Policies

and

Procedures August - 2010

Long Bay Primary School

WHOLE CHILD EDUCATION

CONTENTS

NAG 1: CURRICULUM

1.1: Programme delivery

1.2: Assessment and evaluation

1.3: Special education needs

1.4: Improving Maori achievement

1.5: Reporting to the board on curriculum

NAG 2: DOCUMENTATION AND SELF REVIEW

2.1: School Charter

2.2: Strategic planning

2.3: Self review

2.4: Reporting to parents

2.5: Community consultation

NAG 3: EMPLOYER RESPONSIBILITIES

3.1: Performance management procedures

3.2: Appraisal

3.3: Professional development

3.4: Staff discipline policy*

3.5: Staff competency

3.6: Staff appointments

3.7: Beginning teacher induction

3.8: EEO policy*

3.9: Leave of absence

3.10: Sexual harassment

3.11: Police vetting

3.12: Complaints policy*

3.13: Protected Disclosures policy*

3.14: Staff remuneration

3.15: Classroom release time policy*

3.16: Unit allocation policy*

NAG 4: FINANCE AND PROPERTY

4.1: Budget management

4.2: Internal finance controls

4.3: Fees protection policy (international students)*

4.4: Fraud Detection policy*

4.4: Property management

4.5: Use of school facilities

Long Bay Primary School WHOLE CHILD EDUCATION

NAG 5: HEALTH AND SAFETY

5.1: Inspections/identification of hazards

5.2: Hazard Management

5.3: Child protection policy*

5.4: Behaviour management

5.5: Shade and sunhats policy*

5.6: Education outside the classroom policy *

5.7: Playground supervision

5.8: Road safety

5.9: Internet use policy *

5.10: Fire drill

5.11: Earthquake procedures

5.12: Civil defence procedures

5.13: Care and use of animals at school policy*

5.14: Accident register and procedures

5.15: Handling of blood

5.16: Administration and storage of medication

5.17: Visitors to the school

5.18: Smoke free school

5.19: Missing child

5.20: Violence/personal threat emergency response/lockdown

5.21: Crisis management

5.22: Healthy Food and Nutrition

NAG 6: LEGISLATION/ADMINISTRATION

6.1: Treaty of Waitangi

6.2: Copyright

6.3: Privacy Act

6.4: Attendance

6.5: School hours/school year

6.6: Stand downs and suspensions

6.8: School uniforms policy *

* denotes policy statement (a full copy of the original signed policy will be

stored in the school’s central filing system)

NATIONAL ADMINISTRATION GUIDELINE 1

CURRICULUM

Each Board of Trustees is required to foster student achievement by

providing teaching and learning programmes which incorporate the

New Zealand Curriculum (essential learning areas, essential skills and

attitudes and values) as expressed in National Curriculum Statements.

Each Board, through the principal and staff, is required to:

(i) develop and implement teaching and learning programmes:

(a) to provide all students in years 1-10 with opportunities to

achieve for success in all the essential learning and skill

areas of the New Zealand curriculum

(b) giving priority to student achievement in literacy and

numeracy, especially in years 1-4

(c) giving priority to regular quality physical activity that develops

movement skills for all students, especially in years 1-6

(ii) through a range of assessment practices, gather information that is

sufficiently comprehensive to enable the progress and achievement

of students to be evaluated; giving priority first to:

(a) student achievement in literacy and numeracy, especially in

years 1-4

and then to:

(b) breadth and depth of learning related to the needs, abilities and

interests of students, the nature of the school‟s curriculum and scope of

the New Zealand curriculum (as expressed in the National Curriculum

Statements)

(iii) on the basis of good quality assessment information, identify

students and groups of students:

(a) who are not achieving

(b) who are at risk of not achieving

(c) who have special education needs (including gifted and talented

students)

and (d) aspects of the curriculum which require particular attention;

(iv) develop and implement teaching and learning strategies to address the needs of

students and aspects of the curriculum identified in (iii) above

(v) in consultation with the school‟s Maori community, develop and make known

to the school‟s community, policies, plans and targets for improving the

achievement of Maori students

(vi) provide appropriate career education and guidance for all students in Year 7

and above, with a particular emphasis on specific career guidance for those

students who have been identified by the school as being at risk of leaving

school unprepared for the transition to the workplace or further

education/training

Long Bay Primary School WHOLE CHILD EDUCATION

1.1 Programme Delivery

1.1.1 The Board recognises its responsibilities under Nag 1 and delegates the

day-to-day implementation to the Principal.

1.1.2 The Principal is required to ensure curriculum delivery follows the

requirements as set out in the NZ National Curriculum Standards and

regular reports are given to the Board on progress and achievement.

