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Mountainview High SchoolBoard of Trustees Folder

Contents

1. Charter (our school vision statement needs to align with this)2. Strategic Plan3. Analysis of Variance4. Governance Manual4.1 What is Governance (definition see ‘welcome aboard 2013 booklet, pg 6, and policy

framework booklet)4.2 Board Process/Policy – (definition see red trustee booklet pg 31)4.3 Governance Policy – (see policy framework booklet)4.4 Roles and Responsibilities (see policy framework booklet) (black handbook Pg 9/68)4.5 Code of behaviour/conduct (all trustees to sign) – (policy framework book)

(black handbook pg 20, 169-176/184)4.6 Conflict of interest (see black handbook pg 53/68), note trustee involved in a contract worth

more than $25k GST inclusive can be dismissed if approval not got from Secretary of Education.

4.7 Chairpersons role description/policy (policy framework booklet) (pg 13/68 black handbook)

4.8 Relationship between chairperson and principal (policy framework book)4.9 Role of the Board member description (red book pg 26/27( (policy framework book) (pg

13/68 black handbook)4.10 Staff/student trustee role description (policy framework) (black hand book pg 14/68)(red

book pg 16) note student role is Sept to Sept only. 4.11 Board secretary role description (red book pg 35)4.12 Meeting process and procedure (red book pg 33-35) (black book pg 19/68) - meeting

agenda example (policy framework booklet)5. Board review of Governance definition (policy framework book)5.1 Board induction kit (policy framework book)5.2 Board review/audit calendar5.3 Copy of latest ERO and board assurance statement and self audit checklist6. Governance Processes/Procedures6.1 Disciplinary committee procedure terms of reference (policy framework)6.2 Finance committee procedure terms of reference (policy framework)6.3 Complaints process: (see black handbook pg 20/68)6.4 Mountainview have the following procedures documents in place

Attendance, Emergency Evacuation, Financial Mgmt, Harassment Discipline, Homework, Internet Safety, Performance Mgmt, Protected Disclosures, Sports Education, Staff Discipline, Staff Leave, Student Abuse & Neglect, Trainee Teachers. Departmental Expenditure Procedure

6.5 Appointments procedure – (MVHS adopted May 2014).6.6 Property/Works committee procedure

7. Operational policies7.1 Appointments Policy (MVHS adopted May 2014)7.1a Personnel Management policy (existing MVHS, review date term 2, 2018),

Staff use of resources (existing MVHS, review date term ¾, 2017), Equal Employment Opportunity (see existing MVHS, review date term ½, 2017)Equitable workloads for teaching staff (existing MVHS, review date term ¾, 2016),

7.1b Management Unit Allocation (existing MVHS, review date term ½, 2016)7.2 Principal Responsibilities/Appraisal policy (see black handbook pg 136/184 & pg 64/110)

(policy framework) (red book pg 2/3) Principals Appraisal (existing MVHS, review date term ½, 2014)7.3 Curriculum delivery policy (existing MVHS, review date term ½, 2015) (see black handbook pg 29/68

includes NAGS, red booklet pg 18/19), also policy framework book) Literacy &numeracy policy, (existing MVHS, review date term ½ 2018) Equity policy – (existing MVHS, review date term ¾, 2017) Timetable policy (see existing MVHS, review date term 3, 2018)

7.4 Treaty of Waitangi policy (existing MVHS, review date Term ½ 2016)7.4a Maori and pasifika student policy - existing MVHS,review date term ¾, 2018)7.5 Fee Paying International Students (existing MVHS, review date Sept 2013)7.6 Special Education policy (existing MVHS, review date Term ¾, 2015)

(needs to include special and gift students, special needs unit policy?)7.7 Health and Safety policy (existing MVHS, review date term ¾, 2015)

Non violence policy (existing MVHS, review date term 1/2, 2015)Student Abuse and Neglect policy (existing MVHS, review date Term ¾, 2015)Harassment Policy (existing MVHS, review date term ¾, 2013), Communicable Diseases (existing MVHS, review date term ½, 2014), Alcohol and Drugs (existing MVHS, review date term ½, 2017), Administering Medication (existing MVHS, review date term 2, 2018), Smoke free environment policy (existing MVHS, review term ¾ 2014), Emergency Evacuations Policy (existing MVHS, review date term ¾, 2014)

7.8 Disciplinary policy see Behaviour Management (existing MVHS, review date term ¾, 2018)7.9 Library policy (existing MVHS, see plastic folder, review date term ½, 2015)7.10 Staff leave policy (adopted May 2014)7.11 Delegations policy (adopted May 2014)7.12 EOTC – Educational Trips and Visits policy (existing MVHS, review date term ¾, 2016)7.13 Audit/Review Policy (need one needs to include reporting to the BOT)

Strategic Planning policy (existing MVHS, review date term ½, 2015), Self review policy (existing MVHS, review date, term ¾, 2014) Reporting on student progress (existing MVHS, review date, term ¾, 2014), Communication (existing MVHS, review date term ½, 2014),BOT meeting (existing MVHS, review date term ¾, 2013) Assessment Policy (existing MVHS, review term ¾ 2013)

7.14 Financial Management Policy (existing MVHS, review date, term ¾, 2016),School Fees (existing MVHS, review date term ½, 2017), Fundraising (existing MVHS, review date term ¾, 2016), Collection of Money (existing MVHS, review date, term ½, 2016)

7.15 Animal Welfare policy (existing MVHS, review date term ½, 2018)7.16 Food and Nutrition policy (existing MVHS, review date, term ½, 2015) Handling Food policy

(existing MVHS, review date term ¾, 2015)7.17 Complaints Policy (existing MVHS, review date, term ½, 2014)7.18 Police Vet Policy see Police Vet for sports teams adult admin policy (existing MVHS, review term ¾,

2018)7.19 Privacy and storage of information Copyright policy (existing MVHS, review date, term

½, 2014), Protected disclosures (existing MVHS, review date term ¾, 2017)7.20 Guidance Policy (existing MVHS, review date term ¾, 2016) (does this incorporate Guidance

Councillor?)7.21 Memorial Plaques policy (existing MVHS, review term ¾ 2017)7.22 Asset protection (property) policy (need one) – where are 10yrP(10 year

property plan) /5yrA (5 yr agreement) kept? (See property managementhandbook) - Where is Asset register? Where is copy of POD? (property occupancy agreement (MOE landlord, BOT tenants) PMIS – property management system (see black handbook Pg 65/68) is our data on it? Use of facilities? BWOF (building warrant of fitness/copy to local authorities, add to board review calendar)

7.23 BYOD/social media policy (need one) Reputation of the school policy (existing MVHS, review date term ¾, 2014)

8. Trustee Register9. Induction kit10. staff/trustees contact details ph/email11. Insurance information/contents and trustee liability insurance12. Alarm and Security details13. PTA Constitution14. Meeting dates for year15. Minutes / Agendas16. Copy of ERO and board checklist17. Staff handbook (2013) (needs updated)18. Pink stand-down book19. Success planning booklet20. Survey’s/exit surveys21. Readynet (see pg 58/68 black handbook, have we submitted an emergency

plan)

1. School Charter:

School CharterStrategic and Annual Plan for

Mountainview HighSchool

2014-18

Principals’ endorsement:

Board of Trustees’ endorsement:

Submission Date to Ministry of Education:

Mountainview High SchoolSchool 2014 - 18Introductory Section - Strategic Intentions

Mission Statement

To educate and inspire every student to strive for individual excellence by providing diverse opportunities within a well

resourced, challenging, supportive and caring environment.

Vision Our central belief is that every child has the capacity to succeed and progress.

Our students are challenged to take responsibility for their own actions, learning and behaviour. We accept that each child will have their own unique range of talents.

The school is well resourced, well disciplined, and has excellent teachers who provide every student with the skills they need to reach their potential.

Any kind of bullying or negative behaviours which limit the academic or emotional growth of any member of our school community will not be accepted.

Strong support is provided between staff, students, our leaders and our parents.

Our curriculum and teaching strategies are in accordance with the Treaty of Waitangi.

We value all students, all staff, and the endeavour to be the best at everything we do.

We encourage initiative and innovative ideas at all levels of the school.

Students support each other through our strong whanau system and learn leadership through being given genuine opportunities to lead.

Our school is a valuable part of the international community, working to strengthen relationships with schools around the world to enhance our understanding of other cultures

Values We all have the right to learn and teach. We take responsibility for our actions. We care for each other and our environment. We work hard. We celebrate success.

Principles Our school community believes in having high expectations of all our students irrespective of ability or background.

Māori dimensions and Cultural Diversity

Mountainview continues to develop procedures and practices that recognise New Zealand’s cultural diversity. Paramount to this is the unique position of Maori and Maori culture. In recognising the unique position of Maori learning opportunities for all are made available that embrace both Tikanga and Te Reo Maori. In addition significant work continues to be undertaken to develop the connection the school has with its Maori community.

Baseline Data or School Context

Students’ Learning

Though pleasing to see a general increase in roll based achievement our current participationachievement rate in NCEA examinations has shown a slight overall decline in recent years. We are currently sitting around the average performance for similar schools at all three levels of the NCEA examinations. Maori achievement generally lags behind whole school achievement.

2013 Performance

Level 1 Level 2 Level 3 University Entrance

Overall Pass Rate / %

80.2 78.8 73.6 56.6

Maori Pass Rate / %

77.8 55.6 50.0 0

Student Engagement

One of the key factors in ensuring effectivelearning issupporting students to attend school on a regular basis. The 2013 attendance rates for students show that overall Mountainview has an attendance rate of 80%. Attendance is at a lower rate for our Maori students currently 68%.

In addition to frequent attendance the duration of a student’s stay at school improves their chances of a suitable outcome. In 2012 79 students left before their 18th birthday.

School Organisation and Structures

In addition to the usual hierarchical structures associated within a school eg Board, Principal and Senior staff, middle management etc, Mountainview has a number of advisory committees that provide advice and guidance on various aspects of the day to day operations. The key committees are:-

Governance - Works - Finance

Operations - Student Welfare - Curriculum - Quality Assurance - Personnel & Resource

In addition to the above groups a number of time restricted adhoc committees are used on a project by project basis

Review of Charter and Consultation

The school Charter is prepared and reviewed annually by the Board of Trustees and School Staff. In addition it is planned to consult the wider school community about the Charter direction contents and targets set through Information evenings and Charter distribution. This will happen this year and biennially from then on.

Strategic Direction

Strategic Goals Core Strategies for Achieving Goals2014 - 2018

Student Learning

Improve learning outcomes in order to raise NCEA achievement to be 8% above the average pass rate of Similar schools at level 1 and to be 6% above the average pass rate of similar school at Levels 2 & 3

Development through whole staff collaboration of the Mountainview ‘Excellent lesson’ concept.

Full analysis of student achievement data to highlight areas of strong performance and areas for further development.

Participation in the Achievement, Retention and Transition programme (ARTs) of the Ministry of Education.

Identification of students at risk of underachievement through use of ARTs methodology.

Provision of PLD for core groups eg Heads of Faculty, Deans etc around appropriate and effective use of the student management system to support data management.

Linking resource allocation to support programmes for at risk students.

Exploration of the various methods of evaluating student achievement across all learning area at Years 9&10 to identify and support consistency.

Review of timetable construction and course allocation for students to ensure that all students have a suitable and achievable course that will feed into appropriate pathways.

Identification and allocation of Key roles in the student learning, student achievement and student monitoring pipeline

Student Learning

Remove the difference between Maori achievement and whole school achievement for NCEA Level 1 and Level 2

Provide PLD support to all staff on the Ka Hikatia accelerating success strategies.

Adoption of key performance targets for Maori student achievement that are reviewed regularly during the year.

Identify students at risk of not achieving and through a school – whanau process of individualised programme planning ensure that a realistic pathway to success is available for every student.

Development and implementation of a programme of regular student mentoring and support.

Student Engagement

Improve overall student attendance to 90%

Development and implementation of student welfare / engagement survey to inform teaching and course planning with the aim of improving engagement.

Use of electronic attendance to identify areas of poor attendance.

Home liaison to determine reasons for poor attendance.

Use of external agencies such as ‘Rock On’ and ‘Adventure Development’ to support student engagement in schooling.

Explore links with the Polytechnic with the aim of providing a further range of learning opportunities.

School Finance and Property

Undertake property redevelopment in accordance with the ten year property plan in order to provide a range of Modern Learning Environments

Development and adoption of a new 10YP that allows for the development of Modern Learning Spaces in a healthy and safe environment.

Refurbishment and renewal of the three Whanau blocks.

Investigate the possibility of providing a Wharenui on the Mountainview site

Community Engagement

Actively engage all areas of the community through a range of media to promote community participation and ownership of their school

Development of the Mountainview ‘Cottage Meetings’ concept.

Promote links with the Maori community and try to develop an effective whanau support group.

Review and renew the school website.

Increase exposure of the school to the community through various activities such as open days.

Further develop links to feeder Primary schools.

Annual School Improvement Plan – SUMMARY

Domain Strategic Goal 2014 Targets Short Report

Student Learning

Improve learning outcomes in order to raise NCEA achievement to be 8% above the average pass rate of Similar schools at level 1 and to be 6% above the average pass rate of similar school at Levels 2 & 3 by 2018.

L1 4% above decile 6 average



Student Learning

Remove the difference between Maori achievement and whole school achievement for NCEA Level 1 and Level 2 by 2018

Maori achievement at Level 1 to within 1% of

whole school achievement

Maori achievement at Level 2 to within 10%

of whole school achievement

Student Engagement

Improve overall student attendance to 90% by 2018

Overall attendance of 83% for 2014.

Improvement Plan - Domain: Learning

Strategic Goals: Improve learning outcomes in order to raise NCEA achievement to be 8% above the average pass rate of Similar schools at level 1 and to be 6% above the average pass rate of similar school at Levels 2 & 3

Annual Goal: To see a measureable improvement in student achievement at all three levels of NCEA

Annual Targets:L1 4% above decile 6 average



Baseline data:

2013 Performance

Level 1 Level 2 Level 3 University Entrance

Overall Pass Rate / %

80.2 78.8 73.6 56.6

Deviation from decile

1.1 -4.0 -2.6 -9.6

Key Improvement Strategies:When: What: (examples) Who Indicators of Progress

Term 1 Full analysis of student achievement to identify areas of strong and poor performance.

SLT & HOF’s Areas of strength and weakness identified.

Strategies to overcome weaknesses developed and adopted

Term 1 PLD provided for key staff on using the SMS for data management (monitoring and analysis)

MUSAC support Staff are able to use the SMS effectively to monitor and access overall student progress.

A reduction in the number of phantom exam entries.

Term 2 Introduction of ART’s programme and methodology and identification of students at risk.

Principal Art methodology being used to identify and provide for at risk students

Term 3 Adjustment of programmes of learning for students at risk of not achieving

SLT, Deans and HOF’s

Course flexibility

Improved student engagement

Term 4 (for 2015)

Link resource allocation to support programmes for students at risk of not achieving

Principal & BOT Resources allocated appropriately in future years.

Monitoring: A significant aspect of this plan involves the adoption of the ART’s methodology and using data to determin numbers, names and needs. With respect to monitoring the progression of the plan it will be reviewed termly at both the governance and whole staff levels.

Other 2014 Key Improvement Strategiesto Achieve Strategic Vision

Property (summarised from property plan)

(Examples)

Short Report Finance Short Report

Adopt a new 10 YP and -Undertake the property upgrade of Hiwi whanau block in accordance with it.

Develop a more sustainable model for the income and expenditure around international students.

Personnel Short Report Community engagement

Short Report

Review of the Appraisal system to incorporate teacher inquiry.

Development of the appraisal system for senior roles.

Investigate and develop a model for mass community consultation / engagement.-

2. Strategic Plan:

3. Analysis of Variance

4. Governance Manual

4.1 What is Governance?

The board of trustees of Mountainview School is focused on the ongoing improvement of student progress and achievement within an environment that provides inclusive education. To ensure effective school performance, the board is committed to maintaining a strong and effective governance framework that incorporates legislative requirements and good practice

Governance and ManagementThe following are the board’s agreed governance and management definitions which form the basis upon which both the working relationships and the board’s policies are developed.

Governance Management

The ongoing improvement of student progress and achievement is the board’s focus. The board acts in a stewardship role and is entrusted to work on behalf of all stakeholders. It is accountable for the school’s performance, emphasises strategic leadership, sets the vision for the school and ensures compliance with legal and policy requirements. Board policies are at a governance level and outline clear delegations to the principal. The board and principal form the leadership, with the role of each documented and understood. The principal reports to the board as a whole with committees used sparingly and only when a need is identified in order to contribute to board work. The board is proactive rather than reactive in its operations and decision making and does not involve itself in the administrative details of the day to day running of the school.

The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal who must ensure compliance with both the board’s policy framework and the law of New Zealand. [For detail see Operational Policies]

In developing the above definitions for Mountainview School the board is mindful of the following excerpts from the Education Act 1989: Education Act 1989, (Section 75, 72, 76, 65 and 66) The Education Act 1989 was revised on 13th June 2013 to better reflect the board’s primary focus of student achievement. The legal and prime responsibility of boards of trustees is determined by Section 75 of the Education Act 1989: s.75 Functions and powers of boards (1) A school's board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement. (2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit. s.72 Bylaws – Subject to any enactment, the general law of New Zealand, and the school's charter, a school's board may make for the school any bylaws the board thinks necessary or desirable for the control and management of the school. s.76 Principals – (1) A school’s principal is the board’s chief executive in relation to the school’s control and management. (2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal – (a) Shall comply with the board’s general policy directions; and (b) Subject to paragraph (a), has complete discretion to manage as the principal thinks fit the school’s day to day administration. s.65 Staff ….A board may from time to time, in accordance with the State Sector Act 1988, appoint, suspend, or dismiss staff. s66 Delegations (1) The governing board of a board may delegate any of the functions or powers of the board or the governing board, either generally or specifically, to any of the following persons by resolution and written notice to the person or persons: (a) a trustee or trustees: (b) the principal or any other employee or employees, or office holder or holders, of the board: (c) a committee consisting of at least 2 persons, at least 1 of whom is a trustee: (d) any other person or persons approved by the board's responsible Minister: (e) any class of persons comprised of any of the persons listed in paragraphs (a) to (d).

