49 Comments
03 February 2010
Key Notes: National Standards for New Zealand Schools
In this issue, I talk about the new National Standards policy - what it means and what we'll be doing to implement it.
Yesterday, together with the Minister of Education, I welcomed the introduction of National Standards in literacy and numeracy into New Zealand’s Year 1-8 schools.
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To mark this important milestone I’ve written to around 350,000 households to draw their attention to National Standards and to explain what they mean for young New Zealanders. The letter is accompanied by a brochure which clearly explains what National Standards are about and how they will affect children and schools.
I encourage you to read this information, to find out what National Standards may mean for your children and your local schools, and to pass this information on to anyone with an interest in New Zealand’s education system.
In addition, over the next few weeks, National Party MPs will be holding public meetings up and down the country to talk directly to parents about this important policy. I also encourage you to attend one of these meetings in your local electorate.
National Standards are a core part of National’s plan for securing the brighter future we campaigned on. Because while this country is home to some of the best schools, teachers and students in the world, New Zealand has, for too long, let too many children slip through the cracks.
I am simply not prepared to tolerate up to one in five New Zealand children leaving our schools without the literacy and numeracy skills they need to succeed.
National Standards will ensure that all parents, not just the lucky few, can expect their school to regularly test their children against national benchmarks in reading, writing and maths. They will ensure all parents have this information reported to them in plain-language. And they will ensure all parents are properly informed about what is being done to support their child’s progress.
New Zealand deserves a future with more highly-skilled citizens, who have better job prospects, greater life choices, and, in turn, who live in a society with less dysfunction, unemployment, welfare dependence and crime.
I see our education system as one of the fundamental tools for delivering this brighter future.
That’s why this Government is working hard to ensure National Standards deliver for the benefit of our young people, our economy and for the future of New Zealand.
If you have any further questions you want answered about National Standards don’t hesitate to e-mail us on nationalstandards@parliament.govt.nz.
Best wishes
John Key
Prime Minister
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Tweet#1 - Don Dudley 2010-02-03 17:42 -
Its very simple IF THE PUPIL HAS'T LEARNT THE TEACHER HAS'T TAUGHT Don
#2 - Kevin Battams-Akast 2010-02-03 17:45 -
Mr Keys the inititive into national standards is fine but what concerns me is the investment in to expensive to design and buld archetictural monuments as class rooms as an example the new blk at Kaipara College, Im not sure if it is not in your area it is the one north.It seems to me as if schools are runninmg a competition on who can have the flashest buildings surley resourse and teachers that want to teach would be better for our future leaders.I am involved in the building industry so do know the extra costs involved and you and I did not need these monuments to learn in.
#3 - Lynette Beale 2010-02-03 17:50 -
Good on you National. It's about time we had National Standards in our schools. We have got so far behind with many of our children coming out of school illiterate. We need to teach our children and judge them, then teach them again until they can read & write etc. Lyn
#4 - Kate Moriarty 2010-02-03 17:58 -
Great to see the introduction of standards designed to help each child fulfil their potential.
#5 - Mike Harrison 2010-02-03 18:04 -
Its good to finally have a government that is actually going to do something. For too long there has been little accountabilty as far as minimum standards are concerned. We have needed this for years. It will not take long to see the positive results in our kids education.
#6 - Pablo E Guerrero 2010-02-03 18:11 -
John, If you ask me what qualities do I look for in a student I would reply to you : Independence of mind, enthusiasm,dedication and to explore new directions. There are plenty of people like that,but school tends to discourage those characteristics. Kind regards, Pablo E Guerrero
#7 - Emily 2010-02-03 18:46 -
My concern is what is to stop schools teaching to the test - as has been proven happens with standard testing overseas. I also think any results published or used to judge schools or teachers need to show the improvement for the year, not just results at the end. This would show what teaching has gone on - not just the ability of the student they started with.
#7.1 - Ross Muir said:
2010-02-03 19:01 -
This is a valid comment when the schools set their own exams (I was a lecturer for thirty years) - there will always be a percentage of teachers who do this to make their own performance seem adequate, however if National exams are delivered to the schools a short period before the test, then this cannot happen to any great extent.