1.1.3 It is a requirement that programme delivery will give priority to student

achievement in literacy and numeracy and will look to ensure that all

students receive delivery of the wider curriculum.

1.1.4 Long term planning will focus around school wide themes which will

lend themselves to the integration of a number of curriculum areas.

Curriculum coverage will be assured by the ongoing maintenance and

monitoring of the central curriculum overview. Teachers‟ planning

will adhere to the directions set out in the school „Administration and

Procedures‟ handbook.

1.1.5 Curriculum implementation plans have been prepared in each of the

essential learning areas and will provide guidance for curriculum

delivery. Implementation plans will be reviewed as part of the

curriculum review cycle set out in the strategic plan.

1.1.6 The delivery of the Curriculum and achievement of Nag 1‟s goals will

form part of the Principal‟s performance appraisal.

1.2. Assessment and Evaluation

Assessment is the process of gathering evidence and making valid judgements about

students‟ achievements, needs and progress.

Evaluation is the analysis of this information to make judgements about the

effectiveness of teaching programmes, and to determine continuing teaching and

learning.

1.2.1 School wide assessment requirements are clearly outlined in the yearly

overview entitled „professional requirements‟. All teachers are also

expected to maintain individual assessment profiles in classroom

manager for each child. These profiles replace the green cumulative

record cards. All essential learning areas must be assessed according to

the school level indicators. Progress reports will be completed twice

yearly for each child.

1.2.2 Individual teachers and syndicates will complete regular evaluations of

class and syndicate programmes, which focus on identifying strengths

and areas for improvement and goal setting for future programming.

1.3. Special Education Needs

.3.1 Students requiring either learning support or learning extension in

literacy and numeracy will be identified at the beginning of the school

year once baseline testing is completed and throughout the year as

needs arise.

.3.2 A special needs register identifying all support provided to children

with special needs will be kept by the Associate Principal. A special

abilities register will be kept by the designated teacher in charge of

CWSA (children with special abilities).

.3.3 An IEP will be written by the class teacher for any student who needs a

special programme to access the curriculum. These will be updated at

regular intervals throughout the year. A copy of the IEP will be kept in

the assessment file and adaptation of the classroom programme will

take place where required. Regular IEP meetings involving all support

personnel will be held.

.3.4 The SEG grant will be used to employ teacher aides and purchase

resources to support the learning of special needs students. Additional

funds from the operations grant will be used. The teacher aides will

work with individuals and/or small groups of students who need a high

level of support.

.3.5 Where needed, outside services such as MOE SE, RTLB will be

approached to support student needs, and caregivers will be informed.

1.3.6 An ESOL register will be maintained in accordance with ministry

requirements. Funding for those students will be spent on teacher,

teacher aide support and resources.

1.3.7 Children identified with special abilities will be provided for in

classroom programmes and in specialist withdrawal programmes

where possible.

1.3.8 The Board of Trustees will receive a report on student progress

throughout the year and an annual summary of all special programmes

operating in the school.

1.4 Improving Maori Achievement

1.4.1 Parents of Maori students will be identified through the information

supplied at enrolment. Consultation will be held with the parents of

Maori once a year to discuss issues related to the school‟s policies,

plans and targets, particularly for Maori students.

1.4.3 Achievement of Maori students will be reported on as part of the

school wide monitoring process.

1.4.4. Appropriate use of Maori language and culture will be included in

classroom and school-wide programmes, acknowledging the unique

nature of Te Reo Maori and Tikanga Maori in New Zealand‟s heritage.

1.5 Reporting to the Board

1.5.1 Supported by the use of assessment information, the Principal will

report to the Board each year on: -

the numbers of students who are not achieving, or who are at

risk of not achieving, in the areas of literacy and numeracy and

the steps being taken to assist identified students

the numbers of students with special learning needs and special

abilities and the programmes in place to support them.

plans and targets established for improving the achievement of

Maori students.

1.5.2 Each year within the first school term, the Principal will report to the

Board on: -

those aspects of the curriculum identified as requiring attention

and how those needs are to be met. These will form the basis

for the annual achievement targets, as required by the MOE.

The report will include any recommendation for additional

resources required to meet any goals set. The Principal will

report against the targets throughout the school year as

appropriate.

how consultation is to be undertaken with the Maori

community for the year

1.5.3 The Principal will develop a cyclic plan for reporting to the Board on

progress being made in each curriculum area which will be outlined in

the school strategic plan. Literacy and numeracy progress will be

reported upon annually.

