This annual report - Taranaki District Health Board

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Sylva K, et al. 2004 The Effective Provision of Pre-School Education (EPPE) Project. London: University of London.http://media.education.gov.uk/assets/files/pdf/e/eppe%20final%20<strong>report</strong>%202004.pdf<strong>This</strong> longitudinal study was funded by the UK Department for Education to investigate the effects of preschool educationon children’s development (for 3 to 7 year olds). It examined: the impact of the preschool on intellectual andsocial/behavioural development; why there could be differences in effectiveness between the preschools; thecharacteristics of an effective preschool; the impact of home and childcare history on development; and whetherpreschool affected children’s development at a later age. Key finding included: pre-school experience, compared tonone, enhanced all-round development in children; full time attendance led to no better gains for children than part-timeprovision; High quality pre-schooling is related to better intellectual and social/behavioural development for children;quality indicators include warm interactive relationships with children, having a trained teacher as manager and a goodproportion of trained teachers on the staff; and for all children, the quality of the home learning environment was moreimportant for intellectual and social development than parental occupation, education or income.Note: The publications listed above were identified using the search methodology outlined in Appendix 1Early Childhood Education - 116
MĀORI MEDIUM EDUCATIONIntroductionCultural identity is a critical component of positive Māori development. It has beensuggested that if someone identifies as Māori but is unable to access Māori language,custom, land, marae, whānau or community networks then it is unlikely that their culturalidentity will be secure. A secure identity in turn is positively linked to health status,educational achievement and emotional and social adjustment [49].Kura kaupapa Māori schools are total immersion schools designed by Māori for Māoriwhich follow a curriculum that validates Māori knowledge, structures, processes, learningstyles and learning practices. They offer a school environment that is immersed holisticallyin the Māori language and culture and are regarded as a key part of the strategy to assistin revitalising the Māori language and improving the participation and achievement levelsof Māori in schooling [50]. They emerged in the 1970s, when aspects of Māori languageand culture began to be included in mainstream programmes, although usually deliveredwithin the context of a westernised curriculum and in the English language.During the 1980s, schools and bilingual units (classes within schools) became establishedthat were expected to deliver the curriculum in Māori and English. During this period, NgāKōhanga Reo (Māori language and culture preschools) also began to appear in responseto calls to regenerate Māori language and culture. These offered the autonomy to deliver acurriculum along cultural lines. As the number of Kōhanga Reo graduates grew, parentaldemand resulted in the growth of bilingual and Māori immersion units within the primaryand secondary school sector [51]. While early Kōhanga Reo and kura kaupapa Māori wereprivately funded, the latter were officially recognised in 1989 when they were incorporatedinto the state education system and became eligible for state funding [51].Currently Māori medium education takes place across the educational spectrum:1. Kōhanga Reo and other bilingual and immersion programmes in the ECE sector2. Kura kaupapa Māori (Years 1–8) and wharekura (Years 1–13)3. Immersion and other bilingual programmes in mainstream schools4. Wānanga in the tertiary sector.The following section uses Ministry of Education data to review the number of studentsenrolled in Māori Medium Education.Data Source and MethodsDefinition1. Number of enrolments in Māori Medium Early Childhood Education2. Number of Kura Kaupapa Māori and Kura Teina3. Number of enrolments in Māori Medium Education4. Number of students enrolled in Kura Kaupapa Māori and Kura TeinaData SourceMinistry of Education http://www.educationcounts.govt.nz/Kura kaupapa Māori are schools where the teaching is in the Māori language and the school’s aims, purposesand objectives reflect the Te Aho Matua philosophy. Kura teina were initiatives by communities wishing todevelop a kura kaupapa Māori, which had prepared a business case and been formally accepted by theMinistry of Education into the establishment process. During the establishment process, kura teina wereattached to and mentored by an established high performing kura kaupapa Māori [52]. Prior to 2001, kura teinawere not counted as separate schools, and after 2010 they ceased to exist.New Zealand Distribution and TrendsEnrolments in Māori Medium Early Childhood EducationIn New Zealand during 2002–2011, the number of enrolments in licensed Te Kōhanga Reodecreased slightly, from 10,389 in 2002 to 9,631 in 2011. A number of children alsoattended Ngā Puna Kōhungahunga and licence-exempt Te Kōhanga Reo during thisperiod (Table 15).Māori Medium Education - 117
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Cover Artwork: Long-tailed Blue But
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LIST OF FIGURESFigure 1. Gross Dome
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Figure 41. Number of Students Invol
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Figure 85. Proportion of Babies Bor
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Figure 127. Relationship Between th
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Table 21. Policy Documents Relevant
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Table 108. Proportion of Young Peop
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INTRODUCTION AND OVERVIEWIntroducti
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three then reviews mental health is
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Table 1. Overview of the Determinan
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Stream Indicator New Zealand Distri
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47MACROECONOMICINDICATORS
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Expenditure-based Measure of GDPThe
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Gini Coefficient: The Lorenz curve
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CHILD POVERTY AND LIVING STANDARDSI
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After Housing Costs (AHC)Relative P
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Figure 8. Proportion of Dependent C
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14 Items (Enforced Lacks) are inclu