4.2 The Boards Processes’/Policy

4.3 Governance PolicyThese governance policies outline how the board will operate and set standards and

performance expectations that create the basis for the board to monitor and evaluate performance as part of its ongoing monitoring and review cycle. (See 3 year review programme/calendar).

Year: 20xx

ReviewArea for Review

Board Meeting Dates

Feb March May June August Sept Nov Dec

Strategic Review

Charter Confirm Charter approved and sent to MoE

Review of strategic planApprove review plan 201x

Analysis of Variance Annual plan draft

Strategic aims

Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

Regular Review

Policy Governance Policies 1-5

Curriculum

Personnel Role of the Chair

Learner progress and achievement

Year 9 & 10 Lit & Num

Special Education Needs

NCEA confirmed results

. Maori/Pasifika focus

Gifted and talented

HR Performance Agreement Approved

Formal review report

Curriculum KeyCompetencies

English The Arts Health & Physical Education

Budget Approved Monitor Monitor Mid year review

Monitor 201x draft

Emergent Review

New gov. initiatives

New local initiatives

Board processRequirements

Appoint chair Accounts to Auditor

Annual Report approved and sent to MoE

Roll return 1 July

Health Curriculum Consultation

Succession planning

4.4 Roles and ResponsibilitiesThe board of trustees’ key areas of contribution are focused on four outcome areas:

Representation Leadership Accountability Employer Role

The board The Standards 1. Sets the strategic direction and long-term plans and monitors the board’s progress against them

1.1 The board leads the annual charter review process 1.2 The board sets/reviews the strategic aims 1.3 The board approves the annual plan and targets and ensures the Charter is submitted to the Ministry of Education (MoE) by 1 March each year 1.4 Regular board meetings include a report on progress towards achieving strategic aims 1.5 The Charter is the basis for all board decision making

2. Monitors and evaluates student progress and achievement

2.1 The board approves an annual review schedule covering curriculum and student progress and achievement reports 2.2 Reports at each regular board meeting, from principal, on progress against annual plan, highlight risk/success 2.3 Targets in the annual plan are met, the curriculum policy is implemented and there is satisfactory performance of curriculum priorities

3. Protects the special character of the school (Special character schools)

3.1 Special character is obviously considered in all board decisions 3.2 Special character report is included at every board meeting as part of the principal’s report

4. Appoints, assesses the performance of and supports the principal

4.1 Principal’s performance management system in place and implemented

5. Approves the budget and monitors financial management of the school

5.1 Budget approved by the first meeting each year 5.2 Satisfactory performance of school against budget

6. Effectively manages risk 6.1 The board has an effective governance model in place 6.2 The board remains briefed on internal/external risk environments and takes action where necessary6.2a The board identifies 'trouble spots' in statements of audit and takes action if necessary 6.3 The board ensures the principal reports on all potential and real risks when appropriate and takes appropriate action.

7. Ensures compliance with legal requirements 7.1 New members have read and understood the governance framework including policies, the school charter, board induction pack and requirements and expectations of board members 7.2 New and continuing members have kept aware of any changes in legal and reporting requirements for the school. Board has sought appropriate advice when necessary 7.3 Accurate minutes of all board meetings, approved by board and signed by chair

7.4 Individual staff/student matters are always discussed in public excluded session 7.5 Board meetings have a quorum

8. Ensures trustees attend board meetings and take an active role

8.1 Board meetings are effectively run 8.2 Trustees attend board meetings having read board papers and reports and are ready to discuss them 8.3 Attendance at 80% of meetings (min.) 8.4 No unexplained absences at board meetings (3 consecutive absences without prior leave result in immediate step down) Refer Education Act 1989, s104 (1) (c)

9. Approves major policies and programme initiatives

9.1 Approve programme initiatives as per policies 9.2 The board monitors implementation of programme initiatives

10. Fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage

10.1 The Treaty of Waitangi is obviously considered in board decisions 10.2 The board, principal and staff are culturally responsive and inclusive

11. Approves and monitors human resource policy/procedures which ensures effective practice and contribute to its responsibilities as a good employer

11.1 Becomes and remains familiar with the broad employment conditions which cover employees (i.e. Staff employment agreements and arrangements) 11.2 Ensures there are personnel policies in place and that they are adhered to e.g. Code of Conduct 11.3 Ensures there is ongoing monitoring and review of all personnel policies

12. Deals with disputes and conflicts referred to the board as per the school’s concerns and complaints procedures

12.1 Successful resolution of any disputes and conflicts referred

13. Represents the school in a positive, professional manner

13.1 Code of behaviour adhered to

14. Oversees, conserves and enhances the resource base

14.1 Property/resources meet the needs of the student achievement aims

15. Effectively hands over governance to new board/trustees at election time

15.1 New trustees provided with governance manual and induction 15.2 New trustees fully briefed and able to participate following attendance at an orientation programme 15.3 Appropriate delegations are in place as per s66 Education Act 15.3 Board and trustees participate in appropriate professional development

4.5 Code of Behavior/Conduct

Trustees’ Code of Behaviour Policy The board is committed to ethical conduct in all areas of its responsibilities and authority. Trustees shall: 1. Maintain and understand the values and goals of the school 2. Protect the special character of the school 3. Ensure the needs of all students and their achievement is paramount 4. Be loyal to the school and its mission 5. Publicly represent the school in a positive manner 6. Respect the integrity of the principal and staff 7. Observe the confidentiality of non-public information acquired in their role as a trustee and not disclose to any other persons such information that might be harmful to the school 8. Be diligent and attend board meetings prepared for full and appropriate participation in decision making 9. Ensure that individual trustees do not act independently of the board’s decisions 10. Speak with one voice through its adopted policies and ensure that any disagreements with the board’s stance are resolved within the board 11. Avoid any conflicts of interest with respect to their fiduciary responsibility 12. Recognise the lack of authority in any individual trustee or committee/working party of the board in any interaction with the principal or staff 13. Recognise that only the chair (working within the board’s agreed chair role description or delegation) or a delegate working under written delegation, can speak for the board 14. Continually self-monitor their individual performance as trustees against policies and any other current board evaluation tools 15. Be available to undertake appropriate professional development

We have read and understood this Code of Behaviour Policy and agree to follow and abide by it to the best of our ability.Name of trustees: Signatures: Dated:

4.6 Conflict of InterestA conflict of interest arises where a prospective or existing trustee has an interest which conflicts (or might conflict, or might be perceived to conflict) with the interests of the board itself. The key question to ask when considering when an interest might create a conflict is: “Does the interest create an incentive for the trustee (or prospective trustee) to act in a way which may not be in the interests of the board?” If the answer is “yes”, a conflict of interest exists. The existence of the incentive or a perception of bias is sufficient to create a conflict. Whether or not the person would actually act on the incentive is irrelevant. Most common scenario: If a trustee or member of a board committee is interested in any contract or contracts with the board worth more $25,000 (GST inclusive) a year, that person will be disqualified from being a trustee or committee member unless the board obtains the approval of the Secretary for Education for that contract. (Note that the board applies for approval, not the individual.) The board minutes must record that a trustee (or committee member) who is “concerned or interested” in the contract declared that interest and excluded themselves from meetings of the board when the matter was being considered. Types of conflict of interest These are many and quite varied. They may be financial or non-financial. They may be direct or indirect. They may be professional or family-related. Conflicts of interest may arise from: directorships or other employment

interest in business enterprises or professional practices

share ownership

beneficial interests in trusts

existing professional or personal relationships associated with the board

professional associations or relationships with other organisations

family relationships

decisions taken which may have a benefit to the decision-maker

A conflict of interest may be more perceived than actual. Perception is a very important factor in public life. The processes of government (and those of boards of trustees) must be fair and ethical and must be very clearly seen to be so. Conflicts with a financial element are treated more strictly than other sorts of conflicts (Refer Education Act 1989, section 103A and 6th Schedule clause 8, subclauses 8, 9, 10 and 11). All considerations of possible conflicts should be discussed by the full board of trustees and any decisions arising from those discussions recorded in the board minutes.

4.7 Chairpersons role description/policyThe chair One trustee to preside (chair) at meetings (1) Every board must appoint a trustee (not being the principal or the staff or student representative) to preside at meetings of the board. (2) The appointment must be made (a) at the board’s first meeting in any year, unless it is an election year, in which case it must be at the first meeting held after the election; and (b) when the board has resolved that it has no confidence in the person for the time being appointed; and (c) when the person for the time being appointed ceases to be a trustee, or resigns the task by notice in writing to the board. Clause 7 of Schedule 6 to the Education Act 1989 The chair is responsible for ensuring that the work of the board gets done and for overseeing the activities of other trustees. Any trustee other than the principal, the staff trustee and the student trustee can be appointed chair. The chair should maintain a productive working relationship with the principal to ensure the smooth and efficient running of the school. The position of chairperson is always open to review and the board can change the chairperson at any meeting of the board if a majority of trustees present agree by voting on it. It is important to remember that the chairperson may not act independently of the board in areas that affect the future of the school. There may be times, such as in the term breaks, when the board delegates its powers to an executive committee (for example, the chair, the principal and another board member) to deal with urgent matters.

4.8 Relationship between chairperson and principalThe performance of the school depends significantly on the effectiveness of this relationship and as such a positive, productive working relationship must be developed and maintained. The board and the principal form the leadership team and as such clear role definitions have been developed. The Responsibilities of the Principal and Responsibilities of the Board policies along with the board’s agreed Code of Behaviour should be read alongside this policy. 1. This relationship is based on mutual respect, trust, integrity and ability. 2. The relationship must be professional. 3. The principal reports to the board as a whole rather than to individual trustees. 4. Day to day relationships between the board and the principal are delegated to the chair. 5. All reports presented to the board by the staff (unless specifically requested by the board) arrive there with the principal’s approval and the principal is accountable for the contents. 6. There are clear delegations and accountabilities by the board to the principal through policy. 7. The two must work as a team and there should be no surprises. 8. Neither party will deliberately hold back important information. 9. Neither party will knowingly misinform the other. 10. The board must maintain a healthy independence from the principal in order to fulfil its role. The board is there to critique and challenge the information that comes to it, acting in the best interests of students at the school. 11. The principal should be able to share their biggest concerns with the board. The principal is a full member of the board, the educational professional leader of the school, the CEO, and the board’s chief adviser. This can be at times difficult as the principal is an employee, delegated employer, and a member of the employing body.

4.9 Role of the Board memberThe performance of the school depends significantly on the effectiveness of this relationship and as such a positive, productive working relationship must be developed and maintained. The board and the principal form the leadership team and as such clear role definitions have been developed. The Responsibilities of the Principal and Responsibilities of the Board policies along with the board’s agreed Code of Behaviour should be read alongside this policy. 1. This relationship is based on mutual respect, trust, integrity and ability. 2. The relationship must be professional. 3. The principal reports to the board as a whole rather than to individual trustees. 4. Day to day relationships between the board and the principal are delegated to the chair. 5. All reports presented to the board by the staff (unless specifically requested by the board) arrive there with the principal’s approval and the principal is accountable for the contents. 6. There are clear delegations and accountabilities by the board to the principal through policy. 7. The two must work as a team and there should be no surprises. 8. Neither party will deliberately hold back important information. 9. Neither party will knowingly misinform the other. 10. The board must maintain a healthy independence from the principal in order to fulfil its role. The board is there to critique and challenge the information that comes to it, acting in the best interests of students at the school. 11. The principal should be able to share their biggest concerns with the board.

Proprietor-appointed trustees State integrated schools have proprietor appointed trustees with a special focus of looking after the proprietor’s particular interests, and especially to ensure that the special character of the school is retained. They are bound by the same roles, responsibilities and codes of conduct as other trustees and must aim to be part of the board team rather than hold a single representational focus. Parent-elected representatives and co-opted trustees Co-opted trustees are full members of the board with equal voice, vote, and accountabilities. They are usually co-opted to fill skill gaps.

4.10 Staff/student trustee role descriptionIt is a requirement that all state and state integrated schools have a staff trustee and in schools with students above year 9, one elected student trustee. The staff/student trustee is first and foremost a trustee, making decisions on behalf of all stakeholders at the school using all the information available. They are elected to bring a staff/student perspective to the board in the same way that parent trustees bring a parent view. They are bound by the same roles, responsibilities and codes of conduct as other trustees and must aim to be part of the board team rather than hold a single representational focus.

4.11 Board secretary role description

4.12 Meeting process and procedure

5.0 Board review of Governance

5.1 Board Induction Kit

5.2 Board Review/Calendar/3 year planner

5.3 Copy of latest ERO report and Board Assurance Statement and Self Audit Checklist

6.0 Governance Process’s/Procedures

6.1 Disciplinary Committee Procedure

DISCIPLINARY COMMITTEE PROCEDURE

Student Disciplinary Committee Terms of Reference

Purpose:To ensure that all processes relating to the suspensions of students adhere to the requirements of Education Act 1989, Education Rules 1999 and Ministry of Education Guidelines.

Committee members:All members of the board excluding the principal. The chair of the committee is the board chair or in the chair’s absence will be determined by the committee. The quorum for the committee shall be two trustees.

Delegated Authority:That the powers conferred on the board under Sections 15 and 17 of The Education Act 1989 be delegated to the discipline committee of the board of trustees. The committee will:

act in fairness, without bias or prejudice and with confidentiality act within legislation and the MoE guidelines act only on written and agreed information, not verbal hearsay use processes of natural justice in discipline hearing procedures make recommendations on discipline matters to the board as necessary.

The board will be kept informed of the number of stand-downs, suspensions, exclusions and expulsions at each board meeting by the principal.

6.2 Finance Committee Procedure

Procedure Document Mountainview High School

Procedure : FINANCIAL MANAGEMENT

1. The Board of Trustees will annually appoint a Finance Sub-Committee with responsibility for the financial management of the school.

2. The Finance Committee may delegate selected aspects of the Financial Management Policy to selected personnel to oversee.

3. The Finance Committee will monitor budget expenditure throughout the year.

4. The Finance Committee will report to the full Board of Trustees monthly meetings.

5. Financial planning for the new school year will begin in Term 4 of the current year.

(a) September : HOF’s discuss budget requests with the Principal.

(b) October: Draft budget prepared by Principal and Executive Officer and presented to the Board of Trustees.

(c) December: Draft budget approved by the Board of Trustees.

(d) Feb/March: Annual Financial Reports prepared and forwarded to the auditor.

(e) April/May: Annual Financial Report sent to Ministry of Education.

(f) July/August: Finance Committee will review expenditure to date and report to the Board of Trustees.

6. The Executive Officer will be responsible for the processing of school accounts, preparing monthly financial statements and the annual Financial Report.

7. The Executive Officer and the Principal have overall responsibility for managing the school’s financial resources.

6.3 Complaints Process

Handling complaints and disciplinary matters The checklist below for dealing with complaints or disciplinary matters should be useful to any board. However, the checklist is not a substitute for any requirement that exists in an employment agreement or board policy. In each case check the appropriate employment agreements for complaints/disciplinary provisions.

Handling complaints Formal complaints can be made to the principal or the board. The board should simply “receive” the complaint and resolve that it be put to the employee concerned in writing. This is particularly important where a complaint is against the principal. A copy of the complaint should be attached. A verbal complaint can be put formally to the employee concerned but it is strongly recommended that the board either obtain or put the complaint in writing if at all possible. Where the board is putting a verbal complaint in writing to an employee, it is strongly recommended that the complainant be identified. Failure to do so is likely to make it more difficult for the employee to address and respond to the allegations appropriately.

Receiving a complaint On receiving a complaint, contact your local NZSTA personnel/industrial adviser on how to proceed (who should investigate, delegations, etc) before any employment investigation begins. The selection of the person/people to carry out the investigation needs particular care, as do the terms of reference for such an investigation Ensure that: the complainant (if there is one, and if they are an employee) has support and advice the respondent employee is aware that they are entitled to support and advice information received is kept confidential to the investigation the complaint is in writing.

Advise the Insurer In order to ensure that you have appropriate coverage under your insurance it is important that the insurer is advised early in the process.

Natural justice In simple terms, natural justice in the relationship of employer and employee requires the employer to: adequately inform the employee of the allegations, and of possible consequences if proven provide the employee with an adequate opportunity to respond investigate with an open mind give due consideration to the employee’s response weigh the allegation against the explanation in an objective way.

Each case must be determined on its own particular facts. In all cases, the burden of proof that the decision was appropriate will fall on the employer. Other principles and procedures applying to the concept of natural justice include that: the employee must know what is expected of them allegations should be specific and in enough detail for the employee to attempt to refute them employees should be advised of their right to representation the opportunity to respond must be “real” rather than nominal any investigation must be fair and objective

the entire process should be free of bias or any preconceived ideas or outcomes (boards must be careful that the principal, board members, or board itself do not act as prosecutor, judge, jury, and hangman) any disciplinary action must be appropriate to the misconduct (and take into account the past service and work record of the employee, mitigating circumstances, and the likelihood of re-offending) the response is timely: positive action to inform of concerns, ask for explanation, and so on must be taken as soon as possible after concerns are known (since non-action can imply that the conduct is acceptable).

Investigation - five step process There are 5 steps in an employment investigation. 1. Advise the respondent employee of the allegations. 2. Gather information. 3. Record the findings of the employment investigation. 4. Determine whether unacceptable behaviour has occurred. 5. Manage the outcome of the investigation (for example, hold a disciplinary interview).