NATIONAL ADMINISTRATION GUIDELINE 2

DOCUMENTATION AND SELF REVIEW

Each Board of Trustees with the principal and teaching staff is

required to:

(i) develop a strategic plan which documents how they are giving effect to the

National Education Guidelines through their policies, plans and programmes,

including those for curriculum, assessment and staff professional development

(ii) maintain an ongoing programme of self-review in relation to the above

policies, plans and programmes, including evaluation of information on

student achievement

(iii) report to students and their parents on the achievement of individual students,

and to the school‟s community on the achievement of students as a whole and

of groups (identified through Nag 1 iii) including the achievement of Maori

students against the plans and targets referred to

NAG 2 (A)

Where a school has students enrolled in years 1-8, the board of trustees, with the

principal and teaching staff, is required to use National Standards to:

(a) report to students and their parents on the student‟s progress and achievement in

relation to National Standards. Reporting to parents in plain language in writing must

be at least twice a year;

(b) report school-level data in the board‟s annual report on National Standards under

three headings:

i. school strengths and identified areas for improvement;

ii. the basis for identifying areas for improvement; and

iii. planned actions for lifting achievement.

(c) report in the board‟s annual report on:

i. the numbers and proportions of students at, above, below or well below the

standards, including by Māori, Pasifika and by gender (where this does not

breach an individual‟s privacy); and

ii. how students are progressing against the standards as well as how they are

achieving.

Long Bay Primary School WHOLE CHILD EDUCATION

2.1 School Charter

2.1.1 The school charter will be developed and amended as necessary in line

with ministry requirements. It will reflect the national priorities and

contain strategic goals and core values that reflect the national

priorities and localised input from all school stakeholder groups.

2.2 Strategic Planning

2.2.1 The Board will develop and maintain a three year Strategic Plan to

document how the school charter is to be implemented.

2.2.2 Within the framework of the Strategic Plan, and in consultation with

trustees and staff, the Principal will develop an Annual Plan setting

specific goals for the school year and focused targets for improving

student achievement. The Annual Plan will link to the Strategic Plan

showing how long-term goals are to be achieved. It will provide a

timeline for implementation along with resource requirements.

2.2.3 The community will be surveyed every three years to provide feedback

on the progress of the school, and for input into future Strategic and

Annual Plans. The Board will review the content of the community

survey prior to its circulation. The Principal shall ensure a summary of

the survey‟s results is given to the community.

2.3 School Self-Review

2.3.1 The strategic plan will clearly document the cycle of self review to be

adhered to for reviewing policies, plans and programmes.

2.3.2 Review plans and data gathered will be presented to the Board along

with any recommendations for future action. This will include any

recommendations for additional resourcing where required.

2.3.3 The Principal, in consultation with staff and trustees will complete a

mid-year and end of year review of the Annual plan each year.

2.3.4 Progress of student achievement targets will be monitored throughout

the year and formally reported in the Annual Report in April each year.

2.4 Reporting to Parents

2.4.1 Teachers will report to students and their parents on individual student

progress twice a year against the national standards. The timeframe for

reporting shall be advised to parents by the Principal, through the

school‟s newsletters. The Principal is responsible for ensuring that

teachers report to students and their parents.

2.4.2 Teachers will be available for discussion with parents at any

reasonable time agreed upon by the teacher and parents All data held

on individual students may be shared with their parents on request.

2.4.3 The Board and the Principal will report to the parent community

annually on the achievement of students as a whole, on groups who are

not achieving or who are at risk of not achieving or those with special

needs and on the achievement of Maori students, against goals set.

2.4.4 A weekly school newsletter will be sent home to parents, containing

children‟s work samples, information about school programmes and

events, and regular updates from the Board of Trustees and Parent

Teacher Association.

2.4.5 Syndicate newsletters outlining syndicate organisation, planning and

assessment details and future topics and events will be sent home to

parents at the beginning of each term.

2.4.6 All relevant information will be available on the school website.

2.5 Community Consultation

2.5.1 A welcoming, warm school atmosphere, acknowledging the value of

parent‟s support and partnership will be developed. Opportunities to

encourage parents to visit and communicate with the school will be

fostered. Consultation will be an on-going part of school life rather

that a series of unrelated additional tasks.

2.5.2 Meetings of the Board of Trustees will be regularly advertised in the

newsletters with encouragement given to parents to attend.

2.5.3 A PTA committee will be established each year with an undefined

number of members to enable wider participation. This body will be

seen by the Board of Trustees as a representative consultant group.

2.5.4 A detailed community survey will be held every three years with

results collated and made available. Additional surveys with a specific

focus will be held as required to ascertain parental views.