#8 - Fran Spence 2010-02-03 18:46 -
ABOUT TIME. In 1972 when my daughter started school she was able to read and recognise a lot of words. Each year at "meet the teachers" night I expressed my concern at her inability to read and was told not to worry, four years later the headmaster told me the whole class was a disgrace to the education system. It took a lot of effort on my part to get her to an acceptable level to be able to cope with intermediate. Why are the teachers not "marked" instead of the kids.
#9 - Peter 2010-02-03 18:50 -
Never been a National supporter but to be fair some of your policies are so sensible it makes me wonder when you guys are going to do something dumb.
#10 - Adrian du Plooy 2010-02-03 18:54 -
Dear Mr Key. The introduction of measureable standards in education is the foundation of education. I commend you and your government for such a wise decision in the interest of all children and the country as a whole. Go well. Regards
#11 - Ross Muir said:
2010-02-03 18:55 -
Oooops !! A brochure on National Standards (which I totally agree with - it is time some schools held their teachers accountable) contains a grammatical error "Schools will use National Standards to report to parents on the progress your child makes, and how their achievement compares with other children their age" "...on the progress their children make, and how...."
#12 - Wendy 2010-02-03 18:59 -
The introduction of National Standards is great news and long, long overdue. Thanks for having the courage to implement it!
#13 - BrianW 2010-02-03 19:12 -
Just make sure that you do not buckle under pressure from special interest groups and percieved public opinion as you have a habit of doing !
#14 - Joh Remiens 2010-02-03 19:23 -
It is about time that something is done. I,m hoping that this will raise the quality of teaching. The teachers union seems to be looking after their members but does not care about the education
#15 - Leo I Taillie 2010-02-03 19:28 -
Mr Key, you are doing a great job. Hope you can keep it up. Best wishes Leo
#16 - Fred Clarke 2010-02-03 19:30 -
Good on you John, I support you 110% for National standard in all schools.
#17 - C Stuart 2010-02-03 20:04 -
Have just read the National Standards brochure - all looks very sane to me. Not sure how anyone could oppose this concept - it is obvious that you must measure against yourself and others. Thanks for bringing this in.
#18 - E Stowers 2010-02-03 21:10 -
Re National Standards About time too. How about adding elocution to the spoken English ? After all Where is Allerslie (Ellerslie) and what is a HAlicopter? (Helicopter. Also the most misused word pROPerLY NOT pROPLY) and Pleece instead of Police. At school in the 40's and 50's speech was also paramount if you were to be understood.
#19 - Ann Vallance 2010-02-03 21:33 -
I fully support your concept of National Standards. Our children have now been through the 'education system' thankfully. It was a real struggle at times to get teachers to listen to our concerns. We moved to NZ when our girls were 4, 8 and 10 and were surprised to find that our eldest two were so far ahead of New Zealand children in schooling. Our youngest at 4 would have started in school the following term in England but had to go to Kindy here and wait for her 5th birthday. That's something else that needs to change. Start all the rising 5's at the beginning of the term and stop the disruption to the class of having them start on their 5th birthday. We were told our eldest was average if that............. She is now a lecturer at Oxford University, England. She is a theoretical physical chemist with a research program as well. Her teacher at the time almost destroyed her!! Anything that can be done to raise the standards in education needs support. Ann
#19.1 - Alice Biju said:
2010-02-04 17:53 -
Very good idea
#20 - Moira 2010-02-03 22:07 -
Congratulations Mr Key. A country is as good as its education system. New Zealand most assuredly "deserves a future with more highly-skilled citizens, who have better job prospects, greater life choices, and, in turn, who live in a society with less dysfunction, unemployment, welfare dependence and crime." Those who have the country's best interests at heart will understand this and welcome the introduction of a system that will achieve these goals.
