National are teaching the basics brilliantly

The definition of "basics" is itself problematic, with curriculum changes at various levels causing confusion.

Stanford's "teaching the basics brilliantly" messaging, a new curriculum, resources and assessment tools like SMART, PATs and e-asTTle rolled out from Term 4 2025, is framed as delivering lifted achievement. However,  the release announcing it presents no actual achievement results, only implementation timelines.

Early indicators of improved reading and writing outcomes are drawn from limited pilot-programme data, not accurate measures for the wider student population, and NZQA assessments show dropping rates of numeracy understanding. The Curriculum Insights and Progress Study shows only a slow trajectory toward improvement, with a minority of students meeting provisional expectations. Educators say the rigid assessment tools in use mean students study for the test, are unlikely to improve international rankings like PISA, and create a perverse focus on test performance over genuine growth.