A suite of eight self-directed learning modules on the Year 2 Maths Check is available now. These are designed to build your understanding of how to unpack and administer the Maths Check.  

• Module 1: Year 2 Maths Check Introduction  
• Module 2: Year 2 Maths Check: Administration Guidance 
• Module 3: Administering Year 2 Maths Check using the Online Tool
• Module 4: Deep Dive into Section 1 of the Year 2 Maths Check 
• Module 5: Deep Dive into Section 2 of the Year 2 Maths Check 
• Module 6: Deep Dive into Section 3 of the Year 2 Maths Check 
• Module 7: Deep Dive into Section 4 of the Year 2 Maths Check 
• Module 8: Deep Dive into Section 5 of the Year 2 Maths Check

The Year 2 Maths Check is a short assessment that gives teachers a snapshot of how learners are progressing in number concepts by the end of Year 2. It is designed to be administered one-on-one and should take around 15 minutes per learner.  

The Check focuses on the Number strand of the Mathematics and Statistics Learning Area in the refreshed New Zealand Curriculum. 

For kura using Te Marautanga o Aotearoa, see He Tirohanga Aronga Tau – Te Tau 2. 

What does the Year 2 Maths Check assess? 

The Check is designed to assess the essential knowledge and skills needed for Year 2 learner progression in the Number strand of the refreshed New Zealand Curriculum. 

The Check helps teachers to identify strengths, and where more support may be needed for learners to access learning in Year 3.  

The Check includes the following sections: 

• Section 1: Number Structure: Numbers to 120 
• Section 2: Number Structure: Subitising and Number Facts 
• Section 3: Number Operations: Addition and subtraction 
• Section 4: Number Operations: Multiplication and division 
• Section 5: Rational Numbers: Fractions 

The Year 2 Maths Check helps teachers identify learners early who may need additional support. The Check provides insights into learners’ foundational maths understanding, especially in the Number Strand. This will show where support is needed, and where adaptations to teaching may be needed. 

Early identification of learners who are struggling with maths can significantly reduce long-term underachievement. 

The Year 2 Maths Check was developed by engaging external design experts in Maths and Pāngarau along with psychometricians to design, develop, trial and implement a purpose build Year 2 Maths Check and He Tirohanga Aronga Tau – Tau 2.  

This Check was first piloted with a small number of schools in October-November 2025. Pilot results were used to refine the check for Trial 1 that was held in March 2026.  Results from around 100 schools and kura in Trial 1 were used to refine the Check for Trial 2. Trial 2 outcomes informed the final versions of the Year 2 Maths Check along with the development of the scoring thresholds.

Year 2 Maths Check is grounded in both national and international research. Evidence from recent studies shows that early identification of learners requiring support can significantly reduce long-term underachievement.   

The key concepts that comprise Year 2 Maths Check reflect curriculum expectations and draw on research into learning and progression in maths. 

The Check was developed with input from mathematics education experts and psychometricians. It was first piloted in a small number of schools during October and November 2025. Findings from the pilot were used to improve the Check before Trial 1 in March 2026. Results from approximately 100 schools and kura participating in Trial 1 then informed further refinements before Trial 2 in July and August 2026. Outcomes from Trial 2 were used to establish scoring thresholds to support the interpretation of learner results. 

The Year 2 Maths Check will be administered in Term 4 of Year 2 for both schools and kura.  

Learners will use hands-on materials provided in the resource kit, to demonstrate their understanding of foundational maths and pāngarau knowledge.  The resource kit contains everything needed to administer the Check. If additional copies of the Teacher Booklet are needed, they can be downloaded and printed from this page.  

School Guidance, Online tool guidance and learning modules provide details of the Year 2 Maths Check and step-by-step instructions to support teachers administer the Check effectively. Before administering the Check, you should ensure you’re familiar with the guidance, the resource kit and confirm that all necessary materials are available and ready.  

For 2026, the Check can be administered from Monday 19 October to Friday 18 December. 

From 2027 onwards, the Check can occur anytime in Term 4. It is recommended that schools complete the Check in early- to mid-Term 4.

Responding to Barriers 

The Year 2 Maths Check can be made more inclusive of, and accessible to, a range of learners. Barriers can be encountered across one or more of the following areas: 

• Equipment: the content and presentation of the Check materials. 
• Environment: the physical and interpersonal space in which the Check occurs. 
• Engagement: the sustained interest, attention, and persistence that learners experience with the Check.  

Equipment 

• Ensure that the assessment material is familiar to the learners. If you notice that the learner is not familiar with a material, introduce it briefly. For example, to introduce a partially labelled number line, you might say: “This is a number line marked in tens”. 
• For learners with fine motor or visual challenges, offer alternatives such as bigger writing on the whiteboard or using verbal responses. 
• If a learner is non-verbal, the teacher may use a whiteboard or paper for the learner to record their responses.  
• Avoid unnecessary complexity in layout—keep the workspace uncluttered and organised. 
• Ensure the learner has a clear view of the teacher and the assessment materials. For example, consider whether it is best to sit alongside learners or opposite them. 
• Position the maths materials so the learner can switch their attention between communication with the teacher and using the materials. 

