be more or less potentially applicable. While there are some points in the document to which I might think "I hope our government doesn't look at that" there are significantly more points where I think "I wish our government WOULD look at that!"

Ultimately, this is a discussion document - intended to facilitate or encourage further research, discussion and consultation. It is not a directive. Even within this document, where various examples are given of other documents and past directives to which States are signatories, it is evident that many of these have not been put into practice in various countries, including our own. Therefore, no-one should read this and worry that the government is going to immediately put into effect any suggestions that we might consider undesirable.

I admit, the full document is not particularly light or easy reading, however I could encourage every home educator to take the time to do so. The following, however, serves as a summary.

​Short Summary (pp. 1–2)
Purpose:
The report explores homeschooling within the international human rights framework, focusing on balancing parental freedom with children’s right to quality education.
Key quote:
“Safeguarding the right to education in every setting remains a core responsibility of the State.”
Main ideas:

• Homeschooling must uphold children’s right to education and well-being.
• States should develop oversight mechanisms (registration, evaluation) while supporting parents.
• Policies should be grounded in research and consultation.

Takeaway for home educators:
UNESCO acknowledges homeschooling as a legitimate educational path but insists it must align with human rights standards — particularly regarding quality, accountability, and inclusion.

​Introduction (pp. 6–7)
Context:
Homeschooling is growing globally but remains under-examined in terms of human rights.
Governments vary widely in how they permit or regulate it.
Key quote:
“International human rights law does not explicitly refer to homeschooling, yet the right to education applies to all educational forms.”
Takeaway:
The UN sees homeschooling as part of the education landscape and subject to human rights interpretation — especially around the State’s duty to ensure access and quality.

​1. Overview of Homeschooling (pp. 8-11)
1.1 Defining homeschooling
Describes homeschooling as education primarily delivered by parents or guardians in the home, distinct from distance learning or private tutoring.
1.2 Difference from COVID-19 school closures
Clarifies that pandemic-era “home learning” was temporary and State-directed, unlike homeschooling, which is family-initiated and long-term.
1.3 History and current trends
Notes its historical roots in parental autonomy and alternative pedagogy.
Mentions rapid growth, particularly in North America, Europe, and parts of Africa and Asia.
Key quote:
“Even though many activities take place in the home, homeschooling parents can use community resources and surroundings, as well as public facilities, to enrich children's learning.”
Takeaway:
Homeschooling is not a fringe movement; it’s part of a diverse global trend shaped by differing motivations — philosophical, religious, academic, or practical.

2. Human Rights as Applied to Homeschooling
The heart of the report — applying eight human rights principles to homeschooling.

2.1 Freedom of Choice (pp. 12-13)
Key quote:
“Home-schooling may therefore be considered as part of educational freedom… Nevertheless, the same guarantees must apply to the right to education in all dimensions... therefore this right is not absolute.”

• Parents have the right to choose education “in conformity with their convictions,” but this right is not absolute.
• Legislation must ensure that the exercise of this freedom does not endanger children’s other rights.

Motivations for homeschooling:

• Religious/moral values (“ideologues”)
• Dissatisfaction with pedagogy (“pedagogues”)
• Concerns over school quality, safety, racial injustice, or mobility

Key Quote: "...in the context of homeschooling, it is necessary to guarantee that parental freedom of choice does not weaken children’s access to various other rights, such as the right to freedom from violence or the right to be protected from work that interferes with the child’s education. Consequently, legislation concerning homeschooling must be aligned with the internationally agreed standards."

Takeaway:
The UN recognizes diverse homeschooling motivations but stresses that freedom of choice carries responsibilities toward the child’s rights and welfare.

​2.2 Free and Compulsory Education (pp 14-15)

• States must ensure 12 years of free education, of which at least 9 years are compulsory (including primary education).
• Regulations should clarify how homeschooling satisfies compulsory education laws.

Key quote: "As stated in General Comment No. 11 of the Committee on Economic, Social and Cultural Rights, “the element of compulsion serves to highlight the fact that neither parents, nor guardians, nor the State are entitled to treat as optional the decision as to whether the child should have access to primary education” (para. 6)."

Takeaway:
Homeschooling is valid if it fulfills the same right-to-education obligations as school attendance.

​2.3 Quality Education (pp 15-23)

Quote: "Quality is an intrinsic component of the right to education......This shift in the global agenda emerged from the recognition that, in many contexts, school access often did not translate into students mastering basic literacy and numeracy skills......In complying with their obligations, States need to guarantee both that public education is of good quality and that separate educational systems and private-education institutions conform to minimum education standards laid down by the State. These standards serve as benchmarks for quality, ensuring consistency across different education providers.....While not explicitly mentioned, if the freedom to choose homeschooling is protected by the right to education, then the obligation to protect the right to education should be interpreted as extending to homeschooling, that is, the obligation entails ensuring that the quality of education provided by homeschooling is of an appropriate standard."

Quote: "What constitutes quality education is, however, much more challenging to define....Learning outcomes are among the most common indicators for assessing the quality of education, as they are supposed to measure whether learners are actually learning.....It is also necessary to take into consideration current discussions on assessment, which consider that, beyond the foundational skills (including literacy and numeracy skills) which are at the core of the right to education, “much important learning cannot be measured or counted”.....​homeschooling success is often evaluated using the same criteria used for traditional schooling; instead, the focus should be on whether homeschool environments are meeting their intended goals. 
​Yet, while assessment should adapt to account for the homeschooling setting, it should nonetheless also determine whether the standards laid down by the State are met. An additional layer of difficulty lies in that the decision to homeschool is not necessarily a permanent one, making it increasingly challenging to examine which setting had what effect on a student. Furthermore, the profiles of homeschooled children (e.g., children with disabilities, those who experience bullying, those who live a nomadic lifestyle) and the diverse approaches to homeschooling make it difficult to have a comprehensive assessment."