6.4A ATTENDANCE PROCEDURE

Procedure DocumentMountainview High School

Procedure : ATTENDANCE

RationaleNon-attendance at school has been identified as a major barrier to learning and a significant indication of ‘at risk’ students. It is the right of everyone in New Zealand to attend school, and the responsibility of parent/caregivers to ensure attendance of all children up to the age of 16 years old.

Purpose1. To provide accurate data on student attendance.

2. To identify students who need assistance in establishing regular attendance patterns.

3. To optimise learning outcomes for individual students.

4. To ensure students under the age of sixteen meet legislative attendance requirements.

ScopeThe whole school community.

ReferenceNational Administration GuidelinesRock On.

Procedures1. The school will have an enrolment system in line with the Education Act.

2. Student attendance will be recorded on-line using Musac software.

3. Procedures for following up truants are documented in the Staff Handbook.

4. Rock-On Procedures will be followed when students are identified as chronic truants.

6.4B EMERGENCY PROCEDURE

1. Serious Injury - as a result of an accident

Secure the accident area – to avoid further injuries. Make victim as comfortable as possible – cover to keep warm. Do not attempt to move the victim if he/she is unable to tell you his/her condition. Arrange for immediate first aid. Dial 111 for emergency service required – follow correct procedure and advise the operator carefully.

2. Fire

Raise the alarmo Dial 111 for the emergency required.o follow the correct procedure and advise operator carefully.

Evacuate the areao check other pupils/visitors in the area are evacuated

Proceed to assembly areao see the evacuation notices displayed for your assembly area

Ensure that you tell the Principal that you are safe Stay in the assembly area until you are advised that you can leave Do not re enter the area until the ‘all clear’ is given.

3. Explosion

Raise the alarmo Dial 111 for emergency service requiredo Follow the correct procedure and advise operator carefully.o You may need all three emergency services

Secure the explosion areao To avoid further injurieso Water, gas and electricity supplies are likely to be ruptured.

Make victims (if any) as comfortable as possibleo Cover to keep warm

Do not attempt to move any victims if they are unable to tell you their condition. Arrange immediate first aid. If fire follows the explosion evacuate area as set out under the Fire Procedure.

4. Earthquake

Safety Measures Indoors. Do not evacuate the area Take cover beneath a strong desk or table or a doorway Remain calm and give reassurance Evacuate the area ONLY when instructed to do so or if the building is obviously structurally unsafe.

o Check others in the area are evacuatedo Shut any doors as you leaveo Ensure all electrical or gas supplies are turned off

Proceed to assembly area Ensure that you tell the warden you are safe

Stay in the assembly area until you are advised that you can leave Do not re enter the area until the ‘all clear’ is given

Safety Measures Outdoors. Move and clear off buildings any potentially dangerous structures. 20 paces is a safe distance for a singly storey building Leave swimming pool immediately (if applicable).

5. Hazardous Substance Spill

Raise the alarmo Dial 111 for emergency service requiredo Follow correct procedure and advise the operator carefully

Evacuate the areao Check other workers in the area are evacuatedo Shut any doors as you leave

Proceed to assembly area Ensure that you tell the warden you are safe Stay in the assembly area until you are advised that you can leave Leave the clean up to the emergency services If you are unaware of what is needed to neutralise the hazardous material phone

o Poisons and Hazardous chemicals phone number:o Urgent information 03 474 7000o Non urgent & general information 03 479 1200 (business hours)

Assist in clean up ONLY if you have the full protective safety gear as recommended by the emergency service and then only if asked.

Do not re enter the area until the ‘all clear’ is given.

6.4C EVACUATION PROCEDUREProcedure: Emergency Evacuations Plan

Type of emergency covered in this plan Serious Injury Fire Explosion Earthquake Hazardous Substance Spill

Also refer to Civil Defence Procedures and Emergency Evacuation Procedures

Staff Members:Make it your business to know the following points and how to react should an emergency arise.

1. Building or emergency exits.2. Location of the fire extinguishers.3. Location of the fire alarms.4. Nearest telephone.5. Be familiar with how the phone system works (you may need to dial another number to obtain an

outside line).6. Where the evacuation assembly area is and who to report to.

When calling the Emergency Services:

Remember:- tell the operator the service you requireWait until the service answersstate exactly where you are, the nature and situation of emergencyarrange for somebody to meet the service and direct them to the emergency

Note:- That some telephone systems may require you to dial another number to get a line out i.e. 1 for a line out, then 111.

111 calls will still go through if you dial more than three 1’s required i.e. if you dial 1111 and only 111 is needed it will still work OK.

111 calls made from cell phones do not require you to dial the area code. Simply dial 111 as you would on a normal phone.

Emergency Services phone number (both urgent and non urgent) are listed on the first pages of your phone book.

6.4D FINANCIAL MANAGEMENT

Procedure : FINANCIAL MANAGEMENT1. The Board of Trustees will annually appoint a Finance Sub-Committee with responsibility for the

financial management of the school.

2. The Finance Committee may delegate selected aspects of the Financial Management Policy to selected personnel to oversee.

3. The Finance Committee will monitor budget expenditure throughout the year.

4. The Finance Committee will report to the full Board of Trustees monthly meetings.

5. Financial planning for the new school year will begin in Term 4 of the current year.

(a) September : HOF’s discuss budget requests with the Principal.

(b) October: Draft budget prepared by Principal and Executive Officer and presented to the Board of Trustees.

(c) December: Draft budget approved by the Board of Trustees.

(d) Feb/March: Annual Financial Reports prepared and forwarded to the auditor.

(e) April/May: Annual Financial Report sent to Ministry of Education.

(f) July/August: Finance Committee will review expenditure to date and report to the Board of Trustees.

6. The Executive Officer will be responsible for the processing of school accounts, preparing monthly financial statements and the annual Financial Report.

8. The Executive Officer and the Principal have overall responsibility for managing the school’s financial resources.

6.4E HARRASSEMENT/DISCIPLINE PROCEDURE

6.4F HOMEWORK PROCEDURE

Procedure Document Mountainview High School Procedure: Homework

Purposes1. To foster in students the practice of independent study through reading, researching, assignments,

etc.2. To complement classroom programmes with reinforcement through work and study at home.3. To encourage students to prepare for tests and examinations and to assist them in developing

techniques to do this.ScopeTeachers, students, parents/caregivers.ReferencesThe Key Competencies as defined in the National Curriculum Documents and the National Achievement Objectives.Definitions1. Homework consists of specific work set by a teacher and includes exercises, assignments, reading, etc.2. Home study is self-directed study and revision (although it may be with teacher guidance) for tests,

examinations, etc.Procedures1. Where appropriate students will be set homework which reinforces concepts taught in normal school

time.2. Departments will establish their own procedures and expectations with regard to homework.3. Homework will be checked as soon as practicable.4. Should a student be unable to complete homework by the deadline, an explanation will be provided

by the parent or caregiver.5. Group and subject teachers will give guidance and encourage students to develop sound homework

and homestudy skills.6. Learning Credits will be allocated for use of the homework diary in Years 9 and 10.GuidelinesIt is important that class teachers, and in particular, Group Teachers, help students plan their time, teach them study skills, and encourage them to use their student diary. The student diary includes suggestions for examination preparation as well as space to write homework tasks. When homework is set, students should make sure that it is noted in their student diary and the teacher should follow up to make sure that the work is done and where appropriate marked, or checked.

I. Guidance by Group and Classroom Teachers:1. Teachers should discuss with students:

Making time available for homework Making the most productive use of time Priorities Coping with stress Using the student diary.

2. When assignments have been set it is important that some class time is made available for teachers to check on progress.

II. Use of Student Diary:1. The diary has space for students to enter daily homework requirements, including assignments.

2. It is a means of communication to parents and vice versa.3. It contains information on examination preparation.III. Expectations:1. All pupils should be given and complete homework and be expected to engage in independent home

study, appropriate to their year level.2. Students are to record their homework requirements in their student diaries.3. Specific concerns should be discussed with their subject teacher and general concerns with their

Group Teacher in the first instant.IV. Consequences:1. The student can be directed to catch up in his or her own time (eg lunchtime under teacher

supervision) or the night following that in which the homework had to be completed.2. If the homework is still not done, parents can be contacted via the student diary (and getting parents

to sign) or by letter or phone call.3. Use can be made of the school detention system for repeated failure to do homework.4. The student can be put on a homework report administered by a subject department, Group Teacher

or Co-ordinator and shown to a parent each evening.V. Guidelines for Parents/Caregivers:

The partnership between school and home is a key component in the process of developing sound homework habits and effective home study skills, essential ingredients for high student achievement.

1. Parents should check and encourage the use of the student diary.2. Parents should use the student diary for communications regarding homework.3. Parents should help their children to balance their after-school lives among homework, cultural and

sporting activities, paid employment and leisure.4. Parents should contact the class teacher or, if a general matter, the Group Teacher, Co-ordinator or

Dean if they have a question regarding homework.

6.4G INTERNET SAFETY


Procedure : Internet Safety

PurposeTo promote and ensure the welfare and safety of students and staff when using the Internet; and To provide Internet access, so all staff and students can:

Become effective and safe users of the Internet Extend their awareness and knowledge of the Internet Become motivated, responsible, independent users of the Internet.

ScopeThis policy applies to all users of Mountainview High School’s information and communication technology facilities, and in particular to Internet use.

ReferencesStudent Computer and Internet Use AgreementStaff Internet Use ProceduresInternet Access RoutineThe Internet Safety OfficerInternet Safety Protocol

Definitions

Staff: All people working for Mountainview High School, including paid (eg teachers, teacher aides, technicians and administration staff), contracted, and unpaid (volunteer) workers.

Student: All students at Mountainview High School, including full-time, part-time, visiting students, adult students, and any young person whether or not a student of the school, for example a teacher’s child.

Internet: Includes all facets of computer/telecommunication for example: email; World Wide Web; in-house Intranet, File Transfer Protocols; ‘chat’ or discussion forums; mailing lists and on-line communities.

ISO: The Internet Safety Officer is broadly responsible for the management and implementation of this policy.

ProcedureUse of the Internet facilities at this school is strictly for educational purposes. This includes personal use and use for professional development of staff.

Training for staff who use these facilities is available and is essential for the safety and protection of staff, students and equipment.

Students will need to be guided to sites on the Net, rather than surfing, which is why staff members must gain experience using the Internet before letting their students use it.

All staff members are made aware of Internet Use Procedures, and the Student Computer and Internet Use Agreement before using the Internet themselves.

Any ‘unusual’ or ‘extraordinary’ use of the internet other than that specified here, e.g. by staff or student’s family, or student use after hours, must follow established protocols.

Staff and students need to be aware that with the systems set up to access the Internet, a record is kept of which sites are visited, how often, from which terminal and under what user name. Filtering software is deployed where appropriate to restrict access to certain sites. If necessary, auditing of the school computer system could include all aspects of its use, eg personal network storage folders and e-mail.

The school will continue to refine methods of improving safety on the Internet.

6.4H PERFORMANCE MANAGEMENT PROCEDURE


Procedure : Performance Management

(Complements Personnel Management Policy)

Purpose1. To put in place the principles of performance management to agreed standards as set down in the

school’s Charter and Goals.2. Monitoring and evaluating employees’ performance in their jobs and encouraging personal development to extend personal goals.3. Assess progress towards the achievement of individual’s development objectives.4. Recognise the personal achievements of staff.5. Provide a channel for employer / employee communication.

Reference: National Administration Guidelines

Procedures:1. The BOT is responsible for the appraisal of the Principal2. The Principal is responsible for the appraisal process for all staff.3. Each employee will have a job description and establish annual development objectives.4. Teaching staff will be appraised against their job description and the legislated Professional Standards.5. The BOT will ensure that information from staff appraisal will remain confidential to the appraisal

team and the management team. 6. If there is any dispute between appraiser and appraisee which can not be satisfactorily resolved, an

arbitrator acceptable to both parties must be appointed to resolve the dispute. The arbitrator’s decision will be binding to both parties.

6.4I PROTECTED DISCLOSURES PROCEDURE


Procedure : Protected Disclosures

Any employee of the school who wishes to make a protected disclosure should do so using the following procedure.

1. The employee should submit the disclosure in writing.

2. The disclosure should contain detailed information including the following: the nature of the serious wrong doing the name or names of the people involved surrounding facts including details relating to the time and/or place of the wrong doing if known

or relevant.

3. The disclosure must be sent in writing to the PrincipalorIf you believe that the Principal is involved in the wrong doing or has an association with the person committing the wrong doing, that would make it inappropriate to disclose to them, then the disclosure should be sent to the Chairperson or Assistant Chairperson of the Board of Trustees.

4. On receipt of a disclosure the Board of Trustees must within 20 working days examine seriously the allegations of wrong doing made and decide whether a full investigation is warranted. If warranted, a full investigation will be undertaken by a person appointed by the Board of Trustees or through an appropriate authority.

5. All disclosures will be treated with the utmost confidence. When undertaking an investigation, and when writing the report, the appointed person/authority will make every endeavour possible not to reveal information that can identify the disclosing person, unless the person consents in writing or if the person receiving the protected disclosure reasonably believes that disclosure of identifying information is essential :to ensure an effective investigationto prevent serious risk to public health or public safety or the environmentto have regard to the principles of natural justice.

6. At the conclusion of the investigation the appointed person/authority will prepare a report of the investigation with recommendations for action if appropriate, which will be sent to the Board of Trustees.

7. A disclosure may be made to an appropriate authority (including those listed below) if the employee making the disclosure has reasonable grounds to believe:the Chairperson of the Board of Trustees in the school responsible for handling the complaint is or may be involved in the wrong doing; orimmediate reference to another authority is justified by urgency or exceptional circumstances; orthere has been no action or recommended action within 20 working days of the date of disclosure.

Appropriate Authorities include (but are not limited to):Commissioner of PoliceController and Auditor General

Director of the Serious Fraud OfficeInspector General of Intelligence and SecurityOmbudsmanParliamentary Commissioner for the EnvironmentPolice Complaints AuthoritySolicitor GeneralState Service CommissionerHealth and Disability CommissionerThe head of every public sector organisation.

8. A disclosure may be made to a Minister or an Ombudsman if the employee making the disclosure:Has made the same disclosure according to the internal procedures and clauses of this policy.Reasonably believes that the person or authority to whom the disclosure was made:has decided not to investigate; orhas decided to investigate but not made progress with the investigation within reasonable time; orhas investigated but has not taken or recommended any action; andcontinues to believe on reasonable grounds that the information disclosed is true or is likely to be true.

6.4J SPORTS EDUCATION PROCEDURE


Procedure: Sports Education

PurposeGuiding principles of “Moving Through Sport” have been incorporated so that the Sports Education Programme in this school aims to:Give students the opportunity to participate in sport at the level of their interest and ability.Make sport accessible to all students without discrimination and take into account any special requirements with special needs or special cultural interests.Provide a balance sports education programme for all students so they can develop:physical fitness and abilities, leadership skills, mental well being, social relationships, social responsibilities.Experience challenges, achievement, excitement and enjoyment in sport.

To follow the ideas of Fair Play. Accept personal responsibility in sport.Promote well-being and health issues.Utilise parents skills to extend the variety of opportunities.Create new opportunities and review resources to support these.


ReferenceMoving Through Sport from Junior to Adult – Hillary Commission

DefinitionsSport is defined by the Sport Fitness and Leisure Act 1987 as “activities played formally and informally in New Zealand….”For the purpose of this policy ‘sport’ is considered in the broadest sense. For example, cricket, basketball, netball, soccer at all levels of endeavour are included.

Procedures1. The Sports Coordinator will provide sporting opportunities for all students at Mountainview High

School.2. Students will sign a Team Contract outlining commitment, FairPlay and expectations.3. All sports will be appropriately funded and resources provided via the Sports Coordinator’s budget.4. Costs of transport to sports exchanges is paid by students involved and must be paid before

departure.5. All sports teams will have a coach, manager or parent helper overseen by the Sports Coordinator.6. Sports uniforms will be provided by the school and administered by the Sports Coordinator.7. Sports fees will comprise association charges and $20 uniform rental.

Accounts will be sent out by the office staff.Sports fees must be paid during the calendar year.For genuine cases of hardship, this will be dealt with by the person in charge of the Equity Grant.If sports fees are not paid in the calendar year, the student may not play in any team in the following year, until their account is settled.

Sports exchanges will be organised to provide challenges against other schools.

Contacts will be made with local Clubs where applicable to encourage a link between school sport and sport beyond the school.

6.4K STAFF DISCLIPLINE


Procedure : Staff Discipline

PurposeThe Board of Trustees is committed to being a good employer.All its actions will be consistent with applicable employment agreements.The board has adopted this policy to deal with instances of employee conduct which may, following such investigations result in disciplinary actions.


DefinitionIt is important that the Board as a good employer, in dealing with staff issues acts in a fair and reasonable manner that has procedures for dealing with discipline issues that are consistent and open.

ReferenceNational Administration Guidelines.

Procedures1. The Procedures will be known to employees.2. Each case will be assessed on its individual merits.3. Disciplinary procedures will be implemented by the Board of Trustees if the staff member’s actions are

seriously in breach of the National Education Guidelines the employments contract or the law.4. When the Principal acts in matters of staff discipline he/she is acting as the employer’s representative

and disciplinary action of staff will proceed with the knowledge and approval of the Board of Trustees.5. The Board of Trustees will follow the principles set out in the relevant employment agreement when

taking disciplinary actions.6. The employee has the right to respond to this action and the Board will ensure any response is given

full and fair considerations.7. The employee facing disciplinary action must be advised of their right to representation.8. Where disciplinary action involves the Principal, the Chairperson of the Board of Trustees or an

approved representative will co-ordinate the procedure.

