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ADMINISTRATION HANDBOOK 2013POLICY AND PROCEDURE POLICIES REQUIRE SIGNATURE AND DATE.

INDEX

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THANK YOU FOR CHOOSING TO WORK AT OPUA SCHOOL

OPUA SCHOOL IS A HIGHLY RATED, SUCCESSFUL FULL PRIMARY SCHOOL. THE ROLL REMAINS RELATIVELY STABLE AROUND 100 STUDENTS. WE AIM TO HAVE ALL CHILDREN ACHIEVING AT HIGH LEVELS AFTER ATTENDING THIS SCHOOL. EACH STUDENT ENROLLING HERE DESERVES TO RECEIVE IMPRESSIVE EDUCATION FROM THE MOMENT THEY ENTER THE SCHOOL GROUNDS. WE DEPEND ON ALL STAFF TO DELIVER A FRIENDLY, COURTEOUS, PROFESSIONAL EXPERIENCE TO ALL STUDENTS. WE BELIEVE THAT IF THE CHILDREN ARE LEARNING THEY WILL WANT TO COME TO SCHOOL.  OPUA SCHOOL IS ONE OF NEW ZEALAND’S OLDEST EDUCATIONAL INSTITUTIONS. THE SCHOOL WAS OPENED IN 1886. THE CENTENNIAL WAS HELD OVER LABOUR WEEKEND 1996.THE SCHOOLS MISSION STATEMENT IS:“OUR SCHOOL WILL PROVIDE A CARING ENVIRONMENT THAT WILL HELP EDUCATE AND EQUIP THE CHILD FOR LIFE.”THE SCHOOL MOTTO IS “MANAAKITANGA ME TE AWHINA” WHICH TRANSLATES AS “CARING AND SHARING.” OPUA SCHOOL IS ALL ABOUT TEACHING AND LEARNING. OUR PRIMARY FUNCTION IS EDUCATION OF YEARS ONE THROUGH EIGHT IN THE NEW ZEALAND PRIMARY SCHOOL SYSTEM. WE FOLLOW THE NEW ZEALAND CURRICULUM. OUR EMPHASES ARE LITERACY AND NUMERACY. WE MAKE NO APOLOGIES FOR INSISTING ON SUCCESS IN THESE AREAS AS A PRIORITY. WE COVER OTHER AREAS OF THE NZC BUT BECAUSE OF TIME RESTRAINTS WE INTEGRATE SOCIAL STUDIES, TECHNOLOGY HEALTH AND SCIENCE IN BROAD-BASED, MULTI-DISCIPLINED UNITS. THE AIM IS NOT TO MAKE LESS OF THESE OTHER AREAS BUT TO DO WHAT WE DO DO WELL, AS OPPOSED TO COVERING EVERYTHING AT A MINIMUM LEVEL.WE BELIEVE STRONGLY THAT IT IS IMPORTANT TO FOSTER AND DEVELOP THE CHILDREN’S CREATIVE TALENTS AND THIS INCLUDES ALL THE ARTS. (MUSIC CREATING, READING, SINGING, MOVING AND THE VISUAL ARTS)THERE IS ALSO MUCH IMPORTANCE PLACED ON DEVELOPING SELF-CONFIDENCE, SELF-DISCIPLINE, LEADERSHIP AND RELATING WELL WITH OTHERS.

 

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Here are some of the duties required of all staff members.• Greeting all students and parents with a smile.• Treating all students and parents in a courteous, friendly and helpful manner.• Following all Opua School’s policy manuals.• Making sure that the school is clean and tidy and well presented.• Staff must also:• Treat co-workers with courtesy and respect.• Support each other, work as a school team .• Work as a team with people of all ages and from different races and ethnic

backgrounds.• Report to work on time and occasionally working extra hours as needed.• Reporting to work in appropriate dress/uniform.• Maintain an enthusiasm and motivated style when working.• Going the extra mile to ensure that the students enjoy their learning

experience.• Looking for ways to achieve things as opposed to finding reasons why

something should not be done.• Keep confidences. Staffroom talk/discussions/conversations and information

concerning students should not be repeated outside of school. (It is an offence under the Privacy Act to disclose any personal information).

Staff meetings are 3:15 p.m. Tuesday afternoonsAll staff are invited but meetings are mainly focused on teaching matters 

ABUSE Sexual Abuse.1. Information on all forms of abuse (sexual, physical, emotional) may come form a variety of sources:  ·       the child concerned speaks directly to the teacher·       Another child speaks for or reports on a child.·       The child gives indicators (e.g. in written language or art work).·       Social Welfare contacts school.·       The child’s behaviour changes.·       The teacher observes bruising, rash etc.·       A neighbour etc. contacts the school. 2. Teachers must in the first instance discuss their concern with the Principal. (If this is not possible then the DP must be approached). Notice may be directed direct to Child, Youth and Family3. It is most important that, if not already started, the Teacher must immediately begin recording in detail all facts, observations, reported statements and professional judgements. (Date all records made.)4. Action by the Principal (or DP when Principal is absent or implicated)·       Immediate contact with outside agencies applicable to the circumstance.·       If unavailable and urgent, contact Children Youth and Families. (CYF)(In both cases the Child Protection Team would normally have early involvement)5. Only in exceptional circumstances, such as an alleged sexual assault occurring on the way to school, would the Parents be first informed and then by the Principal or Deputy.6. Any subsequent actions taken by the school would be under the guidance of the Child Protection Team (or its agent) with reference to the advice of booklet “Sexual Abuse in School.” Physical AbuseActions are the same as paragraphs 2, 3, 4 & 5.  Emotional AbuseInformation sources much the same as in 2. In many instances the Teachers of the child (class, group, ) will initially begin to share their concerns. These teachers must immediately start detailed documentation. As soon as the Teachers are convinced there is apparent substantial evidence the case must be taken to the Principal (or DP in his absence). Principal will contact appropriate agencies for assistance and guidance.No teacher is to contact outside agencies except in exceptional circumstances. Even then they must inform and get authority from either the Principal or the Deputy Principal prior to contacting any agencies.  Exceptional circumstances would be –-                      The Principal is suspected to be involved in the abuse-                      They are dissatisfied with the actions already taken by the Principal with regards their concerns.  Suspected Abuse by Staff If a staff member is suspected or accused of abuse then the Board/Principal/ will : - 1.                   Contact Board Chairperson at first instance and keep him/her fully informed.2.                   Contact relevant agencies/organisations including NZSTA, NZEI, NZPF as soon as possible and preferably prior to taking any action if possible3.                   Ensure the staff member is made aware of the position and recommended that they take advice from either their relevant union or legal representative or both.

Signed: ________________________________________ Date: __________________________

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ACCIDENTS AND SICK CHILDREN The Principal is ultimately responsible for medical room furnishings, first aid equipment, staff training in first aid, accident procedures and treatment. Initially the first staff member who becomes aware of any accident/illness, should immediately deal with it, before handing on if necessary. In all cases of serious injury: ·         Parents are to be informed as soon as possible. The child is to be handed to the care of its Parents/Caregivers as soon as possible.·         Appropriate medical assistance is to be sought as soon as convenient.·         A record of all such cases is to be kept and made available to the BOT.·         If parents are unavailable and outside medical help is required, then get authority from the Principal . Procedures. The teacher who receives first report of an accident, or who is first on the scene must take responsibility for administering immediate First Aid.Call for assistance where a child is unconscious, suspected of spinal injury or has a suspected fracture. (Do not move.)If possible administer appropriate First Aid in the Sick Bay. If you’re the duty teacher you should at this stage, hand over to any senior or other teacher in the administration area or to the Clerical Assistant.Aids, Hepatitis and other infectious diseases do occur. It is wise to remember this and wear plastic gloves when attending to patients who are bleeding. In cases of bee or wasp sting check if the child is allergic and act accordingly. A cold pack is kept in the fridge freezer compartment found in the staffroom – do not use directly on skin. In the case of all serious injury, ensure that the Principal (D.P. in his absence) are notified as soon as possible. Make certain that you document and sign exactly what happened, what you did, any witnesses, time frames etc and hand ASAP to the Principal.  The following procedures should be followed if a child is to be sent home: A.                  Ring the parents and make arrangements for the child to be collected from school.B.                  If the parents or alternative contact, cannot be contacted by phone, the child should be put in the sick bay or if needed to be taken home by a staff member. The staff member needs for his or her own security and safety to be accompanied by another adult. Under no circumstances should sick children be sent home unaccompanied without parental permission; nor left at home by themselves.C.                  If the child is in a very distressed condition and the parents cannot be contacted the family doctor should be consulted.D.                 The Principal should be informed of any action taken. (If on a school trip, or similar , the teacher in charge must be kept informed) Medication1.       Parent must bring to, and collect medication from, school.2.       The amount of medication at school should be no more than is required for a fortnights dispensing.3.       Agreement/consent form needs to be signed by parent giving consent for staff member to give medication. This commitment should last till the end of the school year at which time it needs to be renegotiated. (Until the child moves from one class to another.)4.       Any training required in administering the medication shall be the responsibility of the parent.5.       Children must be made aware of routines and expectations to turn up and take medication. It is impractical for a staff member to be hunting throughout recesses to find a child.6.       Register needs to be filled in by staff member when medication is dispersed.7.       Medication must be stored in a safe, appropriate place.8.       Medication must by law, have the medical practitioners directions on it, and it must be dispensed according to those directions.9.       It is the parent or guardian’s responsibility to inform the school of any change in the student’s medical circumstance.10.   If children in your class who require medication are involved in EOTC, please ensure you have their medicine with you in a safe secure manner, on the trip.

ACCESS TO CHILDREN BY POLICE Any Police Officer calling at school during school hours, for whatever purpose, must first approach the Principal. If the Principal is satisfied that it is essential he/she interview a child the following procedure must apply. ·         Unless there are exceptional circumstances every reasonable endeavour will be made to first contact the child’s Parents/Caregivers. ·         The Principal or an appropriate person will be present.·         The interview will be conducted in private.·         Before any child is removed by Police, parent permission must be obtained, or a Place of Safety warrant or summons provided, unless directly related to CYF Act and/or serious concerns regarding Health & Safety of the child apply.

Signed: ___________________ Date: ___________________

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ADMISSIONS AND WITHDRAWALS Admissions.1.     The. Enrolment Form is to be used for all enrolments.2.     No child under the age of 5 is to be enrolled.3.     Just prior to a child’s 5th birthday, after liaison with the New Entrant Teacher, a Parent or Guardian, who must remain with the child, may bring his/her child to school at a pre-arranged time(s) for the purpose of giving the child introductory experiences. The child remains the responsibility of the parent at all times.4.     When an enrolled child is introduced to his/her teacher a carbon of the enrolment form will be issued. Teachers are to extract information from this for their records.5.     Data from the enrolment form will be transferred to the computer held in the office and easily accessible for emergency and other purposes.6. MoE Database ‘ENROL’ will be used from 2007 Withdrawal.1.     No child is to be withdrawn from the Attendance Register unless a Withdrawal Instruction has been received. The School Administration will issue this Withdrawal Instruction “on the day on which the Principal first knows that a pupil has left.” The Principal must be advised when a teacher has positive knowledge that a student has left. Classroom teachers must fill in the details required and return within 24 hours to the office. 2.     Where a child has been absent for 20 consecutive school days (unless absence is temporary through illness, etc) he/she must be withdrawn after liaison with the office. 3.     On withdrawal, complete all documentation as described on the Withdrawal Instruction promptly.

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ACCOUNTING FOR MONEY During a year a considerable sum of public money will be handled by each class teacher, who has a responsibility to administer it in an efficient and accountable manner. Every room will hold a class cashbook into which all moneys received will be recorded. This record must include·       the purpose for receiving the money.·       the date of the transaction.·       who brought it·       how much·       any other specific information Money is not to be held by teachers, but sent daily to the office for banking as soon as possible after receipt. The amount of cash sent must reconcile with the total recorded in the cashbook. If not, cashbook and money will be returned intact. Office staff will receipt all monies received. Our policy is generally that “the user pays,” so that all bus trips, etc, must be self supporting. In doing costing teachers must over- budget to allow for absenteeism and other aspects. A good rule of thumb is 10%. If there are children involved who the teacher feels would warrant financial assistance for genuine reasons, please discuss each case with the Principal., as in some cases the school may assist specific children requiring assistance.

ANIMAL WELFARE The following points must be adhered to when keeping animals: time needed to complete the study;·         Animals must be given an appropriate balanced diet, including ready access to clean drinking water;·         Animals must be kept in secure surroundings protected from vandalism·         Any cages or containers used for housing animals must be of adequate size, and designed with safety, servicing and hygiene in mind;·         Proper provision must be made for the care of animals during weekends and school holidays;·         Environmental conditions must simulate those in the natural habitat: temperature, humidity, ventilation, lighting noise level, shade;·         Regular checks must be made for disease;·         High standards of cleanliness and hygiene are necessary, in caring for animals, and when handling them;·         Children must be taught how to care for and look after the animals1.        Animals and invertebrates kept at Opua School must be kept in accordance with the conditions, relevant to their species. These are outlined in Section 3 of Animal Welfare Act 1999. Staff involved must be aware of these conditions. 2.      All living creatures at Opua School will be treated with care and respect. 3.     Responsibility for the welfare of any animal/invertebrate at Opua School rests with the teacher involved, and ultimately the Principal and Board of Trustees.4.      If appropriate care and facilities cannot be provided, animals will not be kept at school. 5.      No experiments are to be carried out on animals kept at Opua SchoolLearning about animals and learning to care for them should be part of the experience of all children. In this context animals are welcomed at school as part of the classroom programme. Please be read and follow the Policy on Animal Welfare.Straying animals are not welcome as they are a nuisance and a distraction, and occasionally dangerous.Dogs are not generally permitted onto the school grounds during school hours. Any dog disobeying this directive will be shown a copy of this procedure and asked politely to leave.If owners cannot easily be contacted the Council Dog Ranger or the R.S.P.C.A. will be called.

No animals were harmed in the preparation of this policy book.

Signed: _______________ Date:__________________ 

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APPOINTMENTS POLICY Good or bad appointments can make or break a school. Adopting careful policies will in most cases ensure that the Boards can honestly state that they have appointed the most suitable person for the position.Legal obligations.Advertising nationally all positions of at least one year’s durationState Sector Act requires that the person best suited shall be appointed.Other legislation include the Human Rights Act, Race Relations Act, Education Act, Official Information Act, Privacy Act, School Charter.Registration is now a legal prerequisite for teaching positions. The Board must abide by the ‘Good Employer’ principles and must follow Equal Employment Opportunity principles.The Board approves all appointments. However appointments for relievers and short term vacancies is delegated to the principal. Each appointment is in keeping with the School Charter and mission statement, its goals and objectives. The Principal is included in the selection process.Appointment Committee and Interview Panel.Permanent appointments can be selected by a sub committee. This would make the selection manageable and less threatening for applicants. The size and composition should be agreed on by the Board. It is suggested that for major appointments the Appointments committee could ask for advice from Principal advisors or other principals. The committee should include the Board Chair, another Board representative and the Staff Rep. plus invited advisors. The role of the advisor is clear and is a non-voting role.Interviewing.Expenses are to be met by the applicant unless other provisions have been agreed upon.All, information regarding appointments must be kept confidential including after the decision has been made. ALL papers should be kept secure and returned or destroyed. Papers relating to the successful applicant must be kept secure at school.

 

 Signed:________________ Date:___________________ 10

APPOINTMENTS POLICY• A summary of the process for appointments:• Resignations are received by the Board of Trustees. The required period of notice is as set out in the

employment agreement. This can be varied by mutual agreement of all parties.• All Board members are to be informed of the process and the timeline to be followed.• Everything about the appointment should be kept confidential.• A job description should be checked. Is it up to date? Is it ready to send? Who is responsible for this?• Advertising will be nationally for all positions one year or longer.• Contractual requirements must be adhered to. • An information pack should be sent to all applicants. The closing date and appointment date must be

clearShortlisting.• The appointments committee selects the shortlisted applicants. An outline of how the decisions were

made is presented to the full Board.• The Appointments committee will prepare core questions to assist with the interview process.• The make-up of the interview panel is to be decided by the appointments committee. A panel of more

than four is regarded as too large.• The interviewee may have support personnel at the interview• All expenses are to be met by the interviewee unless otherwise agreed upon.• The interview schedule should be adhered to. Applicants should be made to feel at ease. Referees• Referees should be contacted to seek specific comment about strengths and weaknesses in relation to

the duties of the position advertised.• Confidentiality must be adhered to all.• Decision should be first a recommendation from the selection committee to the full Board. The decision

should be ‘owned’ by al Board members. A starting date and induction programme started. All these should be confirmed in writing.

• All unsuccessful applicants should be informed as early as possible 

 Signed:________________ Date:___________________11

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ARRIVAL AT SCHOOL BY CHILDREN Children are discouraged from arriving before 8.25 am unless they have made prior arrangements with the principal.From 8.25 we take responsibility for supervising children through duty teachers. At no stage in the day are children to remain in classrooms unless the teacher is present, except in wet weather. Other early arrivals must remain in the area in front of the school underneath the sunshade until 8.25am and whilst these children are not our responsibility, please keep an “eye” on them and insist they stay in that area.Duty teacher each afternoon must check that all children have departed for home before leaving school.

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ASSEMBLIES Regular School and Team Assemblies will be held. Every morning at 9:00a.m. to 9:30 a.m. (This includes fitness times)Frequency and times are to be decided early in each term. Unless specified differently, assemblies will be held in the school hall/whare.Teachers are asked to supervise their classes, so that early arrival is essential.The School Assemblies will be organised by the teacher with that responsibility. Teachers/children wishing to contribute should see them before Assembly time.At every Assembly there should be some messages of praise or thanks to individuals, groups, classes or the whole school.Child participation should be a feature.Some positive aspects of our bi-cultural society should feature at each Assembly. Monday: Sports notices/reports/awards. Weekly outline. Fitness relays/aerobics.Tuesday: Notices Fitness. AerobicsWednesday: Run NoticesThursday: Hall. Notices. DancingFriday: Hall Maori Culture. (Sharing from 2:oo p.m. – 3:00p.m parents invited) 

ASSET PROTECTION Assets may not be unprotected, inadequately maintained or unnecessarily risked. Accordingly, the Principal may not: ·       Fail to insure assets. (Govt. Risk Management Scheme)·       Allow unauthorised personnel to handle funds or school property.·       Subject plant and equipment to improper wear and tear or insufficient maintenance or inappropriate use.·       Fail to ensure the implementation of the 10 year property maintenance plan·       Fail to protect intellectual property, information and files from loss or significant damage or unauthorised access or duplication.·       Receive, process or disburse funds under controls that are insufficient to meet the board-appointed auditor’s standards.·       Invest or hold operating capital in insecure accounts, or in non-interest bearing accounts except where necessary to facilitate ease in operational transactions.

Signed: ___________________ Date:____________________ 

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Justified UnjustifiedCultural or sporting representative

No explanation

Bereavement Whitebaiting/lambing etc.Family circumstances Holiday in NZIllness Sleeping inMedical appointment Cat run overInternal school trips Babysitting  Rock concert

ATTENDANCE: OUR TARGET IS 95% OR BETTERThe Principal is responsible to the BOT for ensuring that all students are punctual and regularly attend school. To achieve this Teachers and Clerical Staff have a responsibility to carry out specific attendance monitoring and reporting procedures. In cases that warrant it, the Principal will involve relevant agencies. When necessary the BOT will use its powers of Prosecution.   All absence notes are to be kept by the class teacher for the duration of that year.Attendance at school for all enrolled students is important. There are indications from research which shows that attendance at school results in higher achievement.•Student attendance (including late arrival) will be recorded in the school’s SMS (ETAP) by class teachers twice daily. ( at 9:00 a.m. and 2:00 p.m.)•Absences will be initially recorded as “?” unless the school has received prior notification of the absence. The code then used will be from Attendance codes 2008.•Where a student is marked absent and the absence is not explained the office will attempt to contact the parent/caregiver by phone. If an explanation is received the office will update the SMS. This should be by 9:30 a.m.•If the teacher or office is unable to find a reason for the absence, the teacher will subsequently record the absence using Attendance Codes 2008.•Wherever possible parents/caregivers will be encouraged to advise the school of impending absence ahead of time. When this is not possible the parents/caregivers will be asked to inform the school of the reasons for the absence as soon as possible after the event. Where possible a code will be recorded within 5 days of the absence.•If parents/caregivers advise the school of impending absence of five day s or more and request work to be provided for the student, the teacher may arrange for work to be sent to the child,.•Information regarding absences will be accepted through phone calls, face to face interview, notes from parents, text message, email or medical certificates.•If no explanation of absences is received after three consecutive days and no contact has been made nor any satisfactory explanation received the student will be recorded as truant.•Cases of truancy will be dealt with by the principal and the district truancy services.• Each term the principal will review the attendance statistics. Where there is a concern identified the principal will discuss the matter with the class teacher and agree on a strategy to deal with the concern. The principal will look at the attendance by room, year level, gender and ethnicity. (This will include concerns relating to repeated late arrival at school).• Parents are notified of attendance rates at the end of each school term.• Information on attendance requirements and protocols is sent in newsletters at least once per year and in all enrolment packs.• In the case of a student who is engaged in learning that is taking place, but not under the direct supervision of then school, the principal will use his/her discretion to decide on whether the student should be marked as present or absent. Each case will be taken on its merits,• It is important that attendance is recorded accurately and regularly.• Each class will keep a weekly roll of absences on the whiteboard roll check. This is to be used in any emergency as a record of the children at school. It is also to be used when the computers or network facilities are down. Note: Emergency procedure require that the teacher take the whiteboard roll check list to the assembly point in any emergency.•Examples of justified or unjustified absences:

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BEGINNING TEACHERS Beginning Teachers need the help and support of all staff. A tutor teacher will be appointed to guide Beginning Teachers and provide professional leadership. The 0.2 staffing allocation available for the first year can be used in a number of ways:1          To release BT to observe in other classes2          To attend BT service or agreed courses for professional development3          To release the tutor teacher to observe, prepare or work alongside the BT.4          To release the Tutor teacher to review planning records or view pupils from the BT’s room work Under no circumstances is the 0.2 time to be used by the BT for what would be considered normal class teacher responsibilities such as planning, unless the particular session is being used to teach the BT aspects involved.The Tutor who allocates the programme to the BT must keep a record of all the times the 0.2 are used and for what purposes. Tutor Teachers need to contact the College of Education or TRB to find out the requirements and paperwork needed for carrying out the responsibility of ensuring BT’s eventually become fully registered teachers. 