​2.3.1 Aims of Education (pp 17-18)
Education should promote full human development, civic responsibility, and respect for diversity — not just academic achievement.

Key quote: “Education must also be aimed at ensuring that essential life skills are learnt by every child and that no child leaves school without being equipped to face the challenges that he or she can expect to be confronted with in life. Basic skills include not only literacy and numeracy but also life skills such as the ability to make well-balanced decisions; to resolve conflicts in a non-violent manner; and to develop a healthy lifestyle, good social relationships and responsibility, critical thinking, creative talents, and other abilities which give children the tools needed to pursue their options in life”
​
Some concerns are expressed that some homeschooled children may have limited wider exposure, but also notes that "school attendance does not automatically translate to developing all life skills."

2.3.2 Minimum Education Standards (pp 18-19)
Countries vary considerably in how they define what constitutes a “certain minimum education” (e.g., literacy, numeracy, personal development).

Discussion of whether parents need to hold minimum qualifications in order to teach effectively. 
Key quote:
“While parental autonomy should allow for flexibility, minimum qualification thresholds could be necessary to safeguarding children’s right to a quality education, ensuring that parents are equipped to teach and provide an education which is in line with human rights standards. Mechanisms such as mandatory training could therefore be envisioned."

2.3.3 Learning Process and Environment (pp 19-21)
Describes structured (curriculum-based) and unstructured/unschooling approaches.
Acknowledges diverse methods but emphasizes parent competence as crucial.
Discusses rise in digital learning options, concerns about lack of regulation and potential down sides.

2.3.4 Content of Education (pp 22-23)
Curriculum should include human rights education and core subjects.
Flexibility is fine, but learning outcomes must align with national standards.

Key quote: human rights education is both one of the aims of education (see section 2.3.1) and a right in itself; it must be provided for as part of educational content, including that of homeschooling...As noted in the Right to Education Handbook (UNESCO, 2019): “Human rights education is not only about building knowledge on human rights standards and instruments. Through the human rights education process, learners must also be able to act upon the knowledge, acquire the confidence to exercise their rights, and have the attitude to respect the rights of others...People need to know their rights, the norms and values that underpin them, and the mechanisms for their protection in order to enjoy and exercise them and respect and uphold those of others” (p.119)."

​Takeaway:
UNESCO urges homeschoolers to ensure their programs foster broad intellectual, social, and moral development — including exposure to human rights and global citizenship values.

​2.4 Equality, Non-Discrimination and Inclusion (pp 23-25)

• Discusses some of the reasons families choose to homeschool, and identifies the State's legal obligation to ensure schools are inclusive and safe places.
• Homeschooling should not result in gender or cultural exclusion.
• Warns that removing children from diverse social settings can limit socialization and tolerance.
• Expresses concern that removing children from school may result in less diversity within schools.
• Homeschooling may disproportionately affect mothers’ employment and income.

Takeaway:
Homeschooling should nurture inclusion, not isolation — families are encouraged to create opportunities for diverse interaction.

2.5 Duty of Parents and/or Legal Guardians (pp 25-26)

Key quote:
“Parents have the duty to ensure the child’s right to quality education in alignment with human rights standards.”

• Parents are “duty bearers,” responsible for both academic and human rights outcomes.
• States should support rather than undermine parental roles — eg this could be through guidance, training, periodic home visits, forums for peer-to-peer support and access to resources.

Key quote: "Article 5 of the Convention on the Rights of the Child (1989) entrusts parents with primary responsibility and authority in a child’s upbringing, recognizing their rights and obligations with regard to guiding their children’s development. This principle of trust is particularly relevant in the context of homeschooling, where parents take on a direct educational role. Legislative and policy measures related to homeschooling should thus aim to support, rather than undermine, parental responsibility by establishing frameworks that empower parents in this role."
​
Takeaway:
UNESCO affirms parental rights but frames them as responsibilities tied to the child’s welfare and international standards.

2.6 Children’s Well-Being and Rights (pp 27-29)
Children's rights include, as outlined in the Convention on the Rights of the Child (1989):

• The right to development (art. 6)
• The right to be heard (art. 12)
• The right to freedom of expression (art. 13)
• The right to access to information and material from a diversity of sources (art. 17)
• The right to freedom from violence (art. 19)
• The right to health (art. 24)
• The right to be protected from work that interferes with the child’s education (art. 32)
• The right to play, recreational activities and participation in cultural and artistic life (art. 31).

The report looks further at:

• Freedom from violence "States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child."
• Best interests and right to be heard (children’s voices should be heard when making homeschooling decisions)
• Access to diverse materials "Homeschooling parents should have both the responsibility and the possibility to ensure that their children engage with a broad array of educational resources, including digital tools, libraries and educational platforms. This access supports a well-rounded education that includes global viewpoints and modern knowledge, which should also uphold the right to enjoy the benefits of scientific progress."

Key quote:
“Homeschooling decisions must prioritize the child’s best interests and consider the child’s views.”

​Takeaway:
Children are independent rights holders — parents must balance authority with respect for their autonomy and protection.

​2.7 Freedom of Thought, Conscience, Religion, and Cultural Diversity (pp 29-30)

• Homeschooling should respect family beliefs and expose children to multiple perspectives.
• Education should foster empathy, intercultural understanding, and respect for diversity.