6.4L STAFF LEAVE PROCEDURE


Procedure : Staff Leave

PurposeTo ensure that teaching staff applying for leave of absence are treated fairly and equitably.

ScopeAll staff.

ReferencesTeachers’ Collective Employment Agreement and other relevant employment agreements.

DefinitionsStaff: All staff at Mountainview High SchoolLeave: Discretionary Leave not included in the Collective Employment Agreements.

ProcedureThe staff member gives adequate notification of their request for leave.The Board observes current Employment Agreements for all staff. Leave with or without pay is considered by the Board in accordance with such agreements.The Board exercises discretion in granting “discretionary leave” with or without pay when entitlement is not defined within the Employment Agreement.When making its decision, the Board takes into account:

reasons for leave benefits to the school in granting leave time of year and duration of leave cost to the school years of service at Mountainview High School extra curricular activities.

The Principal has delegated authority to approve leave applications up to 5 school days duration. The Board considers applications for longer periods.A staff member who is on a year’s leave of absence will reconfirm to the Board by 1st September of the year’s leave, their availability for the following year and their anticipated date of return.There is an expectation staff will return to normal duties at school for the length of time leave was granted.Reasons for each decision will be given to the staff member concerned by the Principal.

6.4M STUDENT ABUSE AND NEGLECT PROCEDURES


Procedure : Student Abuse and Neglect

FLOWCHART OF ACTION

Child or young person disclosed abuse or abuse is

Education and training for everyone working

in the school

If immediate danger or safety is an issue act with urgency by informing the

Guidance Counsellor

Listen to the child or young person and reassure them that they did the right thing

Inform the Principal

Document any objective observations and

anything said by the child

Ring Child, Youth and Family Service or the

Police

Await further contact from Child, Youth and Family Service or Police before

taking action

Get support for yourself from appropriate persons

Any factual concerns, accurate comments or observations relating to the safety of the

child or young person, should be noted,

documented and filed

Inform the Board of Trustees

Discuss with the guidance counsellor or student safety

Points to Note Any person can report abuse to Child Youth and Family Services or the Police. Avoid making judgements, simply record the facts Ensure the child’s welfare remains paramount, and there is a safety advocate for that child. Do not interview the child, interviewing is a specialised task. Documentation may subsequently be used in court as evidence for either side. Any person can report abuse to Child, Youth and Family Service or the Police.

A person(s) in the school will be designated as the student safety advocate, and trained in child abuse management

If necessary report directly to Police or CYFS

Inform another staff member that you have student in room with you. Do not close office door.

PROCEDURES If the child or young person is in danger or unsafe, act to secure their immediate safety by notifying

Guidance Counsellor or Assistant Principal Listen to the child or young person and reassure them, but do not make promises or commitments you cannot keep such as promising not to tell anyone. Ensure that the child or young person has an advocate for them, supporting them through this process

and that the support role is clearly defined. This may include support through the interviewing process at school. Direct reporting to Police or CYFS by Guidance Counsellor or Assistant Principal who will notify the

principal. Document what the child or young person says, as well as anything said by the staff member. Do Not Interview. Obtain only necessary facts, if and when clarification is needed, i.e. is the child safe to go home. Refer to Child, Youth and Family Service or the Police. Await further contact before taking action. Do not inform the caregivers of action taken. This is the responsibility of the statutory agency. If the initial person told about the abuse, let your HOD know that you would like some support and see the Guidance Counsellor or Assistant Principal who can arrange the external agency help.

ALLEGATIONS AGAINST EMPLOYEES The Principal, or senior staff, will inform the Board of Trustees immediately. The Board is responsible for ensuring the best interests of the staff member and the child are met, and that separate procedures are followed in relation to employment and reporting matters. Reference should be made to the complaint procedure, for dealing with employees. The principle of Paramountcy, that the child or young persons safety is the first consideration, must be upheld. Advocacy for both parties should be sought, and documentation of all events held.

Student Safety Advocates Guidance Counsellor, Deputy Principal, Assistant Principal.

Community Agencies Child Young Persons & Family Service Public Health Nurses Police Presbyterian Support Service Counselling and Therapy Centre.

6.4N TRAINEE TEACHERS PROCEDURES


Procedure : Trainee Teachers

PurposeTo maintain a professional and consistent approach to trainee teachers while on teaching practice section.

ScopeAll staff.


DefinitionTrainee teachers are teachers in training from a recognised training provider.

Procedures1. Supervision of trainee teachers is the responsibility of the Deputy/Assistant Principals.

2. Prior to the allocation of a trainee teacher to a class, the teacher of the class must have given their approval to have the trainee teacher assigned to that class.

3. Trainee teachers will be set up with a password to enable them to access the computer network.

4. Trainee teachers will be allocated a photocopy number with a specific number of copies available during the section. Additional copies to be charged to the trainee teacher at the standard charge out rate to departments.

5. Expectations of trainee teachers will be the same as those for the teaching staff.

6. Trainee teachers will have the same status as other teaching staff.

6.4O DEPARTMENTAL EXPENDITURE PROCEDURE

Mountainview High School Board of Trustees

Departmental Expenditure Procedure

INTRODUCTIONThe school will have in place systematic sound and effective financial management practices to meet its statutory financial responsibilities.

It is acknowledged that for the purpose of delivering the curriculum, purchases of resources and or services will need to be made from time to time by staff from the various departments within the school.PROCEDURE

Once the Annual Budget is approved HODs are authorised to spend the funds allocated to their departments to purchase the goods and/or services.

In the following the HOD also means Persons authorised by the Principal to make purchases for the relevant department in the name of the Mountainview High School Board of Trustees.

The Board allocates funds to be used for various purposes. These funds are to be spent in the current year. There can be no expectation that unspent funding will be carried over to the following year.

1. A Mountainview High School Order book is assigned to each HOD. This Order Book must be used for all purchases.

2. The HOD must sign all purchase orders

3. Each HOD will maintain a cash book to ensure that expenditure remains within the limits set by the approved budget. The Executive Officer will provide the HOD with a monthly cash flow summary for the appropriate Department.

4. Photocopying/Stationery is charged periodically to Departmental Accounts. HODs are required to allow for sufficient funds within their Departmental Operations Account to meet these charges.

5. Order Book green duplicate forms are to be lodged with the Executive Officer when the order is submitted to the supplier.

6. No purchases to be made from the day following Labour Day each year to allow for the preparation of the Annual Accounts to commence. After this date any orders must be countersigned by the Principal.

7. Capital items cannot be purchased from the Departmental Operations Budget. (The Principal will advise HODs of the value of any item/set of items that may be charged to Capital Expenditure and the audit requirements for determining this.)

8. In Exceptional circumstances the Principal is authorised to approve expenditure outside of the approved budget.

9. On receipt of goods or services the HOD is to check that the goods or services match the delivery note/invoice. The HOD will sign the delivery note/invoice and submit the signed delivery note/invoice to the Executive Officer.

6.5 APPOINTMENTS PROCEDURE


Procedure : Appointments Procedure

1. The Principal shall seek approval from the Board of Trustees for any potential vacancy.

2. Where a vacancy exists the Principal and/or Board shall ensure that an application package that contains the following, be prepared:(a) Job description(b) Person specification(c) Application form(d) Information about the nature of the position ie Fixed Term and the reason,

or permanent(e) Information about the school.

3. All positions shall be advertised in the Education Gazette and/or other media as appropriate.

4. Establish an Appointment Committee (refer to the Appointments Policy).Ensure any potential or actual conflicts of interest are addressed and that all meetings are “in committee”.

5. Receive and process the applications, acknowledging receipt.

6. Appointment Committee shortlist candidates. If there are no suitable candidates then re-advertise.

7. Conduct interviews.

8. Only make the appointment if a suitable candidate is available, and accepts.

9. Ensure all documentation and Novopay requirements are correctly completed and filed (see NZSTA website for forms and guidelines and letters of appointment).

10. Notify unsuccessful interviewed candidates by phone and all candidates in writing.

11. All application CVs and referee reports be destroyed for unsuccessful candidates.

Approved at the BOT meeting held on Wednesday 28th May 2014.

7. OPERATIONAL POLICIES7.1 APPOINTMENTS POLICY

Board of Trustees Policy Document

Policy Title : APPOINTMENTS POLICY

Rationale:All staff appointments are made using fair, equitable and transparent procedures that ensure the best available person suited to the position is appointed.

1. Principal:The entire Board of Trustees (excluding the current Principal) manages the recruitment and processes for the appointment of the Principal. The Board may use the services of an external provider to assist with the process. Only elected and co-opted members with voting rights may vote in the final decision.

2. Deputy Principal:The Board of Trustees (including the Principal) will be involved in the initial process, selection and the appointment of the Deputy Principal.

3. Assistant Principal, Executive Officer, and Property Manager:Appointments to these positions are made by the Principal and Board of Trustees representative/s forming an appointment committee and developing a process for the appointment.

4. Management Unit Positions:Any appointments of MUs are made by an appointment committee that includes at least one Board member nominated by the Board.

5. Teaching Staff, Relievers, Fixed Term Positions:The Principal, along with a Senior Leader and/or Head of Faculty, by following established appointment processes.

6. Support Staff:Support staff appointments are made by the Principal and the relevant line manager.

7. Appointments should, as far as possible, reflect EEO guidelines.

8. All new staff are inducted appropriately.Date: 28th May 2014


Policy Title : PERSONNEL MANAGEMENT

Purpose1. To comply with the State Sector Act.2. To comply with all relevant collective and individual employment agreements.3. To ensure that the best appropriately qualified applicant for any position is appointed to the school.4. To have an appraisal process in place which meets all regulatory requirements.5. To ensure staff personal information is kept confidential and is used within the school’s privacy

procedures.6. To ensure that all employees and all applicants for employment are treated equitably.7. To ensure that all complaints relating to or from personnel are dealt with fairly and expeditiously.

ScopeAll staff.

ReferencesThe State Sector Act 1987 National Administration Guidelines.

Policy

(the board delegates responsibility to the principal on all matters relating to the management of staff in the expectation that they will be managed in a sound, fair, and respectful manner in accordance with the current terms of employment documents and identified good practice. Therefore, the principal must ensure:

1. that all employment related legislative requirements are applied 2. all employees their rights to personal dignity and safety and ensure that matters are resolved in an

appropriate and fair manner3. a smoke free environment is provided 4. that employment records are maintained and that all employees have written employment

agreements 5. that performance agreements are established for all staff and that reviews are undertaken annually6. a suitable professional development programme, which takes into consideration the requirements of

the strategic and annual plans, is provided as part of each employee’s performance agreement7. board approval is sought for any requests for discretionary staff leave with pay8. board approval is sought for any requests for discretionary staff leave without pay of longer than 4

days9. board approval is sought for any requests for staff travelling overseas on school business10. the board is advised of any staff absences longer than xxxx school days11. the requirements of the Health and Safety in Employment Act 1992 are met12. Advice is sought as necessary from NZSTA advisors where employment issues arise

Policy1. The Board of Trustees acting as a good employer will provide appropriately resourced and

safe working conditions for all staff.2. The Board of Trustees will take into account in its dealings with staff related issues, the good

employer provision of the State Sector Act 1987 section 77.3. The Board of Trustees will ensure that all Equal Employment Opportunities principles are

upheld. 4. The Board of Trustees will ensure that a staff development programme is in place which

enhances the educational opportunities of students.5. A staff handbook, which is updated annually, is available to all staff. This handbook identifies

expected procedures and good practices relating to all staff employed at the school.6. A Performance Management System will be put in place and will be subject to periodic

review.7. The Board of Trustees may delegate staff management matters to the Principal.8. The Board of Trustees will ensure that all permanent teaching staff are suitably qualified and

registered.

Review Date : Term 2 2018


Policy Title : STAFF USE OF RESOURCES

Purpose7 To ensure the safety of school property, facilities and equipment.8 To safeguard staff from allegation of theft or misuse.9 To facilitate upskilling of staff and to expedite task completion.10 To ensure borrowed equipment is returned in good working order.11 To promote goodwill between staff and the school.

ScopeAll staff of the school.


DefinitionUse of school property is not for personal/private use unless it be for a special one-off occasion.

Policy12. All conditions of the school’s contents insurance must be met.13. Where appropriate the users own insurers should be contacted to safeguard equipment.14. Prior permission must be sought from the person with responsibility for the piece of

equipment.15. The dates and times when facility/equipment is used and returned are to be recorded at the

school office when issued and returned.16. Staff using facilities/equipment must accept full responsibility for safety, repair and insurance

against theft, loss or damage.17. School resources are not an alternative to equipment obtained through a hire company, but

may be an option in an emergency situation.

Review Date: Term 3/4 2017


Policy : EQUAL EMPLOYMENT OPPORTUNITIES

Purpose1) To comply with the requirements of the State Sector Act.2) To ensure that all employees and applicants for positions are given fair and equitable

treatment according to their skills, qualifications, abilities and aptitude without regard to peripheral or irrelevant factors.

3) To enhance the reputation of the school as an Equal Opportunity Employer.

ScopeAll staff appointments.

ReferenceThe State Sector Act (1988) Sections 79 and 80 which provides fair opportunities for all employees and potential employees to gain employment and promotion at the school.

Policy

1. All school policies, practices and procedures will be reviewed having due regard to EEO consideration.

2. The Board of Trustees will recognise the aims and aspirations of Maori, the employment requirements of Maori and the need for greater involvement of Maori in education.

3. The Board of Trustees will recognise the aims, aspirations and cultural difference of ethnic and minority groups.

4. The Board of Trustees will recognise the employment requirements of women and of the disabled.

Review Date : Term 1/2 2017


Policy Title : EQUITABLE WORKLOADS FOR TEACHING STAFF

Purposes1. To ensure a fair and equitable workload for all teaching staff.2. To prevent unreasonable pressures on teachers.3. To acknowledge and place value on the importance of work done by teachers outside

the classroom, including extra curricular activities and committee membership.4. To contribute to a harmonious workplace and high staff morale.

ScopeTeaching staff.

ReferencesTeachers’ Collective Employment AgreementPPTA Guidelines for Effective Timetabling to Reduce Work Overload.

DefinitionsWorkload: takes into account the number of student contact hours and the average class size of

each teacher, as well as their professional duties.

Policy1. The Personnel and Resources Committee will monitor issues relating to workload and equity

from the start of the timetabling process, ensuring that the PPTA guidelines are adhered to as closely as practicable.

2. Practical support and incentives such as relief, withdrawal of duties, withdrawal of activities, etc, will be considered for teachers with a heavy workload.

3. All teaching staff will have at least half an hour for lunch in the middle of the day.



Policy Title : MANAGEMENT UNIT ALLOCATION

Purposes To facilitate the school’s obligations to consult with staff. To ascertain the best allocation of Units. To ensure that due recognition is given to staff for the duties they undertake.

ScopeAll teaching staff

ReferencesNational Administration GuidelinesPPTA Collective Employment Agreement for Teachers.

DefinitionEach year the roll of the school generates staffing allocation. Part of these allocations are units which carry a remuneration. There are three types of Management Units, Middle Management Allowances, and Senior Management Allowances.1. Units for permanent positions2. Fixed term units3. Middle management allowances4. Senior management allowancesThe school is required to consult with teaching staff on the allocation of fixed term units. The PPTA CEA contains guidelines on how any of these units should be allocated.

Policies1. The fixed term units are allocated separately each year.2. The Principal will conduct a process of consultation with staff which allows all teachers an

opportunity to make suggestions regarding the use of surplus fixed term units.3. Fixed term management units may be allocated for a whole or part of a year, but not MNA’s

or SMA’s.4. The Principal is ineligible for allocation of fixed term units.5. The process of consultation will be outlined to staff and the outcome of that consultation will

be presented to staff.6. The final decision on allocation will rest with the Board which may delegate this to the

Principal.7. All management units allocated to the school will be used.8. Management units will be advertised nationally where appropriate and internally when units

are non-permanent.


7.2 PRINCIPAL RESPONSIBILITIES/APPRAISAL POLICY

Principal’s Performance Management Policy

It is the policy of the Mountainview High School Board of Trustees to establish a performance agreement with the principal each year* and review the principal’s performance on an annual basis with the objective of ensuring that every student at the school is able to attain his or her highest possible standard in educational achievement.

1. The review process will occur annually, providing a written record of how the principal has performed as per the terms of the performance agreement and identifying professional development needs.

2. The principal’s performance will be formally reviewed on an annual basis by duly delegated member(s) of the boards and optionally, at the board’s choice, an independent consultant who specialises in education.

3. Those delegated or contracted to perform the review process shall have written formalised instructions specifying the responsibilities of the role.

4. There will be three interim reviews, one per each term preceding the annual formal review, between the principal and chair or delegate(s) to discuss progress.

5. The principal will be reviewed on the criteria set forth in the performance agreement: performance objectives, professional standards, learning and development objectives and fulfilment of additional duties which require concurrence payment.

6. If the principal and the board disagree on the performance objectives, the board, after considering the principal’s input, will amend the disputed objectives or confirm the unchanged objectives. The board’s decision will be final.

7. The board chair, delegate(s) and consultant may gather information from staff, parents, or any other relevant members of the larger school community who can provide feedback on how the principal has performed. Evidence may include surveys, self-review, teaching observation (if relevant), interviews, focus groups or documentary evidence.

8. The principal and delegate(s) will meet for a formal interview to discuss whether the performance agreement has been satisfied with the principal given the opportunity to discuss and comment on each criterion before a rating is given. The results will then be drafted into a report by the delegate(s) and sent to the principal. The principal can accept the report or dispute the report. If the report is disputed, the delegate(s) will consider the principal’s views before deciding to either amend the report, in accordance with the principal’s views, or let the report stand, with the principal’s comments attached.