#21 - Mark Tan 2010-02-03 22:32 -
It is an exciting time in education when the education system gives parents exactly what they have alwasy been after - a simple answer to the age old question of "How is my child doing?" As a teacher of over 10 years, this is often the first and definitely thee most common question asked whether it be in a formal interview setting or in the car park. Sadly, from what I have seen in our staff rooms, teacher unions of which I am a part and normally support, have automatically taken a negative stance on such a positive step. I have read over their material and am sad to say that it appears that they are prepared to shoot down a positive idea rather than running with it. This is disappointing in that their point of view appears to be politically biased and based. I am one that is in full support of providing teachers and parents alike with real evidence and support. If it means a little more work, so be it - our kids are worth it. Mark Tan, Kaitaia
#22 - Wal Gordon 2010-02-04 06:35 -
Well done National. You have my full support. But keep the ball rolling by picking up on some of the other training issues such as those facing plumbers and their apprentices. People just aren't passing exams and now the Plumbers gasfitters and drainlayers board are hitting the trade and consumers with a 19 million dollar bill each year for licencing. This money would be better somewhere else
#23 - warwick wroe 2010-02-04 07:40 -
A great idea which will help keep those teachers on there Toes
#23.1 - Shirley Knuckey 2010-02-04 15:03 -
Your vindictiveness against 'Unions' is so knee-jerk, and sadly Mr Key is encouraging this. No significant education 'thinker' supports the policy we're seeing right now. Teachers already know the 'tail' in their classrooms; more resources and a social climate that prioritises education is our real need. Our policies of the universities market-model would not allow, for instance, the stringency applied in Finland where only 1 in 8 applicants is accepted for teacher education, and all must reach a Master's qualification with its accompanying maturity before they teach. Our society does not have a similar high benchmark, nor valuing of education to allow that sort of tax-take.And by the way, NZ statistics against OECD figures is that we haven't gone 'down' since 2000 as we are still within the top 5 of 30 countries for language, math and scientific literacy. Finally, the besmirching of teachers in such a vitriolic way as found in this thread will continue to ensure that more low-level aspirants will end up in the class-room, such is the pleasure that politicians get out of 'blaming the teacher'. Spirited, bright young adults are not inspired to join the ranks. It's very sad. As for the Union-bashing; professionals active in 'unions' are usually extraordinarily focused, knowledgeable and energetic practitioners with any amount of research and valid argument at their finger-tips. Try reading some of the research Warwick.
#24 - BaddieJoneee 2010-02-04 08:34 -
This policy is the best development in education policy in my lifetime. Every job I've had has carried a level of accountability with it - teaching now has a framework of accountability and reporting to work within as other industries have. Teachers refusing to work under this scheme can look for an alternative sheltered workshop and better pay. Good move National!
#25 - Bazza 2010-02-04 08:59 -
Well done John.It makes sense,the only people against this policy are the teacher unions.When my daughter was at school in the early eighties it was a shock to me that she couldnt read for sense nor do basic maths.The teachers said she was ok but could do better.What sort of report is that.I asked what I should do and they said,she will come right.It took quite some time of parental tuition to get her up to standard.
#26 - Andrew Atkin said:
2010-02-04 09:14 -
Mr Key, 1. All you have to do is re-introduce phonics into schools and that's your literacy mostly taken care of. Also, education does not create an egalitarian society in itself (as you suggest in your video interview), because those low-paid jobs must (and will) still exist. They are only low-paid because governments continue to saturate the economoy with too many immigrants too soon, likewise artificially depressing wages through supply saturation. You know this as well as I do. Education, in itself, only creates more competitive capacity for some people to escape those low-paid jobs i.e. you will still get the low-paid class regardless, you just slightly affect who the winners and losers are. 2. I dare you--and your government--to study serious alternatives to conventional schooling such as the "Sudbury Valley" model in America. I wouldn't listen too hard to the MoE because their first instinct is to stay established, even if they shouldn't be, and they get their guidelines from UNESCO which come from the same people who gave us the corrupt IPCC; that is, the UN.
#27 - Warren 2010-02-04 09:50 -
Suggest a study of history might be appropriate - how other intransigent unions such as watersiders and miners were persuaded to abandon their destructive tendencies.Dame Maggie Thatcher would offer a perspective.