Takeaway:
Faith-based homeschooling is valid but should not isolate children from pluralistic learning experiences.

​2.8 Accountability and Monitoring (pp 30-32)
Mechanisms discussed:

• Registration with authorities
• Inspections and evaluations to ensure quality and safety (different countries take different approaches)
• Emphasis on proportional oversight — not “harassment”

Notes that the development of homeschooling regulations involves not only elaboration of laws and policy guidelines, but also the capacity to enforce these...requiring adequate financing to ensure that sufficient officers are hired and well-trained.
​
Key quote:
“Regulation, if not arbitrary, remains legitimate and necessary to safeguarding children’s rights.”

​Takeaway:
Accountability systems are not inherently anti-homeschool; UNESCO views them as tools to ensure equity, safety, and transparency.

​3. Implications of Homeschooling and Socialization

• Education is both private and public — essential for democracy, empathy, and civic participation.

Key quote: "The CRC (Convention on the Rights of the Child) explains that education serves not only to provide “literacy and numeracy but also life skills such as the ability to make well-balanced decisions; to resolve conflicts in a non-violent manner; and to develop a healthy lifestyle, good social relationships and responsibility, critical thinking, creative talents, and other abilities which give children the tools needed to pursue their options in life."

Takeaway:
Education is a common good, not merely a family commodity.

• Acknowledges debate about whether homeschoolers miss social opportunities.

Cites ECHR concerns about limited integration but notes research showing homeschoolers often do develop strong social skills through clubs, sports, and community life.

“Homeschoolers are not in fact socially deprived… they are regularly engaged in social activities outside the home.” — Watson (2019)

Takeaway:
Socialisation depends on context — most homeschoolers thrive when families seek diverse social outlets.

• UNESCO cautions against isolation or echo chambers that may fragment societies.

“Homeschooling, but also certain homogeneous private and religious schools, may involve the risk of individuals being exposed only to information and opinions that reinforce their own beliefs.”

​Takeaway:
Homeschooling should connect children to the wider community and shared democratic values, helping strengthen — not separate from — the public good.

Conclusion (pp. 36–39)
Main themes:

• Education is a public good essential for social cohesion.
• Homeschooling should not create “parallel societies.”
• Policies should balance individual rights and societal needs.

Highlighted tensions:

• Quality education: balancing freedom with shared standards.
• Inclusion: avoiding polarization and isolation.

Policy recommendations:

• Develop clear registration and oversight frameworks.
• Train officials and support parents with open-access materials.
• Collect disaggregated data on homeschooling to inform evidence-based policy.

Takeaway for homeschoolers:
UNESCO sees homeschooling as legitimate but expects families to uphold the same human rights commitments as schools — ensuring education is inclusive, high-quality, and child-centered.

The mid 2024 official statistics, quoted from the Education Counts website:

As at 1 July 2024, there were 10,757 homeschooled students. These students belong to 6,327 families and represent 1.3% of total school enrolments.

Out of the 10,757 homeschoolers 63.2% were aged 12 or under, 76.1% had been home-schooled for less than 5 years, and only 3.5% had been home-schooled for 10 years or more.

European/Pākehā students are more likely to be homeschooled than any other ethnic group with 71.7% of all homeschoolers, compared to 41.8% of the total school population (this is based on prioritised ethnicity statistics). Only 15.7% of homeschoolers identify as Māori compared to 24.5% of the total school population, 3.3% of homeschoolers identify as Pacific compared to 10% of the total school population, and 3.0% of homeschoolers identify as Asian compared to 18.9% of the total school population. The ethnicity of 0.7% of homeschoolers is unknown.

Homeschooling Turnover
Between 1 July 2023 and 1 July 2024 there was an overall net decrease of 20 students; 1,969 students entered into homeschooling and 1,989 students finished homeschooling.

The most common age at entry (the mode) was 6, with 37.9% of those starting being 6 years old. The mean average age at entry was 9.0 years old, with 61.3% aged 9 or under, and 0.8% were aged 16 or above.

Of the students entering homeschooling during the year ending 1 July 2024, 64.4% identified as European/Pākehā (down from 78.4% in 2014), 20.4% identified as Māori (up from 8.3% in 2014), 4.0% identified as Pacific peoples (up from 2.9% in 2014), and 3.3% identified as Asian (up from 1.6% in 2014). Ethnicity is unknown for 0.1% of homeschoolers.

The most common age at finishing (the mode) was 15, with 17.4% of those finishing being 15 years old. The mean average age at finishing was 12.5 years old, with 61.6% aged 12 or over, and 20.2% were aged 16 or above.

Of the students finishing homeschooling during the year ending 1 July 2024, 24.5% had been in homeschooling less than a year, 54.4% had been in homeschooling for 1 to 5 years, and 7.4% had been in homeschooling for 10 years or more.

Every family who is home educating exempt students is sent a declaration twice a year (in about March and Oct), covering the periods Jan-June and July-Dec, to sign and return, along with forms in which they state whether they wish to receive the supervision allowance (which is typically paid in late June and late November). For new exemptions that start during one of these periods, the process is a little different. Let's dig into everything you need to know about declarations and allowances. 

Section 38 of the Education and Training Act 2020 is the part which describes the basis on which an exemption may be granted, or revoked, and how long it continues in force. Notably, there is NO mention of on-going reporting or declarations in that section, which means that technically they are not required in order to home educate.

HOWEVER...