9. The chair/delegate(s)/consultant will present the final report/summary back to the board the result of the review. The principal may/may not be present at the presentation and/but will have the opportunity to address the board. The principal will then exit and further discussion may continue among the board.

10. The principal will be informed personally and in writing of the final outcome following the report discussion.

11. The performance agreement and results of the review are confidential to the principal, the board and their agents unless both parties agree to wider distribution.

* Legal requirement

Signature

I, __________________________________, have been informed of the performance review policy and procedures of __________________________________________School Board.

Signature___________________________________Date___________________________


Policy Title: PRINCIPAL APPRAISAL

PurposeAs a good employer under the provisions of the State Sector Act 1988 577a the Board seeks to continually enhance the performance level of the Principal

ScopeThe Board of Trustees.

DefinitionAs part of its obligations as an employer in the education sector, the Board of Trustees is required to conduct in each twelve month period an appraisal of the performance of the Principal.


Policies Responsibility for managing the Principal’s appraisal is delegated to the Chairperson of the

Board. The Chairperson may, if deemed necessary, engage in consultation with the Principal persons

with appropriate skills to contribute to the process. Every three years the Board will decide whether they will contract an external appraiser to

conduct the Principal’s appraisal. The Chairperson and Principal will through consultation determine a process for conducting

the appraisal. The professional standards for secondary principals will form the basis of the performance

agreement. To ensure the appraisal process is manageable the Principal and the Board Chairperson will

make a selection from each of the four Areas of Practice as a focus for the year. The annual negotiated performance agreement will include goals and related performance

criteria, and will be established after the final appraisal interview in term four, in readiness for the forthcoming year.

In term four, the Chairperson will report to the Board in-committee, the outcomes of the appraisal process for the year.

Any documentation relating to the principal’s appraisal will remain confidential to the Principal and the Board Chairperson, unless the Principal agrees otherwise.

Any dispute related to the appraisal process will be referred to an independent arbitrator, mutually agreed upon by the Principal and Board Chairperson.

7.2 CURRICULUM DELIVERY POLICY

Delivery of the curriculum shall foster student progress and achievement and meet all board expectations and legislative requirements. Therefore the principal must ensure:

1. achievement of the Charter aims and targets 2. compliance with the National Administration Guidelines 3. there is a focus on the national priority groups of Maori, Pasifika and students with special learning

needs in school planning and reporting4. that board approval is sought before changes to the school curriculum requiring increased

expenditure or significant changes to programmes or staffing are made

National Education Goals Education is at the core of our nation’s effort to achieve economic and social progress. In recognition of the fundamental importance of education, the government sets the following goals for the education system of New Zealand. 1. The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand’s society. 2. Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement. 3. Development of the knowledge, understanding and skills needed by New Zealanders to compete successfully in the modern, ever-changing world. 4. A sound foundation in the early years for future learning and achievement through programmes which include support for parents in their vital role as their students’ first teachers. 5. A broad education through a balanced curriculum covering essential learning areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and numeracy, science and technology and physical activity.

National Administration Guidelines In order to ensure that the National Education Goals are met, boards of trustees and principals, respectively, are required to follow sound governance and management practices involving curriculum, employment, financial and property matters applying to schools. Further details of these requirements are found in the relevant legislation, appropriate employment agreements and, from time to time, guidelines promulgated by the Secretary for Education. These guidelines are specifically for boards of trustees and list requirements that will enable boards to follow sound governance and management practices to ensure that the National Education Goals are met. These guidelines cover six areas of school operations:

NAG 1: Curriculum requirements and student achievement

NAG 2: Documentation and self-review

NAG 2a National Standards

NAG 3: Employer responsibilities

NAG 4: Financial and property management

NAG 5: Health and safety

NAG 6: Administration

Board of TrusteesPolicy Document

Policy Title : CURRICULUM DELIVERYPurposes

7. To ensure the curriculum is delivered in accordance with the National Education Guidelines.8. To foster the achievement of all students attending the school.

ScopeStaff, students and the wider school community.

References1. The National Education Guidelines.2. National Administration Guidelines.

Policy1. The Development Strategy will identify strategic curriculum goals and annual student

achievement targets.2. The school Curriculum Plan will outline the implementation of the National Curriculum

Statements which define the learning philosophies, principles, aims, attitudes and achievement objectives together with the Key Competencies.

3. A variety of learning and teaching styles and strategies will be employed as appropriate to the needs of students.

4. Student progress will be monitored and recorded against the National Achievement Objectives using a range of planned assessment procedures. These procedures are to be integrated into the teaching and learning programmes.

5. The school will identify students who are at risk of not achieving and will seek to implement appropriate strategies to meet their needs.

6. Equal educational opportunities will be provided to all groups of learners and for individuals.7. The school will recognise the need to consider the implications of the Treaty of Waitangi and

to foster the requirements set out in the Treaty.8. Programmes will draw upon the significant features of New Zealand’s diverse ethnic and

cultural heritage.9. Curriculum Delivery for all seven Learning Areas will reflect the special nature of our

community.10. A self review programme will maintain the requirements laid out in this policy and the

requirements of the Learning Areas.11. Staff Professional Development will be provided to support this policy.



Policy Title : LITERACY AND NUMERACY

Purposes1. To provide guidelines for school management and staff in addressing literacy and numeracy.2. To ensure the Board of Trustees is informed of students’ achievement.3. To identify students in need of additional support.

ScopeAll staff

ReferencesNational Administration Guidelines

Policy1. As part of its curriculum planning process school management will ensure that annual and

term overviews demonstrate full coverage of all curriculum areas including specific programmes addressing the language and mathematics strands.

2. All planning by teachers will be monitored as appropriate to ensure school requirements are met.

3. Teaching staff will maintain accurate and current details of student achievement levels and take appropriate steps to assist students in meeting programme aims.

4. A centralised record of achievement levels for all individual students will be maintained.5. The school will provide general and where necessary, targeted professional development for

teachers to assist in strategies to meet requirements in these areas.6. An “at risk” register will be compiled identifying those students achieving below expected

levels with details of intervention and ongoing progress.7. The Principal will conduct regular reviews of progress and will in consultation with staff

develop plans to address issues raised in reviews.8. The Principal will report regularly to the Board on achievement of addressing literacy and

numeracy strategies.



Policy Title : EQUITY

Purposes1. To ensure all students have access to the National Curriculum regardless of race, gender or

disability.2. To ensure students are not subject to discrimination.3. To ensure the curriculum is presented in a culturally sensitive way.4. To ensure that all students are treated with respect to their ethnic background.

ScopeAll students and staff.

References1. Education Act 19892. Human Rights Act 19933. National Administration Guidelines.

Policies1. The school will endeavour to provide positive role models in terms of gender, race and

disability so that pupils can understand the importance of equity in the behaviour of themselves and others.

2. Teachers will ensure they are aware of the cultural background of each student.3. Senior staff will ensure that equity goals are met when monitoring teaching programmes.4. Allocation of resources will be unbiased and fair to all groups in the school.5. The school will endeavour to provide a balanced gender and ethnic representation in its staff.6. Opportunities will be provided for staff to develop expertise in Maori language or in other

Pacific Island languages.7. Culturally appropriate methods of teaching and assessing will be practised.



Policy Title: TIMETABLE

Purpose:

1. To provide a framework that ensures that Mountainview High School provides a balanced curriculum in accordance with the New Zealand Curriculum Framework and related documents.

2. To ensure timetabling decisions are made with due regard to equity and fairness for staff and students.

3. To ensure that good employer and EEO principles are taken into account

4. To ensure that the requirements of the STCA are applied to teaching staff and that resources are used efficiently.

Scope: All teaching staff

Policy: This policy is in three parts:

Part 1: GuidelinesPart 2: Collective Agreement ProvisionsPart 3: “Genuine Reason” Clarification

PART 1: Guidelines

Curriculum

1. All students will have the opportunity to study a broad and balanced curriculum, consistent with the spirit of the New Zealand Curriculum Framework.

2. The timetable will allow, as far as possible, for students to study with their peers and at an appropriate level.

3. Student choice will be the first stage of the timetable process.

4. Teacher preference will be an important consideration when constructing the timetable.

5. The timetable will be constructed in such a way that resources such as specialist rooms and teachers are used effectively.

6. The timetable will be constructed in such a way that courses that are designed to meet the learning needs of specific groups of students are available to those students and that class numbers, to the greatest extent possible, are balanced within subjects.

7. The school will endeavor to ensure that teachers are not peripatetic in consecutive years.

Class Sizes

8.Class sizes are determined by the room and teacher resources available.

9.The school will endeavour to limit classes for teachers with more than one class to an average of 26 students per class at all times of the year.

10.Classes will not usually exceed 30 students. Consultation with the HOF is required if this is likely to occur.

11.Classes in a year level subject should not be above 30 students in two successive years. Should this occur, the school should endeavour to provide additional classes in the subject. Where there is a pattern of large classes in a subject, the school should review the number of classes in that subject and endeavour to increase the number of classes to

reduce class sizes.

12.The school will endeavour to limit classes in Hard and Soft Materials, and Food Technology to 25 students.

13.Support for small classes may include multilevel classes, reduced time allowance or dual enrolment at Correspondence School. The school will endeavor to cap multi-level classes to a maximum of 20 students. Decisions related to these options will be made each year by the Principal in consultation with the relevant HOF.

14. Splitting classes between two or more teachers is avoided if possible. Any proposed class splitting requires consultation between the Principal, the relevant HOF and the affected teachers.

Length of the timetable cycle and the number of teaching periods per day

15. The timetable cycle consists of 5 one hour teaching periods per day (25 per week)

16. Each 55 minute lesson constitutes a teaching hour for the purposes of this policy.

Group time and assembly

17. Group time or assembly does not constitute part of the formal timetable cycle.

Other Duties

18. Teachers will have some pastoral responsibility, either as group teachers or Year level Deans, or as negotiated with the Principal.

19. All full time teachers will be scheduled for up to three active supervision periods per week as required, except as negotiated with the Principal.

20. Part time teachers will be scheduled for duty on a pro rata basis.

PART 2 Collective Agreement Provisions (these components are minimum requirements)

Non-contact time

1. Non-contact time is based on an individual teacher timetabled classroom teaching hours comprising a total of 25 hours

2. Each full time teacher shall have a minimum of five hours non-contact time within each school week.

1. The school will provide release time equal to one hour per week for HOF’s who are directly responsible for the advice, guidance and curriculum support of a first year beginning teacher, subject to this beginner teacher being eligible for the 5 hours advice and guidance time allowance.

2. The school shall endeavour to provide non-contact time to part time teachers employed proportionate to that provided to full time teachers.

3. Trained, full time beginning teachers in their first year are allocated a beginner teacher allowance of five hours per week for advice and guidance purposes as well as their minimum non-contact entitlement.

4. Trained, full time beginning teachers in their second year are allocated a beginner teacher allowance of two and a half hours per week for advice and guidance purposes as well as their minimum non-contact entitlement.

5. Trained part time beginning teachers in their first year who are employed for 0.5 or more of a full time load shall receive included in their hours 2.5 hours per week for advice and guidance.

6. The Principal is to ensure that discussion occurs with any overseas teacher whose employment generates the overseas teacher time allowance on how the allowance may be utilised to assist in providing professional advice and guidance to the teacher.

7. The Specialist Classroom Teacher position shall be allocated 4 hours non-contact time.

8. The school will endeavor to balance across the teaching week an individual teachers non-contact time.

Unit holders

9. The school will timetable each permanent unit holder with one additional non-contact hour for each of the first three units held.

10. The school will endeavour to timetable each permanent unit holder of 3 or more units with one additional hour of non-contact time or sufficient additional non-contact time to manage their additional administration, management or pastoral duties.

11. The school will endeavour to provide each teacher in charge of a subject area who does not hold a permanent unit with one additional non-contact hour.

12. The school will endeavour to provide additional non-contact time for administration, pastoral and guidance responsibilities, curriculum leadership, for professional development, for other special duties as determined by the Principal.

Review Process

13. The school shall implement a policy on timetabling which is developed and reviewed in consultation with its teaching staff.

14. The timetable policy shall be reviewed by the BOT, Principal and teaching staff every five years, or if required, following a settlement of the Secondary Teachers Collective agreement.

15. The student/teacher contact load of each teacher will be analysed each year. The school will endeavour to balance student/teacher contact loads across teachers to ensure fairness during the year and between years.

PART 3 “Genuine Reason” Clarification

1. Teachers may only be asked to temporarily forgo their minimum entitlement to non-contact hours when:

3. All reasonable options have been investigated and no alternative to a reduction in entitlement non-contact can be found.

4. There is a sudden emergency that requires supervision of a class for its ongoing safety. All efforts will be made to find a day reliever.

5. No day reliever can be found after timely and appropriate efforts have been made.

6. On a longer term basis, and after all reasonable endeavours have been exhausted, the timetable can only be made to operate if a teacher teaches for a term, semester, or a year, at a higher level of contact than their minimum non-contact indicates.

7. Teachers holding more than the minimum non-contacts have first been asked to forgo one or more of those additional non-contacts.

2. Where by virtue of demonstrated timetable or other constraints the allocation identified of non-contact hours or an average 26 students per class limit for any individual teacher cannot be implemented the teacher will be offered the opportunity to review the timetable and suggest changes that would allow the allocation of their non-contact entitlement or average class size entitlement. If it is subsequently agreed that there is genuine reason why it is not possible to provide the non-contact or average class size entitlement within the timetable then the principal and the teacher may mutually agree to compensate the teacher with:

1. An equivalent increase in the allocation of time for non-contact teaching duties at another point in that school year; or

2. An equivalent increase in the allocation of time for non-contact teaching duties in the following school year; or

3. An equivalent reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or

4. Compensatory relief cover for the teacher later in that school year; or

5. Some combination of the above.

3. Where by virtue of genuine and demonstrated temporary constraints the allocation of non-contact hours to which an individual teacher is entitled cannot be met within any week then the principal and the teacher may, on each occasion, mutually agree to compensate the teacher with:

An equivalent temporary allocation of non-contact time at another point in that school year; or

An equivalent temporary reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or

Relief cover for the teacher later in that school year; or

Some combination of the above.

Review Date: Term 3 2018


Policy Title: REPUTATION OF THE SCHOOL

Purpose:

1. To maintain the integrity and reputation of the staff and students of Mountainview High School in the wider community.

2. To ensure the safety and well being of the students and staff at our school by the provision of a safe physical and emotional environment.

References

National Education Goals

The National Education Goals include the following:

The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand’s society.

Equality of educational opportunity for all New Zealanders, by identifying and removing barriers to achievement.

Students need to feel safe and valued in order to realise their full potential and develop positive values and behaviour towards others. Behaviour which risks their wellbeing becomes a barrier to achievement. A school aiming to provide an environment which respects the safety and dignity of all students can be seen to be working effectively towards achieving the National Education Goals.

National Administration Guidelines

The school also has an obligation to follow the National Administration Guidelines, including a number of relevant NAGs, in particular NAG 5:

To provide a safe physical and emotional environment for students.

7.3 TREATY OF WAITANGI POLICY


Policy Title : TREATY OF WAITANGI

Purposes1. To ensure that curriculum delivery reflects a Maori perspective.2. To make equitable provision for the needs of Maori.3. To provide opportunities for students who wish to learn Maori language and culture.4. To provide for those wishing to be educated through the Maori Language.5. To recognised Maori values in resourcing the school.

ScopeAll staff

ReferencesTreaty Document 1840

Policy1. Curriculum planning will ensure Maori perspective are embodied in the content, methodology

and assessment.2. Teaching strategies will utilise Maori examples.3. Opportunities will be provided for all students to learn Tikanga Maori.4. Pastoral care is provided through culturally appropriate ways.5. As far as practicable, Maori values and customs will be incorporated into school life.6. The school will actively seek to implement the Maori at every opportunity.7. Budgeting will reflect the need to meet Treaty obligations.



Policy Title : MAORI & PASIFIKA STUDENT ACHIEVEMENT

Purposes1. To raise the achievement levels of Maori and Pasifika students to enable them to have

equitable access to all educational, occupational and social opportunities.2. To comply with Treaty of Waitangi obligations.3. To implement strategies for improving the achievements of Maori students.

ScopeAll staff and Mountainview High School iwi.

ReferencesMountainview High School Treaty of Waitangi Policy.National Administration Guidelines.

Policya. The Board will encourage participation of both Maori and Pasifika community

representation on the Board.b. The school management will identify Maori and Pasifika students and maintain a

register of their age, gender, academic progress and any issues affecting both individual and collective achievement.

c. The school management will in consultation with staff, in particular Maori teachers, appropriate community agencies, and the school’s Maori community, develop for consideration by the Board a programme of interventions, activities and resourcing aimed at raising achievement levels.

d. Ongoing monitoring of Maori and Pasifika achievement will be maintained and reported on annually to the Principal.

e. The school management will ensure that all teaching staff meet the appropriate teaching standards relating to te reo Maori and tikanga Maori.


7.4 FEE PAYING INTERNATIONAL STUDENTS POLICY

Policy Document Mountainview High School

Policy Title: FEE PAYING INTERNATIONAL STUDENTS

PolicyIt is the Policy of Mountainview High School to have an “international aspect” to the teaching and learning programmes that

Helps prepare students for living and learning in an internationally integrated world Fosters an international education perspective for students, staff and the local community. Enhances the learning environment by exposing students to cultural diversity Applies any surplus from international student fees to improve resources and facilities so that all

students benefit.

Purposes:1. To establish marketing guidelines.2. To establish an optimum number of fee-paying students in relation to the size of the school.3. To develop appropriate staffing practices to cater for international students.4. To establish an enrolment system suitable for international students.5. To provide firm guidelines on matters of pastoral care for international overseas students.6. To encourage greater understanding between students of different cultures.7. To provide international students

a. high quality programmes appropriate to their needs and abilitiesb. experience of New Zealand life and culture

Scope:Teaching staff, Board of Trustees, International Students’ Committee, Homestay Parents and International Students.