NATIONAL ADMINISTRATION GUIDELINE 3

EMPLOYER RESPONSIBILITIES

According to the legislation on employment and personnel matters each

Board of Trustees is required in particular to:

(i) develop and implement personnel and industrial policies, within policy and

procedural frameworks set by the Government from time to time, which

promote high levels of staff performance, use educational resources effectively

and recognise the needs of students

(ii) be a good employer as defined in the State Sector Act 1988 and comply with

the conditions contained in employment contracts applying to teaching and

non-teaching staff

Long Bay Primary School WHOLE CHILD EDUCATION

3.1 Performance Management Procedures

Performance Management recognises that the contribution and achievements of each

individual are critical to the overall success of the school. It helps each individual to

understand what is expected of them and ensures each person is provided with

feedback and support to develop professionally and to enhance their contribution to

the school.

Recognition and support of each person's achievements should affirm the individual

and provide motivation to bring about further improvements, which includes

enhanced outcomes for students. All staff will be issued with a current „Performance

Management‟ document which contains all necessary documentation, including a

timeline of appraisal, and the procedures for disputes.

3.2 Appraisal 3.2.1 The Board of Trustees formally delegates responsibility for the

implementation of the appraisal process to the Principal

who will further delegate as appropriate. A budget is to be provided in

order to support the appraisal process (for teacher release and

professional development)

3.2.2. The Board of Trustees will have the responsibility for the Principal's

annual appraisal. The Personnel Committee will ensure that

appropriate procedures are in place for the Principal‟s appraisal and

that the outcomes of the process are reported to the Board „in

committee‟.

3.2.4. The appraisal process will include:

Confirmation of the appropriate level of professional standards

Self-appraisal

Identification of at least two development objectives for which

the school will provide assistance and/or support (one will

relate to the current school-wide focus and the other will be an

individual teaching focus)

Observations of teaching – with appropriate feedback and feed

forward information at the conclusion of the observations

Opportunity for the teachers to discuss their achievement of the

objectives

Following consultation with the teacher, the process will

conclude with a written report summary, including agreed

outcomes, signed by parties

3.2.5 All appraisal information and documentation will be confidential to the

appraisee, appraiser and Principal and others as agreed to by the

appraisee. The Education Review Office has the statutory right to

examine any information for the legitimate purpose of conducting any

review.

3.2.6 The principal will be able to defer progression for teachers who have

not reached the appropriate standards at the appropriate level for the

assessment period. Where a teacher disagrees with the deferral of their

salary increment the teacher may seek a review (refer to local review

process Primary Teachers Collective Employment Contract).

3.2.7 A disputes process for staff who are dissatisfied with their appointed

appraiser and/or outcomes of their appraisal is appended.

Yes

No

Yes

No

Yes

No

A: Disagreement on selection of appraiser.

Selection of appraiser made and agreed to

Appraisee provides written statement outlining

reasons for not agreeing to the selection.

Principal or BOT Chairperson calls meeting of appraiser and

appraisee (or just appraisee) to raise concerns and attempt a

resolution. Minutes of the meeting will be kept.

Suitable resolution reached.

Principal or BOT Chair makes appointment of appraiser based

on the information from the meeting and written statements.

All parties informed of the decision.

Appraisal process implemented

B: Disagreement on results of appraisal

Appraisal process completed and results agreed to.

Appraisee and/or appraiser provide a written comment

on the matters in dispute. Copies given to each.

Appraiser must convene a meeting with appraisee to resolve the differences.

Minutes of the meeting must kept and signed by both parties.

Suitable resolution reached.

Final summary report written by

appraiser in consultation with

appraisee. Signed by both parties.

All or any amendments are written if

necessary, minutes of all meetings

confirmed, signed and sent to all parties.

Principal or BOT Chair makes appointment of appraiser based on the

information from the meeting and written statements

No

Yes

Yes

No

3.3 Professional Development

3.3.1 Professional development will be budgeted for, based on the

outcomes of the appraisal of all staff as well as identified global needs

reflecting the school‟s strategic goals and student achievement

targets

3.3.2 Within the school‟s Annual Plan, the Principal will advise on

Professional Development priorities for the year. The Principal will

include an estimate of funding requirements within the annual budget

3.3.3 The Principal will prepare an annual Professional Development

overview and a register of whole school and individual professional

development will be maintained

3.3.4 The school encourages teachers to continue their own learning and to

further develop their knowledge of educational pedagogy and good

teaching practice. The school will pay one half of the cost of a tertiary

paper, provided there is evidence of a pass, to a maximum of $600 per

year. Teachers wishing to enrol in tertiary papers must inform the

Principal in October prior to beginning the paper in the next year,

otherwise reimbursement as outlined above can not be guaranteed.