The Ministry considers itself responsible to have some way of checking whether any given student, including those who are homeschooling, are being adequately educated. They use ERO reviews of schools, along with the collection of various data such as test results etc, to do that with school children. With home educators, they have the right to do ERO reviews, but not the funding to do them routinely (due to govt policy, see HERE for more). As an alternative, they came up with 6 monthly declarations, as a way of "checking in" with families. These used to be statutory declarations - meaning you had to sign them in front of a JP or similar, attesting to the fact your child had been and would continue to be "taught at least as regularly and well as." They removed the need for the witness of the signature a few years ago, but the declarations remain. 

If you choose not to sign and return them, this does not allow the Ministry to revoke your exemption immediately, as this is not permitted in the law. However, they can instead initiate further investigation, such as getting in touch with you to ask for an update on your learning programme, or ordering an ERO review to satisfy them that your child is being educated "at least as regularly and well as they would be in a registered school." Returning the declaration is considerably less work/stress! If the outcome of their investigations are not satisfactory, then they can move to revoke the exemption under Section 38.

AND, if you don't return the declaration, they will not pay you the allowance, should you wish to receive it - as the allowance is paid under Section 556 of the Act "Grants to Educational Bodies", which does allow the Ministry to set such conditions as the Minister thinks fit. The Ministry use the allowance as the "carrot" to get folk to return the declarations, and they are legally allowed to do so. 

For students whose exemptions are already in force before the current six month period, or whose exemptions begin before the "print run date" of the declarations, these will be sent to you by the national office as part of the mass-mailing of declarations to all such families, usually in about February and August (though the date is up to the MoE and may vary - they used to be later but have moved forward over the last few years). These declarations and attached allowance forms will be for the full period of either 1st Jan-30th June or 1st July- 31st Dec, as appropriate, or slightly less if an exemption starts a bit later, but before the print run. 

In 2024, the print run dates were 15th February and 11th July. 

For students whose exemptions start after the print run dates, a part-period declaration and allowance forms need to be sent to you by the regional office who granted your exemption. If you do not receive these with your certificate of exemption or shortly afterwards (they may email them together or separately), then follow up with your regional office. 

Notes: 

• Regional offices also need to send the first declaration if, for example, they issued the exemption after the print run date but back dated the start date to before the print run date. This can happen, for example, where an exemption is granted during the July school holidays and back dated to 1st July per MoE policy. 
• In years parts, part periods were added to the next full declaration. This changed in 2022, and will not be done. So, if you missed the part period declaration, you can't just add the dates to the next form (also applies to any missing forms) - you need to ask for a copy of the missed one and complete/send it in. 
• If a child is missing from your declaration form, contact your regional office. There may be an issue with their exemption status which needs to be sorted out first, or they've overlooked sending the part-period form. 
• When regional offices issues part-period forms, sometimes they do a separate form for a newly exempt child only, other times they reissue the declaration for all exempt children in the family. Don't worry either way - sign and return it even if you've already sent in a declaration for the older children. 
• I recommend you keep a copy of your declaration form for your records (and the covering letter). It may come in handy if something goes awry, as well as being useful for having your Family Reference Number and Student NSNs on them. Always quote the family reference number when contacting the Ministry. (It's also on your exemption certificates). Once a payment had been received for a period, and you have a more recent declaration to keep on file, you can discard the older ones. 

You can find an up-to-date list of Regional Office contact details HERE. National office (Resourcing) info is near the bottom of the list. 

With the declaration, you will receive forms asking if you wish to receive the allowance, and if so, confirming your bank account details. The first time you do this, you need to send proof of account (and also if it's been longer than 18 months since your last declaration/allowance forms were filed). This proof of account needs to show your bank's logo, your name and account number, but does not need to be certified. You can usually print off something suitable from internet banking (delete or hide transactions/balances - they don't need to see those).​ 

The allowance was first paid in 1990. There's a while history to it which I won't go into here, but from 1990 until 2022, the allowance was never increased by a single cent. Thanks to lobbying by NCHENZ and Homeschooling NZ, it began to be increased by a small percentage in line with annual increases in funding to schools from 2023. The 2024 allowance amounts are:

• $796 for your first child
• $677 for your second child
• $557 for your third child
• $398 for each subsequent child.

These are annual amounts, and so each six months you receive half of the above, or a pro-rata amount if anything has affected your entitlement during the period. 

A few things can affect your allowance:

• If you don't return a declaration form, you will not receive the allowance. (However, if you return it late, you'll still get the allowance - see below)
• If your child's exemption starts (or ends) during the 6 month period, you will receive a pro-rata amount for the period, based on the days in which you were eligible for the allowance. 
• If you go overseas for more than 28 days, you will only be entitled to the allowance for the days in which you were in New Zealand. If less than 28 days, you get the allowance for the whole period. 
• If your child begins a school trial and is enrolled in school for more than 28 days, then you will be entitled to the allowance only for the days in which they were not enrolled in school (ie had an active exemption). If the school trial ends within 28 days, then the allowance is paid for the entire period. 
• If your 16+ student enrolls in Te Kura under the free Young Adult gateway, you will still get the allowance if they enroll in 1-2 subjects, but if 3 or more subjects it's considered "full time" and the allowance (and exemption) will cease. 
• If your 16+ student enrolls in a full time funded course (eg something funded under Youth Guarantees) their exemption and allowance will also end. 
• If your 16+ student stops home educating, then you need to declare this on your declaration forms. 
  
  

If none of the above affect you, and/or you have a valid exemption in force at the time your child turns 16, then you can continue to receive the homeschooling supervision allowance until the end of the year in which the student turns 19, if they continue to be home educated and you continue to return the declarations and allowance forms. 