References:Teachers Collective Employment Contract, Education New Zealand Guidelines and PPTA Guidelines for the Enrolment of Fee Paying Students.

Definition:International Student means fee paying international student. This policy does not relate particularly to exchange students.

Guidelines:1. Administration

All fee paying and non – fee paying international students will be under the management of a committee comprising:- the Director of International Students who chairs the committee- the Principal- one other staff representative- one other B.O.T. representative

- the E.S.O.L. specialist teacher This committee will consult the student representative on the Board of Trustees/or representatives

from the Executive Committee as necessary. The Principal will report to the BOT on the activities of the students/committee The committee will meet the week prior to each Board of Trustees meeting.

2. Staffing

Director of International Students: The teacher in charge of international students, the Director of International Students, will be granted time for marketing and other activities associated with international students, following consultation with the Principal.

E.S.O.L. Teacher: The teacher of E.S.O.L. English is seen as a crucial and integral part of the International Student Programme. The Director will be responsible for the E.S.O.L. department. Staffing for the department will be allocated depending on the number of students and timetable constraints. E.S.O.L. class sizes must be kept small, i.e. between one and ten students. It is essential that ESOL staff are qualified in the ESOL teaching area.

Staff Member Assistant to International Student Programme: As well as the ESOL some time may also be allocated to another staff member to assist the Director and E.S.O.L. staff with E.S.O.L. resources and programmes.

Secretarial/Administration Assistance: Time may be allocated to assist with such things as, accounts, travel arrangements, medical insurance, timetables events and general office administration. The Principal may, from time to time, give authority for the Director of International Students to appoint staffing on a part time, temporary basis.

Pastoral Care: It is the responsibility of the Director of International Students to ensure that all matters pertaining to the health, safety and wellbeing of students, including the establishment of suitable, screened and Police vetted homestay accommodation, meeting students on arrival in Christchurch and generally acting as a welfare officer and liaison person.

3. EnrolmentsThe Board of Trustees will set the ceiling on the number international fee paying students enrolled at Mountainview High School at any one time.

4. Fees ProtectionFees paid by International student are protected by having them placed in a separate investment in the School name and drawn down as necessary to cover the costs associated with providing those services to International Fee Paying Students in that current year.

References: (Both documents held in the International Directors Office)

- International Students Management Folder and - Code of Practice Annual Review.

Issue Date : April 2014

Revision Date : April 2017 Number of Pages : 2

7.5 SPECIAL EDUCATION POLICY


Policy Title : SPECIAL EDUCATION

PurposeTo outline the guiding principles for Special Education at Mountainview High School.


ReferencesMinistry of Education “Collaboration for Success” 2011Ministry of Education “Special Education” 2000The New Zealand Disability Strategy April 2001 Objective 3Education Act 1989Human Rights Act 1993Privacy Act 1993National Education Guidelines esp. 1, 2, 4 and 7National Administration Guidelines.

DefinitionsSpecial Education means the provision of extra assistance, adapted programmes or learning environments, specialised equipment or materials, to support school students in accessing the curriculum in a range of settings.

Policies 1. To provide students with special education needs the same rights to a high quality education

as people of the same age who do not have Special Education Needs.2. On the basis of good quality assessment information:

Identify students and groups of students2a Who are not achieving;2b Who are at risk of not achieving;2c Who have special needs.3. Through the Individual Education Plan process, or through individual management plans,

develop and implement strategies which meet individual learning and developmental needs and provide access to the curriculum and essential skills for identified students.

4. Partnership between student’s families/whanau and education providers will be established to assist students achieve to their full potential.

5. The Moderate Needs Committee will oversee procedures that will ensure a clear and consistent resource framework is established and will ensure equitable and efficient resourcing within the funding available.

6. Staff Professional Development will be provided to support this policy.


7.6 HEALTH AND SAFETY POLICY


Policy Title : HEALTH AND SAFETY

Purpose1. To provide a safe, clean, work environment.2. To establish safe methods and safe practises.3. To comply with legislative requirements.


ReferencesNational Administration Guidelines.

Policy Employees will be provided with basic health and safety rules. Employees to be advised of hazards in their work and how to avoid or deal with these

hazards. Provide employees with information on the safe storage and handling of chemicals. All visitors to the school will sign in at the office and obtain a visitor’s name tag which

must be worn throughout the visit. Record and investigate all injuries occurring in the workplace. Provide an effective emergency evacuation procedure to cope with all likely

emergencies. Carry out regular inspections to identify potential health hazards and take all

reasonable steps to remove or reduce them. Provide sufficient training in the use of equipment or machinery. An accident register will be maintained detailing accidents to both staff and students. The Principal will report to the Board any accident involving serious injury that occurs

in the school or during an off-site school activity.



Policy Title : NON VIOLENCE

Purpose1. To provide a safe physical and emotional environment for students.2. To establish recognised procedures and strategies that will work towards eliminating

violence, bullying and unmanaged anger at school.



DefinitionNon-Violence – The absence of excessive, unrestrained or unjustifiable outrage.

Policies1. The school inculcates a culture of zero tolerance to all forms of bullying.2. Conflict resolution and peer mediation skills will be taught and used inside and outside the

classroom.3. The school acknowledges that bullying and violence incidents do happen and that students

should be encouraged to report it to both the school and their parents.4. Complaints about aggression will always be taken seriously.5. Students who are deemed to be in an unsafe situation will be placed in a secure environment.6. Monitoring and follow-up will take place to ensure that aggressive behaviour stops.7. A culture of respect and caring for others will be reinforced by developing interpersonal skills,

direct teaching, building a positive classroom climate and the use of related programmes that develop self esteem.

8. Staff will not administer corporal punishment in any form.9. Methods used in the classroom will be shared with parents through community consultation,

school newsletters and pastoral meetings.10. This policy will be monitored by the Principal and senior management staff in conjunction

with student consultation.



Policy: STUDENT ABUSE AND NEGLECT

Purpose1. Establish clear systems of support and referral for staff and students who believe that a student has suffered abuse.2. Maintain training and awareness for professional conduct of staff towards students.3. Identify, within the school, support staff for the management of suspected or disclosed abuse.4. Establish referral systems and good communication with community agencies. 5. Protect the well being of all students, respect and value the wishes of the victims of abuse within the bounds of safety.

Scope The whole school community and referral agencies.

References“Breaking The Cycle, An Interagency Guide to Child Abuse” booklet : Child Young Persons & Family Service.“Guidance For Teachers In Their Relationships With Students” booklet : Post Primary Teachers AssociationSection 16, “Children, Young Persons and their Families Act, 1989.”

TermsAbuse in this policy refers to all forms of harming of young people, including Neglect, Physical Abuse, Sexual Abuse, Emotional Abuse and Family Violence.

Policy1. Written procedures exist for support and referral in cases of suspected or disclosed abuse.2. The Guidance Counsellor, trained and experienced staff, are available for consultation

support and referral in cases of suspected abuse.3. Appropriate community agencies, key contact people, and phone numbers will be available at

all times.4. Staff will be informed of procedures and given opportunities for further training.5. Staff will follow PPTA “Guidelines for Teachers in Their Relationships With

Students” and the “Professional Code of Ethics”.

There are associated written Procedures for this Policy.



Policy Title : HARASSMENT

Purpose:Personal harassment is defined as any behaviour which is unacceptable to the recipient and which creates an intimidating, hostile or offensive environment for employment, study or social life. Although harassment is often thought of as an overt use of power, it can also appear in more subtle guises.

The following points are important.1. An action or statement does not have to be repeated over a long period of time to be defined as

harassment. A single statement or action may constitute harassment.2. Even behaviour which is not meant to cause offence or distress may do so.3. It is the impact of the words or action, not the underlying intent which is important.4. Health, physical characteristics, personal beliefs and numerous other factors may lead to harassment.5. Harassment can occur between people of the opposite sex or between people of the same sex.6. Differences of culture, language and attitude, or misinterpretation of social signals may mean that

what is perceived as offensive behaviour or language by one person may not seem so to another.7. Racial abuse is significant in its impact on a person can be totally intimidating and equivalent to

physical assault.

Definitions

A. Sexual Harassment:A form of sex discrimination, it involves unwanted sexual attention which emphasises sexual status over a person’s individual status.

Some examples of sexual harassment are –1. Remarks, looks, jokes, use of offensive language, alluding to a person’s private life or sexual

orientation by innuendo, or remarks about a person’s appearance.2. Making provocative suggestions or pressing people to accept unwelcome invitations.3. The display of suggestive or pornographic material.4. Deliberate physical contact, to which the individual has not consented or had the opportunity to

object to.

B. Racial Harassment:A form of racial discrimination, involving offensive behaviour by a person or group of one racial or ethnic origin against a person or group of another.

Examples of racial harassment include – 2. Derogatory name-calling.3. Insults and racist jokes.4. Ridicule of an individual for cultural differences.5. Exclusion from everyday conversation or social events.6. Unfair allocation of work and responsibilities because of racial or ethnic origin.7. Display of offensive, racist material.

Other Forms of Personal Harassment:Harassment may take many forms and people can be subject to harassment on a variety of grounds including sexual orientation, religious or political convictions, age, real or suspected infection with AIDS/HIV or disability.

Examples include: Gibes in reference to personal traits or appearance, invasion of privacy or practical jokes which cause

offence. Academic bullying – asserting a position of intellectual superiority in an aggressive, abusive or offensive

manner, threats of academic failure, public sarcasm.

PolicyStudents are made aware that: Mountainview High School has a total commitment to providing a safe place to undertake studies,

sporting and cultural activities for its students. All students have a right to a safe and protected learning environment. In the interests of all students harassment in any form will not be tolerated. Discipline Procedures for harassment are clearly documented and advertised. Parents will be advised of harassment incidents and the consequences for the perpetrator.



Policy Title : COMMUNICABLE DISEASES

Purpose To provide appropriate information to parents, staff and students. To ensure that all members of the school community are protected as far as possible from

infection by those carrying communicable diseases. To safeguard the privacy of all members of the school community.



DefinitionA sickness or disease that is able to be transmitted from an infected individual to non-infected individuals.

Policy The school will take opportunities to keep itself informed about communicable diseases. All staff will be made familiar with the procedures on handling infectious diseases. If a child’s health is causing concern staff will notify the principal. Where a communicable

disease is suspected the Health Nurse will be notified.4. Known health information relating to individual students is documented and is subject to

Privacy Act requirements.5. Protective clothing, including disposable gloves is made available to staff when handling any

accident.6. The school reserves the right to isolate students who are known to be carrying a

communicable disease, until a medical clearance has been provided.



Policy : ALCOHOL AND DRUGSPurpose1. To keep the school alcohol and drug free.2. To provide alcohol and drug education programmes.3. Promote alcohol, drug and smoking prevention programmes.4. Ensure that students with an alcohol, drug and smoking related problems are helped, in a

caring and professional manner. 5. Have a written discipline procedure for students and others who contravene the School’s

Alcohol and Drug Policy.Scope

The whole school communityReferences

Ministry of Education Guidelines on Drug EducationCrown Public Health/Alcohol Liquor Advisory Council (ALAC) : “Building a Comprehensive Tobacco Alcohol and Drug Strategy for the School Environment” “Sale of Liquor” Act 1989 (amd.1999)Ministry of Education circular: Management of Medication in Schools.

Policy1. Alcohol and drug abuse prevention programmes will be taught as part of the School’s Health

Education Programme.2. Teachers will be trained in this specialised area of education.1. Any student who supplies, consumes, is affected by or in possession of or is associated with

people who have tobacco, alcohol or drugs, at school or on any school activity will be subject to the school’s written disciplinary procedures.

2. Drug Detection Agencies will be employed where appropriate.3. Alcohol use at school related functions, will be by approval of the BOT in consultation with

staff and the Local Licensing Authority.4. The school will provide support and referral services for students and their families who are

experiencing alcohol and drug related problems.5. When staff suspect, possible alcohol and drug use, they must discuss the matter immediately

with senior staff.6. Students who require prescription medications in school time must inform the school and if

necessary a management plan be negotiated. Parents complete a medication plan which will be held at the administration office. Prescribed drugs for daily use will be stored in the administration office.

7. Non-prescription medication will not be administered or supplied without parents’ being contacted and permission obtained.

8. The Board of Trustees or appropriate delegate, may randomly employ the servicesof a drug detection agency to ascertain whether illegal substances have been bought on to the school property.



Policy Title : ADMINISTERING MEDICATION

PurposeTo facilitate the administration of prescribed medicines to ensure that a child’s health is not in jeopardy by school attendance (proformas attached).



DefinitionAdministering Medication – administering medication to children during normal school hours when it is either not possible or impractical for a parent or caregiver to do so.

Policies1. The initial dose must NOT be given at school (in case there is an unforeseen adverse reaction).2. All requests should be on the appropriate parent request form and addressed to the Principal.3. The medication must be kept in a locked place, if possible in the school’s administration area,

in a childproof container.4. The exact dose of medication must be provided by the parent/caregiver to the school.5. The Principal may delegate the administering of medication to another/or other person.6. The delegated person/s will administer the medication as requested by the parent/caregiver.7. Before medication is administered the school will require written confirmation by the

parent/caregiver.8. Whenever possible administering of medication will be witnessed by another adult and a

record of administering initialled by both adults.9. The office administration will contact parents/caregivers in the event of requests for any

medication.

Review Date : Term 2 2018


Policy : SMOKE FREE ENVIRONMENT

Purpose1. To abide by the Smoke Free Environment Act.2. To prevent detrimental effects of smoking on the health of any non-smoking person whilst in

the work environment.3. To have discipline procedures for students and staff who contravene the Smoke Free

Environment Act.

Scope

The school community.

ReferencesThe Smoke Free Environment Act 1990 which seeks to prevent so far as is reasonably practicable, the detrimental effects of smoking on the health of any person who does not smoke or does not wish to smoke inside the workplace.

Policy1. To provide education for all students on health issues related to smoking, and guidance to

addicted smokers to keep our school smoke free.2. Smoking is not permitted in any area of the school property, while in school uniform; nor at

any school related activity or function, by students, staff or visitors.3. That the Board of Trustees establishes clear procedures to deal with students who smoke in

breach of Policy 2.4. Notices will be placed around the school stating that the school is a smoke free zone.5. Any person can complain to the Principal if they believe there has been a contravention of the

Act.6. The Principal will investigate and deal with any such complaints.

There are school wide written procedures for this policy.



Policy Title : EMERGENCY EVACUATION

PurposeTo provide staff with clear instructions to follow if the need for an emergency evacuation arises (procedures attached).



DefinitionEmergency Evacuation – In the event of a disaster, fire etc expeditiously removing from the school all children, staff, visitors without further endangering lives.

Policy3. In the event of a disaster or fire the school bell will ring continuously to warn everyone to vacate

the buildings.4. In the event of an earthquake, pupils and teachers will seek refuge under desks until

appropriate times enables buildings to be vacated.5. Teachers, with attendance registers will lead classes to a designated assembly point using sign

posted exit signs. A roll must be taken once at the assembly point.6. Those with designated responsibility will check specific building areas closing fire stop door

after them before themselves going to assembly areas for calling class roll.7. Any absences must be reported immediately to the Principal and whereabouts, if known,

listed for checking.8. All visitors to the school must sign in at the school office. On evacuation visitors must be

checked off this list.

Detailed procedures accompany this Policy.

Review Date: Term 3/ 4 2014

7.8 DISCIPLINARY POLICY


Policy Title : BEHAVIOUR MANAGEMENT

Purpose1. To develop an environment in which respect is shown for others, for the property of others

and the environment.2. To help students to appreciate the rights of others to learn in a safe secure environment.3. To help students appreciate that they are responsible for their own actions and that there are

consequences for inappropriate actions.4. To learn and teach alternative behaviour management strategies.


ReferencesNational Administration GuidelinesSchool Prospectus

DefinitionBehaviour Management – assisting students to develop appropriate social skills and modes of personal behaviour.

Policy1. The Board will ensure that the three attributes, respect, responsibility, ready to learn, are

understood by the whole school and its community.2. All members of the school community are required to abide by these attributes.3. Parents/caregivers, where necessary, will be involved when a child’s behaviour is causing

concern.4. A clear set of disciplinary steps will be taken to deal with behaviour that is affecting the

learning and/or safety of others in the school community.5. Behaviour expectations apply during the school day, coming to and going from school, on

school trips and at all events organised by the school, or at any time the uniform is being worn.

6. Correct uniform is to be worn when students are travelling to and from school, at school, and any school related activity.


7.9 LIBRARY POLICY


Policy Title: LIBRARYPurposes:

To foster information literacy and enable students and staff to develop information and research skills through a school wide programme.

To support and encourage the use of new information technologies so that students and staff can use them with confidence

To create a positive learning environment for all students.

To provide a creative, stimulating environment in which students develop an enthusiasm and love for reading.

To provide a wide range of resources which support the school curriculum and meet the educational, recreational and cultural needs of the school community.

To maintain an on-going policy of stock re-appraisal in consultation with staff so that the LRC offers material that is up-to-date and relevant.

Scope:The school community; staff, students and parents.

References: Library Development PlanCollection Management PolicyAnnual BudgetsAnnual ReportsLibrary Procedures Manual Internet Use GuidelinesJob Descriptions - Teacher with Library Responsibility

1. Librarian2. Library Assistant

Definition:The Library Resource Centre is a facility with a pleasant environment housing up-to-date resources to encourage research, life-long independent learning and reading for pleasure for the school community.

Policies:

1. Staffing The Principal and the Board of Trustees provide funding and commitment of staff time and training to the Library Resource Centre.