#28 - Parent Against Lebelling 2010-02-04 18:10 -
I would hardly imagine anyone saying we should not have clear, achievable goals for our children. High expectations. Good assessment in all curriculum areas where the next steps for that child are planned and put into place. We are not turning a blind eye Mr Key. We are not asking for it to be 'sugar coated'. We are not wanting teachers who are not up to scratch, being protected. We are opposed to the national standards policy. National standards are designed to measure children against a standard (no account taken for the individual learning needs of each child). A standard that is untested. We already have benchmarks in literacy and numeracy at our schools. We have a visionary curriculum which has taken a number of years to develop, being implemented as we speak. This offers us realistic and clear goals for our children. The National Government then says schools have to report these results in a plunket style graph (the idea of this proves little understanding of the complexity of learning). So I get to know if my child is above, average, below or way below average. Thats it folks. National standards do nothing more than this. What an incredible waste of a large amount of money. Money that could make a real difference to our children. The kids that are slipping through the cracks will continue to do so but with the added demotivation of being told twice a year that they still don't make the grade. Oh, it seems they may get 1/2 a day each of extra help to ensure that they are able to 'make it up' as Tolley says. The small amount of teachers out there who are not competent in assessment will continue to not be competent because national standards doesn't tell them how to do a better job of it. NZEI does not support this policy for good resaon. The Principals Association of New Zealand does not support this policy for good reason. Many teachers to not support this policy for geed resaon. Educational academics and researchers do not support this policy for good reason. QPEC does not support this policy for good reason. Extensive and timely research from overseas does not support this policy for good reason. Parents Against Labelling do not support this policy for good reason. The policy is not designed to lift achievment it is designed to measure children and provide us with a graph showing where our child sits in two curriculum areas. The measurement is not even accurate because the school can use what ever assessment method it deems suitable to assess against the standard. There is no way teachers can be shown up as not doing a good job because they can assess however they like against the standard. Be very careful with what is being told to you by the government. The 'facts' and 'statistics' are being used in a way to ensure support from parents who may know little difference. The Government will have you believe the education industry is letting our children down and are trying to hide bad performers. Check out [ADMIN: link removed] for a huge array of articles, research and debate from others. You will find a research document of great use (amongst many others) as it describes in minute detail, the way to raise achievment in children's learning. National standards do not feature here either. The Cambridge Primary Report Oct 2009. I continue to ask the Minister of Education for research and evidence that national standards will lift achievment in our children and nothing to date has been received except pages bestowing the virtues of national standards and references to research in assessment. Even reference to John Hattie and Lestor Flockton, who have sent an open letter to Anne Tolley saying that national standards is a dangerous policy. This was dismissed by Mrs Tolley as nothing new. So does that mean she knows it is a dangerous policy? So you make your own mind up on the evidence and research that you do have. Most of our teachers are good at what they do, many are great, some are not doing so well. Please do not allow the government to disrespect them in this way. They have a voice too and they have been dismissed.
#28.1 - Ela Langford 2010-02-11 07:50 -
I would like to add my voice of ssupport to this view and hope that the expression of informed concern will be heard and act upon by those who are in the position of leadership.
#29 - jeremy 2010-02-04 18:22 -
This is so completely and intuitively the right thing to do that it beggars belief that anyone would object to it. What parent in their right mind would want to send their kids to a school that refuses to divulge details of its own performance in educating its students. And for those who have no choice because of a zoning system, they currently have no way of knowing they need to pressure a school to perform better because they aren't allowed to know if their kids are being well educated or set up to under-shoot their potential for the rest of their lives.
#30 - Andrew Atkin said:
2010-02-04 19:51 -
1. Many intelligent children, by nature, learn numeracy and/or literacy skills at later ages, even as late as about 12 or 13. Interestingly (and critically) it appears that the late starters are not generally late finishers. So what does your policy do for this category of children? It diagnoses them as "behind", and in turn leads to pressure to force them to receive what they are not ready to swallow? Obviously it will do this to some notable degree. Those students will have to suppress other in-built developmental priorities for a premature (for them) development in numeracy and literacy that could otherwise so easily wait. 2. I can see where you are coming from with the need for accountability, but the problem is it is also has the direct effect of creating an intrusive and erroneous prescription over many children's development. 3. This is the kind of thinking that is real and extremely important which the government, the MoE, and now virtually every parent is blind to. We have become just too deeply indoctrinated into what is actually a perverse, stupid and *demonstrably* erroneous model of education. 3. I am not a hippie - I am stating the facts. National: Please look further into the process of human development and academic learning. We desperately need to wise up with our education game, along with the rest of the world. Regards - Andrew.
#31 - Anne Herrington 2010-02-05 12:14 -
I am a parent not a national party supporter and believe that this policy is exactly what we want. Although most teachers are excellent the current reports leave you thinking so exactly where is my child at and you don't really know if they need additional help in any area. Also if you have the misfortune to strike a teacher who doesn't give adequate feedback (and trust me they do exist) then you don't know until way down the track that there is a problem. That is awful for the child. I cannot wait till this policy is introduced the sooner the better for our children. The way the brochure was laid out was excellent as well it explained it in a way that i haven't seen else where. As an aside it does appear though that you are using tax payer money to promote a National party policy.