BEHAVIOUR MANAGEMENT Children at Opua School are expected to be well mannered and work and play together in a positive manner. The Whakatoki “ Manaakitanga me te Awhina” sets the platform for all behaviour and rules at this school.A positive behaviour programme exists in the school where children are given “Commendations” for any good positive behaviour observed by staff either in class or in playground. Behaviour standards are a school – wide system.Consequences of inappropriate behaviour.Named. Warning (Explanation if needed)Time Out (Isolation seat or reflection activity)If disruptive to lessons or class programmes incident may be reported to the principalThe principal will record all references in the ‘Incident Book’.If a student is referred to the principal three times the parents/caregivers will be notified. An appointment is to be organised. A record of the interview will be kept.With parental consent and if appropriate support services will be contacted.Stand downs will only be considered if principal feels that there is a threat to child or staff safety.Before returning to school a contract will be arranged between home and schoolA record of any inappropriate behaviour is to be recorded on the guidance section of ETAP

Signed: _________________________ Date:______________________

 

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BELLS Bells will be rung at the following times, normally by designated Year 8 monitors.

The children that they may come into the school put their bags away and play at any time after 7:30. Teachers may be in the staff room for the morning communications meeting.8.55 Children move to Classes for roll call then Assembly before the morning session.11:00 Morning Interval11:25 End of morning interval.01:00 Lunch Break. Children move to lunch areas.01:15 Children may be dismissed for play.01:55 Children into classrooms for the afternoon session.3.00 School dismissed. Children are not to be released early from classrooms without specific approval of the Deputy Principal or Principal 

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BICYCLES Children will be permitted to ride their bikes to school when: ·         They are in Year 4 or eight years old. and·         They can ride their bike safely showing they follow the road rules. (At the parents discretion)·         They must wear a helmet and their bike is safely maintained.·         Parents will be encouraged to look out for riders and report to school any behaviour of which they are concerned. The school will withdraw the children’s right to ride to school for a week if they ride in a manner which endangers their safety or the safety of others.

BOARD COMMUNICATION Meeting of the Board of Trustees will be advertised in advance in the school newsletter.A précis of all Board meetings will be published in the school newsletter, and a Board member will be assigned responsibility for writing this.Full minutes of the meetings are available through the school office.The Board will report annually to the community giving details of the previous years financial audit, and of financial objectives, school development and budgeting for the current year. BOARD REVIEW OF GOVERNANCE TrusteesAnnually each trustee should evaluate their own contribution to the board and their individual effectiveness in discussion with the Chairperson. The basis of this review shall be these Governance Policies. ChairpersonThe board Chair will evaluate his/her effectiveness and performance in discussion with individual trustees and the Principal. Strategic Plan and Policy FrameworkAnnually the Chairperson will co-ordinate a review of the effectiveness of the board of trustees. A report will be provided to the board on the outcomes, including a training plan for the board as a whole. The review will be based on the Strategic Plan and Policy Framework.

Signed : ______________________ Date:_____________________

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BOUNDARIES Areas out of bounds to children are: 1.     The footpath along the school frontage. If you are on duty in the front of the school and on the park area, due to the fact that there is little fencing, it is very important to be vigilant with regards children’s heath and safety from cars and strangers.2.     The school parking bays. (Children are not to play on the drive, and when crossing it must watch for and keep clear of any moving vehicles.)3.     Beyond the boundary fences at the rear and south side of the school. (Children see duty teacher before recovering playthings from back yards or Kellet Street.)4.     Climbing trees and within shrubbery’s5.     Corridors and Toilets as playing areas.6.     Classrooms (unless with the teacher)7.     Around the caretakers area unless they have been sent by a staff member for a specific purpose.8. When grass areas are too wet for play a Red Disc when displayed will indicate this. No disc, or a green disc indicates grass areas open. The caretaker controls this.  

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CARETAKERS AND CLEANERS The Caretaker and Cleaners are full employees of the school and as for all other staff their day-to-day supervision is the responsibility of the Principal. The Caretaker is responsible to the Principal for the cleaning of the school and the maintenance of buildings and grounds. If any teacher feels these duties are being neglected or are not up to standard they must address their concerns to the Caretaker first.  Direct contact with the caretaker or cleaner is advised for such matters as:·       when vomit needs to be cleaned up.·       when teacher wishes to depart from the usual way of leaving the classroom at the close of school. Eg. Wet paintings over the floor, etc.·       when ladder is required. Please remember that the Caretaker carries out a host of responsibilities in this school. As a result of that, and in reference to the “Team Approach” (cf. start of this document) he/she may not be immediately available. If for instance when a child vomits and you find the caretaker is involved in another activity that precludes his/her immediate response to your needs, you may have to wait, or clean it up yourself. Common sense should always prevail.

  

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CARPET CLEANING 

The Carpets will be professionally cleaned annually for health and hygiene.This will normally occur over the spring break at the end of winter. This is to clean carpets after the muddy winter season.Before Spring Break all classrooms should be emptied as much as possible to facilitate cleaning. Heavy furniture should be moved away from walls etc.Cleaning should be early in the break to allow for adequate during and still leave time for teachers to put furniture back ready for class Term 4. 

CHILD PROTECTION FLOWCHARTStep 1.  Recognition of possible abuse (signs, neglect, history, characteristics)Step 2.   Cultural consultation            Collegial consultationStep 3.  Involve the family/whanauStep 4.  Referral to statutory authorities   Child, Youth and Family, Police.Step 5.  Ensure safe plan for the child/youthStep 6   Documentation

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CUSTODY CASES Custody means having the day-to-day care of the children. The person who “has custody” is responsible for the everyday decisions about the children. On separation or divorce one parent will be awarded custody and the other parent will frequently be awarded the right of reasonable access. Access: Access allows the child to have the company of both parents. The parent who has access has the right to have contact with the children from time to time through things like visits, outings, and letters or phone calls. Just what the contacts are and when they are made will be provided by the court order. The court in certain circumstances can provide for access by other relatives. The welfare of the child is the first and paramount consideration when the court makes decisions about guardianship, custody or access. It is important for Principals to note that both parents, while married to each other, have both custody and access rights. These rights are retained until there is a separation order or court order which gives one parent sole custody rights and the other parent restricted access rights. Because of their emotional involvement parents who have decided to separate often become highly concerned about their children and highly suspicious of the actions of the other parent. Difficult situations can arise very quickly and Principals will have to rely on their own judgement in deciding what to do. They should be guided, however, by the following points:   ·       A Court can restrict the custodial or access rights of a parent, or·       Both parents are entitled to make an agreement as to each one’s rights. If such an agreement is drawn up by solicitors and properly completed, it binds both parents.·       The custodial parent must agree before the non-custodial parent has any right to vary an agreement or Court order.·       The non-custodial parent is entitled to access at such times as laid down in an agreement or a Court order. The custodial parent cannot prevent such access.·       Principals do not enforce agreements or Court orders but act according to the wishes of that parent who has legal responsibility for the child at that time.·       Unless a Court rules otherwise, both parents are entitled to a copy of their child’s reports, to discuss the educational progress of their child with the Principal and teacher (if the Principal agrees). To participate in PTA and other parent functions at the school.

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CHAIRPERSON’S ROLE The chairperson is the leader of the board and carries overall responsibility for the integrity of the board’s processes. The role involves the following responsibilities: ·       Spokesperson for the board on strategic matters.·       Establishment and maintenance of an ongoing working relationship with the Principal·       Building of an effective team·       Ensuring that the Principals Performance Agreement and Appraisal are completed on an annual basis·       Protected Disclosure Officer [see STA Link 2001/01]·       Chairing of the meetings·       Meeting discussion content will only be those issues that, according to board policy, clearly belong to the board to decide not the Principal.·       Deliberation will be timely, fair, orderly and thorough, but also efficient, limited to time and kept to the point.·       Meeting procedures as outlined in the Standing Orders and Local Government Official Information and Meetings Act 1987 are observed except where the board has suspended them. Information on meeting procedures is found in the section on meetings.

Signed:_______________________ Date:_________________________26

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CLAIMS FOR EXPENSES There is a claim form available from the office. This form, already filled in with all receipts, invoices and sale chits is then to be given to the secretary for any personal claims and/or charged expenditure. Don’t forget to enter the details onto your relevant spreadsheet prior to handing in. Please total your claims, charge to the relevant charging code, and enter them on the network system so that office staff does not have to delay actioning claims. Claim forms are available in the office. Please send claims in before Friday, as the school accounts are normally actioned on that day.  

CLASSROOM RELEASE TIME In accordance with the provisions of the Primary teachers’ Employment contract , including consultation with staff Opua School has classroom release time available for all full time classroom teachers. The principal will roster 1 hour per week to each teacher entitled to CRT.Classroom release time will involve some of the following tasks to be worked on.· Lesson planning·       Assessment and evaluation.·       Reporting.·       Observing other staff.·       Syndicate/staff meetings.And any other use agreed to from time to time between the teacher and the principal.Where, for genuine reasons, during term planning or at short notice, it is not possible to provide CRT to an individual or group of teachers the school will:Record the reason for non-deliveryEndeavour to reallocate the CRT at a later date/timeReview the CRT policy if required.

Signed:________________________ Date:___________________ 

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CHILDREN INSIDE BUILDINGS Children are not permitted in classrooms before 8.25 am or after school except under direct supervision of a teacher. After 8.25 unless it is raining or very cold, children should be out of classrooms. Children may bring bags inside and then go out. Classroom teachers are responsible for any of their students who may be inside.At intervals and lunchtime children are to be outdoors or in the library when it is fine. At all times when indoors, children are to walk.  CHILDREN USING THE SCHOOL TELEPHONES Children are not encouraged to use the telephone except in an urgent need. They must have permission from a teacher or staff member, who will then supervise the call. Children are not to use the office phones, but a phone is provided on the counter in the administration area as well as in the staffroom. 

CONSULTATION WITH MAORI COMMUNITY Consultation will promote the values of: Whanaungatanga – Family Relationship Tiakitanga – Taking care of Manaakitanga – Respect Tautoko – Support  Consultation will occur with our immediate: Whanau parents/caregivers of students and as appropriate And any other relevant organizations where appropriate  Consultation with the community will Acknowledge and recognize the tangata whenua of Aotearoa. Embrace and promote Te Reo and Tikanga Maori. Promote values, beliefs and aspirations of the Tangata Whenua. Develop strategies to enhance learning opportunities for Maori students and all students. Ensure Maori contexts for learning in every curriculum area planned and implemented. Provide a greater understanding and appreciation for individual students learning styles. Provide direction and perspectives on a preferred Maori pedagogy, i.e. learning styles. Provide the opportunity to develop relationships between the school and parents.  Consultation shall include: Health programme review Curriculum Strategic planning Reporting on Student achievement and learning. Areas where the school can assist parents/community

SIgned ________________________ Date:__________________

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CLASS TRIPS AND EOTC The ultimate responsibility (legally and financially) for and accidents is that of the principal. If you have identified risks, have submitted these to the Principal, had your plan approved by him/her, and you follow the plan, you are covered. Approval must be granted for all experiences outside the school grounds, or after normal school hours by the Principal. Trips etc involving overnight stays require also the permission of the Board of Trustees. For all trips discuss goals, planning risks with the principal . Plan a suitable timeframe that allows sufficient time to verify safety aspects.  Children who genuinely can not pay are not to miss out on involvement in such programmes. Inform the Principal in plenty of time if there are such children involved. The principal will make the final call on the “genuineness” of each case. The 10% weighting for trip costs can be used to assist in such cases. Information Required in Writing1.                   Application for approval, including goals, itinerary, activities etc.2.                   Risk Analysis and Management.3.                   Car details.4.                   EOTC cover sheet.5.                   Costs and Fund Raising required etc (Don’t forget 10% safety margin)For overnight or longer trips speak to the principal initially about the concept. Once verbal permission in principle has been obtained from the Principal, to proceed with more detailed planning prepare in writing the above information. This must be discussed with and given to the Principal within a time frame that allows the Principal to take the application to the Board of Trustees a minimum of EIGHT WEEKS before the date of the trip. In cases where extensive fundraising has to occur, the timeframe must allow approval from the Board of Trustees, prior to any fundraising occurring, and as well an adequate time for raising the monies.. 

A trip report form must be left with the office for all trips outside the school grounds. 

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 CLASSROOM AND SCHOOL SECURITY The scattered nature of our buildings and the openness of the school to the general public and to pupils, means that we need to be security conscious. A monitored security system operates.When leaving rooms after work secondary access doors and windows are to be locked. No teacher is to leave money overnight in a classroom. Any money or valuables held in a room during school hours should be securely locked. If in doubt send to the office for safe keeping. Hand bags, wallets etc should not be left in the classroom area. The school does not accept responsibility for personal items stolen.The Board takes no responsibility for the care and security of private property including money brought to school for any purpose by teachers or any other employees. All staff are advised to carry their own insurance should they wish to use private property of value at school..All keys not in permanent issue to Staff are to be kept in the Key Cupboard.Teachers should be aware of the confidential nature of records such as Progress Cards and individual anecdotal records and keep items as secure as possible. If you are working in your rooms out of school hours, you are advised to lock the door of the classroom while you are working in them. The school will employ a security Company to patrol the buildings and grounds at night and out of school hours/days.

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CLASSROOM ENVIRONMENT We place considerable importance on the physical environment of each room believing it to be an integral part of the total learning environment within a classroom. It is really important. ·       When arranging furniture the needs of the children as well as the needs of the programme to be undertaken must be considered. As these needs change so too should the arrangements. ·       Displays should be thoughtfully and attractively arranged and should contain a high proportion of children’s material. In an exciting, dynamic room they will be changing as programmes develop and change. Where possible children should assist in arranging and erecting displays.·       Do not use staples or tacks on varnished or painted woodwork, or plaster board. Discuss your desire to use nails or hooks with the caretaker before proceeding, ·       The Caretaker will erect tensioned wire in approved places.·       Teachers are encourage to grow indoor plants particularly where the children can take some responsibility for their care.·       A stimulating environment is essential in developing learning habits. It also reflects the tone and attitude of the class. Teachers should make every effort to display children’s work, charts, etc. Work done by the teachers should always set good examples. The room should be kept tidy at all times and left in reasonable condition for the cleaners each day. If not cleaners after discussion with the Caretaker may leave the room in the state they found it in.

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CLASSROOM INVENTORIES Every teacher is expected to maintain a classroom equipment inventory form on which will be recorded the equipment issued to the teacher.The data on these forms will provide information on equipment deficiencies (or surpluses) and form a basis for purchasing requirements or redistribution.When teachers leave, or change rooms, The principal will check the inventory with the teacher concerned. All teachers are expected to exercise normal care in the use and security of such equipment, and to report losses or breakages, as appropriate, immediately. As with any equipment breakages or deficiencies, please do no wait to tell the person responsible for these, to the last minute when you need to use them. From time to time teachers may be required to assist with an Inventory of Furniture.

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CLASSROOM SUPPLIES When using equipment teachers are asked to: - ·       Take normal care during use.·       Refrain from allowing children to handle electrical equipment unless they have received specific instruction and are capable of being responsible.·       Report any damage, or faults to the teacher in charge, on the day they occur, so that repair can be instigated quickly.·       Keep a written record when loans are made to children (eg. Hockey sticks, T Shirts) Date and sign when item is returned.·       Use check out book before taking home equipment for use in work related activities. Eg. Computer.·       Remember your employer owns items developed during your employment strictly speaking. Please check with Principal to cover yourself if you want to remove items if you are leaving your employment at Opua School. 

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COMMUNICATION STAFF The importance of sound communication networks within the school cannot be overstressed as they are amongst the key factors in bringing the staff together as a team who are promoting together the Philosophy and Aims of our school. The over riding theme of this school “We look after each other” applies just as much for staff as for children and parents. The Principal’s intention is to have an “Open Door” to any staff member at any time. Confidentiality can be assured. Our Communication network includes this Staff Board Manual: ·       Job Descriptions: These are a generic one for all teachers that are resigned on an annual basis. The job responsibilities Booklet forms part of these Job Descriptions.·       Consultation: Regular consultation is to be part of the supervision cycle between Principal and Teachers and other staff. Teachers are encouraged to consult with their principal on matters pertaining to their management and teaching whenever there is a need. Likewise consultation with colleagues in charge of a particular curriculum is encouraged.·       Daily Communication Meeting: Held each school day starting promptly at 8.25am. Unless you are on duty you are required to be in the staffroom at this time. These meetings are of a short duration average time 10 minutes. They are not designed as a discussion meeting rather to relay information, things that are needed or occurring that day within the school. A record of this will be kept on the school minutes folder.·       Staff Meetings: These will be regular and held ting will be held for up to 1-1/2 hours from start time. Some weeks it will be all staff, other week’s curriculum teams will meet. Teachers are asked to note day, to avoid making arrangements that would interfere with their attendance. You are expected to be in attendance. From time to time, extra meetings will be required for various reasons. Adequate warning will be given of these when/if they are required. 

An agenda is on the whiteboard/folder in the staffroom. All staff are entitled to contribute to this prior to the meeting.Time will be scheduled in advance for Team meetings, curriculum development, and scheme reviews.Minutes of Staff Meetings will be kept by staff on a rotating basis and filed in the Staffroom.

 ·       Staff Room Notice Board and Whiteboard.: All teachers are expected to check the Whiteboard by morning tea time as notices of immediate importance will be published without necessarily any oral announcements.·       Announcements/Messages These will be done using the staff whiteboard. Teachers are required to check for these regularly through the day. Urgent messages will be relayed personally.

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COMPUTERS Every room will generally have a pod of networked computers that are Internet and Email operative. The computers are connected to the photocopiers for printing. Please remember the costs of printing in colour and use it only for special reasons. To save printing costs all worked should be checked carefully BEFORE printing.  Teachers need to ensure all children in their rooms have the required permission forms for usage signed and returned prior to immediately at the start of each year. When new pupils arrive through the year, these pupils will also have to get their permissions signed.Permissions Requireda.                    Internet Use Permissionb.                   Publication of Students Images and Work When sending these home, please ensure a copy of the relevant policy is also attached. 1.                   No outside/privately owned programmes are to be loaded onto any classroom computer without the express permission of the Principal.2.                  No pirated or home copied discs are to be loaded onto school computers. Any discs brought into the school with any data on them, must be virus checked before being used.3.                   No children are allowed on any computer without an adult in reasonable proximity. By reasonable proximity is meant that you can ensure that the children access no pornographic or unsuitable content. 4.                   Please feel free to use the Internet and email for your private use. Pornographic and objectionable material is not to be viewed or downloaded using the school system.5.. Please try to ensure that the risks of downloading inappropriate/objectionable material is limited. Do not allow use of your computers, laptops etc that is not carefully controlled.6 Any inappropriate/undesirable material found on any computer must be recorded, reported to the principal and deleted .8.                   All educational programmes are stored on the server and available to all rooms9.                 If there are problems with your computer etc, please let the Principal, the Caretaker or the IT teacher know immediately. Keep a record of all dubious / questionable events.  Laptops All teachers have been supplied with a laptop computer for their use. These will be able to be linked into the school network. They are not for children’s use. Each laptop will have a modem installed. However the cost of internet access other than via the school network, is a cost on the individual teacher. In most cases where an existing internet access account is held by a teacher, this can also be used on the laptop as well. Please ensure that you have read the privacy policy in relation to computer privacy and security.

  

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CROSSING SUPERVISION Under the provisions of both the Crimes Act and the Health and Safety Act, there is a liability on those who have been designated to be on crossing duty, to carry this out. If you are there at the designated times, and carryout the provisions listed below, then you will be covered. If you are late or leave early, and an accident occurs while you are not there, you will be on very shaky grounds.  Morning Patrols meet at crossing at 8.30 a.m. (Monitor road crossing. Duty patrols p.m. only).Make sure the pupil warden walking across the road has the sign in front of him/her, held at a 45 degree angle so traffic can clearly see it.Do not let other children waiting to cross, walk over at this stage. Wait until both wardens are in position and both signs are extended before allowing other children to cross.As Duty Teacher, ensure that before children are given the OK to cross by the wardens, that all cars are stopped and the signs are both out horizontally, before allowing pupils to cross.Make sure wardens on duty tell the children who are waiting to cross, when it is safe for them to do so. This instruction , as for all instructions, must be clear and definite.Ensure that children waiting to cross do not attempt to cross before the clear instruction to do so is given..Ensure that patrol wardens know the boundaries, and that they do not put signs out when vehicles are within the boundaries. In other words, sufficient time must be given to cars to safely stop. When signs are extended, please make sure they are pushed out as far as they will go, at right angles to the roadway.Patrol wardens on duty should wear the Crossing Patrol Coats if weather is dull or foggy.Ensure wardens always hold onto signs firmly as wind may blow them backwards or forwards.Wardens must not lean on the signs as this damages hinges and can bend the signs.When coming off patrol, sign may be taken out of hinge before extending out onto the road.Patrols should take hold of the pole up near the sign when walking with it otherwise sign drops to the ground and damages it. Make sure wardens get safely over the road when they have put signs away.Ensure wardens have a notebook and pencil/pen. (In plastic bag for wet weather.)In case of an alleged offence at the crossing by public ·  Note vehicle Registration Number. (Wardens and Duty teacher should check each other to ensure that number is agreed) Note any other distinguishing features - firm name, colour, damage, make, and type of vehicle. Important - Identify driver. (Colour of hair, etc)·       Continue with patrol duties.·       Immediately Patrol Duty has finished, report to school patrol teacher responsible to make report.·       This teacher will contact Police immediately by phone.·       Offence report Form to be filled in by teacher and patrol and adult supervisor, and posted to the Police.

  

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CURRICULUM Within the school week of 25 hours it is expected that each class will experience a reasonable balance across the curriculum. A very general guide to an approximate analysis would be:Language 10 hoursMathematics 4 hoursSocial Studies 1 hourScience 1 hourMusic 1.5 hoursArt 2 hoursHealth 1 hourPhysical Ed 1 hourTechnology 1 hourFitness/dance 1 hourBible/Values 0.5 hour Total 25 hours   CURRICULUM DELIVERY Delivery of the curriculum shall foster student achievement. Therefore the Principal may not fail to: ·       ensure opportunities for success in all essential learning areas and skill areas of the New Zealand curriculum.·       give priority to literacy and numeracy. especially in years 1-4·       report on progress and achievement of students.·       identify students at risk of not achieving and implement teaching and learning strategies to address needs.·       consult with our school’s Maori community about the policies/plans for improving the achievement of Maori students.

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CLASS-TEAM TREATS Definition :A function or activity held with the express purpose of giving the group a special treat. Treats are to be reserved for very special times such as when a teacher leaves or at the end of a school year. The departure of one child would not normally be a sufficient reason for a function, though it might be appropriate to welcome back a child who has had prolonged hospitalisation. End of year treats will be held early in the last week. Treats must not be a major expense to parents, so that caution would be needed where travel was involved or entertainment was to be bought. They must be self supporting. Parent supervision ratios (1 : 8) (1 : 4 if swimming or near water) required for out of school treats.Suggested activities could include:·       Class/Team party-lunch.·       Class/Team lunch-party in the school grounds.·       Picnic lunch in a nearby park..·       Picnic or BBQ.·       Picnic at a handy beach.·       Visit the College Pool. Catering for a party would normally be of the “finger food” variety. You are still required to fill in the information required as for any EOTC excursion such as RAM’s reports and get approval from the principal for day trips.