 Environment  

• Conduct the Check in a quiet, familiar space to reduce anxiety.  
• Minimise distractions (noise, movement) and ensure comfortable seating. 
• If possible, have the Check administered by a familiar teacher to build trust.  
• Allow flexibility for learners who need little breaks.  
• If teachers are having additional support from another adult, they should share the purpose of the assessment clearly 

Engagement  

• Begin with a scripted greeting to make the learner feel comfortable and ready, e.g.:  
  “Kia ora, today we are going to do some maths together. Here are some materials you might like to use. Are you ready? Let’s get started!”  
• Observe engagement throughout. Watch for signs of attention, confidence, and persistence. If engagement drops: 
  • the teacher can offer encouragement (“good thinking, take your time.”). 
  • the teacher can allow short pauses or breaks if needed. 
• Allow time for the learner to look from the teacher to the materials and to use them before expecting a response. Additional wait time may be required. 

Exemptions 

In some circumstances, the Check may not be appropriate for a learner. Exemptions should only be considered when the Check is unlikely to provide meaningful information about a learner and their learning in maths. Teachers should make sure that all support options have been explored before considering an exemption.  

Examples may include situations where: 

• The Check format, content and/or materials are not accessible, even with appropriate supports.   
• The Check would not provide useful information about achievement or progress.  

Please review the above guidance on ‘Responding to Barriers’ within the Year 2 Maths Check to ensure all support options have been explored before considering an exemption. Exemption decisions must be made in consultation with the school’s learning support coordinator, leaders and those who know the student best, and documented to ensure other more appropriate forms of assessment are used as agreed with the student’s learning plan. 

Where appropriate, an exemption can be recorded within the Online Tool as Exempt.   

Immersion and bilingual settings  

Learners accessing Te Marautanga o Aotearoa through te reo Māori should complete He Tirohanga Aronga Tau – Te Tau 2.  

Learners accessing the New Zealand Curriculum through English and another language in a bilingual setting, should complete the Year 2 Maths Check. 

From October 8, the Year 2 Maths Check Online Tool can be accessed here:

 https://Year2MathsCheck.education.govt.nz/ 

Use your Education Sector Login (ESL) to access the Foundational Progress and Checks landing page: 

Select the Check appropriate to your medium. The ‘Year 2 Maths Check’ is for students who are learning mathematics is primarily through English and aligned to The New Zealand Curriculum New Zealand English. ‘He Tirohanga Aronga Tau’ is for mokopuna learning pāngarau primarily through te reo Māori.

Teachers can use the Online Tool to administer the Check and record learners’ responses. It includes the teacher’s script and information to support teachers making decisions for each task. After decisions have been recorded and submitted in the Online Tool, schools can then view results.

For detailed information about using the Online Tool, refer to the Online Tool Guidance and complete Module 3: Administering Year 2 Maths Check using the Online Tool. To access this module, log in to Education Learning Management System and search for Year 2 Maths Check.

The Privacy Statement and other online support information, will be added here soon.

The Year 2 Maths Check Online Tool Guidance Document is for teachers, school administrators and school leaders that are using the Online Tool to administer the Year 2 Maths Check. This guidance covers the basic information that you will need to know to access all key features of the Online Tool. Please see File Downloads to download the Year-2-Maths-Online-Tool-Guidance (.pdf)

To familiarise yourself with the Year 2 Maths Check Online Tool, you can complete Module 3: Administering the Year 2 Maths Check Using the Online Tool.

A printable copy Teacher booklet is available to download for teachers who prefer to administer the Check on paper. Results written in the booklet can then be entered into the Online Tool after completing the assessment. Please see File Downloads to download the Year-2-Maths-Check-Teacher-Booklet (.pdf).

The Student Booklet is provided in the resource kit. If your copy gets lost or damaged, a replacement can be accessed here. Please see File Downloads to download the Year-2-Maths-Check-Student-Booklet (.pdf) or click on this link Student Booklet.

Hands-on materials are provided in the resource kit supplied to schools. Details about the hands-on materials can be found in the School Guidance Handbook.

Please see File Downloads to download the following resources:

• Section-1-Number-Cards (.pdf)
• Section-1-Number-Line-0-100 (.pdf)
• Section-1-Place-Value-Chart (.pdf)
• Section-2-Masking-Card (.pdf)
• Section-2-Subitising-Card (.pdf)
• Section-3-Number-Strip (.pdf)
• Section-4-Multiplication-Cards (.pdf)
• Section-5-Fraction-Cards (.pdf)
• Section-5-Fraction-Piece-Quarter-of-circle (.pdf)  

Once administration of Year 2 Maths Check is complete, learners’ progress will be reported using three assessment categories known as progress descriptors.  These describe how securely a learner demonstrates the specific knowledge, skills, and understandings assessed within Year 2 Maths Check.