If you returned the declaration forms by the date specified on the covering letter, you should receive the payment in the week indicated on the letter (it may be any day of that week, depending on the bank). If you haven't received it a week later, then follow up with Resourcing. These dates can vary - in 2024 they were late June and late November. 

Likewise, if the amount seems wrong, you can follow up with Resourcing about this, but first ask yourself:

• Was my exemption in force for the entire 6 month period (1st Jan to 30th June or 1st July to 31st Dec), and not affected by overseas travel, a school trial etc? If the answer is yes, then you should have received the full amount listed above. 
• Did your exemption start part way through a 6 month period? You can use a calendar to count how many weeks it was in effect for out of the 6 months (or how many days) and then calculate how much you should have received. Eg, Mary's exemption starts on 2nd October. That means it will be in force from 2nd Oct to 31st Dec, which is 11 weeks. The full allowance is for 26 weeks (half the year - using rounded/rough figures). So Mary's parent is eligible for 11/26 x $398 (if she's the eldest/only exempt child) = $168.39
• Was your child enrolled in school for a school trial or out of the country for more than 28 days during the payment period? Then like the above point, you would only be eligible for a pro-rata amount. 

The allowance is not taxable income - it's an educational grant. You don't need to declare it to WINZ or IRD. 

You can spend it on whatever you like! Most families spend it on homeschooling resources or extracurricular activities, but you are not limited to that. I've known some families over the years who didn't want to be "dependent" on the allowance in order to home educate, so made a point of spending it on something special which benefitted them but was not directly homeschooling related (eg a dishwasher or a holiday trip). 

If you have missed sending in any declaration and allowance forms by the deadline (or even from past years), all you need to do is catch them up. If you still have the forms, complete and return them. If they are missing, then contact Resourcing and ask for copies. Once you complete and return them, the MoE will catch up missed payments to you, adding them to their next payment schedule (usually run every 2-4 weeks). The Ministry still wants your missing forms. There is no specific time limit on this. 

You will see above where I said that they can initiate investigations if you don't return the forms. First, they would send a reminder. Then they can take further action. However, they don't always do this. Getting things sorted/caught up yourself is unlikely to cause you any issues. 

Note: YOU are responsible for ensuring the Ministry has your up-to-date contact details. If you've moved, then email your regional office (the one for where you now live) and give them your new details. If you've shifted regions, your family's file will be sent to the new office, and your details for declarations etc will be updated. 

Signing and returning the 6 monthly declarations (and ensuring the Ministry has your up to date contact details) is the responsibility of each home educating family. While doing this is not required by law, not doing it can initiate other investigations into whether or not your child is "being taught as regularly and well as..". Along with the declaration, is an optional allowance. Payment of the allowance is dependent on you returning the forms, confirming your bank account details, and may be affected by various specific circumstances outlined above. The allowance is non-taxable and can be spent however you like. 

If you have missed any forms, contact your regional office (if the exemption is new) or the national Resourcing department for new forms. 

Finally the (mid)  2023 stats have been released!

From the Education Counts website:

As at 1 July 2023, there were 10,777 homeschooled students. These students belong to 6,298 families and represent 1.3% of total school enrolments.

Out of the 10,777 homeschoolers 65.1% were aged 12 or under, 77.0% had been home-schooled for less than 5 years, and only 3.0% had been home-schooled for 10 years or more.

European/Pākehā students are more likely to be homeschooled than any other ethnic group with 67.1% of all homeschoolers, compared to 43.9% of the total school population (this is based on prioritised ethnicity statistics). Only 15.0% of homeschoolers identify as Māori compared to 24.8% of the total school population, 3.1% of homeschoolers identify as Pacific compared to 9.9% of the total school population, and 3.1% of homeschoolers identify as Asian compared to 16.8% of the total school population. The ethnicity of 0.9% of homeschoolers is unknown.

Homeschooling Turnover
​Between 1 July 2022 and 1 July 2023 there was an overall net decrease of 122 students; 2,164 students entered into homeschooling and 2,286 students finished homeschooling.

The average age of the 2,164 students entering homeschooling was 9 years old, 80.5% were aged 12 or under and 0.9% were age 16 or above. Of the students entering homeschooling during the year ending 1 July 2023, 68.5% identified as European/Pākehā, 17.7% identified as Māori, 3.5% identified as Pacific, and 4.0% identified as Asian. Ethnicity is unknown for 0.6% of homeschoolers.

The average age of the 2,286 students exiting homeschooling was 12 years old, 55.1% were aged 12 or under, and 15.9% were 16 years old or above. Of the students exiting homeschooling during the year ending 1 July 2023, 51.3% had been in homeschooling less than a year, 28.8% had been in homeschooling for 1 – 5 years, and 7.4% had been in homeschooling for 10 years or more.

Here is the breakdown of the total number of exempt students by region, and the percentage of all the student population they represent, as of 1st July 2023:

The above statistics show a slight dip in home education numbers as of 1st July 2023, compared to a year earlier. This was to be expected, as numbers had dramatically increased over several previous years (2019:6,573 exempt students, 2020: 7,192, 2021:7,749, 2022: 10,945). In every year since homeschooling stats have been recorded, it's normal to see a certain number exit homeschooling (for various reasons) as well as a certain number enter - with the difference being (usually) the net gain. This year the result is a small net loss. 