    

CIVIL EMERGENCIES In an emergency Opua School needs to account for its students and is responsible for their safety until they are reunited with their parents/whanau. Procedures must be in place to cover major civil emergencies which also affect the wider community and lead to the closure of Opua School. 1.                    Opua School will have an emergency phone list so that families/whanau can be contacted.2.                    An evacuation plan is to be placed on the notice board in every classroom and trial evacuation drills will be held every term and a noted in Registers.3.                    Should an emergency occur, a designated staff member (Principal/Caretaker/ Teacher in that order) will determine if the building is to be evacuated and raise the alarm. Students will evacuate the building and assemble at the designated area(s).4.                    The principal/caretaker will assess the circumstances and determine if/when the students are to return to class. Emergency Closure of Opua School: 1.                    Due to an emergency such as Opua School has no water supply, the principal will inform the Board Chairperson or his/her representative and close Opua School if necessary.2.                    Students’ safety is always the priority.3.                    All persons associated with Opua School are to be notified as soon as possible.4.                    The regional Ministry of Education management office are to be notified.5.                    The principal in conjunction with the chairperson will assess the circumstances and decide when Opua School will re-open for instruction.  Release of Students in a Civil Emergency:After discussion with Civil Defence Authorities, and where it is safe, there can be an orderly and controlled collection or dispersal of students to enable them to return to their homes. 1.                    If students are held on Opua School premises parents or authorized whanau can report to the office. Students will be brought to them and a record kept of all students so collected.2.                    If students have been evacuated to a ‘safe area’ on the advice of Civil Defence, parents or authorized whanau will need to report to an ‘administration area’. Students will be brought to them and a record kept of all students so collected.3.                    Taxi students will be allowed to leave on taxis only after Civil Defence authorities have determined it is safe for them to do so.4.                    Students walking, biking or with their own vehicle transport will only be released on the advice of Civil Defence authorities to ensure they are not placed in danger when making their way home.5.                    If students are unable to return to their homes they will be kept in Opua School until such time as Civil Defence authorities determine it is safe to leave. Children will be accommodated in the Whare Area overnight if required. Food will be obtained from available sources such as the school “tuckshop” resources, local shops and by helicopter drop if necessary. Through the principal, information will be provided to the local radio station.6.                    Where possible direct contact will be made with the parents of students who have to remain at Opua School.

7.                    Staff who have ensured their own families are safe, will remain with the students for the duration of the emergency.

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CRISIS MANAGEMENT Traumatic Incident Response PlanIn the case of a Traumatic event Opua School will follow the following procedure.The Trauma Team will consist of the whole staff under the leadership of the Principal or the Deputy Principal. The Board of Trustees will be consulted.If a call is received regarding a traumatic incident:listen to what has happenedrecord the caller’s name and phone numberrecord the names of others involved and the name of schools and/or ECE services affectedcheck that appropriate emergency services have been contactedinform the caller of any actions you will take (such as informing the Principal/head teacher, informing the Ministry of Education traumatic incident coordinator by calling the 0800 number) Give the caller your name and phone number in case they need to call backImmediately the call is over make contact with the principal/senior management of the affected school service and/or the Ministry traumatic incident coordinator through the 0800 service - 0800 TI TEAM (0800 848326). The school Principal/senior management may:• record and verify the facts of the event• record and ascertain the individuals involved• ascertain the reactions of those involved and record any actions taken• inform the board of trustees (BOT) and any other schools and or early childhood education services that may be affected• contact and establish the school -based traumatic incident team to coordinate support and further arrangements• contact the Ministry of Education traumatic incident coordinator 0800 service. The School service-based traumatic incident team may:• inform all staff of the event and identify and notify other key people • seek cultural assistance as appropriate (eg, Kaumatua, Māori staff)• prepare written statements that are factual and accurate to inform staff, children and young people, the media and community. In

the case of a death, family/whānau affected consult in culturally appropriate ways and share the content of any written statements• clearly assign roles and clearly communicate these to staff and other key people• support the varying reactions of school and ECE service members through maintaining normal structures, gathering accurate

information about reactions, positive messages, activities in classrooms and licensed spaces, support rooms as appropriate, extra staff as needed etc

• accurately record and monitor all staff and children and young people’s attendance and whereabouts• assist with planning for media attention such as the time journalists will arrive, who they see and where they go • develop an at risk register• plan for the collection of deceased children’s, young people’s and/or staff’s personal belongings and equipment to return to the

family/whānau in culturally appropriate and sensitive ways. Promote culturally appropriate ways of to maintain day-to-day activities and involve children and young people in tasks that use their energies and abilities in meaningful ways.

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• plan for the next day, and future events• keep written records of all actions.• compile a report of actions at the conclusion of the incident in consultation with all traumatic incident team members, with

recommendations on future actions as needed.• Maintain normal structures

The resumption of familiar roles and routines as soon as possible following a traumatic event helps to reduce the intensity and duration of difficulties that children, young people and staff can experience following a crisis event. It is important to maintain day-to-day activities and involve children and young people in tasks that use their energies and abilities in meaningful ways.

• Culturally appropriate and age appropriate responsesDiffering cultures can have different perceptions about a traumatic event. Provision of culturally appropriate responses provides supportive contexts for children and young people. Similarly, age appropriate responses allow children and young people to explore the meaning of disaster events and to construct views of the disaster experience in ways that allow the trauma to be acknowledged without it being an overwhelming, defining influence on self-perceptions and interpersonal relationships.

• Psychological first aidThose involved during, and immediately after, acute traumatic exposure can experience confusion, disorganisation and emotional numbness. Psychological first aid focuses on providing immediate support on the ‘here and now’ and ‘what needs to happen next’ for those involved in the management of an incident in order to promote problem-solving and functioning. Interventions support and respect the protocols or ‘kawa’ of the settings involved.

• CommunicationClear, positive communication acts to reduce uncertainty and fear and prompt positive emotional and physical coping.

 The Ministry traumatic incident coordinator may: contact (if the school service has not made contact) school service’s senior management/Principal to determine if they require support, and to negotiate further involvement if required contact and form a Ministry of Education Team to support the school service (size and composition depends on information received and/or cultural setting).  The Ministry traumatic incident support team may: support the formation of a school service-based traumatic incident response team if this has not already occurred where member roles and responsibilities are clearly defined (the team should involve senior management, BOT representatives and other agencies as appropriate) work alongside the school/ECE service-based traumatic incident team to support the teams problem solving and organisation.   How to seek Ministry of Education assistanceIn the event of a traumatic incident call 0800 TI TEAM (0800 848326). This number will put you in contact with your local Special Education traumatic incident coordinator or District Special Education Manager. If you are making a call from a mobile phone the number will put you in contact with a Traumatic Incident coordinator/District office manager who will return your call and inform you of your nearest traumatic incident coordinator. These calls will receive top priority. Previous experience shows that rapid responses from skilled teams create the best opportunities for supporting the recovery of those experiencing a traumatic incident.

  

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EMERGENCIES The Principal, after consultation with, and agreement from the BOT Chairperson or their Deputy, may close the school under the following circumstances. 1.     If the school is or is to be without water or sewage disposal for any period exceeding two hours.2.     If damage to buildings by fire, storm, vandalism earthquake or other cause is such that occupancy is impractical and/or dangerous.3.     If, due to any occurrence such as an armed offenders squad call-out or riot, the safety of the students and staff is, or is likely, to be in jeopardy.4.     If through failure of the heating system, the working conditions for staff and students falls below, and is likely to remain below the comfort level of 16 C for a period greater than two hours.5.     If a Civil Defence warning is issued.6.     On the advice of the Medical Officer of Health.   Notification to Parents and Caregivers 1.     In the event of advance warning, notice is to be through the normal school newsletter and local radio stations.2.     Where the closure decision is made after the close of a school day but before the opening of the next school day, parents are to be informed through the local radio stations.3.     Where closure takes place during the school day, communication to parents will be through radio and telephone. Where there are any doubts about child safety, teachers or staff are to be used as escorts. In Loco Parentis The Principal and Staff are required to act as parents in any situation where health and safety of the students is of concern.

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EMERGENCY EVACUATION The Principal is responsible for formulating an evacuation drill for fire and earthquake. Such drill will include clear alarm signals, orderly exit of buildings over designated routes to a safe assembly area, where all children and adults are accounted for. Teachers, other staff and children are to be familiar with the drill.Evacuation drill is to be practised at least once each term.A map of evacuation routes is to be placed on the wall of each classroom. Procedures. The Alarm. Evacuate when the bells ring continuously.Assembly Place Netball court.Movement. Walking only, in file. (Don’t move if danger threatens e.g. during an earthquake or storm)Take. Attendance Register.Roll Call. When at assembly place. Then report via a runner to Principal (or D.P.) There will be no further movement unless directed. Any searches will be directed by the Principal (or D.P.) Evacuation Routes.  Practice. Early each term classes should start individually practising their drill as in an evacuation there is usually no prior warning. Once a term school wide practices will occur with no warning. Note. 1.                   ALL doors from rooms including Library must be clear of furniture (etc) at all times, so that in an emergency they are immediately available for use.2.                   Ensure cloak bays, toilets, offices etc are all checked prior to leaving rooms 45

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EMERGENCY EVACUATION

The Principal is responsible for formulating an evacuation drill for fire and earthquake. Such drill will include clear alarm signals, orderly exit of buildings over designated routes to a safe assembly area, where all children and adults are accounted for.Teachers, other staff and children are to be familiar with the drill.Evacuation drill is to be practised at least once each term.A map of evacuation routes is to be placed on the wall of each classroom.Procedures.The Alarm. Evacuate when the bells ring continuously.Assembly Place Netball court.Movement. Walking only, in file. (Don’t move if danger threatens e.g. during an earthquake or storm)Take. Attendance Register.Roll Call. When at assembly place. Then report via a runner to Principal (or D.P.) There will be no further movement unless directed. Any searches will be directed by the Principal (or D.P.)Evacuation Routes.Practice. Early each term classes should start individually practising their drill as in an evacuation there is usually no prior warning. Once a term school wide practices will occur with no warning.Note. 1.                   ALL doors from rooms including Library must be clear of furniture (etc) at all times, so that in an emergency they are immediately available for use.2.                   Ensure cloak bays, toilets, offices etc. are all checked prior to leaving rooms

EMERGENCY AFTER HOURS Staff, BOT and near neighbours are asked to take the following action if there is a discovery after hours of a circumstance which necessitates an immediate response: 1. FIRE·         Call the Fire Brigade, Ph 111·         Advise Caretaker and BOT Chairperson and/or Principal·         Take any action such as using a fire hose, but don't put yourself at risk 2. A BREAK-IN OR VANDALISM - proceeding·         Call Police, Ph 111·         Observe, take descriptive notes·         Advise Caretaker and BOT Chairperson and/or Principal·         Do not put yourself in any danger 3. BREAK-IN OR VANDALISM - has occurred·         Advise Caretaker and BOT Chairperson and/or Principal 

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CLASSIFICATION OF CHILDREN The responsibility for classifying children ultimately lies with the Principal, although in normal circumstances there will be consultation between classroom teachers and the Principal(or his/her delegated staff member) before classifications are published. Each classification decision should rest on carefully considered judgement of what will serve the personal and educational welfare of the individual child. Flexibility is essential. Factors to be considered when making classifications:-·       Age on school entry. Age Now On entry to his/her Year 8 class ·       Time in the junior Classes.·       Academic progress, level of achievement and apparent potential.·       Health and attendance.·       Physical development.·       Possibility of providing special conditions to meet specific needs. (Part time component, integrated programmes, etc.)·       Class composition (composite class)·       Peer group and sibling relationships.·       Parental expectations and attitudes. (Liaison is very important.)·       Probable benefits likely to accrue from proposed placement.·       Possible disadvantages if no change is made, or if a change is made. In difficult cases it will sometimes be desirable to consult with parents and Special Education Service. Generally children should progress with others of about the same age.

Juniors - 1 ½ - 2 ½ yearsSeniors - 4 years.

(This will give an entry age to Intermediate of 10 ½ to 11 ½ years).A major checkpoint will be age at entry to Year 3.Class acceleration is a solution only in very special cases.Special Abilities. (See also Promotions Procedures)These pupils are to be catered for within the normal class situation, through suitable extension activities of a horizontal rather than vertical nature. If we teach to individual needs and assess these needs accurately then we will be catering for these needs. As resources allow, additional assistance will be provided, such as:·       Use of Part Time teacher. (withdrawal groups, cross class groupings)·       Use of Senior Teachers and Resource Teachers.·       Parent or ‘friend of the school’ help.·       Specialist equipment.  Delayed Development.Children with low abilities, and others who may be mainstreamed, e.g. ORS funded, are to be catered for within the normal class organisation. Additional assistance will be provided as resources allow and could include -·       Input from Part Time component, which might allow for individual or small group withdrawal or for cross class groupings within a Team.·       Assistance from Senior and Resource Teachers. (eg. Reading Recovery Teacher)·       S.E.S. assistance.·       Assistance from Advisory Services (e.g. child Health Clinic)·       Specific resources, e.g. SEG grant.The selection of programmes of work is critical. Teachers should seek help in endeavouring to establish expectancy levels for these children, e.g. from ORS or RTLB teacher.Teachers should share their concerns with the Principal early, and full documentation kept so that moves are made to assist the child at the earliest possible time.

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 CHILDREN COMING TO AND FROM SCHOOL Through Newsletters parents will be encouraged to teach their children to always use the shortest and safest route to school.  The school reserves the right to stop any child who has demonstrated an inability to cycle safely or responsibly from riding their bikes to or from school unless accompanied by an adult.. Our Health programme incorporates those road safety rules and practises required by the children at this school. Children are discouraged from arriving before 8.25 am unless other arrangements have been made.        

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COMMUNICATION PARENTS New Parents to School - New parents are to be provided with an information booklet that contains basic information required when enrolling their child/children. Concerns - Teachers are to maintain a written record (dated) of any contacts with parents where issues of concern or specific requests are involved. Where conflict or contention is likely to occur, teachers are asked to discuss the matter with Team Leaders before making any contact with home.  General Contact – Teachers are encouraged to communicate with parent. Positive exchange of knowledge is of benefit to all. Please remember to not air “dirty linen” in public. Written Notes Home: A copy of all newsletters, class circulars, notices etc is to be approved by the principal prior to it being sent home. Please get your Team Leader to proof read these first for both spelling grammar and content. The principal must also clear individual Notes relating to problems etc. Letters/notes from Parents: Letters/Notes from parents are to be carefully filed. Letters/notes involving complaint/concerns must be discussed with the principal. A summary of any telephone or oral discussions where complaint/concerns are raised by a parent/guardian needs to be filed and treated as for a complaint by letter or note. Copies of all such concerns/complaints must be given to the principal as soon as possible.

COMPLAINTS Most complaints can be resolved with communication and a willingness to resolve from all parties. At Opua School the processes to be used are as follows: Complaints from Parents received by StaffRefer to Communication with Parents. Parents/caregivers are advised in the first instance to approach the class teacher. If not satisfied with the response, parents should contact the principal. If the matter remains unresolved the complaint should be made in writing to the Board of TrusteesMatters of a serious nature will be handled under NZEI Guidelines. Complaints received by the Principal from Parents about StaffThe Principal will take written notes if the complaint is verbalThe Principal will let the staff member concerned know about the complaint and give a copy of any written notes or letters to the staff memberThe Principal will investigate the matter in the most appropriate mannerThe Principal will take required actions to resolve the matterThe Principal will inform both parties of the resolutionMatters of a serious nature will be handled under NZEI Guidelines.Confidentiality is important at all stages. Complaints from Staff about Staff (Non disciplinary)In the first instance staff members should be honest and open to each other and attempt resolution themselves.If this does not resolve matters, the staff member aggrieved should discuss the matter with a senior teacher or the Principal and request their assistance to resolve matters. They maybe requested to put their complaint in writing.Matters of a serious or disciplinary nature will be handled under NZEI Guidelines.Confidentiality is important at all stages. Complaints from Parents about the PrincipalWhen a parent or guardian of a pupil desires to make a complaint against the Principal, they should first address this to the principal. If no resolution is made, the parent must make the complaint in writing to the Board through the Board chair.The written complaint must be given directly to the Chairperson of the Board, who shall investigate and use his/her best endeavors to reconcile the differences involved.If this is not possible the Chairperson shall bring the complaint to the Full Board for a decision. Confidentiality is important at all stages. Matters of a serious nature will be handled under NZEI Guidelines Staff ComplaintsThese should be discussed with the Principal. If not resolved, the staff member should ask to contact the Board Chairperson. Staff are reminded that they also have access to the Procedures under the Whistle Blowers Legislation for serious matters of impropriety by management and or other staff. The contact persons for these aspects are the principal or the chairperson if the principal is involved in the complaint. 

Signed:__________________ Date:_______________ 

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The Board of Trustees who meet once a month. The Board will proceed throughThe Board of

Trustees who meet once a month. The Board will proceed through the official complaints

procedure, ensuring that all parties are given an appropriate

hearing and have their rights upheld. the official complaints procedure, ensuring that all

parties are given an appropriate hearing and have their rights

upheld.

Not yet resolved?

Small grumble

Rumbling grumble

Person involved

GO TO

GO TO

GO TO

Still NOT YET RESOLVED?

Volcanic grumble

And reports

all written grumbles to….

The Principal or Deputy

Principal who

will listen to

you and assist in

resolving the grumble.

The Board of Trustees who meet once a month. The

Board will proceed through The Board of

Trustees who meet once a month. The Board will proceed through the official complaints

procedure, ensuring that all parties are given an

appropriate hearing and have their rights upheld.

the official complaints procedure, ensuring that all parties are given an

appropriate hearing and have their rights upheld.

Grumble Procedure

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CONFIDENTIALITY BOT members and staff are required to respect the confidentiality of information, which comes to them in the course of their work. Included in this would be written records kept on children (which should be kept in a secure place.) Teachers have an obligation to stress to parent and other helpers the need to keep any sensitive information about children they might acquire confidential.. The school is required to abide by the Privacy Act 1993. Staff are asked to remember that in any organisation , from time to time, debate and disagreements will occur. Do not discuss such issues with parents or community.Please keep this within our own “family “unless it is of such a serious matter as to require further steps to be taken to resolve the issue. In such cases you are strongly advised to contact the NZEI for advice prior to action.

Signed ________________ Date: _______________ 

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COPIER  The photocopier is available to all staff. A spare one is situated in the Reading Recovery Room near room 2. The Clerical Staff are available for user training. Children pay a levy on their stationery account to cover at least the paper cost of work sheets and assignments, etc, to the equivalent of about 110 sheets per child per year. Please assist the school to keep costs to a workable level. The budget for Photocopying is one of the biggest costs in the school and to keep within it, your help is needed. 

DISCRETIONARY LEAVE All applications for discretionary leave must come to the principal in the first instanceAll applications for discretionary leave of more than one day must be in writing detailing:·         Length of leave applied for·         Reasons for leave The principal may approve leave of less than 5 working daysThe Board of Trustees must approve leave of more than 5 working days When deciding whether to grant leave or whether this leave should be with or without pay, the following factors will be taken into account. ·         Length of leave applied for·         Nature of leave applied for·         School organisational and operational factors·         Availability of suitable relieving staff·         School funding arrangements and financial position·         Ministry of Education funding arrangements·         Length and nature of leave taken by the employee in the previous 12 months·         The need to be a good employer.

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DELEGATIONS TO THE PRINCIPAL The key areas of contribution are to: ·       Meet the requirements of their current job description·       Meet the requirements of the Principal’s Professional Standards·       Act as the education leader of the school·       Maintain the internal culture ·       Manage the school effectively on a day-to-day basis within the law and in line with board policies.·       Implement the (annual) operational plans and give priority to the school’s annual targets.·       Use resources efficiently.·       Put good employer policies into effect.·       Oversee teacher appraisals and staff professional development. ·       Hire, deploy and terminate relieving and permanent support staff positions·       Preserve assets (financial and property)·       Communicate with the community on operational matters·       Keep the board informed of information important to their role.·       Report to the board on the compliance with their policies.·       Organise operations within the boundaries of prudence and ethics established in board policies on Operations·       Act as Protected Disclosures Officer [see STA Link 2001/01]·       Appoint, on behalf of the board, the Privacy Officer and EEO Officer. Only decisions made by the board acting as a board are binding on the Principal. Decisions or instructions of individual board members, portfolio holders or committees are not binding on the Principal except in rare circumstances when the board has specifically authorised itThe relationship is one of trust and support. Both parties work to ensure ‘no-surprises”.The Principal is not restricted from using the expert knowledge of individual board members acting as

volunteers.

Signed:____________________ Date:______________________

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DUTY ROSTER

A duty roster is on display in the staffroom and teachers are required to be on duty at those times listed. Teachers should be seen to be around and available to the children. Lunch eating time is 1:00 - 1:15 p.m. Children are to be seated. A prefect will see that children are orderly and that litter and scraps are placed in the correct bins.Teachers need to be mobile checking all areas of the school classrooms, library, hall, cloakrooms, toilets and play areas.Duty teachers should not be involved in taking phone calls or other tasks which take them away from duty. Other staff must be willing to assist the duty teacher as required. (e.g. when tending to sick or accidents/injuries etc).On Wet days classes should have organized activities in their rooms. Students may have to eat indoors and this should be at the desks.Teachers are asked to check carefully at 3:00 – 3:30 for lost property and gear left out. All staff should help with cleaning and tidying at the close of each day. This helps the caretaker/cleaner, teaches the students about tidiness and helps set the scene for the following day. Also the teacher on duty must supervise the Road Patrol group.

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ELECTRICAL APPLIANCES/SAFETY Opua School will attempt to ensure that electrical equipment is installed, maintained and used safely. Electrical equipment will be visually monitored and tagged where appropriate.Equipment that does not need to be tested: where there is no reasonable chance of contact with the equipment. E.g. suspended light fittings.That which would have to be dismantled to perform the testThat which is fixed or stationary and connected direct to the installation wiringItems such as LAN cabling or mains outlets Testing may be conducted by the caretaker following training in the use of testing equipment. Any damaged or frayed wiring should be reported immediately and the equipment not used until it is repaired or replaced. 

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END OF SCHOOL DAY Before the Children are Dismissed.Please ensure that:·       All chairs have been lifted from the floor and placed on tables or desks.·       The floor is cleared of all children’s property and class equipment. Eg. Pencils, rubbers, rulers, crayon cushions.·       The sink is cleared for daily cleaning.·       The floor is cleared of litter. Eg. Pieces of paper, wool, oddments of art equipment, sports gear, etc.·       The cloakroom floors are similarly cleared.·       The windows are closed and latched. Before the Teacher leaves for the day:Please ensure that:·       The above procedures have been met.·       Boxes of equipment, toys apparatus (etc) are lifted off the floor if the cleaner is expected to clean that area. (Such areas should be cleaned at least weekly.)·       Vinyl areas are wet mopped and buffed as required. Find out when this is to be done and ensure such areas are cleared as above.·       Secondary classroom doors are locked.·       Any tabletops, shelves, benches, ledges that you wish to be cleaned are cleared of obstructions. (Cleaners are required to clean such areas weekly - but will only clean cleared surfaces.)