•  
• It is important to note that the Progress Descriptor category Proficient indicates that the learner has met the number strand curriculum expectations and the categories Emerging and Developing indicate that the learner has not yet met the curriculum expectation.   
• It is also important to note the Progress Descriptors provided in this Check have been tailored from the Reporting to Parents description to reflect the knowledge expectations in Year 2 Number.   
• teachers should use this information alongside other sources of evidence when making informed decisions for reporting to parents and whānau to give a holistic picture of progress.  
•  

Interpreting results

When interpreting results, teachers should also consider the following:

• interpret results alongside other classroom evidence. The Check is only one source of information, not a standalone judgment.
• reflect on external factors that might influence unexpected or inconsistent results such as:
  • attendance patterns
  • language, or additional learning needs
  • contextual or emotional factors (e.g., illness, distraction, or changes at home).
• look for trends and patterns. For example, there may be concepts that groups of learners may have struggled with.

Responding to Results

Teachers may want to use the results to:

• Understand and respond to the strengths and needs for learners in the Number Strand.
• Reflect on their teaching practice or refine their teaching plans so their future teaching can support learners’ progress and success.
• Triangulate with observational notes and other assessment information for the learners with unexpected results.
• Consider whether language or cultural factors impacted understanding, especially for English language learners.
• Share results with whānau in a strength-based way, highlighting what the learner can do and next steps for support.

It is important for teachers to note that the information received through the Check results, alongside multiple other sources of evidence, supports an informed professional judgement that reflects a learner's overall progress, achievement, and next learning steps in maths.

To use the Year 2 Maths Check information for end-of-year reporting to parents, the following guidance may help you make informed decisions in relation to the Year 2 Maths Check.

• This Check is one of the reliable assessments that focuses on essential knowledge and skills on Number strand for progression to Year 3.
• This Check is not designed to identify learners that are ‘exceeding’ the progress descriptor. You need to rely on other sources of assessment information to distinguish between proficient or exceeding and to describe a clear narrative about the learner.
• The table links progress markers with assessed concepts and helps you describe a learner’s progress and next steps clearly.

The data collected can be used in the following ways.  

Classroom level: To identify each learner’s strengths and areas that requires additional support across foundational number concepts (number structure, operations, rational numbers/fractions). Teachers use results alongside other classroom evidence to plan targeted teaching and supports. 

School level: Aggregated patterns help leaders with planning, resourcing, professional learning, and monitoring progress across cohorts. 

System level: Anonymised, securely submitted data informs refinement of the Maths Check and a national picture of progression and resourcing needs. No individual learner or school is publicly identified. 

Individual and group reports will be available at a later date. Please keep an eye on this page and the ‘Message of the day’ banner within the tool for updates.

The Year 2 Maths Check and He Tirohanga Aronga Tau – Te Tau 2 (Pāngarau Check) are very similar in terms of concept coverage, design, and administration. Both focus on the same foundational number concepts and use a one-to-one, low-stakes approach with hands-on materials.   

The Maths Check is for English-medium settings and aligns with the New Zealand Curriculum (NZC), while the He Tirohanga Aronga Tau is for Māori-medium settings and aligns with Te Marautanga o Aotearoa (TMoA). The Pāngarau Check uses te reo Māori and addresses language-related complexities and cultural considerations. These differences ensure that each Check is appropriate and meaningful for its learning context.  

Classroom assessments are essential and remain central to teaching and learning. The Maths Check provides a universal, brief snapshot of critical foundational concepts and skills. This helps triangulate evidence and identify patterns across learners. It complements ongoing formative assessment. The Check also contributes to a national picture of early learning, enabling the system to take informed steps to provide targeted support where it is most needed.  

For 2026, the Check Window will be open from Monday 19 October to Friday 18 December. 

From 2027 onwards, the Check can occur anytime in Term 4. It is recommended that schools complete the Check in early- to mid-Term 4.

The Year 2 Maths Check will be available for schools and kura to use from Term 4, 2026. Further details on when the Check may be made a requirement will come soon.

All state and state integrated schools will receive the Resource Kit ahead of the first testing window in Term 4, 2026. Please look out for these to arrive at your school from the end of Term 3, 2026.  

No additional teacher release time is currently provided for the administering the Year 2 Maths Check. The Check has been intentionally designed to be administered as part of their regular teaching and assessment practices. Guidance and support materials will be available to assist schools in effective implementation. 

Group and school reports for the Year 2 Maths Check will be available in Term 1, 2027. Further information about reporting formats and access will be provided overtime. Please keep an eye on this page and the ‘Message of the Day’ banner within the Online Tool for the latest updates and information.