Children exit home education for a multitude of reasons - aging out of the system, moving on to employment, alternative education (including Te Kura for NCEA), leaving the country, or returning to learning in a school environment. Of the latter, some parents intended homeschooling as a shorter-term solution from the beginning, again for many different reasons, while others' circumstances may have changed, or home education may have turned out not to suit them. Of course, currently we have an unprecedented additional reason - some families chose home education for pandemic related reasons, and now the pandemic has (in effect) passed, they will choose either to carry on home education (it may well have turned out to be the best thing for their family, regardless of the initial impetus), or to return their children to school.

So, a small dip in numbers is nothing really. Especially as the Ministry (and the politicians) seemed very convinced at the time that all those "flocking" to home education would return their children to school as soon as the mandates, masks etc passed. Clearly that hasn't happened, as our numbers are still 164% what they were before the pandemic!

Also, the statistics are just a snapshot in time - taken on the annual date of 1st July. Even during that day, numbers can vary, so these reflect whatever they were on the database at the time it was taken. (Last year I asked for more detailed numbers, and the totals varied from the official ones, for the same day, by about 1700 students, with the only explanation being that "it depends when on the day this was taken"). 

Since that date, the number of exempt students overall has again increased. On the 1st of November, they were 11,072. 

From the Education Counts website:

​As at 1 July 2022, there were 10,945 homeschooled students. These students belong to 6,334 families and represent 1.3% of total school enrolments as at 1 July 2022.

Out of the 10,945 homeschoolers 67.4% were aged 12 or under, 77.7% had been home-schooled for less than 5 years, and only 3.1% had been home-schooled for 10 years or more.

European/Pākehā students are more likely to be homeschooled than any other ethnic group with 67.7% of all homeschoolers identifying as European/Pākehā compared to 45.7% of the total school population (this is based on prioritised ethnicity statistics). Only 14.9% of homeschoolers identify as Māori compared to 25.0% of the total school population, 3.1% of homeschoolers identify as Pacific compared to 9.8% of the total school population, and 2.9% of homeschoolers identify as Asian compared to 15.4% of the total school population. The ethnicity of 0.9% of homeschoolers is unknown.

​Homeschooling Turnover

​Between 1 July 2021 and 1 July 2022 there was an overall net increase of 3,196 students; 4,330 students entered into homeschooling and 1,134 students finished homeschooling.

The average age of the 4,330 students entering into homeschooling was 9 years old, 81.7% were aged 12 or under and 0.9% were age 16 or above. Of the students entering homeschooling during the year ending 1 July 2022, 64.0% identified as European/Pākehā, 19.0% identified as Māori, 3.5% identified as Pacific, 2.9% identified as Asian, and for 0.5% of homeschoolers ethnicity is unknown.

The average age of the 1,134 students finishing homeschooling was 14 years old, 43.7% were aged 12 or under, and 23.6% were 16-years old or above. Of the students finishing homeschooling during the year ending 1 July 2022, 29.9% had been in homeschooling less than a year, 42.5% had been in homeschooling for 1 – 5 years, and 11.1% had been in homeschooling for 10 years or more.

It's now clear that we have a change in government. National and ACT will form the next NZ government, with or without NZ First, depending on the final results due to be announced on November 3rd. When change happens, folk may feel a sense of uncertainty. What changes will happen? What effect will "election promises" and other proposed policies have on our situations, our families, our lives? Clearly the newly elected parties have spoken about making numerous changes in many areas, but here let's talk about what likely or possible effects these parties might have on home education.

First, let's take a quick look at previous governments with National and/or ACT and/or NZ First, and actions they took that affected home education. History is an important backdrop to understanding present and future scenarios.

The 1989 Education Act, created by Labour, brought into being the Ministry of Education, ERO, and the need to apply to the Ministry for an exemption, and also instigated ERO reviews of home educators. I mention these as they are the starting point for all that has followed.

In 1989 the then-Labour government also decided to begin paying a Supervision Allowance to home educators. This began to be paid in 1990, the same year as National took power.

In 1994, National's Education Minister ended reviews of home educators, stating that the expense was not justified.

In late 1996, after the first MMP election, National and NZ First formed a coalition government. NZ First pushed for routine review of home educators, wanting them to have more accountability (this was part of their coalition agreement negotiations). An amendment was made to the Education Act to give ERO specific broad powers to review home educators (they didn't actually have this prior except in the case of investigating a complaint, or reviewing an application in the event of an appeal), and routine reviews resumed in 1997. 

In 2009, National (now in a coalition with ACT, United Future and the Maori Party) again scrapped routine reviews, providing funding for up to 35 on a complaints basis (as it has remained since).

There have been no other polices that I can recall from National, ACT or NZ First that have directly targeted/affected home educators. However, policy changes don't all come from government themselves - the Ministry and ERO have some degree of autonomy and take on certain things independently. For example, in 2014-15, the Ministry conducted an in-depth "review of homeschooling" and as a result made changes to their application forms and process, in-house procedures and so on. At times regional Ministry staff have attempted to apply government policies for schools to home educators - though we are actually not subject to them and don't have to comply. Some examples of this would be when the govt set a target for 85% of 18 yos to achieve at least NCEA 2 or equivalent by 2017, or more recently when Aotearoa NZ Histories are being required to be taught in schools - some Ministry staff asked parents applying for exemptions how they were going to include/make these things happen in their home education programme. But both of these policies (along with most others) are for students in the state education sector, and do not apply to home education. In 1996, the Ministry (not the government) asked home educators to write self-evaluation reports in lieu of reviews. Most refused, and this fell by the wayside.