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Local Policy Documents and Evidence
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Other Relevant New Zealand Evidence
Page 66 and 67: UNEMPLOYMENT RATESIntroductionIn th
Page 68 and 69: Figure 12. Unemployment Rates by Ag
Page 70 and 71: Unemployment Rates by Qualification
Page 72 and 73: Figure 18. Quarterly Unemployment R
Page 74 and 75: CHILDREN RELIANT ON BENEFIT RECIPIE
Page 76 and 77: Table 4. Number of Children Aged 0-
Page 78 and 79: Table 5. Number of Children Aged 0-
Page 80 and 81: YOUNG PEOPLE RELIANT ON BENEFITSInt
Page 82 and 83: Table 7. Number of Young People Age
Page 84 and 85: New Zealand Distribution by Ethnici
Page 86 and 87: Figure 25. Young People Aged 16-24
Page 88 and 89: Table 10. Number of Young People Ag
Page 91: HOUSEHOLD COMPOSITION91
Page 94 and 95: Data Source and MethodsDefinitionPr
Page 96 and 97: Figure 29. Proportion of Children A
Page 98 and 99: Robertson J, et al. 2006. Review of
Page 100 and 101: Canadian National Occupancy Standar
Page 102 and 103: Figure 33. Proportion of Children a
Page 104 and 105: Other Relevant EvidenceMarmot Revie
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Page 110 and 111: Note 2: The number of new school en
Page 112 and 113: Figure 36. Proportion of New Entran
Page 114 and 115: Local Policy Documents and Evidence
Page 118 and 119: Table 15. Enrolments in Māori Medi
Page 120 and 121: Table 16. Number of Students (Māor
Page 122 and 123: Local Policy Documents which Consid
Page 124 and 125: HIGHEST EDUCATIONAL ATTAINMENT AT S
Page 126 and 127: Figure 43. Highest Educational Atta
Page 128 and 129: Figure 46. Highest Educational Atta
Page 132 and 133: SENIOR SECONDARY SCHOOL RETENTION A
Page 134 and 135: Participation in Tertiary Education
Page 136 and 137: Midland Region Distribution and Tre
Page 138 and 139: The following section uses informat
Page 140 and 141: Figure 54. Age-Standardised Rates o
Page 142 and 143: Figure 56. Age-Standardised School
Page 146 and 147: TRUANCY AND UNJUSTIFIED ABSENCESInt
Page 148 and 149: Figure 60. Total Unjustified Absenc
Page 150 and 151: Figure 63. Total Unjustified Absenc
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Page 158 and 159: Table 22. The National Immunisation
Page 160 and 161: Figure 64. Immunisation Coverage by
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Soares-Weiser K, et al. 2012. Vacci
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Briss PA, et al. 2000. Reviews of e
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Data Sources and MethodsIndicatorPr
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Figure 75. Proportion of New Zealan
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Proportion Receiving Core Contacts
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Figure 81. Proportion of Babies who
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The B4 School CheckThe B4 School Ch
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Other Relevant EvidenceThe Scottish
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185SUBSTANCE USE
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Notes on InterpretationNote 1: The
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Maternal Smoking at First Registrat
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Table 32. Number of Cigarettes Smok
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National Institute for Health and C
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2. Proportion of babies born to mot
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Table 37. Number of Cigarettes Smok
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Figure 93. Proportion of Year 10 St
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Figure 95. Proportion of Year 10 St
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TOBACCO USE IN YOUNG PEOPLEIntroduc
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Figure 96. Daily Smoking Rates in Y
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2009 New Zealand Tobacco Use Survey
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Source of Tobacco in the Last Month
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Carson KV, et al. 2011. Community i
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Other Relevant PublicationsMāori A
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Other Cochrane Systematic Reviews o
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ALCOHOL-RELATED HOSPITAL ADMISSIONS
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Figure 100. Alcohol-Related Hospita
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Table 45. Listed External Causes of
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Midland Region Distribution and Tre
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Shults RA, et al. 2009. Effectivene
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Mortality from conditions with a so
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Table 50. Mortality from Conditions
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Figure 105. Hospital Admissions for
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Table 55. Hospital Admissions for C
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Table 57. Hospital Admissions for C
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Midland Region Distribution by Caus
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INFANT MORTALITY AND SUDDEN UNEXPEC
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New Zealand Distribution and Trends
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Figure 111. Total Infant Mortality,
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Table 62. Neonatal and Post Neonata
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Table 65. Neonatal and Post Neonata
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Distribution by Ethnicity, NZ Depri
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Figure 116. Sudden Unexpected Death
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Vennemann M, et al. 2007. Do immuni
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276
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with a review of interventions aime
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deprivation in some parts of the wo
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who delay a second pregnancy by two
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Family ViolenceDefinitions and New
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need for multidisciplinary interven
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6 days to determine gestational age
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In New Zealand, information on fact
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post intervention. Engagement in ed