 

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END OF TERM ARRANGEMENTS  Term One Leave room as for long weekend. Term Two Vinyl: All desks, chairs etc. off floor and onto carpet.

Benches cleared.Leave carpet furniture alone.

 Term Three Carpet shampooed. As much furniture as possible onto vinyl. Term Four Vinyl. All desks chairs etc off floor and onto carpet.

Benches cleared.Leave carpet furniture alone.

 The caretaker will inform teachers of any changes to the above programme.

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ENROLMENT OF STUDENTS Opua School will enroll any students who apply providing that they are five tears of age or older up to thirteen years of age. No pupil will be enrolled under the age of 5 nor in the year that they turn 14.International students must meet the requirements of the school International student policy document and government regulations. Fees are payable in advance. New Zealand citizens are eligible for free tuition. Students stood down or suspended from other New Zealand schools must agree to a behaviour contract supported by parents. 

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E.O.T.C. A RAMS Report or similar that identifies all risks, must be given to, and approved by the Principal for all EOTC Activities involving leaving the school grounds or where a substantial departure from the “normal” programme is involved, within a reasonable time frame prior to the activity taking place.1.                   Trips involving overnight stays or risk must be planned in the following manner a.        An outline report covering expected costs, expected income, objectives, number of parents etc must be given to the principal in writing at least 8 weeks prior to the trip so that the Principal and Board can give initial approval or not. No fund raising etc. should take place before this approval has been gained.b.       Once approval has been given, a more detailed report involving full costs, parents helpers, all risks and their analysis, objectives and all organizational details must be submitted to the principal at least 3 weeks prior to the trip.c.        The Principal and Board retain the right at any stage to halt any EOTC Programme.d.       The following adult pupil ratios must be adhered to : -i.                     Involving water and or bush 1 to 4ii.                    Other 1 to 8iii.                  Near water and or bush but not involving either 1 to 6 Under current legislation, the ultimate responsibility for the Health and Safety of all involved in such programmes rests with the principal, not the Board. If procedures have been approved by the principal and you carry them out, then you are covered.  

Reference must be made to other policy and procedures that relate to EOTC as well.

EQUAL EMPLOYMENT OPPORTUNITIES The appointment policy and procedures will ensure that there will be no discrimination in the areas of recruiting and selection, or in promotion and career development.The Board of Trustees as employer, through the Principal, will ensure that all employees maintain proper standards of integrity, conduct, and concern for the community's interest.The school will develop guidelines for handling sexual harassment grievances and discrimination.The school will develop and implement the EEO programme in consultation with staff members. The school will implement ongoing staff appraisals in a positive and supportive way that leads to the development of the abilities of individual teachers.An Equal Employment Opportunity Person (which will also act as a support person) will be elected by the staff. At all times the best applicant for any position at Opua School will be selected.   Signed:________________ Date:___________________

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EXEMPTION FROM CLASS Unless there are special circumstances, all students are expected to participate in all curriculum activities.The student’s Teacher may exempt a student from particular lessons for temporary medical reasons where the parent/caregiver has made a request. The Principal may exempt a student from particular curriculum activities where there are good physical, religious or cultural reasons. In all cases the Parent/Caregiver of the student must have made a formal application to the Principal. The Education Act basically allows the Principal; if he is satisfied there are good educational reasons, to allow a student to leave school early, or to be in non-attendance for short periods of time ·         This provision is to be used sparingly and is intended to allow student to attend dental appointments, etc.·         In the last resort it is the Principal who will make the decision.  

FINANCIAL CONDITIONS The financial viability of the organisation must be protected at all times. Therefore, the principal shall not: ·       Incur unauthorised debt.·       Violate generally accepted accounting practices or principles.·       Use tagged funds for purposes other than those approved.·       Spend more funds than have been allocated in the fiscal year.·       Fail to ensure all money owed to the school is collected in a timely manner as far as possible.·       Fail to make timely payment to staff and other creditors.·       Sell or purchase unauthorised property.·       Spend on single items beyond a board-established limit - $1000.00 without prior approval from the Board, unless it is designated within the approved budget.·       Fail to ensure that all relevant government returns are completed on time.·       Fail to ensure that no one person has complete authority over the school’s financial transactions.·       Make any individual purchase of over $1000.00 without having obtained comparative prices and quality. In unusual event of this not being feasible, the principal shall report this to the Board as soon as possible, and given reasons for it not being feasible.·       Make any individual purchase of over $5000.00 without reviewing ongoing costs, value and reliability.

Signed:___________________________ Date:__________________________ 

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FINANCIAL CONTROLS Designated staff at Opua School will carryout the following procedures.Banking of Receipts.All cheques received are to be stamped with a not negotiable stamp.All monies are to be banked intact as soon as possible after receipt.All banking are to be classified appropriately. Eg. Stationery, donations, etc. Payment of Accounts.Each week collate all invoices and statements.Check each statement to ensure1.       Account rendered has not been paid·         During the previous month and not credited. If this is the case check with Education Services to ascertain what has happened to our cheque and where it has been credited, and to check with our bank to establish who has banked our cheque.·         Or if it has been paid late (i.e. after statement close off date for the previous month) alter the statement balance to ensure it is not paid twice.2.       For each invoice listed on the statement there is an invoice, which has been approved for payment. If there is any invoice missing ask the creditor for a copy if no one at school has the invoice. Invoices should be marked as goods having been received.3.       Adjust the statement balance to ensure that the amount paid represents an amount for which approved invoices are held.4.       Prepare a schedule of creditors to be paid and all relevant invoices, and forward toEducation Services monthly. Each schedule of accounts require two signatures of two authorised personnel. Petty Cash.Petty cash is to be recorded separately and a breakdown of how it is spent together with vouchers or receipts is to be presented when reimbursement is required. Purchases. A separate computer accounts record to be kept at Education Services to keep a running total of balances at point of order in the curriculum budget.Teachers are to record purchases made along with order number and cost if known in folder made for the purpose. When goods have been received the purchase order is to be attached to the invoice by the person ordering the goods or office staff. 

Schedule of account and relevant invoices to be forwarded to Education Services monthly.66

FINANCIAL PLANNING Budgeting shall not fail to reflect the board’s strategic results, risk financial jeopardy nor fail to show a generally acceptable level of foresight. Thus the budget should not neglect to:  ·       Reflect the results sought by the board.·       Reflect the priorities as established by the board.·       Comply with the board’s requirement of a balanced budget.·       Ensure adequate working capital.·       Demonstrate an appropriate degree of conservatism in all estimates. FINANCIAL RESPONSIBILITIES AND DELEGATIONS The BOT will employ a qualified person(s) to manage all financial matters as required. This would include the payment of accounts, preparation of monthly financial reports, advice on cash flow and the preparation and publication for Audit of the Annual Financial Statements to Public Sector Accounting Standards (PSAC)The school accounting service will be Education Services of Whangarei.The School Administration shall manage the Imprest Account. It will prepare a journal of invoices paid and receipts to be tabled for ratification, at the monthly meeting;  The Treasurer shall liaise closely with both the Principal and Support Services regarding financial matters; keep all records of financial transactions and matters in good order; and collate and deliver all data required by the Audit Office appointed Auditor. Budget Preparation The Principal shall prepare the annual budget and present it to the BOT by, at the latest, the February meeting of the Board. This Budget should reflect the Strategic Plan. During preparation of the Budget he shall liaise closely with staff and Board on needs and their priority. The Budget will include not only Operations Funding but also all moneys expected from other sources, e.g. Levies, donations, rents, stationery profits, Home and School donations etc. During the year Budget changes may be made only on presentation at a Board meeting by either the Treasurer or Principal.  The Board will prepare a ten-year maintenance plan and ensure that sufficient money is soundly invested each year to meet future maintenance requirements. Spending Guidelines 1.                   Once the budget has been approved, the Principal, or his delegated staff, have powers of purchase. 2.                   Assets are defined as items costing over $1000.00 3.                   The principal is expected to keep within the set budget limits for each Budget Category. EG. Curriculum as a whole, not each individual sub heading contained within Curriculum. He/she will report to the Board if problems have or are likely to occur with this aspect of budget control. This Policy must be read in relation to other Governance and Operational Policies related to Finance.Asset RegisterThe asset register will be maintained by Education Services. Opua School has delegated asset register maintenance to Education Services Ltd, a company specializing in education reporting. Education Services Ltd complies with all financial reporting standards.

 

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FURNITURE 1.     Children and Teachers are expected to treat school furniture with care and concern.2.     No nails, tacks, staples etc. are to be driven into any furniture. 3.     No writing of any kind is to be put on furniture either on the top or underneath desk tops by children.4.     School desks and tables, which through fair wear and tear are no longer acceptable, should be replaced. 5.     An input from parents would be required to fit new desktops.6.     Children are not to sandpaper desks unless this is a planned exercise with the Caretaker when varnishing would follow.7.     Surplus furniture will be stored or disposed of by the caretaker.8.     Advise the caretaker when furniture has broken. GIFTS AND ACKNOWLEDGEMENTS Long serving staff may be acknowledged in an appropriate manner when leaving the school and a function may be organised with a farewell gift. This may be a community affair or in the school hall.Special occasions or events such as a bereavement or an addition to the family may be acknowledged appropriately. 

GOVERNANCE POLICY The board emphasises strategic leadership rather than administrative detail, has a clear distinction of board and staff roles, concentrates on the future rather than past or present, and is pro-active rather than reactive. All elected, appointed and co-opted trustees, whether they are parent, or, staff representatives, come to the board table entrusted to ensure effective governance despite the different perspectives they bring to board discussions. Individuals are neither advocates nor delegates with sectional interests but work for positive outcomes for all concerned. Regular reports of day-to-day operations by the staff trustee do not support strategic leadership but keep the board focussed in day-to-day management. It is therefore not recommended that the board has Staff Reports presented at the meeting.  69

HARASSMENT Staff will elect an Equal Employment Opportunities school co-ordinator. This will consist of a staff member and may include a Board of Trustees representative.  A school staff member has been harassed in the school if a Board of Trustees member, or another staff member makes a request of the staff member for any preferential treatment or favours of any nature which place undue duress upon the staff member: 

Implies or overtly promises preferential treatment in the school.Implies or overtly threatens detrimental treatment in the school.Implies or overtly threatens the present or future status of the staff member.ByThe written or spoken word of a sexual/racial nature.Physical behaviour of a sexual nature or of any racial or of personal nature.

 In the event of sexual harassment the complainant may approach the staff member elected; the school EEO support group; the N.Z.E.I. staff liaison officer, NZEI Counsellor or field officer. The complainant should document the case with the assistance of the supporting person or persons.The person responsible for he harassment should be confronted and if the claim is upheld be informed that the behaviour is unacceptable and must stop. Assurances should be sought that the behaviour will stop and that an apology will be made. If it is decided that further action should be taken, the harasser should be informed and decision made to lay a complaint through one of the following avenues: 

The Principal and/or the Board of Trustees. (Award 2.2.3)Personal Grievance through an Industrial Advocate or and N.Z.E.I. Field Officer. (Award 9.1, 9.3)Human Rights Commission through a N.Z.E.I. Field Officer

Signed: _________________________________ Date:__________________________ 70

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HAZARDS If you notice any hazards, be they equipment, buildings or grounds related, please immediately : - 1.                     inform the caretaker 2.                     identify and secure if possible to do this safely3.                     if the hazard is not corrected, inform the principal. If you see children carrying out any practice that you consider is hazardous to their or others well being, you are expected to stop this occurring immediately  HEADLICE 1.     When Teachers become aware of a case of Headlice in their classroom (usually from a parent report) they are to issue a General letter to all their children. (Obtainable from Sick Bay Room.)2.     This letter advises Parents to check their children and if lice are present to obtain lotion/combs from their chemist.3.     There is no public identification of the carrier.4.     Teachers should discourage children from sharing combs and brushes, hats or towels. Hair care will be part of our Health Scheme.5.     Where a consistent problem is occurring, speak to the Public Health Nurse.6. Children with long hair are asked to keep it tied up while at school. (headband, ponytail, plaits, hair ties etc. to keep hair from catching head lice).

 

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HEALTH Children1.     The health of our pupils should be of paramount importance to us as only healthy children can make the most of their learning opportunities.2.     Teachers are instructed to be on the lookout for children who are unwell be they: sick, tired, lethargic, obese, malnourished, bruised, have untreated sores or skin problems etc.3.     Make reports to the Health Nurse directly. 4.     The Public Health Nurse calls regularly and will follow up any concerns.5.     If the concern is reoccurring or of a serious nature, the procedures as outlined under “Abuse” should apply as these children are at risk, and the principal must be informed. Staff HealthIf you are not well, please take time off rather than trying to persevere and come to school. Health issues are not only physical. Our job does involve large amounts of stress, and while little amounts are not in themselves bad, continuous and severe stress definitely is.. It is important that you identify yourself, when you are starting to feel stressed, and take action. If the workload is too great at any time, please discuss this with your senior teacher or the principal, and they will look at ways of alleviating this for you. Remember there will be often at least one staff member who for various reasons, home, school, family etc, is under stress.  We look after each other at this school, so see if you can help. Watch for unusual behaviour, tiredness, sharpness etc. these are just some of the signs that your colleague is under pressure. 

   

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HEALTHY FOODIntroductionIn our school we are committed to giving all our pupils consistent messages about all aspects of health to help them understand the impact of particular behaviours, and encourage them to take responsibility for the choices they make. The school supports the '5-A-DAY' campaign to encourage children to eat five portions of fruit and vegetables a day, which has been shown to reduce the onset of certain life-threatening conditions, as well as being helpful in tackling and preventing childhood obesity.We have used the following approach to identify what areas we need to change to develop a more healthy approach to the issue of food in our school:•How well are we doing?•How well should we be doing?•What more should we aim to achieve?•What must we do to make it happen?•What action should we take and how do we review progress?RationaleOpua School is a healthy school. It is important that we consider all elements of our work to ensure that we promote health awareness in all members of the school community. We can provide a valuable role model to pupils and their families with regard to food and healthy-eating patterns.Through effective leadership, the school ethos and the curriculum, all school staff can bring together all elements of the school day to create an environment which supports a healthy lifestyle.Aims and Objectives•To ensure that we are giving consistent messages about food and health• To give our pupils the information they need to make healthy choices•To promote health awareness•To contribute to the healthy physical development of all members of our school community•To encourage all children to take part in the '5-A-DAY' campaignSettings for food policyWe do not allow the use of vending machines in our school. The food offered is healthy and is consistent with a healthy diet. Reviewed February 2012

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HELMETS Children riding bicycles, on the school grounds, or to and from school, must wear appropriate safety equipment, At a minimum, this is a helmet. This rule applies to all wheeled activities including unicycles. Skateboards, roller blades are not to be used as a means of transport to and from school. If they are being used on the school grounds with permission, then a helmet must be worn as well.HOMEWORK Homework may be a good indication to parents of the level of work their child is doing. Most parents expect their children to have some regular homework. Please ensure that the children are capable of doing whatever homework has been set. Parents should not be put in a position of having to try to teach their children the homework at home. Hence homework must be an extension of work that the children are doing on class, or have done. Mindless repetitive work sheets, that bear little relationship to ongoing class learning are not to be used.

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HOURS OF WORK 1.     No amount of experiences, flair or expertise can be a substitute for total time given to the job. All teachers are expected to adopt a professional approach to their work, and if teaching, full time effort is required.2.     All Teachers are to be at school on the job by 8.25 am at the latest. If on duty, there may be a requirement to report at an earlier time.3.     Unless on duty, Teachers may use their lunch period as they wish.4.     Teachers are to remain after school until they have completed their classroom or school duties. Only in exceptional circumstances should teachers need to leave school prior to or during the time children are leaving. One exception would be required attendance at a professionally related meeting.5.     Teachers are to avoid making appointments on scheduled duty or staff meeting days.6.     Teachers leaving school during breaks to indicate on white board in school staffroom.7.     Under the Collective Agreement, the Board is able to call back teachers for up to 10 days in any one-year, be they during weekends or term breaks.

INCIDENTALS GRANT  Each classroom is allocated the sum of $100.00 per term for the purchasing of incidentals needed in their rooms. Money cannot be forward spent. E.g. Spend two terms amount in the first term etc. Teachers are required to supply invoices etc to the office and enter amounts into their budget areas on the school system as for any other budget area

  

INTERNATIONAL STUDENTS Opua School has a policy of enrolling all students who wish to attend Opua School and who meet the criteria set down by the Ministry of Education. This is always providing there are spaces available in the school classrooms. All students must be at least 5 years of age and no more than 13 years of age.International students cannot be enrolled if their enrolment would conflict with the Opua School Enrolment policyInternational students must agree to the tuition fees as set out by the school.Students must have a minimum English language speaking ability to enable interaction with other students. A reading age of not more than two years below chronological age is used as a guideline for English Language skill level.Opua School does not organize nor arrange accommodation.All international students must reside with their parents.Opua School does not have representatives or agents involved in marketing or recruiting programmes.Policies are subject to annul review. The principal reports each year to the Board on International Students programmes and makes recommendations for changes /updates to the policies concernedInternational Students must provide:Current student visa or permitPassportCurrent appropriate medical insuranceAll fees paid in advanceA tuition agreementReviewed July 2010

Signed:_____________________________ Date:____________________

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INTERNATIONAL STUDENTS ANNUAL REVIEW Opua School will conduct an annul review of all procedures and policies related to compliance with the Code of Practice for the Pastoral Care of International students in order to ensure that Opua School is up to date with current code requirements.The Principal ensures that there is a coordinated record keeping of :Academic progress Student grievancesAccommodation issuesStudent welfare The review will be carried out as:Feedback from staff and students involved in the programmeAn evaluation of performances against goals and objectivesAnalysis of international academic progress at the end of each termAll code compliance information is reported to the board of Trustees annual usually at the November meeting The principal is responsible for changes to policies and procedures.The principal will ensure that staff are appropriately informed of their obligations under the code.Review checklist.Booklet/ProspectusTuition feesApplication requirements and proceduresConditions of acceptanceRefund conditionsEnglish language proficiency\information on facilities, equipment and staffingInformation on courses and qualificationsInformation on medical and travel insurance

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INTERNATIONAL STUDENTS FEES PROTECTION International fees must be handles in a way that ensures those funds are accessed in a way that is consistent with normal accounting processes. This means that those funds are secure from misappropriation and only made available to school in accord with the refunds policy should the school not be able to continue tuition.Funds from international students are accounted for separately and in such a way that individual student’s fees can be monitored.Opua School must ensure that each student pays in full the tuition fees as set.International fees are to be paid to the schools general account under a separate code ‘Foreign fees’ and drawn down in arrears each termThe money will be available for approved refunds resulting from students withdrawal from Opua School or in the event of the school not being able to provide the tuition. Reviewed July 2010

Signed:_______________ Date:_____________________   

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INTERNET USE Staff: All staff whether part time, full time, teaching staff or non-teaching staff are allowed access to the Internet in accordance with the following provisions. All Internet use shall be for the purpose of:Providing information for students or for the teachers of students such that they may have a better understanding of subject matter. For the up-skilling of staff through research, professional development and procurement of information via the Internet. The use of E-mail for contact with other teaching staff on school business or to request information to the benefit of the school. To develop their skills through usagePersonal use is permitted during normal school hours, although access to any adult or sites/email lists etc, with objectionable material is prohibited at any time. Students: Students shall be able to use the Internet under the following conditions:An application to use the Internet shall be sent home and returned signed by the relevant caregivers. The policy statement and a code of conduct will form the basis of the documentation that the caregiver and the students agree to.This application enables the student to receive instruction in the use of the Internet including E-mail and World Wide Web access.All students who use the Internet within the school will adhere to the following code of conduct Guideline 1: General statement The Internet is provided for the education of and the improved delivery of curriculum material. No student is to use either email or the Internet without an adult being close enough to keep an eye on what they are doing.

Guideline 2: E-mail E-mail is provided for students to make contact with other students in the interest of education. All E-mail material is written off line. All mail will make use of customary greetings and salutations. The only email address to be used by students is their room one. Information sent via E-mail shall be constructive, informative or inquiring in the interest of both the sender and receiver.

INTERVIEWING ALLEGED CHILD OFFENDERS Guidelines 1.                   When staff are interviewing pupils in connection with any alleged or observed offence they are to act in a manner which is appropriate for the circumstances2.                   Under no circumstances are parents (either on the staff or parents who are defending their own children/property/rights) to interview alleged offenders. Please refer to the relevant teacher or senior teacher to follow up.3.                   Threats should not be used to extract a confession. These are children in their formative years and they require a balanced educative approach to their behaviour problem.4.                   If the matter is of a serious nature, then staff must take into cognisance, the Rights of the Alleged Offender under the Human Rights Act, and also the fact that part of this right maybe to have a parent or guardian present. Hence if the matter is serious, please discuss prior to interview with the principal. 

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Guideline 3 Use of service No swearing, rudeness is to be used in any E-mail messages. You are not allowed to give out private information such as phone numbers, private addresses, etc in your emails The network is not be used by any student for things that they know that they should not be using it for at any time. Deliberate attempts to gain access to the Internet sites containing material of pornographic, racially or religiously offensive, illegal or offensive material will be dealt with as a serious breach of school rules. All copyright, privacy and international laws are to be abided by at all times. Guideline 4: Accounts At no time are students to place orders for goods or services over the Internet using the school name, title or funds.

Opua School has taken all possible precautions to maintain safety of all users and these guidelines are written and enforced in the interest of all users safety and effective use of the Internet. Abuse any of the guidelines:Infringement of these guidelines will be dealt with as for other breeches of behaviour at this school. This could include temporary or permanent loss of access to the internet and computers at the school. .Members of the Community:Members of the public in a controlled situation with a staff member may use The Internet or other member of the public nominated to run such an event.Members of the public will be expected to conform to the same guidelines as expressed above although a formal signing of an agreement is not necessary. Reviewed July 2010

Signed:___________________________ Date:_______________________

 

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 KAUMATUA  The role of our Kaumatua is to not just be a figurehead to be brought out on “special occasions”! It is a combination of adviser on Maori Issues, children, spiritual leader, respected person. The kaumatua is available for school, personal or class matters but please realise adequate notice has to be given, as these people tend to be elderly and fairly busy.Our Kaumatua is Mr. Joseph Tipene.

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 KEEPING ANIMALS AT SCHOOL The following points must be adhered to when keeping animals: time needed to complete the study; ·         Animals must be given an appropriate balanced diet, including ready access to clean drinking water;·         Animals must be kept in secure surroundings protected from vandalism;·         Any cages or containers used for housing animals must be of adequate size, and designed with safety, servicing and hygiene in mind;·         Proper provision must be made for the care of animals during weekends and school holidays;·         Environmental conditions must simulate those in the natural habitat: temperature, humidity, ventilation, lighting noise level, shade;·         Regular checks must be made for disease;·         High standards of cleanliness and hygiene are necessary, in caring for animals, and when handling them;·         Children must be taught how to care for and look after the animals 

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 LEGAL RESPONSIBILITIES School procedures will meet the legislative statutes and regulations as set down in the appropriate Acts, Ministry of Education circulars LIVE PERFORMANCES Performances should be beneficial to the children in respect of the rationale above. Shows will be normally restricted to one a term. User pays is the normal procedure but if there are genuine problems with payment speak to the Principal. LOCAL GOALS 1.       That learning outside of the classroom environment will be a feature of our school.2.       To provide and promote opportunities for the children to experience activities in the fields of the arts, culture, sports and information technology.3.       To encourage community involvement based around the facilities of the school.