Prior to this election, NCHENZ reviewed the parties' written policies, and also emailed them asking about any intended policies around home education (and also raising the matter of the supervision allowance needing proper review/updating). In respect of the three parties potentially forming the next government, we know the following:

National Party: Over the months prior to the election, Erica Stanford (as education spokesperson for National), asked a number of parliamentary questions about home education. A few weeks ago, I attended a public event where she was there to talk about education, and directly asked her some questions about her thoughts and intentions regarding homeschooling. She made a number of statements which expressed “concern” about not knowing anything about the quality of education home educated students are receiving, but also showed little understanding of how home education works. She indicated that she would like to meet with NCHENZ directly to discuss further, though that has yet to be arranged. Erica is very likely to be the next Minister of Education.

In response to our email, which was sent shortly before that meeting, NCHENZ received the following response (published in their Oct newsletter to members):
“Erica and the policy team have been doing research and asking questions regarding some the challenges the home-schooling sector is facing. She has been meeting with relevant stakeholders and has been listening to what the government needs to do to improve home schooling in New Zealand.

If elected, the National Party will be looking very carefully at some of the shortcomings of the system, including looking at the allowance to see if it is still fit for purpose, as this has been something that has frequently been raised by stakeholders. While there are not any specific home-schooling policies out now, this is definitely an area that Erica is looking into.”

ACT and NZ First: neither party have any written policies related to home education, and neither responded to NCHENZ's emails. Since the time NZ First pushed for ERO reviews in 1997, they have held no further policies around home education, though they have been in government since.

It has always been an accepted option in NZ for parents to choose to educate their children at home. This has been allowed for in every set of education legislation enacted in NZ, since the first (1877) Education Act. None of our governments have desired or tried to do away with homeschooling as an option. In fact, most of our governments have liked the fact that this option exists - because they know that there will always be some students for whom the state education system is not suitable for one reason or another, or who they just can't reach. The fact that parents can choose to step in and accept responsibility for the education of their own children (removing the "problem" from the government's plate) is a positive as far as they are concerned (whatever may be right or wrong about this thinking).

The main questions/concerns/ideas that float around in government heads (if they think about us at all) about home education are the following:

• Why are so many people taking their kids out of school and going homeschooling? We don't know.
• We don't know if they're receiving a "quality education" at home.
• We don't know what outcomes home education leads to.
• We don't have any evidence that they are safe (though we also don't have any evidence that they're not).

Why do these things concern them? Governments are considered responsible for funding and overseeing the compulsory education sector etc. By extension, they tend to imagine themselves to be responsible for the well-being and education of all NZ children. If a group of kids is found to be being let down by the state sector - eg they are not kept safe, or they are not achieving in education - then this creates headlines, enquiries and so on, which reflect badly on the government. The government never likes to look bad - that's how you lose elections.

So when it comes to home education, what they fear most is not that we exist - but that they don't KNOW much. They don't have data and statistics and reports and so on to prove that all is well or to answer their questions. If someone asks an Education Minister "how do you know that home educated students are receiving a quality education" and your only answer is "we don't", well that doesn't go down well. Ask Jan Tinetti - who was asked this question in a pre-election interview, which was followed by headlines screaming "Labour failing home schooled children."

When someone in government wants to know the answers to questions such as the above, they ask the Ministry to provide them with the information. Currently, however, the Ministry doesn't hold (or think they hold) the answers either. This is partly their own fault (both MoE and government). They CAN come up with data on outcomes (they did it for the 2014 review), they just don't usually make the effort. They COULD know about the quality of home education programmes if they'd been doing more reviews - but haven't had the funding to do so. And so on.

If any changes are made, I think they will centre around the four "concerns" I outlined above.

In respect of WHY people are choosing home education, this is not a question asked in exemption applications, simply because it is parents' right to choose this - and they don't have to justify it. However, the MoE's draft updated applications have added this as an optional question, simply because the government keeps asking them this question and they have nothing to offer, so this would be an attempt to begin to collect data on it. Parents would be able to choose to answer it or not.

In respect of QUALITY of education programmes at home, Erica Stanford thinks this needs looking at. She tossed around some ideas like having families submit samples of work to "someone, perhaps local school principals." Clearly that idea is a non-starter for a bunch of reasons! However, if the government wants to check on home educators' learning programmes, they have an allowance in the law to do so - ERO reviews, which is the ONLY legal way they can do so. They simply have to choose to fund more of them, and advise the MoE how many should be done per year. The MoE have in fact been asking for more funding for reviews every year for some time now, and been told no each year - it just hasn't been a government priority. Whether, when faced with actual costs, the new government will consider it a priority remains to be seen. An ERO review of ONE homeschooled student costs around $4-600 (exact figures haven't been published in a few years). A bit of math on ERO's budget figures suggest that the review of an entire school costs around $1200. In reviewing a school, they are effectively checking up on the education of possibly hundreds, if not thousands, of students. You can see why previous governments have considered the review of home educators not to be an effective use of money.

I do think it's likely we will see some kind of increase in the number of reviews to be conducted per year. How many, and whether it will constitute "routine reviews of all home educators" remains to be seen. It's not just about money - but also about having ERO staff to conduct the reviews. Given that one of the National party's election platform policies was to CUT state sector employees, this may or may not be an option for them at this time if more staff would be needed. Just for comparison, when reviews were "routine" previously, they reviewed about 600 students per year. In 2009, when they ceased routine reviews, there were just under 6000 exempt students. We are heading towards double that now. Anyway, if they fund, say, 1000 reviews per year, it would take about 10 years to do one review of each exempt student. And that's only assuming successive governments through that time continue to fund the reviews at the same rate.