It is staffed by: Teacher Librarian - 3 hours per week Qualified Librarian - 35 hours per week Student Librarians Parent Volunteers

2. Staff Roles Teacher with Library Responsibility (TLR):

Develop school library policyCo-ordinate library staffingSelection and acquisition of new material (Liaise with HOD's)Annual budgeting & and annual reporting to BOTPromotion of LibraryProvide professional development opportunities for staff

Librarian: Responsible for day to day running of library Deal with reference enquiries from students and staff Provide assistance with using library technologies and resourcesLiaise with outside agencies (e.g. National Library, Public Library, Booksellers)Assist in selection and acquisition of new materialsKeep accurate record of acquisitions and library statistics

Teaching Staff: To promote use of the library to studentsTo know what resources are available in the LRC To support library staff with co-operative planning for library sessionsTo be familiar with the use of information technology

Student LibrariansTo assist librarian with daily running of the library. To acquire skills related to library procedure and processing library materials.

3. Financial managementA budget proposal is submitted annually by the TLR to the Principal in November for the maintenance, management and development of the LRC.

The TLR has financial delegation for the Library Resource Centre, and is required to monitor and maintain spending within the allocated budget.

Long term planning (for stock, facilities, equipment and staffing) is essential. Records will be kept and made available to the Principal and Board of Trustees annually.

4. Environment

The LRC will be provided with adequate and appropriate accommodation, furniture and equipment for the library to function effectively.

5. Resource ManagementThe library staff have responsibility for ensuring the collection meets the curriculum, recreational and cultural needs of the school. There will be a commitment to equity with regard to age levels, gender, cultural groups, learning abilities and learning styles.

The LRC's Collection Management Policy shows a commitment to a planned process of developing the collection, and embracing technology.

Full use will be made of outside agencies (e.g. the National Library Service), and every effort will be made to keep abreast of information technology.

6. Library UseThe LRC will encourage individual and class use, and be open as long as possible (including before and after school, morning interval and lunchtime) to meet the needs of the school community.

7. EvaluationLibrary management procedures will be reviewed on a biennial basis and updated where necessary.

8. Desirable Outcomes Through using the LRC, students will learn to: Work independently to find, select and process information relevant to their needs. Develop the information literacy skills to continue learning throughout life. Value reading as a recreation, and be exposed to the rich experience that literature can

provide. Use library technologies with confidence and care.

Review Date: Term 1 / 2 2015

7.10 STAFF LEAVE POLICY


Policy Title: STAFF LEAVE POLICY

Rationale:The Board of Trustees is empowered to make decisions on all staff discretionary leave. In considering leave applications the Board will take into account the needs of the school, the minimum of interruption to the needs of the students and their learning programmes and its good employer responsibilities.

Guidelines:1. Applications for leave will be judged on their own merits and former decisions will not be considered

precedents.2. The Board will abide by all relevant employment contracts and regulations. Staff will be aware of

their rights and responsibilities in this regard.3. The Principal is authorised to grant short term leave of up to and including five days duration taking

into account the needs of the school.4. For any applications for leave of more than 5 days, an application is made to the Board through the

Principal. A written case is required, together with a statement of any special circumstances that may be relevant (e.g. the need for refreshment leave after long service and study leave).

5. Leave of less than a year should coincide with the school terms, beginning and/or ending with a holiday period.

6. Leave of one year should coincide with the school year.7. PLEASE NOTE: Applications for long-term leave of longer than 1 term should be made at least 3

months prior to the leave required unless there are exceptional circumstances. Leave applications of more than 5 days need to be received in time for the next Board meeting and leave of 5 days or less at least 5 days’ notice to the Principal.

8. Staff are advised not to enter into firm travel or other commitments prior to a decision on the leave applications having been made.

9. Where leave has been approved by the Principal or Board for any reasons covered by this policy and circumstances change so that the reason for the application is no longer valid (e.g. overseas travel arrangements not proceeded with) the Board must be informed immediately and leave will then be reconsidered in the light of the changed circumstances.

Criteria for Discretionary Leave:Criteria for approval of discretionary leave include:

1. The length of the applicant’s teaching service, and their length of service at the school.2. Unless there are exceptional circumstances, leave for a whole year will only be considered for staff

who have worked at the school for at least 5 years.3. Long term leave for less than one year will be at the discretion of the Board.4. The length of time since leave was last granted to the applicant.5. The purpose of the leave, and any special circumstances which may be of relevant e.g. compassionate

leave, secondment.6. The effect on colleagues of the applicant’s absence and its effect on existing programmes and staffing.7. The expressed intention of the applicant to return to the school at the end of the leave.

This Policy was adopted by the Board to be reviewed by 14th August 2014.

Signed: ………………………………………………………… Board of Trustees Chairperson

Date: 28th May 2014

7.11 DELEGATIONS POLICYBoard of Trustees Policy Document

Policy Title : DELEGATIONS POLICY

This schedule of delegations was approved by the Mountainview High School Board of Trustees on the 28 th of May 2014 and became effective on that date.

The purpose of the schedule is to ensure that the effectiveness of the governance and management of the school is maintained, to provide an agreed basis by which the Principal can exercise their responsibilities, and to enable responsibilities delegated to be monitored.

Resolved that:1. Except where the Board at its discretion otherwise determines, the Deputy Principal is appointed

Acting Principal in the uncontactable (for more than one whole day) absence of the Principal. In the event that both the Principal and Deputy Principal are absent then the Assistant Principal will assume the role of Acting Principal.

2. The Principal has delegated authority to attest employees’ performance and determine salary increments as per school procedures and Collective Agreements or Individual Employment Agreements.

3. The Principal carries out staff competency procedures in accordance with the applicable employment agreement provisions.

4. The Principal carries out initial inquiries in regard to complaints against staff members in accordance with the applicable employment agreement provisions and the Board complaints policy.

5. The Principal undertakes any inquiry into a possible breach of discipline. In the event the issues under investigation are not resolved informally by discussion or the Principal is of the view that the matter should proceed to the Board, then the Principal may initiate formal disciplinary procedures by forwarding relevant documents to the Board for this purpose.

6. The Principal may suspend any employee in the case of serious misconduct as per the relevant employment agreement of the employee, during any inquiry or following receipt of a complaint if satisfied that the welfare and interests of any student attending the school or of any employee at the school so requires.

7. The Principal is appointed on behalf of the Board as the Privacy Officer.8. The appointment of staff is carried out by the Principal in accordance with the Board’s appointment

policy.9. The Principal has authority to grant discretionary leave up to a maximum of 5 days.10. The Board delegates to the Principal the task of undertaking police vetting and monitoring of teacher

registration.11. The Principal has delegated authority to undertake mandatory reports to the NZ Teachers’ Council as

required.12. The Principal signs agreements, contracts and Ministry of Education documents that require the

Principal’s signature.13. The Principal has authority to spend up to the limits of the approved annual budget. The Principal may

delegate to other budget holders excluding the depreciation budget.14. The Principal be delegated the power to authorise expenditure of up to $5000 for unforeseen

expenditure.15. The Principal has delegated authority to control access to NovoPay by authorised personnel.16. The powers conferred on the Board under relevant sections of The Education Act 1989 are delegated

to the Board of Trustees discipline committee made up on no fewer than 3 trustees to work within the established terms of reference.

17. The Board Chair signs agreements, contracts and Ministry of Education documents that require the Board Chair’s signature.

7.12 EOTC – Educational Trips and Visits Policy

Policy Document Mountainview High School

EDUCATION OUTSIDE THE CLASSROOM (E.O.T.C.)

Purposes

E.O.T.C. programmes in this school aim to:1. Develop students’ personal confidence and self esteem2. Enhance students’ learning through relevant, enjoyable, safe, challenging and

progressive experiences in a range of environments3. Increase students’ awareness of, and concern for, the environment.4. Advance students’ skills in observation, recording, reporting and analysing.5. Increase students’ awareness of, and respect for, the similarities and differences

existing between cultures, groups and individuals.Give students opportunities to co-operate with others in a wide range of situations and environments.

6. Increase students’ awareness that different branches of learning are inter-related.7. Add reality and depth to classroom learning.

ScopeAll students involved in activities regarded as Education Outside the Classroom.

References- Section 2 and 3 E.O.T.C. Manual.- Outdoor Pursuits Guidelines for Education M.O.E. 1995- Alcohol and Drug Policy- Equity of access for all students to learning programmes- Safety Policy

DefinitionsEducation Outside the Classroom (E.O.T.C.) is an activity or programme of activities that involves taking students from their usual learning environment off site.

Issue Date : 30/08/00 Revision Date : June 2003

Policy

Mountainview High School recognises that E.O.T.C. is an important part of this schools’ learning programme.

- All E.O.T.C. trips must follow the prescribed “Organisational Procedures” including school trip permission request, budgeting, risk management, parents’ permission and information, and staff notification. (Refer Section 2 E.O.T.C. Manual.)

- Safe practices must at all times be followed with adequate planning, instructor/adult ratios, levels of staff experience and Risk Evaluations maintained. (Refer Section 3 E.O.T.C. Manual and “Outdoor Pursuits Guidelines for Education” MOE 1995).

- Costs to students should be kept to a minimum and genuine cases of hardship will be referred to the Associate Deputy Principal.

- All students leaving school on any E.O.T.C. activity must observe normal school rules and standards of behaviour.

- Each Department or subject area is responsible for designing and running its own E.O.T.C. programmes and ensuring activity relevance and place in their overall programme.

- That the diverse special skills of individual staff be acknowledge and utilised within E.O.T.C. programmes.

- The E.O.T.C. Committee will have responsibility for checking and evaluating E.O.T.C. programmes and making recommendations to the Principal and Heads of Department/Subjects on such areas as planning and organisation, costs and procedures.

- To ensure that adequate ongoing training for all staff involved in E.O.T.C. is carried out.

- To provide opportunities for students to be involved in major outdoor education programmes e.g. “Spirit of Adventure” etc.

Are there school wide procedures written for this policy? Yes

7.13 AUDIT/REVIEW POLICY

Purpose:To monitor compliance with board policies and external legislation. This includes: Review the effectiveness of the board’s governance processes. Reviewing the effectiveness of systems for the assessment and management of areas of risk. Verifying that mechanisms are in place to ensure compliance with statutory requirements, financial and

other. Commissioning reviews of specific controls and procedures (financial or non-financial) where so requested

by the board. Reporting any problems or reservations arising from the external auditors/reviewers work and any other

matters that the external auditors/reviewers note to the attention of the board. Ensuring implementation of the triennial review programme

Reporting to the Board The principal reports to the board as a whole and keeps it informed of the true and accurate position of the outcomes of curriculum; teaching and learning; financial position; and all matters having real or potential legal considerations and risk for our school. Thus the board is supported in its strategic decision-making and risk management by also requiring the principal to submit any monitoring data required in a timely, accurate and understandable fashion. Therefore, the principal must ensure that they:1. Inform the board of significant trends, implications of board decisions, issues arising from policy matters

or changes in the basic assumptions upon which the board’s strategic aims are based.2. submit written reports covering the following management areas for each board meeting:

o principal’s management report including: Strategic Aim Report Personnel Report Finance Report Variance Report Key Performance Indicators

and, o the coordination and approval of the following reports:

Student Progress and Achievement Report Curriculum Report

3. inform the board in a timely manner of any significant changes in staffing, programmes, plans or processes that are under consideration

4. submit any monitoring data required in a timely, accurate and understandable fashion5. report and explain financial variance against budget in line with the board’s expectations6. report on the number of stand-downs, suspensions, exclusions and expulsions on a per meeting basis7. report and explain roll variance against year levels and reasons on a per meeting basis8. present information in a suitable form – not too complex or lengthy9. inform the board when, for any reason, there is non-compliance of a board policy10. recommend changes in board policies when the need for them becomes known11. highlight areas of possible bad publicity or community dis-satisfaction12. coordinate management/staff reports to the board and present to the board under the principal’s

authority13. regularly report on the implementation of the annual plan and progress towards meeting student

achievement targets


Policy Title : STRATEGIC PLANNING

Purposes1. To provide guidance for the Board and the school’s Management in planning for the current

and future needs within the school and it’s community.2. To ensure that Mountainview High School meets it’s Strategic Planning requirements.3. To ensure a framework is in place against which progress on objectives aimed at improving

the educational opportunities for Mountainview High School students can be measured.4. To ensure that the Board is meeting it’s statutory requirements with regard to Planning and

Reporting.

ScopeThe school community.


Policy1. The school will have an up to date, development plan for all areas of its operation which

includes the school’s mission statement, a series of approved goals, objectives and targets.2. Targets set form the rationale behind the school’s annual operational plan.3. The process of constructing the strategic plan will be the responsibility of the Board and will

be carried out by a delegated planning team. The Principal shall be a member of this team.4. The process will include consultation of the school community.5. The planning group will present a draft plan, with resourcing implications, to the full Board

prior to approval.6. Targets will be evaluated at the end of each year with new targets set for the next year.7. The school’s operational plan, constructed by the principal, will reflect set strategic targets,

will be approved by the Board, and will form part of the Board’s annual report.8. The strategic plan will be available to the whole school community.



Policy Title : SELF-REVIEW

Purposes1. Through self review the school will be enabled to ensure that each broad area of operation

meets both the quantitative and qualitative requirements. The programme will demonstrate to the Board that all facets of school operation are carried out effectively and efficiently. It will provide a vehicle to acknowledge those areas well provided for and those areas needing improvement or development.

2. To meet the requirements of the National Administrative Guidelines 2 (ii) – that each school operates a programme of self review.

ScopeBoard of Trustees, Management and Staff.


Policies1. These operational areas will be reviewed within a five year cycle:

Curriculum DocumentationPersonnel Health and SafetyAssets Legal compliance

2. For each review a team and team leader will be appointed with clearly specified terms of reference and procedures to follow.

3. Those involved in the area being reviewed will be given adequate notification of the review date and the process to be followed.

4. A report will be presented to the Principal or Board including details of the review and recommendations for change. Generally the Principal will present a summary of reviews to the Board.

5. Recommendations calling for required change, if accepted, will be incorporated in the school’s operational plan for the following year. Where immediate action is called for then these may be implemented without delay.

6. The Board will accept responsibility for reviewing, within the programme, its own operations.7. The Principal will report to the Board each term on reviews conducted and report broadly on

recommendations.



Policy Title : REPORTING ON STUDENT PROGRESS

Purpose1. To ensure parents have access to their child’s academic and holistic progress at school.2. To assist with developing links between the school and home.3. To fulfil statutory obligations.

ScopeManagement and Teaching staff.


Policies1. Parents and caregivers will have ready access to their child’s progress at school.2. Notice requesting access to information should be given by a parent or caregiver to the school

allowing sufficient time to collate relevant information.3. A formal written report will be provided twice a year, on each child’s progress.4. Opportunities will be provided for parents or caregivers to discuss their child’s progress with

individual teachers.5. Approaches to discuss a child’s progress at a time other then those formal times must be

made in the first instance through the school office.6. All information relating to students is subject to the Privacy Act provisions.7. Each year the Board will report to the community on achievements of students.



Policy Title : COMMUNICATION

Purposes1. To establish and maintain workable channels of communication between the school and the

community.

2. To ensure that all members of the school community have an opportunity to be informed about and to participate in school issues and events.

ScopeBoard, Management and all staff.


Policies1. The school community will be informed about the priorities and vision the Board have for

governing the school.2. The school community will be provided with venues, times and dates of Board meetings.3. Regular newsletters will be sent home informing parents/caregivers of events and issues

relating to the school.4. The school will produce and make available a general information booklet which is updated

annually.5. All communication will take into account cultural awareness and sensitivity to language

cultural difference.6. The school will provide a welcoming and attractive environment.



Policy Title : BOARD OF TRUSTEES MEETINGS

PurposeTo ensure the school complies with the Local Government Official Information and Meeting Act 1987.

ScopeBoard of Trustees


Policies1. All Board meetings will be open to the public with an agenda made available. Times and places of

Board and Committee meeting must be published with reasonable notice (s46).2. The public may be excluded from all or part of a meeting on passing of a resolution (s48).3. Bona fide journalists are deemed to be members of the public and are thus entitled to report on

the Board’s proceedings. They must withdraw from in-committee sessions.4. Meeting minutes are available at the school.5. Minutes may be inspected by any member of the public except a meeting or part of a meeting from

which the public was excluded. Notes may be taken from minutes.6. A member of the public may receive a copy of minutes provided they tender the prescribed amount

to meet copying costs.7. The Secretary of the Board will take all necessary precautions to ensure that no member of the

public shall inspect or see minutes of the part of the meeting from which the public was excluded.

Procedure on Conflict of Interest

Any decision which a Trustee makes must be based solely on consideration for the best interests of the school, and if a Trustee has an association or position which means they take into account the interest of themselves, or any other person or body, then they are in a position of a conflict of interest.

A trustee who identifies a conflict of interest should: Publicly declare a conflict of interest state the general nature of the interest and have the

declaration recorded in the minutes. Withdraw from the meeting while the matter is discussed. Not vote on the matter and not discuss the matter with the Board or attempt to influence the vote.



Policy Title : ASSESSMENT

Purposes1. To obtain useful, ongoing information to enable teachers to plan and review progress.2. To provide a basis for reporting to parents/caregivers about student’s learning and progress.3. To provide information for self review.4. To provide data profiling student achievement including:

(a) Tracking Maori and Pasifika achievement(b) Identifying gifted and talented students(c) Identifying students at risk of not achieving.


References1. The National Education Guidelines.2. National Administration Guidelines.