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 LOST PROPERTY 1.     Parents are to be encouraged to mark clearly with their children’s names all mark able property including togs, towels, clothing and physical education gear.2.     Lost property collected during the week will be stored. These articles will be displayed at regular intervals, e.g. school assemblies.3.     Unclaimed articles after showings will be stored in the lost property area4.     Children and parents are to be encouraged to visit the lost property at suitable times.5.     All lost property will be displayed at the end of each term and unclaimed articles donated to a suitable charity

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LEARNING AT OPUA SCHOOL Children should be challenged and encouraged to be risk takers. They should be actively involved in their own learning. All children are special, and have their own strengths and weaknesses. It is our role as teachers to emphasize the strengths and help develop the weaknesses. Implementation.·      All lessons should have clear learning intentions and success criteria displayed Allow pupil choice from a wide menu of activities in the learning environment.·       Provide open-ended activities at times. (to develop awareness that there is not always a single correct answer.)·       Provide investigational activities at times.·       Provide a range of activities at different levels.·       Use a variety of equipment and resources.·       Pose problems.·       Be prepared to question pupils to higher levels.·       Encourage an atmosphere of acceptance and tolerance of other pupil’s ideas.·       Plan co-operatively with pupils frequently. Allow for personal goal setting and self-evaluation Formative assessment should be part of all teaching programmes. Pupils should be provided with a balanced coverage of the curriculum. ·       Syndicates will plan an overview for the period of a term or year that indicates the new learning coverage of all the strands of the curriculum.·       Overviews may be flexible in approach by using any combination of cyclic, topic or thematic structures.·       Teachers will develop a maintenance plan to ensure new learning is revisited at regular intervals. Effective assessment techniques will be implemented.·       Use pre-assessment strategies to ensure that all new learning is built upon prior knowledge. These strategies could include tests, brainstorming sessions, “what I know about” oral or written statements, previous records made by teachers, home sample books.·       Use on-going monitoring techniques to assess learning, evaluate progress and re-plan the programme.·       Use post-assessment techniques as necessary to confirm learning achievements. The same strategies use for pre-assessment can apply.·       Assessments should be dated and evaluations should be based on data.·       Information from parents and other agencies should be evaluated.·       Planning should be based on evaluation of previous learning. Lessons should clearly show learning intentions and success criteria

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Learning experiences should be meaningful and relevant. ·       Requirements and outcomes for pupil tasks need to be clearly defined. (Learning Intentions)·       The teacher needs to be aware of the skills and knowledge required for the learning tasks. (Success criteria)·       Supporting resources for the learning activities need to be readily available.·       Sufficient time for activities should be provided. Give children responsibility for class routines.·       Introduce new ideas through the use of contextual problems. Equitable learning opportunities should be provided for all pupils. ·       Teachers should be aware of cultural differences when choosing or designing learning activities. Consideration should be given to use of language in instruction and assessment, cultural expectations and methods of learning.·       Points for consideration to ensure equity of access to learning include:Variety of resources and equipmentBehaviour managementSocial intervention to ensure time and attention is given to all.Planning should show activities/learning opportunities designed to extend able students. ·       For mainstreamed children, the school will provide an effective environment and sufficient support in time, personnel and equipment. The learning programme will provide a balance of learning activities. ·       Within a series of lessons, time will be planned so that every pupil experiencesNew learningPractice of new learningMaintenance of previous learningProblem solvingEnrichment activitiesChoice activities.·       Within the learning activities children should have the opportunity toRecord their learning in a variety of waysWork co-operatively at timesDevelop and use appropriate language Develop basic facts and skillsExperience a variety of teaching approachesBe encouraged to take risks in their learning·       A rich learning environment should be organised. Features of this environment includeOpportunities for communication of findingsPupil opportunities for asking questionsJustification and sharing of findings

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LUNCH ORDERS Opua School promotes healthy eating. Foods high in fats and sugars are prohibited. Soft drinks are not to be brought to school. All food sold by the PTA will be healthy and fit within Heart foundation recommendations. Ideas for healthy lunches will be published from time to time in the school newsletter.Lunches may be ordered before 9.00 a.m. from the School office on days advised as lunch order days Children without adequate lunchesOpua School encourages healthy lunches and safe food practises. Parents and children are encouraged to bring healthy foods for playlunch and lunch. Foods high in sugar and/or fat are actively discouraged. If you notice that a child has inadequate food for lunch etc, there is a system where a staff member is responsible for the making of lunches for such occasions. No child is to be identified to other children as needing such help, and hence there is a real need for discretion with regards such aspects as identifying who needs such help, how it is given to that child etc. A record of those given lunches is kept by the principal., so that we can monitor if the problem is ongoing. Remember it is not the child’s fault if they have inadequate food. Children without adequate lunches will be reported to the Public Health Nurse who will be asked to check on the lunches.

Water for allWater is freely available throughout the school day to all members of the school community. No water fountains are located inside toilet blocks. Children may drink their water at any time except during the 15-minute assembly. (drinking is generally non encouraged during teaching sessions as children should be on task.) Regular water and brain breaks are built into the school day and curriculum by class teachers. Junior class children are also reminded to drink water at their snack time.Food across the CurriculumThere are a number of opportunities for pupils to develop knowledge and understanding of health, including healthy-eating patterns and practical skills that are needed to understand where food comes from such as gardening, shopping, preparing and cooking food.Literacy provides children with the opportunity to explore poetry, persuasion, argument and narrative work using food and food-related issues as a stimulus, e.g. writing to a company to request information about ingredients used.Maths can offer the possibility of understanding nutrition labelling, calculating quantities for recipes, weighing and measuring ingredients.Science provides an opportunity to learn about the types of food available, their nutritional composition, digestion and the function of different nutrients in contributing to health, and how the body responds to exercise.ICT can afford pupils the opportunity to research food issues using the internet and other electronic resources. Pupils design packaging and adverts to promote healthy food choices.Food Technology provides the opportunity to learn about where food comes from and apply healthy-eating messages through practical work with food, including preparation and cooking.Physical education and health encourages young people to take responsibility for their own health and well-being, teaches them how to develop a healthy lifestyle and addresses issues such as body image. Pupils are able to discuss issues of interest to young people, e.g. advertising and sustainable development. Physical Education also provides pupils with the opportunity to develop physically and to understand the practical impact of sport, exercise and other physical activity such as dance and walking. Music can provide pupils with knowledge about different properties of cooked and uncooked foods where pulses and grains are used in un-pitched percussion instruments.Geography provides a focus on the natural world and changing environment, offering the chance to consider the impact our consumer choices have on people across the world who rely on growing food as their source of income.History provides insight into changes in diet and food over time.School visits provide pupils with activities to enhance their physical development, e.g. to activity centres.Out-of-hours learning includes cooking and gardening clubs from time to time.Partnership with parents and carersThe partnership of home and school is critical in shaping how children and young people behave, particularly where health is concerned. Each must reinforce the other. This is not always easy but our school is well placed to lead by example.Parents and carers are regularly updated on our water and packed-lunch policies through school and class newsletters. We ask parents not to send in fizzy drinks and we remind them that only water may be drunk during the school day, except at lunch when children may drink juice or squash.During out-of-school events, e.g. school discos etc., the school will encourage parents and carers to consider the food policy in the range of refreshments offered for sale to the children.Role of the Board of TrusteesTrustees monitor and check that the school policy is upheld and can also offer guidance where a member of the body has particular expertise in this area.This policy will be reviewed annually to take account of new developments.Reviewed February 2012

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MAORI LANGUAGE All children will have the opportunity to learn and sing a variety of Waiata.All children will receive basic language instruction from the class teacher as part of our integrated approach to learning. Children should be given the opportunity to be involved in things Maori and made aware of different cultural values.Children, who wish to, will be given the opportunity to perform at one of the local festivals.A Curriculum team will be delegated the responsibility to support Maori Language.The school will recognise Maori values in provision of resources and facilities within the school.A Maori resources budget will be available annually to be spent on resources to enhance learning and giving children Tikanga Maori experiences.  

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MEMOS – CLASS NOTICES / NEWSLETTERS Our general communication system with all our parents is through School Newsletters, which are issued on a weekly basis, generally Thursdays. These are to be given to the eldest or only child of a family at this school. Please ensure they are given out on the day. From time to time classes will have a requirement for memos or letters to parents.Please ensure that all such communications are seen b y the principal prior to being issued to parents. NZEI CODE OF ETHICS Members of the New Zealand Educational Institute accept a commitment to the following ideal as embodying what is best in the profession of teaching and in education:-                      personal service to others through concern for and responsible promotion of, the education and welfare of children, students, support staff and teachers. Members accept that realisation of the goals implicit in this ideal depends upon:-                      the attainment of high qualifications, expert knowledge and specialised skills;-                      the continuing inquiry into and evaluation of the teaching task itself;-                      an understanding of Maori and Tauiwi values;-                      Maori and Tauiwi being equal parties thus giving honour and effect to the Treaty of Waitangi;-                      a proper understanding, not only of human development, but also the values, which are fundamental to worthwhile living in a multi-cultural society. In determining our conduct we should recognise:-                      our obligation to advance the causes of education;-                      that we should act in a manner which maintains the honour and dignity of the education service;-                      that individuals can make significant contributions to the community in many varied ways;-                      that we should recognise and respect the dignity and rights of all persons without prejudice to colour, race, ethnic or national origins, age, family responsibilities, sex, sexual orientation, marital status, religious or ethical belief;-                      that we have an obligation to assist all children to develop to their fullest extent;-                      that we should respect the professional integrity of our colleagues and help them to maintain the best possible standard of professional competence;-                      that we should co-operate with caregivers to promote the education and welfare of children;-                      that we have a responsibility for our actions and judgements;-                      our obligations to enhance the standing of the education service within the community. In carrying out our responsibilities we agree:-                      to accept personal responsibility for maintaining and improving our professional standards;-                      to use the Institute’s established procedures for reporting unprofessional conduct;-                      to advance and support the professional welfare of our colleagues both individually and collectively;-                      to meet our obligations and accept that service to the Institute is a professional responsibility;-                      to respect the confidentiality of information;-                      to actively support the objectives and policies of the Institute.A guide to ethical practices:-                      members as individuals or as groups will not attempt to influence the Minister of Education, the Ministry of Education, or other government agencies, or boards of trustees in a manner contrary to the policies and objectives of the Institute;-                      a member will not wilfully ignore a lawful resolution of the Institute;-                      members will not criticize students to those not directly concerned with their welfare or education;-                      members will not harass, in any form, their colleagues;-                      a member shall not carry out any action that is in breach of the above sections or detrimental to the interests of the teaching profession, education service or the Institute.Such actions shall be deemed to be unethical. 

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 MEDICATION AT SCHOOL 1.       Parent must bring to and collect medication from school.2.       The amount of medication at school should be no more than is required for a fortnights dispensing3.       Agreement/consent form needs to be signed by parent giving consent for staff member to give medication. This commitment should last till the end of the school year at which time it needs to be renegotiated. (Until the child moves from one class to another.)4.       .Any training required in administering the medication shall be the responsibility of the parent.5.       Children must be made aware of routines and expectations to turn up and take medication. It is impractical for a staff member to be hunting throughout recesses to find a child.6.       Register needs to be filled in by staff member when medication is dispersed.7.       Medication must be stored in a safe, appropriate place.8.       Medication must by law, have the medical practitioners directions on it, and it must be dispensed according to those directions. It is the parent or guardian’s responsibility to inform the school of any change in the student’s medical circumstance. 

  

MATRIMONIAL DISPUTES Ref: AEB circular 1984/20c Dept of Justice, Family Law Series. These instructions outline the responsibilities of the Principal and Teachers where a person claiming to be parent or guardian seeks access to a child at school or wishes to have information on the progress at school of a child. They contain general guidelines, which may be helpful in cases of doubt. Guardianship: A husband and wife (OR BOTH NATURAL PARENTS) are the guardians of their children. Guardianship begins when the children are born and ends when they turn 20 or marry under that age. It does not matter whether the parents are living together, separated or divorced. As guardians, parents make the important decisions about their children’s lives - for example how and where they will be educated and in what, if any, religion. If guardians cannot agree over any matter they may apply to the Family Court for a decision. Custody: Custody means having the day-to-day care of the children. The person who “has custody” is responsible for the everyday decisions about the children. On separation or divorce one parent will be awarded custody and the other parent will frequently be awarded the right of reasonable access. Access: Access allows the child to have the company of both parents. The parent who has access has the right to have contact with the children from time to time through things like visits, outings, and letters or phone calls. Just what the contacts are and when they are made will be provided by the court order. The court in certain circumstances can provide for access by other relatives. The welfare of the child is the first and paramount consideration when the court makes decisions about guardianship, custody or access. It is important for Principals to note that both parents, while married to each other, have both custody and access rights. These rights are retained until there is a separation order or court order which gives one parent sole custody rights and the other parent restricted access rights. Because of their emotional involvement parents who have decided to separate often become highly concerned about their children and highly suspicious of the actions of the other parent. Difficult situations can arise very quickly and Principals will have to rely on their own judgement in deciding what to do. They should be guided, however, by the following points: 

  

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·       A Court can restrict the custodial or access rights of a parent, or·       Both parents are entitled to make an agreement as to each one’s rights. If such an agreement is drawn up by solicitors and properly completed, it binds both parents.·       The custodial parent must agree before the non-custodial parent has any right to vary an agreement or Court order.·       The non-custodial parent is entitled to access at such times as laid down in an agreement or a Court order. The custodial parent cannot prevent such access.·       Principals do not enforce agreements or Court orders but act according to the wishes of that parent who has legal responsibility for the child at that time.·       Unless a Court rules otherwise, both parents are entitled to a copy of their child’s reports, to discuss the educational progress of their child with the Principal and teacher (if the Principal agrees). To participate in PTA and other parent functions at the school. The Right to Meet Children at School. Parents are entitled to have reasonable access to their children at school. All persons seeking access should see the Principal (through the Office) first.Teachers, if they have knowledge of Matrimonial disputes, should share such information with the Principal, so that we may be alerted should difficulties arise.If we have reasonable doubts about the identity, good faith or legal rights of the person wishing to make contact with a child, we will contact the person who is known to have legal custody of the child to find out if the person does have some right of access. If the person claims to have access under a Court Order he should be asked to produce it, or name a Solicitor from whom inquiry can be made.Our responsibility is to exercise as much care and skill in looking after the welfare of children as would a reasonable parent. If we have reasonable doubts we can refuse or restrict access. The final responsibility rests on the custodial parent who has an onus to inform the Principal. Approval to Remove a Child from the School. Principals who have reason to doubt the legal right of a person to remove a child are entitled to refuse custody until that person satisfies them of their entitlement. A simple but effective method of doing this is for the Principal to contact one of the parents’ solicitors to ascertain if a Court order or agreement exists and the terms of such an order or agreement.Where a Principal becomes concerned about a child being claimed alternately by the parents he should suggest to one or both parents that the matter be referred to their solicitors to work out an agreement until the Court hears the custody dispute.Where any person calls at the school with a request for access to, or removal of the child creates a disturbance he may be guilty of an offence under Section 195 of the

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Education Act 1964 which places an obligation on members of the public not to disturb the work of a school. Such a person could be asked to leave and if the person refuses to leave or to act reasonably the Police should be called. While waiting for the Police the parent should not be given access to the child. School Involvement in Custody Hearings. Principals and teachers are sometimes asked to give information or evidence to be used in custody proceedings. It is desirable that the school should not take sides in the dispute. No information is to be given to any person involved in such situation, either verbally or in writing, prior to discussion with the Principal. The Principal or a teacher should only give a report or affidavit if requested by the Court, Department of Social Welfare or Solicitor appointed by the Court to act for the child. It is possible that either party may subpoena a teacher or Principal to appear a Court and give evidence, and a subpoena must be complied with. In some situations advice from NZEI Counsellors may be sought. Teachers must check with the office, at the beginning of the term, for the names of children in their rooms who have access orders against them. The office will keep a central list of these.

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MANAGEMENT UNITS The board delegates responsibility to the principal 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. The principal will manage the allocation of salary units. These will be issued to positions/staff where there is considered to be additional responsibilities over and above classroom teaching. The position of Deputy Principal should carry with it at least one management unit. Two units would be considered appropriate for the position as Deputy Principal . Other responsibilities would be teacher librarian or any staff member who has planning and management control over the whole school. This would apply to the teacher in charge of school sharing or school sports. The work would have to be carried out by the personnel earning the unit as opposed to delegating the tasks. The principal will allocate units after consultation with staff and will report to the Board of allocations made.  95

MEETING PROCEDURES General:·       Meetings will generally be held on a monthly basis being the second or third Tuesday in the month. ·       The annual meeting held between 1st April and the third Tuesday in May, on a date determined and notified by the 31st March.*·       The quorum shall be more than half the members of the board currently holding office.·       The Chairperson shall be elected at the first meeting after the Annual Meeting except in the general election year where it will be at the first meeting of the newly elected board.·       The Chairperson may exercise a casting vote in the case of equality of votes, in addition to his/her deliberative vote.·       Any trustees with pecuniary interest in any issue shall not take part in any debate on such issues and may be asked to leave the meeting for the duration of the debate.*  Time of Meetings:·       Regular meetings will commence at 7pm and conclude by 9.00pm.·       Meetings may, on a majority vote be extended by a further 30 minutes until 9.30pm. ·       At 9.30pm, a unanimous vote (all in agreement) of all board members present, may extend the meeting for a final 30 minutes until 10.00pm. No extension is possible after this time.·       Any business remaining on the agenda at the conclusion of the meeting will be transferred to the following meeting. Special meetings:·                A special meeting may be called by delivery of notice to the Chairperson signed by at least one third of trustees. Exclusion of the Public:·                The meeting may, by resolution, exclude the public and news media from the whole or part of the proceedings in accord with the Meetings Act. Public Participation:·                Public will not normally be allowed free discussion during the meeting.·                Public participation is at the discretion of the Chairperson.·                Public attending the meeting will be given a notice about their rights to participation in the meeting. Motions/Amendments:·                All motions and amendments moved in debate must be seconded unless moved by the Chairperson.·                Motions and amendments once proposed and accepted may not be withdrawn without the consent of the meeting.·                No further amendments may be accepted until the first one is disposed of.·                The mover of a motion has right of reply.·                A matter already discussed may not be reintroduced at the same meeting in any guise or by way of an amendment. Termination of debate:·                All decisions will be taken by open voting by all trustees present. Suspension of Meeting Procedures:·                Standing Orders may be suspended by unanimous resolution of the meeting. Agenda:·                The order of the Agenda may be varied by resolution at the meeting. Minutes·                The minutes will be distributed within 48 hours of the meeting. 96

A typical agenda will be as follows.  Board of Trustees Meeting Agenda – date Administration Matters 5 minsPresentApologiesConfirmation of minutes[Normally these will be moved as taken as read prior to the meeting]Declaration of interests[unless otherwise requested, the above will be moved as a consent agenda] Financial Reports 5-15 minsPresentation of the financial accounts and analysis  Curriculum ReportPrincipal’s Report 5-15 mins Strategic Goals (see Schedule) 45-60 minsOngoing summary of progress to date - Principal to report.Exploration of Key Result Area eg governance, service.Board discussionSpecial issues Meeting Closure 5-15 minsComments on meeting procedures and outcomesPreparation for next meeting Next agenda items. N.B. Correspondence listed on back of Agenda 97

COMMITTEE PRINCIPLES The board may set up committees to help carry out its responsibilities and due process (eg. Staff appointments, internal audit, disciplinary). Board committees:·       are to be used sparingly to preserve the board functioning as a whole when other methods have been deemed inadequate. ·       may use non trustees as sources of advice but only trustees can be part of the decision making process.·       may not speak or act for the board except when formally given such authority for specific and time-limited purposes. Such authority will be carefully stated in order not to conflict with authority delegated to the Principal.·       help the board (not the administration) do its work.·       assist the board chiefly by preparing policy alternatives and implications for board deliberation. Board committees are not to be created by the board to advise staff.·       Are to have terms of reference drawn up as required. It is suggested that these contain information about the following: ·       Purpose·       Committee members·       Duties and responsibilities·       Reporting procedures/schedule·       Budget

Signed: ___________________________ Date:__________________________98

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ON LINE AND MEDIA PUBLICATION OF CHILDREN’S WORK Opua School will publish the material only on its own website http://www.opua.school.nz and New Zealand based websites endorsed by the Ministry of Education, such as the Ministry of Education's website Te Kete Ipurangi - The Online Learning Centre (http://www.tki.org.nz/), in our school newsletter and recognized newspapers. The school may also recommend that student work, or the whole school website, be available through Te Kete Ipurangi. Opua School publishes student material online or in publications such as local newspapers, for the following three main purposes: ·         To educate the student in accordance with the national curriculum, including on the role and use of technology in society; ·         To encourage the student to be part of and participate in the school community; ·         To promote the school in the wider community.  Opua School acknowledges that it cannot control who accesses the websites on which students' images or material is published or the copying, by visitors to these websites, or views them in local newspapers, of images of the students and their work.Opua School will identify students on the websites only by their first name, year at school and room. Students' surnames, home addresses, and telephone numbers will not be available on the websites.Opua School will immediately remove all material relating to a student from its website if requested by a legal guardian of the student and, in any event, once the student leaves the school permanently. Opua School will not publish material online that may defame anyone, be objectionable from a human rights point of view, be obscene, or infringe the copyright of third parties. All the student material published online will be subject to an editing process The Principal is available to answer any enquiries from parents or students about the operation of the school's policy for the online or media publication of student images and work.

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PANDEMIC PROCEDURES The school has a comprehensive Pandemic plan and support kit in the Medical Room. The information required is in the Pandemic Plan. Decisions about next steps and school closure will be made by the principal.There are aspects of the plan which should be covered in the normal health programme.Please read the Opua School Pandemic Plan PARENT DAYS ObjectiveTo get as many parents into the classroom environment to observe their children at work. Why.We put ourselves in the position where we are explaining, not justifying, our programmes.The child sees the school and home working together.How many children answer the question “What did you do at school today,” with “Nothing?” The child can show the parent what he does at school.There is an interest in school - it is valued.The parents can observe first hand the difficulties faced by teachers in classrooms.It is a form of reporting.It gives us the opportunity to show what a good job we are doing.Most children are genuinely proud of what they do. This is another opportunity to provide positive reinforcement.The NZPF Primary product open day and activities will be observed at Opua School It is a time to show your class off, to show yourself off. It is not a time for interviews, cross-examinations, justifying the programme you are providing. Remember, parents have a choice of sending their children to Opua School or to another school. This school depends upon children being enrolled at Opua School. A few minutes, not only on Parent Days but at all times, spent talking informally to parents, a smile, a wave, being friendly, and offer of a tea or coffee, can make a huge difference in how parents and community perceive this school.A good opportunity to improve contact with parents is after school when children are being picked up from school. Be available at these times as much as possible and talk and mingle with parents. You can learn a great deal at these informal meetings. 