It is perhaps likely that "routine" reviews may be re-instigated for a time - long enough for the evidence to show, once again, that most home educators are doing well, and that this expenditure is of limited benefit.

It's also possible that alternatives to the current standard model of ERO review may be considered (in fact some have already begun to be discussed with ERO) - this may allow for options that are less intrusive for families plus allow ERO to get at least a high-level view of more families more quickly. We will see.

In respect of SAFETY of home educated children, well this comes back to ERO reviews again -  in other words, someone "checking up on" families and seeing that the kids are doing fine. Once again, ERO is the only legal way for the government to do this, except in instances where someone has reported some kind of welfare concern to a government department or the Police about a specific child or family, and Oranga Tamariki becomes involved.

And when it comes to OUTCOMES, there are some options - the MoE could do what they did in the 2014-2015 review and compile data from NZQA about student achievements for those who have been home educated vs those who were in school. Or they could compile, with the help of the sector, broader data on outcomes. They could collect this from families themselves, when students finish home educating and/or several years later, and from providers of exams, certificates etc etc. Again, though, this kind of activity costs money, and the government has to be willing to fund it, or the MoE to decide it's important enough to do within their operational budget.

What else might change? Well, the Supervision Allowance seriously needs looking at, and Erica Stanford has acknowledged this has been repeatedly raised. I hope we will see a substantial increase in the allowance in the not too distant future. While there have been fears in the past that this would come with more "strings", I think that is unlikely. Because any strings they add actually make more work for the Ministry, and they don't have the staff or resources for that. They've already rejected any possibility of being able to, for instance, process "reports" from home educators. What else could they actually require of us? The law allows for the Ministry to pay grants to "educational bodies" and to "determine the amount, and conditions, of each grant." - currently that is for us to sign the declaration and return it in order to get the grant (aka supervision allowance). Any other "conditions" they might add would need to be ones appropriate to require of an "educational body." No other part of the Act allows them to set any conditions upon home educators, other than gaining an exemption and being subject to ERO reviews.

The Ministry has already been working on updating their application forms and guidance (for nearly 18 months now), in theory to make the process simpler and clearer. So we can expect to see those updated forms sooner or later. The forms will not impose more restrictions or conditions on home educators. They may have tweaked their expectations for an application - if any amendments are unreasonable, then we will respond appropriately and inform the home education community of any recommended actions also.

The National Party has talked about their intentions for the education sector, including "an hour a day (each) of reading, writing and math", standardised curriculum and assessments, requiring the use of Structured Literacy, and so on. All of these policies apply to schools controlled by the government - that is State and State Integrated Schools. They do NOT apply to home educators (or private schools). The law allows parents to choose "how" as well as "where" their child will be educated. We need to "teach as regularly and well as" - but the details of our programme of learning are up to us. No, we will not be required to engage in testing, or implement any of the other specifics the schools will.

National/ACT (with or without NZ First) as government are unlikely to introduce any major changes that affect home educators other than those discussed above. They're certainly not going to "cancel" home education as an option, or force us to use specific testing. They may increase the number of ERO reviews per year for a time. Hopefully they will increase the Supervision Allowance. The MOE will likely complete the update of their application forms, including some optional questions to provide data to government. And if the government really want to know about long term outcomes, they may commission the Ministry to collect/compile data on that. Otherwise I don't expect we'll see much in the way of changes.

It would be wise for families to reflect upon how they track their children's learning journey and progress - what evidence they could present if they had an ERO review - and consider whether there are any ways they might like to improve/tweak this. Further ideas and information to support this will likely be forthcoming from various parts of the home education sector, so look out for those.

NCHENZ will hopefully meet with incoming Education Minister/s as well as the MoE in the next few months. If you're not a NCHENZ member yet, join - it's free (though donations appreciated) - so you will receive the quarterly updates.

The work you are doing as you raise your children and guide their learning at home is precious and valuable! Be encouraged that no party is seeking to disrupt that; they only are interested in assuring themselves that they have evidence that our kids are being "taught at least as regularly and well as they would be in a registered school."

Back in December I shared that the Ministry is presently working on updating the application forms and guidance documents. This is not intended to make the application process harder, but they’ve been working on this for the past year because the big spike in applications caused them to see areas which they felt needed improvement. Their stated aim for the review of the forms is to “to ensure the application process and requirements are clear for parents, and to support staff decisions. The large increase in home education applications in late 2021 highlighted areas to regional and national office staff which needed to be reviewed to ensure a smoother application process overall.”

I would also note that the Ministry has promised a refresh of the forms since they introduced the current ones in 2016, due to persistent technical issues with them.

The Ministry sent NCHENZ, as well as HSNZ, a draft copy of the new forms, and we provided substantial feedback on them a few weeks ago. The Ministry is now working further on the forms. What further changes they will make and when these will come into effect are yet to be seen.

Once I know what the final format will look like, NCHENZ and I will provide updates on anything families need to be aware of. 

Meanwhile, a reminder of my longstanding advice - it is best NOT to use the Ministry's application form, except for Section One. For the rest, use a separate document to answer the questions. Just this week I've seen another case where a family completed their application using the Ministry form, but when they sent the file to the MoE, at the Ministry end it appears to be 3/4 blank, even though the information is definitely there - both I and the family can see it, but Ministry staff can't, even in a copy transmitted by me on the family's behalf. That's just one of the frustrating examples of the many technical difficulties experienced with the current forms. Hopefully they will be resolved as part of the updated forms in due course.