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A law change introduced to parliament this week is being pitched as a return to basics, with the PM saying ratepayers want councils to ‘[prioritise] pipes over vanity projects’. (Image: The Spinoff)
A law change introduced to parliament this week is being pitched as a return to basics, with the PM saying ratepayers want councils to ‘[prioritise] pipes over vanity projects’. (Image: The Spinoff)

The BulletinJuly 18, 2025

Councils under pressure as government pushes ‘back to basics’ agenda

A law change introduced to parliament this week is being pitched as a return to basics, with the PM saying ratepayers want councils to ‘[prioritise] pipes over vanity projects’. (Image: The Spinoff)
A law change introduced to parliament this week is being pitched as a return to basics, with the PM saying ratepayers want councils to ‘[prioritise] pipes over vanity projects’. (Image: The Spinoff)

Increasingly loud demands that councils rein in spending have made for a fractious week between ministers and mayors, writes Catherine McGregor in today’s extract from The Bulletin.

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Ministers and mayors air out their differences

The relationship between central and local government was extra prickly this week, with a fresh suite of reforms tabled in Wellington and ministers getting a somewhat frosty reception in Christchurch at the Local Government New Zealand conference. The Local Government (System Improvements) Amendment Bill, which passed its first reading last night​, will remove councils’ legal responsibility to consider the “four wellbeings” – social, cultural, environmental and economic – when making decisions. Instead, councils will be legally obliged to prioritise so-called “core services” like water, roads and rubbish.

Opening the conference, the prime minister pitched the changes as a return to basics, saying ratepayers wanted councils to “[prioritise] pipes over vanity projects”. But among the mayors gathered in Christchurch, frustration was palpable at the expectation that they somehow, as Newsroom’s David Wiliams put it, “achieve the triumvirate: upgrading infrastructure, holding down rates, and keeping debt in check”. Clutha mayor Bryan Cadogan said ministers refuse to admit they’re demanding the impossible. “The Government knows it, we know it, but we just keep on getting this.”

Councils fed up with policy whiplash

That frustration is compounded by the sense that councils are forever adapting to the whims of central government. The four wellbeings, for instance, have now been added and removed from the Local Government Act four times since 2002 – inserted twice by Labour governments, stripped out by National. “Every time we have an election, there’s a flip-flop,” said LGNZ president Sam Broughton. As Shanti Mathias reports this morning in The Spinoff, he and others also pushed back at the government’s suggestion that councils are blowing money on “nice-to-haves” like bike lanes and “fancy toilets”. In his own district of Selwyn, Broughton said, 80% of spending goes to key infrastructure like pipes and roads, with the rest funding services that communities still see as essential.​

Coalition partners not convinced on rate caps

One of the other changes introduced in the new bill is benchmarking – mandatory, comparative performance reporting on council spending, rates, debt and outcomes. While this information is already publicly available, the law will now require councils to collate it into reports. Deputy PM David Seymour is a fan: he told the Christchurch conference that “some healthy competition between councils is long overdue”. He also cheered the removal of the wellbeing requirements, which he dubbed the Puppy Dogs and Ice Cream Bill when they were proposed by Labour, for the second time, in 2017.

However Seymour later expressed reservations about local government minister Simon Watts’ proposed cap on rates increases. “Don’t cap your income until you’ve got your spending under control,” he warned. NZ First leader Winston Peters was even blunter, RNZ’s Lillian Hanly reports. “Doctor, heal thyself,” Peters opined, arguing that central government’s own spending record left it in no position to preach to others about fiscal restraint.

Tikanga or ‘red tape’?

Seymour’s speech also ignited controversy with his attack on what he called “ceremonial chanting” in the consenting process – a reference to clauses in resource consents requiring karakia or other tikanga Māori. As Māni Dunlop reports in Te Ao Māori News, the line was in his prepared remarks but not in the speech he delivered at the conference. However Seymour doubled down later that day, claiming that developers were backed into a corner over karakia, believing they had to allow their use to avoid controversy. The comments brought Seymour his second rebuke of the week from Peters: “Why am I responding to what David Seymour doesn’t know? Excuse me,” said the NZ First leader, adding that he had spent much of his career defending the “right protocol”. Karakia, he said, are “appropriate when used correctly”.