3.4 Staff Discipline Policy *

In the case of any staff disciplinary issue, the provisions of the relevant collective or

individual contract will be followed. However, in order to make the general provisions

relevant and transparent within the context of this school, the following is a guide to

initiating and carrying out staff disciplinary procedures at Long Bay Primary School.

PURPOSES:

Principal or BOT Chair informed of the factors

concerned and the process undertaken to date.

All parties informed of the decision.

Meeting of all Parties is called by the Principal

Suitable resolution reached

A 3rd

party is called in to take the appraisal to a conclusion.

1. To ensure any disciplinary action is initiated by the appropriate person.

2. To ensure the employee is clear as to what aspect of their performance or

behaviour is causing concern and what changes are expected and the time frame

allowed in which to change that performance.

3. To ensure disciplinary processes are fair and correct.

4. To ensure disciplinary processes are known by all employees.

5. To highlight the role of the Board of Trustees as "employer".

6. To ensure the employer carries out full and fair investigation of the problem

before carrying out any form of disciplinary action.

7. To ensure the employee is given every opportunity to provide an explanation at

all stages and that those explanations are further investigated where appropriate.

GUIDELINES:

1. Every attempt will be made by the Principal and Board of Trustees to resolve any

issues involving staff informally, prior to their becoming major issues requiring

"discipline".

2. In principle, a verbal warning will always precede a written warning which will

precede disciplinary action.

3. The staff member will be advised in writing of the right to request representation

at any stage.

4. The staff member will be advised as to the matter(s) causing concern, the

corrective action required to amend their behaviour, conduct, non-adherence to

school policies or standards of performance and the time frame allowed. This

will be given verbally* in the first instance and in written form if it proceeds to

the next stage.

*Even at this verbal stage, a written record is to be given to the employee stating

that this is a verbal warning.

5. The staff member will always be given an appropriate time to respond to the

Principal's evaluation of the situation and that response will be considered before

proceeding to the next stage through the three stage process (listed in 2 above).

This response might lead to further investigation when necessary.

6. The Principal is to have another member of the management team present

throughout this process.

7. All documentation as to the process and any disciplinary action are to be

recorded, sighted and signed by the employee, the Principal and the Principal's

witness and placed on the employee's personal file (Appendix A).

8. Final Action:

* The Principal will make a recommendation to the Board of Trustees.

* The Principal is to remove him/herself from the final decision. This fact

and a record of the Board's final discussions are to be accurately minuted.

9. The Board of Trustees will hold professional liability insurance at all times and

the insurer will be notified immediately should any actual or probable claim

against the Board be lodged.

10. The Board of Trustees and Principal will call upon the advice of the NZEI and/or

other appropriate unions throughout this process.

11. Nothing in this policy prevents summary dismissal without notice in the case of

serious misconduct. Prior to such a decision for dismissal the employee will be

suspended on full pay, and in such cases an unprejudiced investigation will be

carried out and the employee given the opportunity to answer any allegations or

results of any investigation.

12. The Principal and Board of Trustees, working together will decide whether it is

appropriate, and if so, at what stage of proceedings, to invoke the "suspension"

provisions of the employees‟ collective contract.

13. Excepting in cases against the Principal him/herself which will be initiated by the

Board of Trustees Chairperson, all provisions up to final action stage will be the

responsibility of, and initiated by, the Principal, who in turn will consult with,

and keep informed, the Board of Trustees personnel sub-committee.

The Board as a whole will be informed simply that there is a concern about a

particular employee and that the Principal and personnel sub-committee are

carrying out the necessary investigation along with any recommendations will be

given to the Board in due course.

14. At no time during the investigative/improvement process is the Principal, any

other senior staff member, or any member of the Board of Trustees to suggest to

the staff member any change to their employment status as this might lead to

accusation of constructive dismissal later in proceedings. However, if a case for

discipline is found against the employee, such action may be negotiated with the

employee and the employee's representative.

15. At the stage at which the Principal presents his/her findings to the Board with a

recommendation to terminate employment (or other recommendation) the

employee will be invited to attend, will be given any written material put before

the Board and will be given a final opportunity to respond.

16. The Employment Contracts Act requires the employer to provide, at the request

of the employee, a written statement of the reasons for dismissal (section 38).

This statement must be provided within 14 days of the receipt of the request.

Failure to provide the reason for dismissal, whether requested or not, or failure to

provide the correct reason, may jeopardise an employer's position in the course

of any ensuing personal grievance proceedings.

DEFINITION OF SERIOUS MISCONDUCT:

* Physical, sexual or verbal abuse including fighting or assault.

* Repeated failure to carry out lawful instruction.

* Continued failure to comply with school 'bylaws', policies or agreed practices.