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 PARENT HELPERS Our policy is to encourage teachers to make use of Parent Helpers in as many facets of their class and school programmes as possible. Opportunities to volunteer to help are to be given through school and class newsletters.While some parents may be able to help regularly over a long period, others need to know the duration of the help. It is important that when you start a parent helper you clearly define the duration of the time they will be needed (e.g .till the end of the term) and the hours the help is needed. Do not be over generous in this allocation as it can at times be very difficult to not use a parent helper who has proven to be unsatisfactory if they have a global timeframe such as “all year!”. Teachers need to give guidance to parents so they know:·       Their specific duties.·       The management routines and rules of the class.Parents need to be made aware of keeping confidential information, which they may obtain about children and their families.Parent helpers are to be welcomed into the Staffroom and be made to feel at ease with the Staff.

 PERSONNEL FILES Individual staff files are kept locked within the administration area. Access to them is via the principal and administration staff only. (Filing Purposes) Staff may request access to their file to read its content. They may not remove any of their files.

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PLANNINGIt is part of your role to plan your lessons effectively. There is simply not enough time in the school year for ad hoc practice. Effective use of the little time you have is vital. Planning can take many forms and its effectiveness is measured by the outcomes seen in the children’s achievement. If the children are reaching the standards set out in the objectives then the planning is sufficient.Planning should be shared and discussed regularly with other staff. Teacher talk about how lessons are going is important evaluation for the teacher.   SCHOOL PREPARATION AND PRESENTATIONThe children are expected to be neat and tidy in their work and presentation. The best way to model this is to have a neat and tidy, well-presented school. Classrooms should be clean and tidy, well ordered and clutter-free. This is not to be left to the caretaker. The children have a responsibility to help keep their room tidy and clean. The teacher must set an example. The books and resources should only be those in current use. The work on the walls should be of current units and relevant to the current studies. The rooms need to be saturated in print and artwork reflecting current programmes and promoting excellence. Book shelves and cupboards must be for resources that are in use at the time. The caretaker can not be expected to tidy shelves and computer desks if they are used as storage places for old resources. Care must be taken to protect the carpet and flooring from stains and spills as these detract from good presentation. It is important that children learn their responsibilities concerning their environment. They should not learn that it is someone else’s duty to clean up after them.At the end of each term all furniture must be moved to enable cleaning and dusting behind and under movable tables etc.On display there must be a current timetable and emergency evacuation procedure notices.

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PLANNING AND PREPARATION OF WORK Refer to Planning/Assessment/Evaluation/Reporting Working Document for appropriate level. It is expected that as much planning as possible will be done on a cooperative basis as part of a Teaching Team.Workplan.The work plan is principally for the teachers' own use. It describes the composition of the class, or classes, states the problems teachers consider lie before them and gives some indication of how they intend to deal with them. The work plan is in many ways an extension using the individuals approach as a variation. Copying from one document to another should be avoided. Evaluation is carried out in terms of the general and specific goals laid down in the work plan, covering: -

The content learned.Skills mastered.Interest developed.Attitudes formed.Individual progress made. 

Written evaluation of a programme should be no more than is necessary to guide teachers in forward planning or to remind them of the changes they should make in future presentations of the topic. The term "work plan" refers to the summary or outline notes that represent teachers' basic ideas about specific classroom programmes, methods or organisation to be used in that classroom. The plan should be a concise working document. The test of sound preparations is the quality of the classroom programme in action. Each teacher is encouraged to develop their own style of preparation to provide a well-balanced, high quality and appropriate programme. Unwritten planning can be included in: -

Background reading and studyConsidering programme intentions and developmentWhiteboard preparationOrganising reference material and equipmentConsidering general classroom environment.

  Suggested Work Plan Pattern. a. Description of the class

- Comments on its strengths, behaviour and attitude patterns- Remember that it is a cumulative record and should not be completed in the first month.

 b. Teaching Problems- Problems of teaching various subjects- Individual problems of development- The needs of individuals, including the gifted and slow pupils.

-                      An appraisal of the state of the class (from time to time) in the various fields of learning. Please spend some time going over each pupil’s profile and previous reports to parents. They are available on the system and also in paper format. Your planning must reflect individual pupil needs identified previously in these documents. c. Class Organisation.

- A brief statement of what is to be attempted under each subject heading- Specify when the unit is to begin/end- A unit of work should include the following: -

Pupil Outcome Goals (Knowledge and Skills)Experience Goals (Class and Individual Experiences)Resources to be usedLink to the Rest of the CurriculumMethods of Evaluation.

d. Resources If planning is thorough, preparation for lessons will take place sometime before resources are required. Children should therefore not be needed to be sent to teacher resource areas. There is a Resource Room beside Room 3. This is controlled by Julie Davis. She is excellent at finding resources on your topic. There is also a binder and laminator and art supplies in this resource room. Have a good look through these areas on a regular basis, so you are familiar with the available resources. The reading sets and school journals are included in the resource room.

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PLAYGROUND SUPERVISION Playground supervision is requirement of your job, before, during and after school. A duty roster is drawn-up by the principal each year, placing a minimum of two staff members on duty each day. The roster is on display in the staffroom and you should familiarise yourself with this. If, for some reason, you are unable to do you duty, advise the principal and/or arrange to exchange duties with someone else. Under the provisions of both the Crimes Act and the Health and Safety Act, there is a liability on those who have been designated to be on duty, to carry this out. If you are there at the designated times, and carryout the provisions listed below, then you will be covered. If you are late or leave early, and an accident occurs while you are not there, you will be on very shaky grounds .  Duty involves many things:·       Keeping an eye on the playground “tone” - ensuring that children are being responsible during intervals.·         Patrol on a continuous basis. Don’t get involved in chatting with other adults. Children’s safety is paramount.·       Being aware of children’s safety consciousness on apparatus and monitoring it - ensuring that spectators and users will not be harmed.·       Ensure that children are playing within the boundaries. (Stipulated elsewhere.)·       Attend to accidents. (As detailed elsewhere.) ·       Checking on playground tidiness - that rubbish tins are being used, and grounds are being kept litter free. A tidy school reflects children’s pride in their surroundings.·       Making sure that classrooms are empty during breaks (unless under direct teacher supervision) and that children are not playing in cloakrooms, foyers or toilets, or using classrooms as a thoroughfare to get from one side of the playground to another, to get sports gear, or go to the toilet.·       Ensuring that games cease quietly at the end of each interval and that children move purposefully to their classrooms.·       Arrange for bell to be used as a signal to require children to go indoors because of rain (2 short rings. IN) (3 rings, OUT) indicate when a return to playing outside is permitted.·       Carrying our Road Patrol supervision on Franklin Street·       Stay on duty until relieved. If there are problems with other teachers not being on time please refer to the Principal as soon as possible. Specific Duties. Morning Patrol Supervision: Please by at school by 8.30 am. And School Supervision: Check that classrooms are open and ready for use.Afternoon Patrol Supervision:Please endeavour to leave your room as soon as possible after 3 pm., so that the Patrollers are not left unsupervised. Stand the patrol down when it is clear that all children who require supervision to cross Franklin street been assisted.At Lunchtime·         Be out on duty as soon as the bell goes.·         Insist on all children being seated. No one on the adventure playground.·         All children to be in clear view.·         When 01.15 bell goes, only release those who have finished.·         Children only to go on teacher command.·         Ensure all rubbish is put into bins.·         Please keep an eye on the library area as well, both for behaviour and computer usage.

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PLANNING

Cumulative Record cards are to be completed at the end of each term in time for reports.Sample folders need updating at least once per termLists of student needs should be completed each year during term one.Workplans must show the areas/topics/themes covered during each week.

LUNCHESLunches may be ordered each Wednesday. This is usually organized by P.T.A. volunteers with student help.We operate a Healthy Food Policy. Junk foods are not permitted (Crisps, soft drinks, lollies, pies, etc.)Lunch scraps are to be sorted. Waste, food scraps for chooks, food scraps for compost and lunch wraps to return home.Students must wash hands and be careful about personal cleanliness and hygiene especially at eating times.

 

POLICE VETTING When appointing a new permanent employee a satisfactory police vet will need to be obtained before an appointment is confirmed. Contractors and their employees that regularly work at the school during the school day will need to be vetted. At Opua school we have defined “regularly” in this context to mean contractors and their employees who will be working on site for two weeks continuously.  The board must establish internal procedures for dealing with police vets that are received, including in this is a requirement to -   (a)Identify the person or office-holder within school to whom police vets must be sent by the Teachers Council; (b)Ensure that strict confidentiality is observed for police vets. A board may not take adverse action in relation to a person who is the subject of a police vet until: (i) The person has validated the information contained in the vet; or(ii) The person has been given a reasonable opportunity to validate the information, but has failed to do so within a reasonable period. 1.       All persons required under the Act to be police vetted shall be, carrying out the procedures set by the Teacher Registration Board. 2.       The Principal is designated by the Board to receive the Vets supplied by the Police.3.       The main areas of possible concern showing in any vetting of prospective employees shall be under the areas of Sexual offences, Assault on Children, Drugs.4.       If any Vets show offences under the above or of similar serious nature, the following must be taken into account. How serious was the offence?- How long ago was the offending? Has a sentence been served or are they still doing PD or community service?- Was it a one-off offence or is there a pattern of offending?- What is the employee's/contractor's role in the school? How does the type of offence relate to it?- The concerns raised by a "Red Stamp"? (A "Red Stamp" indicates police have concerns about the person working with children)5.       If in the opinion of the Principal, any vet received shows concern about the person concerned working within the school, then the case will be discussed with the Chairperson.6.       If either the Chairperson or the Principal believes that the person is unsuitable, then the procedures outlined in STA Link 2002/14 will apply. 7.       If no cause for concerns is found in the vet, then the vet will be shredded within one month of receipt. 8. A record will be kept of dates vets received

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PROFESSIONAL EXPENSES A budget for professional expenses and for professional development will be established annually. These expenses may include continuing education, books and periodicals, and attendance at professional conferences.The Principal will as a staff member, be able to access the costs of these also from normal budget areas specified as such. It is also recognised by the Board, that the nature of the role of Principal will occur at times other costs with regards hospitality etc. These will be covered via expense claim procedures.  PROMOTION OF STUDENTS Generally students are promoted to the next year level following the completion of each school year. For the first year at school they are Year 1. The same for Year 2. The end of the third year is rounded to the end of the school year. The way the rounding is moved will depend on the progress of the individual student. Rounding up will occur when the student has higher than expected Reading Age, Writing Level and Maths Stages. Students will not miss a year level unless they have achieved very high levels and parents are comfortable with the promotion. It is not generally a good idea to promote students to the extent that they graduate to high school while too young. Students with special abilities or talents are catered for in each classroom’s planning programme. These pupils are to be catered for within the normal class situation, through suitable extension activities of a horizontal rather than vertical nature. If we teach to individual needs and assess these needs accurately then we will be catering for these needs. As resources allow, additional assistance will be provided, such as:·       Use of Part Time teacher. (withdrawal groups, cross class groupings)·       Use of Senior Teachers and Resource Teachers.·       Parent or ‘friend of the school’ help.·       Specialist equipment.

PERSONAL GRIEVANCES . Personal Grievance covers aspects such as:·       Unjustifiable dismissal·       Unjustifiable action by employer which disadvantages the employee’s work or conditions of work·       Worker discrimination·       Sexual harassment·       Duress  In relation to all staff. If you feel that you have grounds for Personal Grievance contact your Union Organiser.  PERSONNEL The board delegates responsibility to the principal 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. Therefore, the Principal may not fail to: ·       Ensure that employees are not discriminated against on other than clearly job-related, individual performance or qualifications.·       Ensure all employees their rights to personal dignity, safety and access to an approved and fair internal grievance process.·       Ensure that all required staff are registered or have a current Limited Authority to Teach.·       Provide a smoke free environment within the school buildings·       Provide for all staff a contract, either individual or collective.·       Carry out annual performance appraisal·       Meet current employment legislation·       Take reasonable steps to protect staff from unsafe or unhealthy working conditions.·       Provide Protective Disclosure protection

Ensure that the school operates as a good employer.

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PROTECTED DISCLOSURES .      The Board of Trustees accepts that it has a responsibility to have in operation procedures for receiving and dealing with information about serious wrong-doing. A protected disclosure is a declaration made by an employee where they believe serious wrong-doing has occurred. Employees making disclosures will be protected against retaliatory or disciplinary actions and will not be liable for criminal or civil proceedings related to the disclosure.. Serious wrong-doing includes any of the following :Unlawful, corrupt or irregular use of fundsAn act, omission or course of conduct that constitutes a serious to public health or safety or the environmentAn act, omission or course of conduct that constitutes a serious risk to the maintenance of lawAn act, omission or course of conduct that constitutes an offence.An act, omission or course of conduct by a public official that is oppressive, discriminatory or grossly negligent or that constitutes gross mismanagement. Before making a disclosure the employee should be sure that the following conditions are met:The information is about serious wrong-doing in or by the schoolThat there is reasonable grounds to suggest the information is trueThe employee wishes the wrong-doing to be investigatedThe employee wishes the disclosure to be protected. The disclosure should be submitted in writing to the principal. If the principal is believed to be involved in the wrong-doing then the submission should be to the Board chairThe disclosure should contain information including:The nature of the serious wrong-doingThe name or names of the people involvedFacts including dedtai.ls relating to times and place of events where relevant. All disclosures will be treated with utmost confidence. Every endeavour possible will be made to ensure that the person making the disclosure is not identified.At the conclusion of the investigation the principal will prepare a report with recommendations for action if appropriate. This report is for the Board Chair. Where appropriate information will be forwarded to the

appropriate authorities. 

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PRIVACY Procedures developed within the school will be designed to comply with the principles contained in the Privacy Act 1993 which specify requirements in terms of:·       Purpose of collection of personal information.·       Source of personal information.·       Collection of information from subject.·       Manner of collection of personal information.·       Storage and security of personal information.·       Access to personal information.·       Correction of personal information.·       Accuracy, etc of personal information to be checked before use.·       Agency not to keep personal information for longer than necessary.·       Limits on the use of personal information.·       Limits on disclosure of personal information.·       Unique identifiers.So that the provisions of the Privacy Act 1993, which provides controls in the handling of personal information and gives new rights to individuals are carried out. Security of information It is important that personal or private details are not disclosed. Please ensure that you do not divulge any information without proper authority. This would breech school policy and union rules of employment.

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PRINCIPAL APPRAISAL The Principal’s performance is monitored against the strategic plan, professional standards and board policies on Operations. The board monitors those parts of the Principal’s objectives that have been identified and agreed upon by both parties in advance.The appraisal process will be based on a three year cycleFirst year : E.R.O. report year The report will be the appraisalSecond year: Collegial/advisory carry out appraisalThird year: Chair person undertakes review There is an agreed policy established for the formal appraisal of the Opua School Principal. This is based on agreed criteria.  The Board will receive a summary report, formally once a year at a board meeting that has “excluded the public”.Purpose:To support the principal with the day to day management of the schoolTo enable the Board to acknowledge achievementTo fulfil the legal obligations in terms of the Principal’s Employment ContractTo have a set procedure for the negotiation of the annual performance agreementTo ensure confidentiality is maintainedTo have a system that enables the Board to support Principal developmentKey Points:The chairperson is responsible for the negotiation of the Performance agreement.The Board is responsible for the allocation of resources to enable the principal to meet the goals set out in the performance AgreementThe Principal and the chair person are responsible for the on-going monitoring of the performance agreement and reporting to the Board as requiredThe Chairperson is responsible for the annual interviews and to report to the BoardThe Board will have input in suggesting areas of focus for the schoolThis policy will be reviewed annually.

Signed:_________________________ Date:_______________________

  

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RECORD KEEPING As a member of a profession, record keeping is a normal facet of your job. You are obliged to keep all such administrative records accurate, neat and up to date. You are expected to be prompt in responding to returns or information, by meeting deadlines on time. Included are: Absenteeism Accounting for Money Admissions and WithdrawalsAssessment Monitoring Attendance Register ClassificationInventories Enrolment ReportingLeave of Absence Planning & Preparation  RELEASE OF STUDENTS After discussion with Civil Defence Authorities, and where it is safe, there can be an orderly and controlled collection or dispersal of students to enable them to return to their homes. If students are held on Opua School premises parents or authorized whanau can report to the office. Students will be brought to them and a record kept of all students so collected. If students have been evacuated to a ‘safe area’ on the advice of Civil Defence, parents or authorized whanau will need to report to an ‘administration area’. Students will be brought to them and a record kept of all students so collected. Taxi students will be allowed to leave on taxis only after Civil Defence authorities have determined it is safe for them to do so. Students walking, biking or with their own vehicle transport will only be released on the advice of Civil Defence authorities to ensure they are not placed in danger when making their way home. If students are unable to return to their homes they will be kept in Opua School until such time as Civil Defence authorities determine it is safe to leave. Children will be accommodated in the Whare Area overnight if required. Food will be obtained from available sources such as the school “tuckshop” resources, local shops and by helicopter drop if necessary. Through the principal, information will be provided to the local radio station. The library and Whare Area are the main designated areas for sleeping children if required. Where possible direct contact will be made with the parents of students who have to remain at Opua School. Staff who have ensured their own families are safe, will remain with the students for the duration of the emergency.

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REGISTERED TEACHERS’ CODE OF ETHICS Teachers registered to practice in New Zealand are committed to the attainment of the highest standards of professional service in the promotion of learning by those they teach, mindful of the learner's ability, cultural background, gender, age or stage of development. This complex professional task is undertaken in collaboration with colleagues, learners, parents/guardians and family/whānau, as well as with members of the wider community. The professional interactions of teachers are governed by four fundamental principles: Autonomy to treat people with rights that are to be honoured and defended.Justice to share power and prevent the abuse of power,Responsible care to do good and minimise harm to others.Truth to be honest with others and self. Application of the Code of  Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.

1. COMMITMENT TO LEARNERSThe primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society.  

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Teachers will strive to:a) develop and maintain professional relationships with learners based upon the best interests of those learners.b) base their professional practice on continuous professional learning, the best knowledge available about curriculum content and pedagogy, together with their knowledge about those they teach.c) present subject matter from an informed and balanced viewpoint.d) encourage learners to think critically about significant social issues.e) cater for the varied learning needs of diverse learners.f) promote the physical, emotional, social, intellectual and spiritual wellbeing of learners.g) protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements.2. COMMITMENT TO PARENTS/GUARDIANS AND FAMILY/WHĀNAU Teachers recognise that they work in collaboration with the parents/guardians and family/whānau of learners, encouraging their active involvement in the education of their children. They acknowledge the rights of caregivers to consultation on the welfare and progress of their children and respect lawful parental authority, although professional decisions must always be weighted towards what is judged to be the best interests of learners.

 

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4. COMMITMENT TO THE PROFESSION In the belief that the quality of the services of the teaching profession influences the nation and its citizens, teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement, and to achieve conditions which attract persons worthy of trust to careers in education. In fulfilment of their obligations to the teaching profession, teachers will strive to:advance the interests of the teaching profession through responsible ethical practice.b) regard themselves as learners and engage in continuing professional development.c) be truthful when making statements about their qualifications and competencies.d) contribute to the development and promotion of sound educational policy.e) contribute to the development of an open and reflective professional culture.f) treat colleagues and associates with respect, working with them co-operatively and collegially to promote students' learning.g) assist newcomers to the profession.h) respect confidential information on colleagues unless disclosure is required by the law or serves a compelling professional purpose.i) speak out if the behaviour of a colleague is seriously in breach of this Code.

For all staff there will be times that there are decisions or events with which you will have some difficulties. It is important that you keep to the collective decision no matter how difficult you find it. If there are people or activities that you have a personal issue with you must not let that personal feeling interfere with the roles and tasks of the school and your professional duties. This is especially important with children. While you might not like or enjoy an activity you must not let these personal opinions prevent any child from an experience that they might learn from, enjoy or even follow as a life-long interest. 

 

 

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In relation to parents/guardians, and the family/whānau of learners, teachers will strive to:involve them in decision-making about the care and education of their children.b) establish open, honest and respectful relationships.c) respect their privacy.d) respect their rights to information about their children, unless that is judged to be not in the best interests of the children.  3. COMMITMENT TO SOCIETY Teachers are vested by the public with trust and responsibility, together with an expectation that they will help prepare students for life in society in the broadest sense. In fulfilment of their obligations to society, teachers will strive to:actively support policies and programmes which promote equality of opportunity for all.b) work collegially to develop schools and centres which model democratic ideals.c) teach and model those positive values which are widely accepted in society and encourage learners to apply them and critically appreciate their significance.

  

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 programmes and services; financial position; and all matters having real or potential legal considerations for our school. Thus the board is supported in its strategic decision-making and risk management. Therefore, the principal may not fail to: ·       inform the board of significant trends, implications of board decisions, issues arising from policy matters or changes in the basic assumptions upon which the boards strategic goals are based.·       submit the monitoring data required in a timely, accurate and understandable fashion.·       report and explain financial variances of 10% against budget. (Bottom line figures)·       present information in a suitable form – not too complex or lengthy.·       inform the board when, for any reason, there is non-compliance of a board policy.·       recommend changes in board policies when the need for them becomes known.·       limit public statements about the official position of the board on controversial social, political, and/or educational issues to what the board has formally adopted as positions of record.  

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REPORT WRITING All reports are to be written on the computer and teachers are encouraged to make on- going comments as they mark work or see children attaining learning. In that way, most of the report is completed when it is time to issue. The report is to be based on professional observations and records of achievement made in classroom evaluations. You need to be able to justify any comments or marks given, based on work children have actually done. The Principal must approve the report. They may request evidence of formative evaluations made in the classroom.A high standard of presentation is required, as is spelling and grammatical accuracy.Be Honest.Positive, constructive remarks relating to progress made, particular pieces of work and special attributes (academic, cultural, physical, social and emotional) are more helpful than negative remarks.The Principal must sign the report form before issuing.The report is a summative evaluation. If the child is to participate in his education he should be aware of the content of his report and how he can improve his standing. This implies child own goals and collaboration between the teacher and the student.Full written reports will be issued once a year (end of year) 

 

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Reporting and conferencing with parentsTerm 1The first conference will be in the first term. This is a less formal meeting and is sometimes combined with ‘Meet the Teachers Evening.’ The end of the term sees the first report home with results of assessments in Reading, Writing and Mathematics. The data given is curriculum levelled data and the overall placement is as compared to National Standards. Included is an attendance percentage for the term.Term 2Following the mid year sample folders release is the student- lead conference time. Which coincides with the second report note. Like the term one report this note shows where the student is compared to National Standards . Included is an attendance percentage for the term.Term 3End of term the third note is issued with assessment data and overall placements. Included is an attendance percentage for the term. This usually coincides with Clubs Night which is an open night at school. Parents are shown displays of the activities during Clubs Activities and children are asked to show parents around the classrooms.Term 4The full written report is issued. This will include samples and comments. Also included is the data sheet with overall assessments and a comparison with term 1 data. Included is an attendance percentage for the year.Written reports issued in December, will show the main features of their child’s progress and achievement. The December is report to be sent out at least a few days before the end of term.However, at any time, within reason, parents or teachers may request an appointment to discuss the child. Parents can expect to be notified if their child is experiencing difficulty in any social or academic area and where possible follow up should occur as this is happening, rather than waiting for formal written reports or formal conferences. If a child is having problems either academically, socially or with regards behaviour, the parent should be informed of this as soon as possible. It is not acceptable for parents to have had no communication from the school about such problems, and then to find them in the child’s written report. Parents are encouraged to notify the school of any changes in personal or home circumstances, which may affect the child’s behaviour or progress.  Parents are encouraged to talk to the class teacher at any time during the school year to discuss student achievement and progress.