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antenatal care, including two nutri
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throughout pregnancy, birth and the
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Alcohol and Other DrugsNational and
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Zealand had a number of specialist
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in one Cochrane review [274] (see p
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interventions to treat antenatal de
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In ConclusionWhile it is hoped that
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308
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Data Source and MethodsDefinition1.
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Other Systematic ReviewsLouwers ECF
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INJURIES ARISING FROM ASSAULT IN YO
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New Zealand Distribution by Age and
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Flood M & Fergus L. 2008. An Assaul
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Note 2: The numbers in this section
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Table 78. Number of Notifications t
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Table 80. Outcome of Assessment for
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Table 82. Number of Notifications R
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Table 84. Outcome of Assessment for
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Data Source and MethodsDefinition1.
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Family Violence Investigations Wher
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Table 90. Local Policy Documents an
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Stover CS, et al. 2009. Interventio
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348
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oader contextual influences on the
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In addition, Table 112 on Page 414
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Williams SB, et al. 2009. Screening
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Ministries of Education, Health, Ju
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Figure 129. Children and Young Peop
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Table 92. Children Aged 0-14 Years
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IN-DEPTH TOPIC: MENTAL HEALTH ISSUE
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this [350]. The review stated that
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psychotic disorders including first
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Social Workers in SchoolsIn 2011 th
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Children or young people with sever
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EpidemiologyThe 2009 review by Meri
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A diagnosis of conduct disorder acc
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programme using a questionnaire. Si
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developmentally appropriate diagnos
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playthings or the environment, appe
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state more than it cost) provided t
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 97. Children and Young People
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Midland Region DistributionChildren
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 101. Hospital Admissions for
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Numbers Accessing Services by Diagn
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Table 103. Young People Aged 15-24
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Table 108. Proportion of Young Peop
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Midland Region DistributionAmongst
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Fletcher A, et al. 2008. School Eff
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New Zealand Distribution and Trends
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Figure 138. Mortality from Suicide
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Figure 139. Mortality from Suicide
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Ougrin D & Latif S. 2011. Specific
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426
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428
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Guide to Community Preventive Servi
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information on all of the events oc
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3. In addition, some providers admi
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as in the majority of the analyses
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APPENDIX 5: THE NATIONAL MORTALITYC
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As a result of these changes, there
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2. Research also suggests that ethn
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APPENDIX 8: POLICE AREA BOUNDARIESF
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Figure 142. Police Area Boundaries
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3. The condition exhibits a socioec
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REFERENCES1. Children's Commissione
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33. Mackay R. 2005. The Impact of F
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71. Ministry of Health. 2011. Immun
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107. ASH New Zealand. 2011. Nationa
Page 458 and 459:
141. Child and Youth Mortality Revi
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175. Pihama L. 2011. Overview of M
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208. King-Hele S, Webb RT, Mortense
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244. Nelson Marlborough District He
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274. Ramsay J, Carter Y, Davidson L
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306. Jewkes R. 2002. Intimate partn
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347. Heflinger CA, Hinshaw SP. 2010
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376. Ministry of Education. 2012. W
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410. Ministry of Health. 2001. New
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443. Zeanah PD, Bailey LO, Berry S.
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480. Weinberg MK, Olson KL, Beeghly
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