Writing in The Spinoff, Liam Rātana notes that such clauses are typically inserted by mutual agreement to build respectful relationships with mana whenua, and argues that Seymour’s complaints are based on misunderstandings of both tikanga and how consent conditions actually work. “While highlighting these clauses as unnecessary ‘red tape’ and ‘roadblocks’, Seymour says his changes will put ‘power back with communities’,” Liam writes. “I wonder which communities he’s talking about?”​

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A brightly lit preschool classroom with small red chairs, round yellow tables, and colorful toys. Large windows and glass walls separate different play areas. "THE BULLETIN" is written vertically on a blue strip on the right.
Ground floor classrooms at Lairdsland Primary School, Scotland. (Photo: Dennis Gilbert/View Pictures/Universal Images Group via Getty Images)

The BulletinJuly 17, 2025

Walls go back up as open-plan classroom experiment falls flat

A brightly lit preschool classroom with small red chairs, round yellow tables, and colorful toys. Large windows and glass walls separate different play areas. "THE BULLETIN" is written vertically on a blue strip on the right.
Ground floor classrooms at Lairdsland Primary School, Scotland. (Photo: Dennis Gilbert/View Pictures/Universal Images Group via Getty Images)

Once hailed as the future of education, the cavernous classrooms are finally being scrapped after years of complaints, writes Catherine McGregor in today’s extract from The Bulletin.

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End of the open-plan era

The Ministry of Education will no longer build open-plan classrooms, education minister Erica Stanford announced yesterday, calling time on a once-fashionable approach to teaching that critics say has failed to deliver. Open-plan classrooms, also known as modern or flexible learning environments, were rolled out from 2011 under then-education minister, National’s Hekia Parata. Designed to foster collaboration and student-led learning, the model typically removed internal walls between classrooms and grouped students in large, open areas. But from the beginning, many teachers and principals raised concerns about noise, distraction and the classrooms’ impact on behavioural issues. Now, after years of pushback, the government has confirmed all new classrooms will return to standard designs with the flexibility to open or close spaces as needed.

The Christchurch experiment

As Cate Macintosh reported last month in The Press (paywalled), Christchurch schools were at the vanguard – often unwillingly – of the open-plan movement, with many schools rebuilt post-earthquake according to the then-trendy principles of modern learning. Now they are among the most vocal in rejecting them. Rangiora High School spent $1.5 million retrofitting walls into its sprawling 3185m² open space. Shirley Boys’ High spent $800,000; Avonside Girls’ spent $60,000 on largely ineffectual acoustic dividers and screens. “It was sort of the emperor’s new clothes,” says Avonside Girls’ principal Catherine Law of the open-plan trend. “Everyone went ‘21st century learning’, ‘modern environments’, ‘no knowledge’, and nobody was prepared to say, ‘but that’s not good teaching and learning’.”

Now the tide has changed – but retrofits are expensive, and schools operating under public-private partnerships face additional barriers to making changes, Macintosh writes. In an era of fiscal restraint, many principals are asking how the government plans to help schools convert spaces they never wanted in the first place.

The noise annoys

There’s no shortage of evidence showing what went wrong. Research has highlighted the negative impact of noise and distraction on learning, particularly for neurodiverse students. “Nobody can learn, least of all these kids for whom education means everything to their future independence, when they’re freaked out by their environment,” writes Australian former principal Adam Voigt, who once championed open-plan spaces but now calls them a failure. Studies cited in Ed Design Magazine show that noise in open classrooms can reduce speech perception by up to 75% for students sitting at the back of the room. Children with ADHD, autism or sensory sensitivities are disproportionately affected by this lack of structure and quiet. Teachers, too, have struggled with classroom management and identifying students who need extra help in cavernous, shared teaching spaces.

Broader questions about modern education styles

Open-plan classrooms are just one element of the “modern learning environment” movement that took hold in the 2010s, alongside the introduction of student-led inquiry projects, cross-disciplinary teaching and the widespread use of digital devices. As the Herald’s Simon Collins reported in a deep dive into the issue six years ago, teachers’ roles have shifted from “the sage on the stage” to “the guide on the side”, helping students take ownership of their learning. But as New Zealand’s international rankings in literacy and numeracy declined, critics including the NZ Initiative​ began to question whether innovation had come at the cost of educational outcomes.

Some parents and teachers remain enthusiastic about the flexibility and engagement that modern spaces can offer, especially when used selectively. Still, reviews have found little empirical evidence that open-plan designs improve learning. With this week’s announcement, the tide has definitively turned – and the next challenge will be what to do with the thousands of students still learning in spaces built on a now-abandoned idea.