REMOVAL OF CHILDREN FROM SCHOOL Principals who have reason to doubt the legal right of a person to remove a child are entitled to refuse custody until that person satisfies them of their entitlement. A simple but effective method of doing this is for the Principal to contact one of the parents’ solicitors to ascertain if a Court order or agreement exists and the terms of such an order or agreement.In the case of a government agency (e.g. CYPS) requesting to take a student out of school, there must be either written parental consent or formal identification of the officers, a warrant and/or a police officer with a court order. (Place of Safety warrant). Where a Principal becomes concerned about a child being claimed alternately by the parents he should suggest to one or both parents that the matter be referred to their solicitors to work out an agreement until the Court hears the custody dispute.Where any person calls at the school with a request for access to, or removal of the child creates a disturbance he may be guilty of an offence under Section 195 of the Education Act 1964 which places an obligation on members of the public not to disturb the work of a school. Such a person could be asked to leave and if the person refuses to leave or to act reasonably the Police should be called. While waiting for the Police the parent should not be given access to the child.

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RIGHT OF ACCESS TO CHILDREN BY PARENTS Parents are entitled to have reasonable access to their children at school. All persons seeking access should see the Principal (through the Office) first.Teachers, if they have knowledge of Matrimonial disputes, should share such information with the Principal, so that we may be alerted should difficulties arise.If we have reasonable doubts about the identity, good faith or legal rights of the person wishing to make contact with a child, we will contact the person who is known to have legal custody of the child to find out if the person does have some right of access. If the person claims to have access under a Court Order he should be asked to produce it, or name a Solicitor from whom inquiry can be made.Our responsibility is to exercise as much care and skill in looking after the welfare of children as would a reasonable parent. If we have reasonable doubts we can refuse or restrict access. The final responsibility rests on the custodial parent who has an onus to inform the Principal.  

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The Right to Meet Children at School. Parents are entitled to have reasonable access to their children at school. All persons seeking access should see the Principal (through the Office) first.Teachers, if they have knowledge of Matrimonial disputes, should share such information with the Principal, so that we may be alerted should difficulties arise.If we have reasonable doubts about the identity, good faith or legal rights of the person wishing to make contact with a child, we will contact the person who is known to have legal custody of the child to find out if the person does have some right of access. If the person claims to have access under a Court Order he should be asked to produce it, or name a Solicitor from whom inquiry can be made.Our responsibility is to exercise as much care and skill in looking after the welfare of children as would a reasonable parent. If we have reasonable doubts we can refuse or restrict access. The final responsibility rests on the custodial parent who has an onus to inform the Principal. Approval to Remove a Child from the School. Principals who have reason to doubt the legal right of a person to remove a child are entitled to refuse custody until that person satisfies them of their entitlement. A simple but effective method of doing this is for the Principal to contact one of the parents’ solicitors to ascertain if a Court order or agreement exists and the terms of such an order or agreement. Where a Principal becomes concerned about a child being claimed alternately by the parents he should suggest to one or both parents that the matter be referred to their solicitors to work out an agreement until the Court hears the custody dispute.Where any person calls at the school with a request for access to, or removal of the child creates a disturbance he may be guilty of an offence under Section 195 of the Education Act 1964 which places an obligation on members of the public not to disturb the work of a school. Such a person could be asked to leave and if the person refuses to leave or to act reasonably the Police should be called. While waiting for the Police the parent should not be given access to the child.In the event of the situation being a disruption or needing physical intervention the school will insist that no action be taken until police arrive. The situation will be treated as normal and children arranged to go home as normal. Under no circumstances will the school allow or assist in and removal of students by force without police presence. School Involvement in Custody Hearings. Principals and teachers are sometimes asked to give information or evidence to be used in custody proceedings. It is desirable that the school should not take sides in the dispute. No information is to be given to any person involved in such situation, either verbally or in writing, prior to discussion with the Principal. The Principal or a teacher should only give a report or affidavit if requested by the Court, Department of Social Welfare or Solicitor appointed by the Court to act for the child. It is possible that either party may subpoena a teacher or Principal to appear a Court and give evidence, and a subpoena must be complied with. In some situations advice from NZEI Counsellors may be sought. Teachers must check with the office, at the beginning of the term, for the names of children in their rooms who have access orders against them. The office will keep a central list of these.

Signed:________________________________ Date:____________________________

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RELIEF TEACHERS   Teachers who because of illness or other reasons, are unable to attend school, are to notify the Teacher responsible the night prior or between 7.00 a.m. and 7.30 a.m., or the school as early as possible. Teachers who know they will be absent on a particular day are to notify the Senior Teacher responsible beforehand. Leave requirements for non-professional activities must have prior approval – exceptions would be immediate family crises.  Please leave in your room work that can be carried on with during your absence if necessary along with a list of any unusual things due to happen. E.g. Visit from?  In the event of our relief teacher funding running out, or in circumstances where a relief teacher can not be obtained Opua School will cover the class (es) by using its own resources through the sharing of classes/dispersing children amongst rooms with available teachers..   RELIGIOUS INSTRUCTION The expected outcomes of this policy would be:·         An increasing capacity for meaningful and satisfying relationships with others.·         A growing sense of right and wrong.·         An increased potential for creative expression.·         A positive attitude to themselves as growing persons.·         An openness to questions of meaning, purpose and value.·         An understanding that the basis for such a relationship is forgiveness and that the product is love, joy, peace, patience, kindness, goodness, faithfulness, humility and self-control.·         An expansion of both the religious knowledge and experience of the children.·         The development of values amongst children Adequately trained and supervised teachers will be provided. A professionally prepared and accepted syllabus will be used.Classes will be held on a weekly basis for those classes that are able to find teachers. Children will be excused from these lessons on production of a note from their parents.  The school is legally closed for the duration of religious instruction although non-attendees will be supervised. 

ROLES AND RESPONSIBILITIES OF THE BOARD The Board of Trustees key areas of contribution are to: ·       Set and, as needed, modify the vision, mission and values.·       Protect the special character of the school ·       Ensure a sensible and feasible Strategic Plan.·       Approve and monitor the Annual Plan·       Develop and review the general policy direction.·       Monitor and evaluate student learning outcomes·       Appoint, assess the performance of and nurture the Principal.·       Act as good employers.·       Provide financial stewardship.·       Oversee, conserve and enhance the resource base.·       Approve major policies and programme initiatives.·       Manage risk.·       Build a broad base of community support.·       Exercise governance in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand’s dual cultural heritage.  Trustee’s Code of Ethics The Opua School Board of Trustees is committed to ethical conduct in all areas of its responsibilities and authority. Trustees shall: ·       Ensure the needs of all students and their achievement is paramount.·       Be loyal to the organisation and its mission. ·       Respect the integrity of the principal and staff.·       Observe the confidentiality of non-public information acquired in their roles as trustees and not disclose to any other persons such information that might be harmful to the school. ·       Be diligent and attend board meetings prepared for full and appropriate participation in decision making.·       Ensure that individual trustees do not act independently of the board’s decisions.·       Speak with one voice through its adopted policies and ensure that any disagreements with the board’s stance are resolved within the board.·       Avoid any conflicts of interest with respect to their fiduciary responsibility.·       Recognise the lack of authority in any individual trustee or subgroup of the board in any interaction with the principal or staff.·       Recognise that only the chairperson can speak for the board.·       Continually self-monitor their individual performance as trustees against policies and against any other current board evaluation tools. The Role of the Board Chair The chairperson is the leader of the board and carries overall responsibility for the integrity of the board’s processes. The role involves the following responsibilities: ·       Spokesperson for the board on strategic matters.·       Establishment and maintenance of an ongoing working relationship with the Principal·       Building of an effective team·       Ensuring that the Principals Performance Agreement and Appraisal are completed on an annual basis·       Protected Disclosure Officer [see STA Link 2001/01]·       Chairing of the meetings·       Meeting discussion content will only be those issues that, according to board policy, clearly belong to the board to decide not the Principal.·       Deliberation will be timely, fair, orderly and thorough, but also efficient, limited to time and kept to the point.·       Meeting procedures as outlined in the Standing Orders and Local Government Official Information and Meetings Act 1987 are observed except where the board has suspended them. Information on meeting procedures is found in the section on meetings

  

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ROLLS / ATTENDANCE REGISTER All attendance registers are electronic. The register is recorded at 9:00 a.m. and 2:00 p.m. These should show:- present, unknown or medical. If the absence has some other classification it is to be recorded as on the ETAP form. Unknowns will be checked by the administration officer to ensure safety.Be alert for absentees. Check on absences at the earliest possible time. Report to the principal if any doubt. Safety is a major concern.If the computer is not available the absences should be recorded on paper to complete when the network is available.A whiteboard card should have the absent children recorded each day for emergency evacuation procedures.The school tries hard to encourage parents to have children attend school every school day and for every school activity.

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 SCHOOL ADMINISTRATION STAFF The office staff’s primary functions are concerned with school management; however, they are able to do some teacher initiated tasks occasionally. This work can only be done if time permits and all staff are asked to respect the fact that the office is always working to capacity.  Please :-1.                   Respect the fact that this work is not the main work of the Administration Staff and give several days in advance of the due date, as school secretarial work has priority over your work. If too much work is given to them, then this facility will be withdrawn.  Please do not :-1.                   Use the phone in the administration office. There are phones in the staffroom.2.                   Use the administration office as an informal meeting place. It can become very crowded, and if used as such, it makes the work of the administration staff very difficult to do, if they are having to work around you.3. Please do not use the administration computers. Downloads of emails etc. is permitted but please try to not disrupt the secretary’s work routines.

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 SCHOOL ATTENDANCE The Principal is responsible to the BOT for ensuring that all students are punctual and regularly attend school. To achieve this Teachers and Clerical Staff have a responsibility to carry out specific attendance monitoring and reporting procedures. In cases that warrant it, the Principal will involve relevant agencies. When necessary the BOT will use its powers of Prosecution. Attendance Monitoring Procedures: 1.     Parents are to be reminded from time to time that they are required to ensure that their enrolled child attends school on every possible occasion unless through sickness or special circumstances this is not possible.2.     Parents are required to contact the school when their child is to be/is absent and explain the circumstances.3.     When the reason for an absent child is not known by the teacher at roll call (within 15 minutes of school opening), the office must be informed immediately.4.     Office Staff are to ascertain by telephone the reason for absence.5.     If a child returns to class and an explanation has not been received the Office or Teacher needs to contact the home and find out why the child was absent. Please check with the Office before contacting home. Any problems please refer to the Principal.6.    If there are still problems, or there is suspicion about the justification of frequent absences, the matter must be referred to the Principal for follow up.7.     All absence notes are to be kept by the class teacher for the duration of that year.8.     The Principal has a responsibility to monitor all Attendance Registers every term. 9.    Each term, within the last week, each class teacher is to give to the Principal a list of names of any children who have missed more than 10% of that school terms time. This list will include the children’s names, ages and attendance. With regards more urgent cases of repetitive non attendance read also the provisions found under Attendance.

 

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 SCHOOL EQUIPMENT (staff use) Staff use of school equipment 1.    As a general rule staff are permitted to use school equipment for personal use. Permission must be obtained through the principal. The principal must ensure that the equipment is not required for school use at that time..2.   Conditions of use.  

User must ensure that all insurance is covered (personal, injury, general etc.)

 User must operate on a ‘You break – You fix’ policy. There must be no cost to the school. User must refuel, replace batteries etc.Equipment must be returned in clean and serviceable condition.Equipment must be returned in time for the next school use.Any breach of this policy the user agrees to pay full costs to the school.

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SCHOOL PUBLIC RELATIONSThe school has to be seen in a positive light by the community in general. This helps with delivery of a successful curriculum. We need the support of parents and community groups in order to succeed. Sometimes there will be personal conflicts that will be difficult to manage. These personal relationships must not interfere with your duties and responsibilities to the school and your work. As a staff member you must treat all community members with politeness and respect. We expect the children to behave in a polite well-mannered way and we must set the example.PARENTS In general the more contact with parents and caregivers the better. Parent interviews are to be encouraged. Parents are invited to talk with teachers at any time throughout the year. These times need to be considerate of the teachers duties, preferably out of classroom time but also at the convenience of parents.Formal interviews are in June or July. Sample folders are available at mid-year and at end of each year. These are to be returned to school for the following sessions. Reports are issued each term with formal classroom reports at the end of each year. Reporting to parents should be in plain language and be accurate and clear. The reports should reflect progress towards the National Standards.

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SCHOOL HOUSE SYSTEMThe children are teamed up into four houses for sports and competitions, assemblies etc. The houses are named after four native trees. Kowhai, Titoki, Rimu and Totara .The lines are always in the order listed above and children line in their house lines in order of height.Points may be awarded to houses for rewards or positive reinforcement.

Kowhai Titoki Rimu Totara

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 SKATEBOARDS AND ROLLERBLADES  These are normally banned from the school grounds both during and after school and weekends. Every now and again permission will be given for children to bring their skateboard to school to use during lunchtime in a supervised area. You will be aware of these days. The school has a supply of unicycles which may be used on the school grounds. CF Helmets in relation to these as well.  SMOKING  1) Opua School is Smoke free1)    Opua school will comply with all legislation with regards smoking.2)    To that end, smoking within the school buildings, grounds or any school activity or trip at any time is banned.3) Any organizations or individuals using the school facilities must be advised that the policy covers their use of school property and applies to them as a condition of use.4) Contractors and others working at school or within school property are to be advised that the policy applies to them whilst they are on school property.5) Signs will be on display at the main entrances to the school.6) All applicants for positions at Opua School are advised of the conditions of this policy.7) parents of children who are to be enrolled are advised that the school is smoke free.8) The policy will be displayed in the main foyer and staff room.9) Complaints with regard to this policy must be made in writing to the Principal.10)    If any persons are smoking within the school environs staff are quite entitled to ask them to stop smoking.We recognize that smoking within the school settings presents a mixed message and can lead to students taking up smoking in the future. We also recognize that the health and well-being of the students , staff and other users of the school may be negatively affected by smoking and we respect the right of employees and children to a smoke free environment.This policy will be enforced as far as possible, taking into account the Health, Safety and well being of all involved.

 

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 SPENDING GUIDELINES 1.                   Once the budget has been approved, the Principal, or his delegated staff, have powers of purchase. 2.                   Assets are defined as items costing over $1000.00 3.                   The principal is expected to keep within the set budget limits for each Budget Category. EG. Curriculum as a whole, not each individual sub heading contained within Curriculum. He/she will report to the Board if problems have or are likely to occur with this aspect of budget control. This Policy must be read in relation to other Governance and Operational Policies related to Finance.  SPORTS UNIFORMS The school colours Red, White and Green. The school has sets of netball/miniball skirts, netball bibs, school T Shirts and rugby jerseys for lending to children involved with school sport. They are to be worn for that purpose only and returned in the same condition as when they were lent. (A record of all loans and returns must be kept) School netball and miniball players will borrow their uniforms for a whole season. The teacher responsible for loaning uniforms must ensure that : ·       a record is kept of loans·       this is marked off on return·       non return is vigorously pursued (report to the Principal if necessary

 

SCHOOL RESPONSIBILITY BETWEEN HOME AND SCHOOL Current legislation and court rulings point to the responsibility for pupils coming to and from school, to be a shared one between parents and school. A ratio of responsibility applies, based upon the distance the child is from either school or home. In other words the main responsibility falls on either of the two parties, that the child is closer to if an incident occurs. Eg. If a child’s travel from home to school can be seen on a 1 to 10 scale with 1 being Home and 10 being school, 1 to 4 of the distance would be mainly parents responsibility with 6 to 10 being the schools and vice versa. However “Staff shall do all in their power to secure the orderly behaviour of pupils on their way to school or returning from school to their homes.” If you observe children from this school behaving inappropriately, please advice the Principal ASAP.  

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SCHOOL CLOSURE

The Principal, after consultation with, and agreement from the BOT Chairperson or their Deputy, may close the school under the following circumstances. 1.     If the school is or is to be without water or sewage disposal for any period exceeding two hours.2.     If damage to buildings by fire, storm, vandalism earthquake or other cause is such that occupancy is impractical and/or dangerous.3.     If, due to any occurrence such as an armed offenders squad call-out or riot, the safety of the students and staff is, or is likely, to be in jeopardy.4.     If through failure of the heating system, the working conditions for staff and students falls below, and is likely to remain below the comfort level of 16 C for a period greater than two hours.5.     If a Civil Defence warning is issued.6.     On the advice of the Medical Officer of Health.Notification to Parents and Caregivers1.     In the event of advance warning, notice is to be through the normal school newsletter and local radio stations.2.     Where the closure decision is made after the close of a school day but before the opening of the next school day, parents are to be informed through the local radio stations.3.     Where closure takes place during the school day, communication to parents will be through radio and telephone. Where there are any doubts about child safety, teachers or staff are to be used as escorts.In Loco ParentisThe Principal and Staff are required to act as parents in any situation where health and safety of the students is of concern.

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SCHOOL TONE The overriding theme that the behaviour and tone of Opua School is based around is that this school is a place “Where we look after each other”. ‘Manaakitanga Me Te Awhina’ Our scheme expresses most rules and boundaries but where not expressed, a code of “common sense” in relation to our theme, should apply. As a staff we must work a supportive team applying these codes equally to all.We aim to be as positive as we possibly can by praising and rewarding acceptable behaviour rather than being negative. This applies not only in class work but also in all aspects of school life. An Assertive Discipline programme operates. Where children display an ongoing positive attitude and/or excellence in work they should be praised to encourage their enthusiasm. They require continual encouragement to sustain their positive behaviour, as much as those who require encouragement for behaviour modification. Staff need to be sensitive to cultural, religious and individual differences. SCHOOL’S MISSION “Opua School will provide a caring and sharing environment that will educate and equip the child for life.”

 

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SPECIAL CERTIFICATES Caring and Sharing CupThinking CupWriter of the WeekPrincipals’ AwardCertificate of Merit. Certificate of Excellence. Attendance Award These reward Certificates and cups are to be the highest valued token issued by the School and are to be presented at full School Assemblies. They will therefore be issued sparingly.Caring and Sharing Cup: To be issued to children who have shown a caring and or sharing behaviour during the week. Someone who has helped another student particularly a younger student.Thinking Cup: To be issued for displaying evidence of thinking. This may be academic or just simply using one’s initiative. Awarded where someone has thought something through and is aware of the outcomes or consequences. Certificates of Excellence: To be issued for outstanding achievement, commensurate with age, (or handicap) in any Curriculum area be it academic, sporting or artistic. The achievement may have been obtained during school, interschool or community activities. Four to Five only to be issued at the End of the Year Assembly.Certificates of Merit: To be issued to children who have stood out through outstanding efforts in social, cultural and community activities. Four to Five only to be issued at the End of the Year Assembly.Writer of the Week AwardDesigned to encourage good children’s writing. Given to the child who has done the best piece of written language in the preceding week. Children can win these more than once. One per classroom per week. Names of children to get these for previous week to the office by lunchtime on each Monday. Principal will give these out. Principal’s AwardUse sparingly. To be given to any child, either from your classroom or outside, who has done something of an outstanding nature. Names of children to get these for previous week to the office by lunchtime on each Monday. Principal will give these out.Please do not give out alphabetically or aim to ensure everyone in the class gets one. They are there to recognise the “BEST” piece of written work each week.

Special Education

 The aim of the Opua School’s s special education policy is to improve learning outcomes for all children and young people with special education needs at their local school. The definition of special education in the Special Education Policy Guidelines is "the provision of extra assistance, adapted programmes or learning environments, specialised equipment or materials to support children and young people with accessing the curriculum in a range of settings."Children and young people with special education needs include learners with disabilities, learning difficulties, communication or behaviour difficulties, sensory or physical impairments. Resources provided include specialist support, therapy, staffing, equipment and other materials, property modification and transport, as well as advice and specialist support.The School’s special education policy affirms the right of every student to learn in accordance with the principles and values of the Education Act 1989, the National Education Guidelines, as well as the Special Education Policy Guidelines. The New Zealand Disability Strategy is also relevant to special education, with its aim of removing the barriers which prevent disabled people from participating fully in society. Special Education Policy GuidelinesThe Special Education Policy Guidelines are for all those involved with young children and school students with special education needs. They fit within the context of relevant government legislation, education regulations and policies. Principles1. Learners with special education needs have the same rights, freedoms and responsibilities as people of the same age who do not have special education needs. 2. The primary focus of special education is to meet the individual learning and developmental needs of the learner.3. All learners with identified special education needs have access to a fair share of the available special education resources. 4. Partnership between parents and education providers is essential in overcoming barriers to learning. 5. All special education resources are used in the most effective and efficient way possible, taking into account parent choice and the needs of the learner. 6. A learner's language and culture comprise a vital context for learning and development and must be taken into consideration in planning programmes. 7. Learners with special education needs will have access to a seamless education from the time that their needs are identified through to post-school options. .Objective 1 - encourage and educate for a non-disabling societyObjective 2 - ensure rights for disabled peopleObjective 3 - provide the best education for disabled peopleObjective 10 - collect and use relevant information about disabled people and disability issuesObjective 11 - promote participation of disabled MāoriObjective 12 - promote participation of disabled Pacific peoplesObjective 13 - enable disabled children and youth to lead full and active livesObjective 15 - value families, whānau and people providing ongoing support. 

