What was your motivation to move away from streaming?

Several developments prompted us to rethink streaming. As part of a wider review of our practices and cultural responsiveness, we engaged with the work of Dr Melinda Webber, participated in Rongohia te Hau, and surveyed our community. While there was some positive feedback, it was outweighed by concerns.

We asked some brave Year 13 Māori students to talk honestly with staff, and they made some confronting observations, such as Māori students choosing to sit at the back, and the teacher not coming to the back. We read Kōkirihia, research by David Pomeroy, and we visited other schools and formed a committee to review grouping and enrichment practices. 

What was the approach you took to making the shift?

We surveyed staff, students, and whānau, sharing information that New Zealand has one of the least equitable education systems in the developed world. At the time, Year 10 had an extension class, while junior Math was taught in banded pairs. In the senior school, there were differentiated programmes. 

Feedback was clear: most wanted the extension class removed. Students described the stress and competitiveness of streaming, with some accelerated learners underperforming when completing courses a year ahead. Others felt left behind, and many said the presence of an extension class made students in regular classes feel insecure about their intellect. Despite Māori making up around 30% of our roll, few were represented in the extension class. Parents also raised concerns about anxiety and burnout.

Teachers acknowledged some benefits, such as easier planning with homogenous groups, and being able to provide more targeted support, but also noted the downsides: lower expectations for students in the lower groups, and increased stress for those in the top.

The extension class was discontinued. At the senior level, we also removed “prerequisites”. Every student has a subject selection interview where teacher recommendations and results are considered alongside student and whānau aspirations, making the process more of a negotiation. Differentiated senior courses still exist, but students choose them to suit their needs rather than being directed into them.

The mathematics department was initially cautious, so we arranged PLD through the Ministry PLD fund, and then with Gabriela Isolabella, a neighbouring Head of Learning Area. With four new staff joining the department last year, support grew for the change. In 2026, all junior maths classes will be mixed ability.

This year, two Year 9 students with complex learning needs were placed in a mixed-ability maths class. In primary school, they had only ever experienced Maths through learning support, often isolated with teacher aides. For the first time, they were treated as equals by their peers. Their determination to succeed has seen them make remarkable progress, with forecasts of achieving curriculum levels 4–5 in Algebra.

While numeracy remains a challenge, their teacher, once on the fence about destreaming, says this experience has changed his mind completely. In the past, these students would have been placed in the bottom group, reinforcing negative associations with Maths instead of opening up new possibilities.

What supported teachers through the change?

We placed strong emphasis on High Expectation Teaching (HET) and developed the ‘Kete of Effective Teaching Strategies,’ which is supported through ongoing PLD. Winning teachers’ “hearts and minds” was key. Everyone wanted the best outcomes for students; we just needed to decide how. Refining that ‘how’ remains an ongoing focus.

There’s no single PLD that can provide all the answers; it’s about committing to the process, seeing it as ongoing, and having champions of de-streaming to lead the way.

While these initiatives have had an impact, Ministry-led reforms have limited time to deepen our own schoolwide PLD, whilst we embed these new curriculum and assessment requirements.

Other changes we have made include increasing the use of te reo and tikanga throughout the school, including mātauranga Māori in the curriculum, the Puhoro STEMM Academy, Growth Coaching, and regular PLD in restorative practice.

What challenges did you face?

One ongoing challenge is ensuring high-achieving students continue to be extended. Learning Areas are addressing this, for example, a Year 9 Maths Breakfast Club now meets fortnightly to provide enrichment. Another difficulty is recruiting new staff, particularly in provincial areas.

What does success look like?

Ending streaming was just one of a menu of changes. Students themselves are noticing the difference. The gap between Māori student achievement and Pākehā student achievement is now minimal.