Policy1. A variety of data collection methods will be used including: assignments, written tests, oral

tests, portfolios, group work, self assessment, peer assessment, observation.2. Where appropriate, assessment will cover skills, attitudes and values in relation to gender,

culture, background, experience and knowledge of students.3. Informing parents/caregivers of student progress at least twice per year and at other times

where appropriate.4. Planning for assessment will be an integral part of the teaching and learning programme.5. Each curriculum area will have assessment statements.6. Regular review of assessment events and evaluation of assessment data will occur in each

curriculum area.7. Appropriate staff training will be available.8. Each subject area will provide a report on actions taken as a result of annual feedback from

the Moderation reports.


7.14 FINANCIAL MANAGEMENT POLICY


Policy : FINANCIAL MANAGEMENT

Purpose1. To comply with the Public Sector Finance Act.2. To ensure accountability for the control of school finances.3. To report to all interested parties and present accounts for audit.4. To ensure efficient use of funds.

ScopeThe school community and the Ministry of Education.

ReferencesThe Public Sector Finance Act 1989.National Administration Guidelines.

Policy1. The Board will each year have a budget prepared based on the aims of the strategic plan

and to present the budget to the full Board for approval.2. The school will establish clear guidelines, including written delegations and accountabilities,

for the efficient management of each section of the budget.3. Appropriate financial management procedures and practices will be followed in line with

Public Sector Finance requirements and guidelines set out by the Ministry of Education.4. Accounts for payment summaries will be presented at each Board Finance meeting and a

statement of financial position will accompany this.5. At the Board’s annual meeting a full report on the school’s financial position will be

presented.6. All accounts held within the school will be monitored.7. Each financial year a set of accounts will be prepared in a timely and appropriate fashion,

including Statement of Service Performance.8. An auditor will be appointed for the school.

There are associated written Procedures for this policy.



Policy Title : SCHOOL FEES

PurposeTo provide a framework for setting annual fees, which are reasonable and affordable for the parent body.

ScopeThe whole parent body of the school.


DefinitionSchool Fees are needed to cover costs of items not provided for in the annual operations grant.

Policy1. The suggested family contribution will be set and reviewed annually by the Board of Trustees.2. This fee will be published in the school prospectus/newsletters.3. Although the family contribution is not compulsory all parents/caregivers will be encouraged

to support the school and its students in this manner.4. The school community will be informed annually of how the family contribution is used.5. Subject related fees covering the cost of materials used to produce goods that a student can

take home are chargeable.



Policy Title : FUNDRAISING

PurposeTo ensure fundraising activities are appropriately controlled.To ensure that all financial activities comply with standard financial management procedures.

ScopeThe organisers of fundraising activities undertaken in the name of the school.

ReferenceNational Administration Guidelines

DefinitionFundraising involves internally driven initiatives.Sponsorship is provided by external funding.

Policies1. All fundraising activities must have the Principal’s approval.2. All sponsorship proposals require BOT approval.3. Any student involved in fundraising within the school community during school time must be

in school uniform and carry the appropriate authorisation.4. Sponsorship of sports teams must meet requirements of local schools’ sports organisation by-

laws (if applicable).5. Management of all funds raised must meet general school procedures on financial

management and accounting.



Policy : COLLECTION OF MONEY

Purpose1. To ensure an efficient and secure system for the collection of money is in place.2. To reduce staff workloads by directing students and parents with payments to the school

office.3. To ensure that office staff are provided with accurate and reliable information when billing

students.4. To minimise the risk to the school of non-payment of fees.


ReferencesPersonnel Management Policy.

Policy1. Staff organising an activity with financial costs are to provide the Head of Faculty with a draft budget and to the office staff a list of the students involved so that the cost can be charged to the student’s account.

2. The staff member organizing an activity shares responsibility for seeing that student payments are made. (This includes negotiated late payments.)

3. Three days before the activity the organizing staff member must obtain from the office the list of non-payers, and follow up any defaulters.

4. Large sums of money will not be retained on the school premises. 5. The Executive Officer is responsible for organising quick and efficient methods of collecting

and banking money. 6. Envelopes containing money will be opened by the office staff and all payments will be

computer receipted.


7.15 ANIMAL WELFARE POLICY


Policy Title : ANIMAL WELFAREPurpose

1. To comply with the Animal Protection Act.2. To encourage through example the proper care of living things within the school.3. To provide experience for students to observe, handle and care for a range of animals in a humane

way.4. To ensure that the care and welfare of animals must have the highest priority in any activity involving

the keeping of an animal or its study on a field trip.5. To educate students through example and discussion on the importance of animal care and welfare

and the responsibilities involved.ScopeThe school community.ReferencesThe Animal Protection Act 1987 which requires the school to have a code of ethical conduct relating to the welfare and treatment of any animals under its care.Definitions

1. “Animal” is defined as any living creature with a backbone, including land-based and aquatic mammals, birds, fish and reptiles.

2. It is generally accepted that other living creatures such as snails, worms, and insects must also be treated with care and kindness.

Policy1. Creatures kept in classrooms for observation must be housed and fed properly, and returned to their

natural habitat on completion of the study.2. If the appropriate care cannot be provided, the animals should not be kept at school.3. Creatures captured on field trips must be returned to their habitat prior to leaving the area unless

their proper care in school can be guaranteed.4. Animals must have appropriate diet, including access to water. Provision must be made for care at

weekends and holidays.5. Animals must have ventilated and hygienic cages/containers or paddocks of appropriate size.6. Animals must not be subjected to extremes of noise, draught or sunlight.7. Animals should be free from injury or disease. Diseased or injured animals should be treated and

should not be kept at school.8. Animals must be handled/kept in such a way that they are not subjected to stress or fear. Animals

should be able to express normal behaviour.9. Where any activity is planned which may cause distress or suffering to the animal approval must be

obtained from an Animal Ethics Committee. A record must be kept of procedures followed as set out in the Act (see ERO Handbook 1994 p A72 R5). Animals Ethics Committees may be contacted through the Science Adviser or MAF (Ph 04 4744 129, fax 04 4744 133).


7.16 FOOD AND NUTRITION POLICY


Policy : FOOD & NUTRITION

Purpose1. To develop in students and staff an awareness of healthy lifestyles, including informed

nutritional choices.2. To ensure a whole school approach to healthy eating.3. To provide at reasonable cost, nutritious food at interval and lunchtimes.4. To serve attractive, reasonably priced food that encourages customers to make wise food

choices beneficial to their health.

ScopeStudents, staff, team managers/coaches, visitors and food contractors to the school.

ReferencesNational Administration GuidelinesHealth & P.E. N.Z. Curriculum DocumentsOSH Standards, Units Standard 168Heartbeat Award Criteria.

Policy5. The links between nutrition, exercise and wellbeing are regularly communicated.6. The selection and preparation of food develops eating patterns that reflect health enhancing

attitudes towards nutrition.7. Fundraising food items are consistent with school healthy eating environment i.e. low in

sugar, fat and/or salt.8. Food preparation areas maintained on a daily basis to meet OSH standards and Timaru

District Council certification.9. Food preparation and presentation meets statutory hygiene standards.10. The use of breads, cereals, fruit and vegetables are promoted.11. Food is provided at a reasonable cost and menu and price changes are approved by the

Canteen Committee.



Policy Title : HANDLING FOOD

Purpose1. To provide safe food.2. To establish recognised procedures for students and staff to follow.



PoliciesA. Staffroom

1. Food is always covered on benches or placed in the refrigerator.2. Hands are washed with soap prior to serving food.3. Student helpers are taught safe food handling before being allowed to assist in the staffroom.4. All staff wash with detergent, dry and put away their own dishes or place them in the

dishwasher.

B. Classroom1. If food preparation or handling is part of a lesson then all students must learn safe food

procedure before starting the lesson.2. When preparing or sharing food all students and staff must wash hands with soap before

touching food.3. All food and all ingredients are to be stored correctly in a suitable place and covered.

C. Canteen1. All food must be covered.2. Tongs must be used to select food.3. Food handlers must wear disposable gloves.4. The managers will hold a Food Hygiene Certificate and supervise helpers to maintain

appropriate standards.

Review Date: Term 3 /4 2015

7.17 COMPLAINTS POLICY


Policy Title: COMPLAINTS

Purpose1. To assist the resolution of concerns and complaints and encourage this to be done in a positive

manner.2. To provide clear policy and procedure that is well known to staff, students and parents, including

information that will help the parties to work through the process.3. To provide a basis for fair process.4. To include procedure to track complaints received and use this information to indicate areas that

may need improvement.

ScopeThe whole school community

ReferencesNational Administration Guidelines, STA Handbook, Relative Collective Employment Agreements

Policy1) A concern should be raised with the teacher involved, or the Principal, who will arrange to

address it.2) Complaints should be addressed to the Principal who may request the complaint be in writing.

See 6 below.3) Parties should not remain anonymous. Anonymous complaints cannot be acted upon.4) There should be a definite completion of the process to ensure the issue is not left unresolved.5) Documentation should be stored in an appropriate complaints file.6) Serious complaints should be directed to the Principal and responded to within five school days.7) Complaints against staff must be in writing to the Principal and responded to within five school

days.8) Complaints against the Principal must be in writing and the following process will apply

i) The Board of Trustees Chairperson will acknowledge receipt of the complaint within five school days.

ii) The Board of Trustees will respond within 5 days after the next Board of Trustees meeting, outlining the process to be followed in addressing the complaint.

iii) The Board will meet to consider the evidence and/or information regarding the complaint and make a decision and/or recommendation.

iv) The authority for 8) iii) may be delegated to a sub committee. v) The Board of Trustees response will be communicated to the parties of the complaint.

9) The school must act in accordance with current employment agreements, the National Education Guidelines, and the law when dealing with complaints and must act as a good employer.

10) Staff are entitled to seek representation when any complaint against them is being investigated.


7.18 POLICE VET POLICY


Policy : POLICE VETTING FOR SPORTS TEAMS ADULT ADMINISTRATORS

Purpose:1. To ensure strict confidentially is observed with all Police vetting information.

2. To assist the Sports Council and the Teachers in Charge to appoint high quality, responsible coaches, managers and volunteers.

3. To reduce the chance of players and participants being exposed to unacceptable risk by coaches, managers and volunteers.

Scope:The whole school community.

References: Ministry of Education National Administration Guidelines.

Policy:1. All adult coaches and managers of Mountainview High School sports teams will be subject to

Police vetting before appointment confirmed.

2. The procedure shall be the same as that used for Mountainview High School teaching and support staff.

3. The Sports Council is responsible for gaining authorisation from potential coaches and managers to be Police vetted and submission to the school for processing.

Revision Date : Term 3 / 4 2018

7.19 PRIVACY AND STORAGE OF INFORMATION POLICY


Policy Title : COPYRIGHT

PurposeTo ensure the school complies with the Copyright Act 1994 with respect to the use of musical scores, videos, books, films, computer software and other materials protected by copyright.

ScopeAll staff and students.


Policy1. All staff, teaching and ancillary, to be informed of the contents of the Copyright Act as they

apply to educational institutions and of the conditions of any copyright licence that the school subscribes to.

2. The school will take out such licences as it sees fit and will comply with the conditions described in these licences.

3. Individual staff members will be personally liable for any breaches of the Copyright Act.

4. Beside all photocopies and all video recording devices general provisions of the Act will be displayed as they relate to education institutions.



Policy : PROTECTED DISCLOSURESPurpose

1. To comply with the Protected Disclosures Act.2. To provide information and guidance to employees who wish to report serious wrong doing within the

school.3. To protect employees against retaliatory or disciplinary action.4. To ensure employees are not liable for civil or criminal proceedings related to the disclosure.Scope1. Current employees and principal.2. Former employees and principals.3. Contractors supplying services to the school.ReferencesThe Protected Disclosures Act 2000 which protects people raising allegations of serious wrong doing within their organisation if they use the internal disclosure system.Definition

Serious wrong doing for the purposes of this policy includes any of the following:

Unlawful, corrupt or irregular use of public funds or resources. An act or omission or course of conduct:

- which seriously risks public health or safety or the environment; or- that constitutes an offence; or- that is oppressive, improperly discriminatory, grossly negligent or constitutes gross

mismanagement; or- constitutes serious risk to the maintenance of law.

Policy1. Before making a disclosure the employee should be sure the following conditions are met:

the information is about serious wrong doing in or by the school; andthe employee believes on reasonable grounds the information to be true or is likely to be true; andthe employee wishes the wrong doing to be investigated; andthe employee wishes the disclosure to be protected.

2. A written procedure is available to assist employees making a protected disclosure.3. An employee who makes a disclosure and who has acted in accordance with the written procedure:

may bring a personal grievance in respect of retaliatory action from their employers; may access the anti-discrimination provisions of the Human Rights Act in respect of retaliatory

action from their employers; are not liable for any civil or criminal proceedings, or to a disciplinary hearing by reason of having

made or referred to a disclosure; will, subject to Clause 5 of the Procedure, have their disclosure treated with the utmost

confidentiality.4. The protections as described will not be available to employees making allegations they know to be

false or where they have acted in bad faith.

There are associated Procedures written for this policy.


7.20 GUIDANCE POLICYBoard of Trustees Policy Document

Policy Title : GUIDANCE

Purpose1) To ensure all students have the support and opportunity to reach their full potential in their

intellectual, physical, emotional and social development as described by the concept of Hauora.

2) To provide a school based structure that is responsive to the needs of students and their families/whanau.

3) To encourage students to establish positive relationships within the school and wider community.

4) To provide opportunities for individual counselling and ongoing contact with support services.5) To communicate with families/whanau on the developmental needs of students and provide

support for families/whanau and individuals in meeting the challenges of change.6) To develop life skill programmes to teach and support students in working through change,

relating to others, decision making, life planning and gaining an awareness of self.7) Provide training for Whanau Leaders in the areas of leadership, basic counselling skills and

crisis management.


ReferencesThe National Administration Guidelines.Policy 1) Whanau Group Teachers will provide basic day to day guidance and contact for students in

their group. 2) Whanau Leaders will be available to support students, parents and teachers, follow up

concerns and issues, referring students to the Guidance Counsellor as required.3) The Guidance Counsellor, Whanau Leaders, Deans, Careers Advisor and Senior

Administration, will be available to assist students and parents and/or be consulted by a teacher assisting students requiring guidance support.

4) The Guidance Counsellor will provide counselling co-ordination and a consultative function in the system for staff, parents and students.

5) Job descriptions are provided for the positions of Guidance Counsellor and Head of the Guidance network.

6) The school will provide programmes at all levels for students to focus on personal developmental skills.

7) Community and specialist services will be called on to supplement school guidance services and contribute to school programmes.

8) Evaluate the system regularly and make adjustments where necessary.

GUIDANCE NETWORKGeneral DescriptionThe guidance network is made up of three inter-connected systems:

1) Whanau Network2) School Support Network3) Community Network.

The function of these systems is to provide a professional partnership of support and guidance with students and their families as they progress through the school towards adult life. By encouraging and informing students in order to develop –

1) their potential fully as human beings2) their ability to live and work together for the well being of the community.

The task of the Guidance Counsellor is to communicate and function in a manner that will identify and respond to the needs of students and their families in an effective way. Thus contributing to the quality of life and learning in our community.


7.21 MEMORIAL PLAQUES POLICY


Policy Title : MEMORIAL PLAQUES

Purpose1. To provide friends, colleagues and family with a tangible place of remembrance.2. To create a designated piece of garden where memorial plaques can be placed.


Policy1. Approval to install a memorial plaque must be obtained from the Board of Trustees.2. When considering an application the Board will take into consideration the special contribution

that the deceased made to the school.3. Applications will be considered from the parents of a student who was attending the school at

the time of the student’s death.4. Applications will be considered from the colleagues, or family, of a staff member who was an

employee at the school when the death occurred.5. The plaque is to measure no more than 150mm x 100mm.6. The Principal will ensure an up to date register of the plaques is maintained.7. The plaque will be displayed for ten years on the understanding that the family will then remove

it from the memorial plot. If the family is not able to be contacted at that time the plaque will be removed and stored at the school for a further period of two years. The school will then attempt to contact the family again and if unsuccessful the plaque will be disposed of.


7.22 ASSET PROTECTION/PROPERTY POLICY

Asset Protection Policy

Assets may not be unprotected, inadequately maintained or unnecessarily risked. The principal is delegated day to day responsibility for ensuring that the programming and funding of general maintenance of the school grounds, buildings, facilities and other assets occurs in order to provide a clean, safe, tidy and hygienic work and learning environment for students and staff. Accordingly, the principal must:

1. all board assets are insured2. not allow unauthorised personnel or groups to handle funds or school property3. not subject plant and equipment to improper wear and tear or insufficient maintenance or

inappropriate use4. maintain an up to date asset register for all items of furnishing, plant machinery, equipment, text and

library books costing more than $500.005. ensure the implementation of the 10 year property maintenance plan6. engage sufficient property maintenance staff for the school within budget limitations7. receive board approval for maintenance contracts over $5000 for any one contract8. conduct competitive tenders for all contracting9. protect intellectual property, information and files from loss or significant damage or unauthorised

access or duplication10. not receive, process or disburse funds under controls that are insufficient to meet the board-

appointed auditor’s standards11. not invest or hold operating capital in insecure accounts, or in non-interest bearing accounts except

where necessary to facilitate ease in operational transactions

10 year property plan, 5 year agreement. Asset register Copy of POD (property occupancy agreement) PMIS (property management system, see black handbook pg 65/68) is our data on it? Use of facilities??

7.23 BYOD POLICY (Bring your own device policy)

8 Trustee Register9 Induction Kit10 Staff/Trustees/NZSTA/MOE contact details11 Insurance Information/contents & trustee liability insurance12 Alarm and Security details13 PTA Constitution14 Meeting dates for year15 Minutes/Agendas16 Copy of ERO and board checklist self assurance review17 Staff handbook (2013) needs updated18 Pink stand-down book19 Success planning booklet20 Survey/exit surveys21 Readynet (see pg 58/68 black handbook, have we done?)