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STAFF BOARD REPRESENTATIVE The SBR is elected under the Requirements of the Education Act.. They are a full board memberThe role is to reflect the feelings and needs of staff in board meetings. They should report back to staff publicly on Board decisions and directions. They are only a board member(as are all board members) when the board is meeting, or carrying out a specific board function. They are subject to the principal and board, in their role as an employee, as for any other employee. Their role is not to take concerns or complaints from staff to the board. These are dealt with under the Complaints policy STAFF APPOINTMENTS 1. The Board on the advice of the principal will set up an appropriate staffing committee, (This would usually comprise the Deputy principal, the principal and the Board chair) which will recommend to the Board appointments of permanent teaching staff.2. The staffing committee will be given the authority to offer the position to the best applicant, with the Board ratifying this decision at the first available meeting3. The Principal will appoint relieving, short-term teaching and non-academic support staff.4. If possible, every appointment committee will represent an appropriate gender and ethnic balance5. All applications are confidential to the members of the appointments committee when one is required, (except the successful candidate)6. All referees statements are confidential to the people referred to in the paragraph above and will be destroyed or returned to the referee on request when the position is filled. 7. No person involved in making an appointment, whether a Board Member, the Principal or a member of the appointments committee shall act as a referee for an applicant8. All discussions of an appointments committee, or by chairman or Principal with applicants are confidential to the appointments committee, Principal and Chairperson. No information about candidates or about voting is to be discussed with any other persons.9. Interviews will only be held if there is no clearly identified applicant who is ahead of other applicants.10. All teachers employed at Opua School, either permanent or relieving, will be fully registered with or be provisionally registered with, or hold LAT Status with the Teacher’s Registration Board.13.                Teaching positions of more than one year duration shall be advertised nationally if they are clearly of this length when first notified.14.                The B.O.T. acknowledges the obligation to abide by relevant acts, awards and charter requirements when making appointments. It is the intention of the B.O.T. to act free from bias or discrimination throughout all facets of making appointments.

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STAFF PRIVATE PROPERTY The Board of Trustees takes no responsibility for the care and security of private property including money bought to school for any purpose by teachers or any other employees. All staff are advised to carry their own insurance should they wish to use private property of value at school. STAFF PROFESSIONAL DEVELOPMENT  This school places a high emphasis on the need for continued professional developmentAll staff are entitled to professional developmentAllocations will be made based upon The needs identified for the whole school The needs identified individually through appraisal and other processes Areas of individual expertise they would benefit the school by further development Budget restraints   STATIONERY - CHILDREN Towards the end of the year Teachers will be asked to submit the stationery needs for their classes for the following year. Stocks will be ordered to meet needs. Stationery lists are issued in February. Parents have no obligation to buy from the school. .Each class set of required stationery will be sold to the students as a set at the start of each year. This will include the complete set of stationery including pencils, erasers and folders etc. Prices will be set each year for the set, depending on set lists and prices charged to the school.Sales will be made each day before 9.00 am. Do not send children to the office after 9.10am for stationery as they will be refused service. From the office. Cash sales only. If you are aware that some children need stationery and there appears to be a problem with getting it, talk to the Principal or administration staff. 

STAFFING : BANKING STAFFING All staff including relievers will be charged to ‘TS’ and any overuse which cannot be managed within banking staffing entitlement will be managed by charging our cheapest salary to ‘BG’ with sufficient time to clear or reduce the overuse by pp22 or pp26 at the latest. Where there is no suitable salary we will use the current MOE recovery rate for this purpose. 

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STAFF APPRAISAL All performance appraisals are confidential to the person being appraised and his/her Appraiser and the Principal or in the case of the principal, the Board Chairperson. A summary of the Principal’s Appraisal will be given to the full Boards as per the Principal’s Appraisal Policy above.Every member of staff including the Principal will have a job description, which will, with the relevant Professional Standards, form the basis for the performance appraisal.Performance to be appraised in the form of mutually negotiated goals for the next period will be established between the appraisee and the appraiser.An independent professional of equal status professionally to the principal who is acceptable to both the Chairperson and the Principal will carry out the Principal’s appraisal.The appraisal of all other staff is the responsibility of the Principal who may delegate some responsibility.The cycle of appraisal will be negotiation, contract, performance and review.The Principal through team leaders is responsible for ensuring that the outcomes of the performance appraisal are acted upon.The Board of Trustees responsibilities are to ensure that the policy is effective, that the policy is carried out, that there is a training budget.Appraisal will be sensitive of the requirements of our E.E.O. Policy.

 

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SUPPORT STAFF/TEACHER AIDES

We have multi- talented Teacher Aides. These people are a valuable resource and need to be utilised thoughtfully. Teacher aides are available to take small groups for set tasks. They can also be asked to prepare resources for teaching units. Teacher aides are also trained to assist with library work. Please be considerate of their time so that demands from other staff can be met.

ADMINISTRATION

Our school secretary has many demands on her time but is available for administrative tasks . She will be busy first thing checking attendance. She is busy Thursdays preparing newsletters. She is available to prepare computer checklists and items of similar nature.If you need to contact a parent during the school day it is best that she be asked to reach the parent for you. The secretary is also a trained first aider and will tend to any injuries and sick children.The secretary’s desk area should be kept clear at all times. Students are not permitted in the reception desk area. Teachers, students and visitors should respect the secretary’s work space. It is also important that the reception area is clean and well presented as it is often the first impression of many visitors. Part of this is to keep the area looking uncluttered.Extra care must be taken when handling money. All money should be taken in through the office and recorded. This should balance with banking receipts. Don’t collect money in class or in areas where there are many people gathered. This is to eliminate any problems which might arise from loss or theft.

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CARETAKER /CLEANER

Try to leave rooms ready for cleaning. The daily vacuuming, dusting and polishing will be more effective if litter, scraps are removed and furniture is up and clear before the cleaners enter the rooms. Students should also be encouraged to help remove litter and scraps from the school grounds, taking a pride in their school.If a student is ill and vomits or messes in the rooms or grounds the caretaker should be contacted immediately so that the area can be cleaned and disinfected.Students are encouraged to participate in the gardening tasks around the school. This is part of learning and helps to remind students to look after their environment. Rubbish and litter should be sorted into re-cycle and waste. The waste disposal fees are large. Waste should be kept to a minimum to help reduce costs. Paper which can be re-used for other activities should be kept separate. Re-cycle paper and card must be clean and well sorted. Glass plastic and metal should be kept separate. Each room has two bins : WASTE and RE-CYCLE.

 TOYS AND CHEWING GUM

Students are reminded that toys, make up, deodorants, jewellery and chewing gum are not part of the teaching process and are therefore not permitted at school.Helmets are required for wheeled items like bikes, unicycles, skateboards etc.

SUN HATS/SUN PROTECTION )    This procedure is to be implemented during daylight saving months - October to March.2)    We encourage the children to wear the sun hat at all times when outdoors on sunny days throughout the year. 3)    As all children will be issued with one at the beginning of the year, there is no excuse for not wearing their hats.4)    Keep a check on these hats, to ensure they are not damaged or lost.5)    These hats remain the property of Opua School.6)    Incorporate programs on melanoma into the curriculum (e.g. Health/science, PE).7)    We encourage staff to act as role models by: 1.                   Wearing appropriate hats, sunglasses and clothing for all outdoor activities.2.                   Using a SPF 15+ broad spectrum water resistant sun screen for skin protection.3.                   Regularly reinforce the Shady School Policy in a positive way through newsletters and activities. If programmes are organised that involve children be outside in the sun for any time such as sports etc, provision must be made for sun screen. Newsletters informing parents of such events should stress the need for them to send sun screen with their children. The local health Authorities are also very good at assisting with such supplies for these events

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 SWIMMING POOL/SWIMMING LESSONS The swimming pool is solar heated and all children are expected to take part in swimming unless they are excused for medical reasons by a note. 1.                   Children to use toilets before entering pool area2.                   Any children the teacher notices to have discharging or insufficiently covered sores are to be excluded3.                   Excluded children must sit under the shade area by the pool, where you can supervise them, and carry out appropriate activity such as reading.4.                   Swimming lessons should be well organised and managed. Their main purpose is swimming tuition.5.                   Teachers are to expect instant obedience to their instructions and rules6.                   Children moving to and from pool and classrooms arte to do so quietly7.                   Please keep to timetables8.                   Please check sheds after all children have left them, to ensure they are clean tidy with nothing left in them9.                   Teachers are to always supervise the entry of children into the pool and their exit from- there is a distinct danger element here10.                Teachers must be conscious of exposure to sun.11.                Procedures for taking swimming lessons must take into account Health and Safety Aspects for all concerned. 12.                Staff should exercise extreme care to always cover themselves by having witnesses if they have to assist any child with changing, or in the water. If possible staff not enter changing areas when children are in them.

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TEACHERS LEAVING Teachers, when leaving, are requested to:·       Update the classroom inventory and return it to the Principal. Discuss missing items.·       Return all equipment, including books, not currently in use, to its normal storage place.·       Hand keys to Principal.·       Leave on the Teachers desk:1.     Attendance register2.     Work Plan3.     Absence Notes·       Leave in the classroom any school data that has been distributed.·       Leave classroom cupboard, shelves, etc. neat and tidy - just as you would like it if you were the new teacher.·       Pay any debts owing to the school. Eg. Toll calls.

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TELEPHONES AND CELLPHONES The school telephone number is 094027840. Telephone enquiries about the progress or welfare of pupils are welcome at all times but teachers are generally not available to answer calls during class time. The office will arrange for teachers to call back when they are free Cellphones Cellphones are not to be used at school. If children require phones for contact after school these phones must be kept in their bags or handed to a teacher until home time Toll CallsIf possible personal toll calls should be made transfer charge to the teachers own home number. Other toll calls with details must be entered in the toll book in the office. Children are not encouraged to use the telephone except in an urgent need. They must have permission from a teacher or staff member, who will then supervise the call. Children are not to use the office phones, but a phone is provided on the counter in the administration area as well as in the staffroom.

 

THEFT AND FRAUD1) The Board accepts that it has a responsibility to protect the physical and financial resources of the School. The Board has agreed that through its chief executive, the Principal, the School has a responsibility to prevent and detect theft and fraudulent actions by persons who are employed or contracted by the School or who are service recipients of the School. The Board accepts that any investigation into any theft or fraudulent actions will be conducted in a manner that conforms to the principles of natural justice and is procedurally just and fair.2) The Board, therefore, requires the Principal to establish systems and procedures to guard against the actions of theft and fraud. The Principal is to report such actions to the Board Chairperson as prescribed in the procedures set out below.3) As preventative measures against theft and fraud the Board requires the Principal to ensure that:a) The School's physical resources are kept secure and accounted for.b) The School's financial systems are designed to prevent and detect the occurrence of fraud. All such systems must meet the requirements and standards as set out in the Crown Entities Act 2004 and of generally accepted accounting practice promulgated and supported by the Institute of Chartered Accountants of New Zealand.c) Staff members who are formally delegated responsibility for the custody of physical and financial resources by the Principal are proven competent to carry out such responsibilities and that such persons are held accountable for the proper execution of their responsibilities.d) All staff members are aware of their responsibility to immediately inform the Principal should they suspect or become aware of any improper or fraudulent actions by staff, suppliers, contractors, students or other persons associated with the School.4) In the event of an allegation of theft or fraud the Principal shall act in accordance with the following procedures:a) Decide to either immediately report the matter to the New Zealand Police or proceed as outlined in this paragraph.b) So far as it is possible and within 24 hours:

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i) Record the details of the allegation, the person or persons allegedly involved, and the quantity and/or value of the theft or fraud.ii) Request a written statement from the person who has informed the Principal, with details as to the nature of the theft or fraud, the time and circumstances in which this occurred, and the quantity and/or value of the theft.iii) Decide on the initial actions to be taken including consulting with the person who provided the information and, if appropriate, confidentially consulting with other senior members of staff about the person who is the subject of the allegation.iv) Inform the Board Chairperson of the information received and consult with them as appropriate.c) On the basis of advice received and after consultation with the Board Chairperson, the Principal shall decide whether or not a prima facie case of theft or fraud exists, and if not, to document this decision and record that no further action is to be taken. d) The Principal shall then carry out the following procedures:i) Investigate the matter further;ii) If a prima facie case is thought to exist to continue with their investigation;iii) Invoke any disciplinary procedures contained in the contract of employment should the person be a staff member;iv) Lay a complaint with the New Zealand Police; v) If necessary, commission an independent expert investigation;vi) In the case of fraud, require a search for written evidence of the possible fraudulent action to determine the likelihood or not of such evidence;vii) Seek legal advice; or

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viii) Inform the Manager, National Operations, Ministry of Education local office and/or the school's auditors.e) Once all available evidence is obtained the Principal shall consult the Board Chairperson. The Board Chairperson may, if they consider it necessary, seek legal or other advice as to what further action should be taken.f) If a case is considered to exist the Principal or a person designated by them shall, unless another course of action is more appropriate:i) Inform the person in writing of the allegation that has been received and request a meeting with them at which their representative or representatives are invited to be present.ii) Meet with the person who is the subject of the allegation of theft or fraud and their representatives to explain the complaint against them.iii) Obtain a verbal or preferably a written response (all verbal responses must be recorded as minutes of that meeting, and the accuracy of those minutes should be attested by all persons present).iv) Advise the person in writing of the processes to be involved from this point on.5) The Board recognises that supposed or actual instances of theft or fraud can affect the rights and reputation of the person or persons implicated. All matters related to the case shall remain strictly confidential with all written information kept secure. Should any delegated staff member or any other staff member improperly disclose information the Principal shall consider if that person or persons are in breach of confidence and if further action is required. Any action the Principal considers must be in terms of the applicable conditions contained in their contract of employment and any code of ethics or code of responsibility by which the staff member is bound.6) The Board affirms that any allegation of theft or fraud must be subject to due process, equity and fairness. Should a case be deemed to be answerable then the due process of the law shall apply to the person or persons implicated.7) Any intimation or written statement made on behalf of the School and related to any instance of supposed or actual theft or fraud shall be made by the Board Chairperson who shall do so after consultation with the Principal and if considered appropriate after taking expert advice.Allegations Concerning the Principal or a Trustee8) Any allegation concerning the Principal should be made to the Board Chairperson. The Chairperson will then investigate in accordance with the requirements of paragraph 4 of this Policy.9) Any allegation concerning a member of the Board of Trustees should be made to the Principal. The Principal will then advise the manager of the local office of the Ministry of Education and commence an investigation in accordance with the requirements of paragraph 4 of this Policy.10) When the Board approved the Policy it was agreed that no variations of this Policy or amendments to it can be made except by the unanimous approval of the Board.

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TREATY OF WAITANGI Opua School affirms the Principles of the Treaty of Waitangi through the following:- 1)      That Maori Language and Maori culture be included in the school curriculum for all classes and that it is taught on a regular basis.2)      That a Maori resource teacher or teachers be utilized to cater for the implementation and on going requirements of the Maori curriculum.3)      That a Programme of Work is developed for use in all classrooms.4)      That staff training be given in this programme5)      That the school consults regularly and genuinely with its Maori parents and community 6)      That the school works in partnership with its Kaumatua.7)      Where sufficient need arises for students to be taught in Maori language, within a bilingual context, and suitable qualified staff are available, that provision be made within the school to meet this requirement.8)      That equitable provision for resources and facilities is made to cater for the instructional needs of Maori curriculum.9)      That Maori values be recognised in the provision of resources and facilities within the school.10)   That equitable provision is made within the teaching staff to reflect the Maori roll at the school.

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UNIFORMS Adopted by the Board July 2007After a parent – led initiative and extensive consultation with the school community the implementation of the Opua School Uniform was decided upon. This uniform became compulsory from February 2008 and must be worn for all activities, including class lessons. The reasons for establishing a uniform were:For identification purposes.To avoid inappropriate clothing.To include clothing that does not hinder or limit learning e.g. in physical education lessons. The uniform is:Approved red tee-shirt with Opua School monogram.Black shorts/culottes/skorts (length – just above the knee or longer) Or long black pants – no labels, no patterns, no colours, no white.Black vest or sweatshirt with Opua School monogramThe correct uniform is to be worn and must be in good condition (Clean and in good repair)Jewelery and/or make-up is not permittedExemptions to the wearing of any or all of the uniform will be considered at the Board’s discretion . Applications for exemptions must be made in writing to the Board Chair stating the reasons why an exemption is requested.Consistent failure to wear the correct uniform will be a breach of this policy and will be dealt with according to the school’s disciplinary procedures.In cooler weather children may wear a red tee-shirt or long sleeved red skivvy under their red Opua Tee-shirt. Generally clothing worn under uniform must not be visible. The sports uniform is:White Opua School tee-shirtBlack shorts – no labels, no patterns, no white, no colours.Suitable footwear must be worn for school performances and when appropriate. Sun hats must be worn outdoors during terms 1 and 4Bathing caps must be worn in the school pool

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USE OF CARS FOR TRANSPORT If you are planning to transport children in private cars for any reason as part of either the school/class/EOTC Programme the following applies All drivers must have current Drivers Licences (To be verified before trip)All vehicles must have current registration and Warrant of Fitness (To be verified before trip)No children are to travel in any vehicle unless they are in an approved safety beltAll road rules/requirements are to be applied during trips. VALUES Opua School aims to be a school where:·         honesty, trust, loyalty and compassion are developed.·         respect for others, their culture and opinions are valued and nurtured.·         caring for the environment is expected.·         self esteem, a positive attitude to learning and the development of the whole child are fostered VANDALISM Officially vandalism is any damage to school grounds, buildings and equipment, which takes place outside normal teaching hours. It would also include theft. The Board pays for repairs and restitution from special funds. The school has a security system to deter vandalism. Damage caused during school hours which breech clear school rules is considered as (unofficial) vandalism. Providing staff are not negligent, parents will be contacted and expected to make restitution through donations to the Board who have to pay for repairs. (Eg. Ball thrown in classroom during interval breaks a window.)Our policy is to have all damage, especially graffiti, repaired as soon as possible.Children and others who use the school grounds in acceptable recreational pursuits will be encouraged.If pupils are encouraged to be proud of themselves and their school they are less likely to offend, and indeed will become very protective of the place. 

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VIDEOS AND TV AND COPYRIGHTS The policy on copyright must be observed. Please check with Principal. The videos shown should be for Educational study and bought for school use. Videos can be borrowed from the National Library. There is a video machine in the library area that can show on the individual TV in library. As well Video can be feed to the data show in the hall. The data show is mobile and may be used in classrooms. A teacher has been designated with responsibility for developing an educational video/DVD library for the library.Please ensure that any television from whatever source is vetted for appropriate content. No R Rated shows are to be shown to children. VISITORS TO SCHOOL Staff are expected to offer hospitality in the form of tea/coffee etc in the staff room to visitors, be they formal or casual. This includes parents dropping in. Please introduce all visitors in the staff room to those who are present. Teachers must liaise with the Principal when inviting other than qualified people into the classroom for the express purpose of implementing school subjects.  All visitors coming into school should first call at the school office. However, if they are bringing a raincoat, or lunch (etc) they are encouraged to go directly to the child’s classroom. If pupils are to be uplifted from classes before 3.00 p.m. a permission slip must be completed at the office prior to visiting the classroom.  WASTE Opua School aims to control waste and help save the planet by:Reducing the amount of materials brought into the schoolRe-use of materials for other school projects/activitiesRecycling materials where this is possibleDisposing off-site to approved waste facility.Reducing the off-site quantity to one wheelie bin per weekParticipating in NRC and Council waste education programmes. 

   

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Policy/Procedure Also see PageAbuse Child protection 4

Accidents and sick children 5

Access to children by police Child protection, Interview Child Offenders 6

Admissions and withdrawals 7

Accounting for money Finances, financial controls 8

Animal welfare Keeping animals at school 9

Appointments 10

Arrival at school Hours of work 12

assemblies 13

Asset protection School property Use of school property 14

Attendance 15

Beginning Teachers 16

Behaviour Management 17

Bells 18

Bicycles 19

Board Communication Board of TRustees 20

Boundaries 21

Caretakers and CleanersCarpet Cleaning

22

Child protection 23

Custody Cases 24

Chairperson role Board of Trustees 25

Claims for expenses 26

Classroom Release Time 27

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Policy/Procedure Also see PageChildren inside buildings 28

Consultation with Maori Community 29

Class trips and EOTC EOTC 30

Classroom and school security 31

Classroom Environment 32

Classroom inventories 33

Classroom supplies 34

Communication Staff 35

Computers 36

Crossing Supervision 37

Curriculum 38

Class/Team/Group Treats 39

Civil Emergencies Emergency evacuation, crisis management 40

Crisis Management Civil emergencies 41

Emergencies 43

Emergency Evacuation 44

Emergency After Hours 45

Classification of Children 47

Children traveling to and from school 48

Communication Parents 49

Complaints 50

Confidentiality 52

Copier 53

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Policy/Procedure Also see PageDiscretionary Leave 54

Delegations to the principal 55

Duty Roster 56

Electrical Appliance Safety 57

End of School Day 58

End of School Term Arrangements 59

Enrolment of students 60

EOTC 61

Equal Employment Opportunities 62

Exemption from Class 63

Financial Conditions 64

Financial Controls 65

Financial Planning 66

Furniture 67

Gifts and Acknowledgements 67

Governance 68

Harassment 69

Hazards Headlice 70

HealthStaff Health

71

Healthy Food 72

HelmetsHomework

73

Hours of Work 74

International Students 75

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Policy/Procedure Also see PageInternational Students annual Review 76

International Students Fee protection 77

Internet Use 78

Interviewing alleged child Offenders 79

Kaumatua 81

Keeping animals at school Animal Welfare 82

Legal ResponsibilitiesLive PerformancesLocal Goals

83

Lost property 84

Learning At Opua School 85

Lunch Orders 87

Maori Language 88

MemosClass NoticesNZEI

89

Medication 90

Matrimonial Disputes Custody Cases 91

Management Units 94

Meeting Procedure Board Agenda Board Meetings 95

Committee principles 97

On line publication of children’s work 98

Pandemic procedure emergencies 99

Parent Days 99

Parent Helpers 100

Planning 101

School preparation and presentation 101

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Policy/Procedure Also see PagePlanning and preparation of work 102

Playground supervision Duty Roster 103

PlanningLunches

104

Police vetting Appointmernts 105

Professional Expenses 106

Promotion of Students Classification of students 106

Personal Grievances 107

Personnel Appointments 107

Protected Disclosues 108

Privacy 109

Principal Appraisal 110

Release of Students Emergency Evacuation 111

Record Keeping 111

Registered Teachers’ Code of Ethics 112

Reporting to the Board 116

Report Writing Communication Parents 117

Removal of children from school 119

Right of Access to Children at School 120

Relief Teaching 122

Trustees Code of Ethics and Roles 123

Rolls Attendance Register Attendance, Attendance Monitoring 124

School Administration Staff 125

School Attendance and Monitoring Attendance 126

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Policy/Procedure Also see PageSchool Equipment Staff Use School equipment 127

School Public Relations Code of Ethics 128

School House System 129

Skateboards and Rollerblades 130

Smoking 130

Spending Guidelines Financial Controls 131

Sports Uniforms Uniforms 131

School responsibility between home and School 132

School Closure Emergencies, Evacuations 133

School Tone 134

Special Certificates 135

Special Education 136

Staff Representative 137

Staff Appointments Appointments 137

Private property 138

Professional Development 138

Stationery 138

Staff Banking (Banked Staffing Resourcing) 139

Staff Appraisal 140

School Secretary/ Teacher Aides School Administration Staff 141

Support Caretaker Cleaner 142

Sunhats Sun Protection Uniform 143

Swimming Pool 144

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Policy/Procedure Also see Page

Teachers Leaving 145

Telephones and Cellphones 146

Theft and Fraud 147

Treaty of Waitangi 150

Uniforms Sports uniform 151

Use of cars for transport 152

Values 152

Vandalism 152

Videos and Copyrights 153

Visitors to School 153

Waste 153