* Intentional misappropriation of school money or property.

* Drunkenness at work - under the influence of any substance.

* Lying or falsification of information.

* Deliberately undermining Board policies or damaging the integrity of the school.

* Possession and/or consumption of illegal drugs on school premises

* Any other action or lack of action not included above which is considered by

School Management or Board "serious" in the light of the circumstances at the

time

CONFIDENTIALITY:

There is an obligation of non disclosure upon the Board but following a dismissal it may

be appropriate to disclose certain information about the dismissal to reduce damage to

the school, to the employee or to other employees. This should be done following

consultation with the dismissed party and their advisors.

3.5 Staff Competency

3.5.1 Where staff competency is identified as an issue, the relevant

Employment Contract will be consulted. Procedures will follow

guidelines as set out in the appropriate contract

3.5.2 Where the Principal determines staff competency procedures are to be

implemented, the Chairperson of the Board is to be advised

immediately with the remainder of the Board advised at the earliest

opportunity

3.5.3 The principal is to have a second person from the management team

present throughout this process

COUNSELLING/FIRST WARNING (VERBAL)

The staff member must be advised of the specific matter(s) causing concern of

the corrective action required and the time frame allowed. This time frame is

to be determined by the Principal and be relevant to the matters causing

concern. This is to be diarised by the Principal and signed by his/her witness.

The employee is to be advised that failure to perform to the required standard

will result in a written warning

It is advisable to include any specific assistance provided to the staff member

concerned to pre-empt any future accusation of lack of support

The staff member‟s performance will continue to be monitored and if no

improvement is found the matter is to be discussed with the employee and an

explanation sought. If the explanation is unsatisfactory then a written warning

is to be given advising them that their employment is in jeopardy (further

investigation may need to be carried out to clarify points of disagreement)

WRITTEN WARNING

The staff member is advised that action is being taken under the relevant

section of the appropriate Employment Contract.

The staff member is to be advised in writing by the Principal that they may

have representation throughout the process.

At this stage the Principal will ensure the appropriate Insurance Company is

contacted to inform them that competency proceedings are underway. The

staff member must be advised in writing of the specific matter (s) causing

concern, of the corrective action required and the time frame allowed. This is

to be signed by the staff member, the Principal and his/her witness. The

employee is to be advised that failure to perform will lead to the Principal

recommending to the Board of Trustees that they review the employee‟s

continued employment.

The process and results of any evaluation are to be recorded in writing, and

signed by the principal and staff member. One copy is to be given to the staff

member, one on the staff member‟s personal file.

Where insufficient improvement occurs a further interview is to be held and if

the employee has no satisfactory explanation for the failure to meet the

requirements the Principal notifies the employee that she/he will recommend

to the Board of Trustees that they review the staff member‟s continued

employment.

No action shall be taken by the Board of Trustees on the report until the

teacher has had the opportunity to respond in writing to the Board of Trustees

and be heard by them if the staff member so wishes.

At no time during this process is the Principal, any other senior staff member

of any member of the Board of Trustees to recommend to the staff member

any change to their employment status as this may lead to accusations of

constructive dismissal later in proceedings. However if a case for discipline is

found against the employee such action may be negotiated with the employee

and the employee‟s representative.

FINAL ACTION

The Principal is to make a recommendation to the Board of Trustees.

The Principal is to remove him/herself from the final decision. This fact and a

record of the Board of Trustees discussions are to be minuted.

The Board of Trustees will hold Professional Liability insurance at all times

and the insurer will be notified promptly should an actual potential claim

against the board of Trustees be lodged.

CONFIDENTIALITY

There is an obligation of non-disclosure upon the Board of Trustees, but

following a dismissal, it may be appropriate to disclose certain information

about the dismissal to reduce damage to the school, the employee and other

employees. This should be done following consultation with the dismissed

party and his/her advisors.

When the Principal is the subject of action, under this policy the Board of

Trustees needs to employ outside professional support to carry out any

investigation on behalf of the Board of Trustees.

CONCLUSION

It is vital that the Board of Trustees acts as a “good employer” as outlined in

Section 77A State Sector Amendment Act 1989. this Act requires the Board

of Trustees to be fair to all employees. In essence this means they must

balance the need to support a staff member with ensuring that “carrying” such

a person does not have an unacceptably adverse effect upon other employees

or the students.

Where competency proceedings have been instituted against a teacher the

Board of Trustees must advise the Teachers‟ Council of this fact as required

by regulation.