#32 - John Buckley 2010-02-06 14:52 -
Pity the poor teachers, if only the children, (and mothers and fathers) were also to a national standard. My experience... almost 30 years of tertiary teaching plus helping in some local colleges in my own time. more enphasise on the parent(s)?????
#33 - Brian Batie 2010-02-07 14:56 -
Fully support move to national standards. Would like to see more support to enable all Maori children to achieve national level. I am concerned at high level of Maori in prisons, on unemployment and on other benefits such as DPB .I believe improved stadard of education will reduce this trend in the long term. Brian Batie auckland
#34 - Elma Dostine 2010-02-07 16:15 -
National standards will do nothing for children living in abject poverty, and who has parents that do not, or can not care.
#35 - Jonathan Anderson 2010-02-07 17:07 -
National Standards is certainly a step in the right direction but teachers need to be better supported and trained than they are at present.I know of some student teachers who are attending numeracy tuition at Kip McGrath because they are unsure how to teach numeracy and utilise it effectively once they start their teaching career. Unfortunately,there is no "one size fits all" solution to lifting education standards - every child is a unique individual and learns in a way that is personal to them. Because of this, some children excel in our education system while others struggle and, too often, fail to achieve. The key is to identify this at an early level(well before children leave primary school) and provide intervention then. Many parents wisely seek help for their children privately, understanding that our schools, because of budgeting and resourcing constraints, can never provide individualised programmes for every child.At least National Standards will hopefully inform parents early enough to get the help their child needs to achieve, whether within the school system or privately.
#36 - Ross Muir said:
2010-02-07 17:32 -
National standards on their own is not enough, nor can we simply stand down the teachers that have consistently low results. We must look at: SPECIFICALLY what will be done for the lower attainment students? Will the student's records before a lower attainment teacher be looked at and taken into account? A group of low-achiever students in a class can be like a spreading virus in that class and bring down the whole class (except for the motivated few who will learn in spite of teachers or fellow students). In this case, the teacher's skills in 'directing' a class need to be addressed. This is a common problem in some schools. Will the teachers be given more specified latitude in persuading students to work?. There is far too much restriction in the present PC nonsense that forbids the reinforcement of ideas of personal responsibility. The results of this have now pervaded all aspects of society. It cannot be left to parents alone, especially in some suburbs. I speak with knowledge and experience. I am NOT a racist.
#37 - Jayne R 2010-02-12 09:42 -
Implementing even more standards may improve the reading and writing of those who are least capable at academic proficiency. Unfortunately those children who are average and above average will miss out on being the best they can be because the teacher will be to busy to help them. It will be just another thing that ensures the dumbing down of our people.
#37.1 - Ross Muir said:
2010-02-14 10:07 -
You say that having teachers concentrate on those that need help will "dumb down" the brighter ones. It is possible that you are not experienced in teaching. Would you sacrifice the bottom section of the class (by giving no significant help) just to justify your ego in concentrating on the brighter ones? The brighter students will learn in spite of the classmates and teachers if they are handled correctly.
#38 - Helen Wenley 2010-02-12 21:10 -
My daughter had problems with reading and comprehension at Primary school which was not picked up until her last year which was too late. I found that the teachers from Year 2 upwards at Epsom Normal Primary School were far more interested in being PC than in making sure that students were understanding and achieving at the levels required. My daughter is still suffering from this neglect. In contast my son attended a private school from Year 2 and was given the very best attention and hence has achieved extremely well.
#39 - Jayne R 2010-02-14 00:14 -
The teachers know which children are struggling, we have school reports - don't you? I am assuming you read to your child and she reads to you - you must have picked it up, did you push the school for more support? Did you complain? Probably not because people don't like to, and the chances of being heard a slim. Unfortunately there are very few resources to get extra support for struggling children (though National are putting a little money into this area). I would suggest all the money spent marketing the governments new standards be put into teacher aids to support these children (job creation would be a good thing too, wouldn't it). My children do not have learning difficulties, instead they are bored and have to learn the same stuff over and over again. Also remember reading, writing and math do not make the child a good person or future citizen. I believe our children think that their entire value as human beings is based on their ability to read and write and be good at school - which of course is not true. Children hear what's going on, all this talk of picking up those who aren't very good must be terrifying for some of these kids - being labeled and blamed for being dumb. Teachers have up to 30 kids in a class, how do you expect them to keep up with every single one of them. Private schools have smaller classes, better teachers and more resources. You try teaching with what they have to work with. Of course some teachers are appauling, my kids tell me what goes on. I agree there is way to much PC rubbish and very little accountability.
