Budget 2026: $131m for Primary Maths and Literacy Programs

The New Zealand government has committed $131 million toward a new primary learning package designed to improve student outcomes in reading, writing, and mathematics.

Education Minister Erica Stanford announced the funding as part of the Budget 2026 allocations on Monday, alongside Prime Minister Christopher Luxon during a visit to Boulcott School in Lower Hutt. The package includes 12 specific initiatives targeting primary and intermediate school reforms, which Stanford stated are intended to boost achievement and narrow the equity gap.

Mathematics and Literacy Initiatives

The mathematics component of the funding focuses on teacher capability and classroom resources. The government plans to establish maths hubs to increase teacher confidence and provide hands-on maths resources and games for all Year 0 to Year 8 classrooms. The package includes the appointment of 36 new maths intervention teachers and the introduction of a new times table and division check for Year 5 students.

In literacy, the investment will fund new writing workbooks for Year 4 and Year 5 students, as well as a digital writing tool for students in Years 6 through 8. To support older learners, the government is introducing new “decodable” books for students in Years 3 to 10, alongside a 12-week structured literacy programme designed for those who are struggling.

A new Year 2 Literacy Check will also be implemented, covering reading, comprehension, writing, spelling, and basic punctuation. This will join the existing Year 2 Maths Check. To support educators, the government will provide guidance through instructional videos and resources.

Strategic Frameworks and Implementation

The literacy measures will be integrated into a new reading action plan titled “Read to Succeed.” This plan is designed to work in conjunction with the existing “Make it Count” mathematics plan and the “Write it Right” writing plan.

Addressing potential concerns regarding teacher workload and the introduction of additional materials, Stanford noted that the initiatives were developed following consultation with the education sector.

“[Children] will see more resources in their hands, more tutoring catch ups, more time with intervention teachers, and more help with a teacher at the front of the class who knows how to teach maths, reading and writing best practice,” Stanford said.

She further clarified that while the resources and programmes are being provided free of charge, the implementation of these tools is not compulsory for schools.