3.6: Staff Appointments

3.6.1 The Principal has delegated authority to make appointments for

support staff and teaching staff

3.6.2 For the appointment of a Principal, DP or AP the Board will form

a subcommittee to carry out the appointment process. The

sub-committee will present a recommendation for appointment to

the full Board prior to a job offer being made

APPOINTMENTS PROCEDURE

The Principal will advise the Board of vacancies and The BOT Personnel

Committee Chair will be notified at the earliest possible convenience after the

Principal receives staff resignation.

An appointment committee is to be appointed. The committee should be made up

of at least the Principal, Senior Teacher of the area and 1 BOT member from the

Personnel Committee. All members of the appointments committee will have

CV's of the applicants and time to review them.

The Committee will prepare and advertise the vacancy nationally for a full-

time position. Only NZ Registered teachers will be employed as full-time.

Part-time and long term relieving staff and Beginning teachers may be NZ

Registered subject to confirmation or provisional

All other positions will be advertised locally (support and caretaking staff)

If the sub-committee are not in agreement then the applicants who are short listed

may need to be interviewed again or if there is still no consensus, the position

will be re-advertised

The position will be offered to the recommended applicant by the Principal or

Chairperson detailing if it is a relieving, full time or short term in writing

On acceptance, confirmation of appointment will be given by the Board

The unsuccessful candidates will be informed as soon as possible after the

appointment has been accepted

Following the confirmation by the Board a letter of confirmation of appointment

to be sent to the successful applicant and will request confirmation of

appointment from the appointee

The date of commencement of the appointment and starting salary shall be

decided by negotiation.

All referees statements will be destroyed when the appointments process is

completed, along with all CV's not specifically requested to be returned.

Appointments procedures will be reviewed to ensure EEO principles are upheld

The letter of appointment for new support staff should clearly specify:

o What the job is;

o The commencement date;

o The salary to be paid;

o the hours and weeks to be worked;

o If the appointment is temporary the purpose of the job should be stated

as well as the finishing date.

3.7 Beginning Teacher Induction

At Long Bay Primary School we are committed to offering our beginning teachers a

high quality guidance and support programme that will actively contribute to the

successful completion of their full teaching registration.

GUIDELINES:

1. A tutor teacher will be appointed for each beginning teacher. Wherever possible

the tutor teacher will be working in the same syndicate as the beginning teacher.

The tutor teachers who have responsibility for the induction of these teachers will

be experienced and skilled classroom practitioners, able to give professional

guidance. This gives qualified teachers the opportunity to pass on their

professional skills as well as providing support and guidance for the beginning

teachers.

2. A planned programme will be provided for the beginning teachers and will be

determined by the tutor teacher in discussion with both the beginning teacher and

the principal. The programme will be recorded on the template ‘Induction

Programme Overview’.

3. 0.2 release time will be made available for the induction of beginning teachers

during their first year. This will be recorded on the template „Use of .2 time’.

Suggestions for how this time will be used are:

Allowing beginning teacher‟s time to examine issues related to

professional development and classroom practices.

Observations of tutor teacher/ observations of beginning teacher.

Allowing the tutor teacher time to extend and modify his/her own

expertise.

In school observations (own and neighbouring)

Demonstrations in beginning teacher‟s class by tutor teacher and other

experts

Exploring school resources

Attending beginning teacher in service courses and other professional

development.

4. It is expected that tutor teachers and beginning teachers will attend meetings

related to the induction programme planned by the North Shore Principals Group.

5. Tutor teachers will maintain a manifold book with regular written feedback and

feed forward to the beginning teacher regarding classroom practice throughout the

year. (Copies will be kept and signed by both parties). Tutor teachers will also

provide a written report to the beginning teacher in the following terms, with

copies to the Principal.

Year 1: Terms 1, 2, 3 and 4

Year 2: Terms 2 and 4

3.2 Equal Employment Opportunities Policy *

Long Bay Primary School Board of Trustees has a commitment to removing

inequality from the workplace and will make continuing efforts as an Equal

Employment Opportunities (EEO) employer.

PROCEDURES

The appointment procedures will ensure that there will be no discrimination

in the areas of recruiting and selection, or in promotion and career

development.

The school will develop and implement the EEO programme in consultation

with staff members (particularly staff in the target groups).

The school conducts ongoing staff appraisals in a positive and supportive

way that leads to the development of the abilities of individual teachers.

An Equal Employment Opportunity Committee, which will also act as a

support group, will be elected by the staff. This committee will contain a

Board of Trustees representative

Equal Employment Opportunities reports will be written by the committee

each year after the staff data base has been updated and will also be included

in the mid and end of year school annual reviews

The Board of Trustees and the school will aim to identify and eliminate any

aspects of policies or procedures, and other conditions existing within the

school that might cause or perpetuate (or tend to cause or perpetuate),

inequalities of any person or group of people

3.9 Leave of Absence

3.9.1 Leave for up to one school week can be granted at the discretion of the

Principal.