#40 - Ross Muir said:
2010-02-14 10:32 -
Jayne - you say "Also remember reading, writing and math do not make the child a good person or future citizen. I believe our children think that their entire value as human beings is based on their ability to read and write and be good at school". This is another example of parents believing that the shaping of their children is entirely the responsibility of the school. This, of course, is a nonsense brought about by the 'Nanny State'. It is the responsibility of the parent(s) to instil moral and social values. It is the responsibility of the school to arm them with the tools to earn a living. I bought 4 items at a shop recently at $1 each. The assistant was very pleasant, had excellent social skills - BUT - after searching through her counter, had to ask another assistant for her calculator to work out how much 4 times 1 equalled..... Would you employ or promote her?
#41 - Christine 2010-02-14 16:05 -
It's great that National is targeting underperformance in reading and writing. However, I read recently in the Herald that 45% of New Zealand's working population struggle to read well enough to do their jobs. I'm assuming the majority of these people have children, many of whom will be at school trying to learn to read and write. Parents play a critical role in developing their children's literacy. If national standards identifies an underperforming child, will someone check the literacy levels of the parents? If Mum and Dad can't read, the kid hasn't got much hope. So, are there plans in place to upskill the literacy levels of parents where it's needed? Without such action, we won't get very far very fast.
#42 - Jayne R 2010-02-15 16:54 -
Ross, how did you get such a conclusion out of my statement. I do not believe the shaping of my child is the schools responsibility. In fact I dislike the fact that these people are shaping my children six hours a day when I disagree with a lot of what they teach and how they treat my children. Most of it is useless impractical rubbish - no wonder they don't want to learn it. My children have excellent morals and social values, unfortunately many of the teaching and Education Ministry staff don't. Schools have our children six hours a day, they shape our children whether we like it or not. If you knew anything about history you would also know schooling came about as a result of the industrial revolution and a way of babysitting the children while both their parents worked in factories that made the rich richer at the same time training the children to make them richer next generation. This Nanny State you talk about also punishes my children for wearing the wrong socks, disagreeing with the teacher, having pink hair and forces them to all look the same when they are individuals with their own personalities. My children are 14 and 15 and both have jobs. That assistant you encountered I would imagine was having a very bad day, perhaps someone she loved just died, she was raped the night before and hadn't told anyone, etc. etc. Not being able to add such a simple thing can be to do with cognition which is severely compromised under severe stress. I suggest next time you encounter something like this you ask the person if they are ok and show a little compasion, you will find they will relax and be able to do what you say. Also children are taught to regurgitate what the teacher tells them and they are punished if they don't, they are not taught to think!
#43 - Jayne R 2010-02-15 17:08 -
Just read the first posting by Mr Muir, you have an incredibly selective interpretation of what you read. Of course people who are struggling should get help, but not by the teacher in the class, I was sure I suggested using teacher aids etc. My children are bored, if you had a boring job that you were NOT ALLOWED TO LEAVE, wouldn't you switch off? What they do need is guidance, to be kept engaged with learning, inspired and filled with the wonders of knowledge and information. I am not a teacher, however I know a lot about brain function and human behaviour. It is a shame many of our teachers do not have this information as it would significantly improve our eduction system and our society.
#44 - Jayne R 2010-02-15 17:38 -
In reply to Christine, from personal experience I can't agree with the statement that parents are critical in developing literacy. Because of a disability I have been unable to help my children with their school work for the past eight years. I am good with words and the children's father is good with numbers. Each of my daughters has picked up one of the traits. We are all different and have our place in the world. The child that is good with numbers (age 15) is also very athletic and is good at following instructions. The child who is good with words (age 14) is more artistic, rebellious and decides for herself the best way to do something. At primary school the younger child was way ahead of her sister academically according to reports, at college the tables have turned and the older child who is better at following instructions is more successful. Isn't that interesting, these issues require far more depth in thinking and problem solving than what National are exhibiting. This has been a political decision not one based on a desire to see all our countries people succeed.