3.9.2 Applications for leave for more than one school week must be

submitted to the Principal in writing a minimum of one week prior to a

Board meeting. The Principal will provide a recommendation to the

Board including the likely effect that granting such leave will have on

students. The final decision to grant leave of greater than one school

week will be at the discretion of the Board.

3.9.3 Should a staff member require leave at short notice of more than one

school week due to special, unforeseen circumstances, such leave may

be granted at the discretion of the Principal following discussions with

the Board chairman. The Board should be advised as soon as is

practical.

3.10 Sexual Harrassment

Sexual harassment is defined as behaviour which is unwelcome or offensive to a

student, staff member or parent. It may be by use of words (written or spoken) of a

sexual or by physical behaviour of a sexual nature. There may be implied promise of

preferential treatment, detrimental treatment or threat about the present or future

status of that person within the school. The behaviour is either repeated or of such a

significant nature that it has a detrimental effect on that person‟s schooling, parenting,

job satisfaction or job performance.

3.10.1 The Principal will develop a set of procedures for dealing with sexual

harassment complaints

3.10.2 In the first instance, the Principal will deal with complaints unless the

complaint is against the Principal. Should this be the case the Board

Chairperson will deal with the complaint in line with the procedures

laid down

3.10.3 Should the complainant feel the issue has not been resolved to his/her

satisfaction the complaint will be referred to the Board.

3.10.4 The Principal will inform the Board of any sexual harassment

complaints received.

PROCEDURES

Receiving Complaints

Anyone experiencing sexual harassment should immediately make it clear

to the persons responsible that such behaviour is unwanted and

unacceptable

Should the unacceptable behaviour continue it should be reported as soon

as possible to the Principal, a teacher or a member of the EEO committee

The Chairperson of the Board of Trustees will be informed of any

complaint in writing

Investigating and Interviewing

Investigation is delegated to the Principal or his/her nominee by the Board

of Trustees. Should the Principal be a party to the complaint, the

investigation will be conducted by the Chairperson of the Board of Trustees

Where suspension is warranted this should be deemed to be part of the

investigative process

The complainant will be interviewed to establish the factual content of the

allegations

During the interview there will be a mature independent witness present of

the same sex as the complainant. Should the complainant be a pupil, then

the pupil‟s parent(s)/guardian must be present

Notes will be taken during the interview. All present at the interview will

sign these notes

Should there be more than one complainant, they must be interviewed

separately

The defendant will be asked to answer the allegation; the format of the

interview and the witnesses required being the same as that for the

complainant

A resume of the complaint will be put to the defendant. An explanation of

the school‟s procedures and the Human Rights Act will be given and made

clear. It will also be made clear that it is the school‟s responsibility to act

on the complaint

It may be necessary to conduct further interviews with the complainant,

defendant or witnesses. All will follow the above format

Making a Decision

A report will be submitted to the Board of Trustees accompanied by the

signed notes and recommendation of a course of action

The Board of Trustees will make a decision on the assembled facts

If the complaint is judged to be well-founded, the Board of Trustees has

the following range of disciplinary measures at its disposal: correction and

counselling; warning and reprimand; dismissal; referral to the police or

other agencies

The decision will be final and will be communicated to both parties in

writing

In determining the appropriate disciplinary measure, consideration will be

given as the whether or not this is the first complaint, to the seriousness of

the offence, and in the case of a student, to the effect the disciplinary

measure may have on their schooling

In reporting complaints to the Board of Trustees the Principal or his/her

nominee may keep confidential the names of the complainant and

defendant until the complaint has been upheld

3.11 Police Vetting

3.11.1 The Principal will ensure procedures are in place for compulsory

police vetting including: police vetting of non-teaching and

unregistered employees; and police vetting of contractors and their

employees who regularly work at the school.

3.11.2 The Principal is nominated as the „requester‟ and as such will ensure

that strict confidentiality is observed for police vetting.

3.11.3 Where information causing concern is received no adverse action will

be taken until the person concerned has been given a reasonable

opportunity to validate the information.

3.11.4 The Principal will report to the Board at the conclusion of any

successful police vetting process.

3.12 Complaints Against Staff Policy *

The school will endeavour to address all parental concerns whether it be about their

child or about the school's management. There are appropriate channels for

expressing these concerns, which ensure everyone receives a fair hearing.

GUIDELINES

1. People with concerns should approach their child's teacher in the first instance,

at an appropriate time.

2. If the concern is not resolved then the Senior Teacher should be approached.

If guidelines 1 and 2 are inappropriate, then proceed to guideline 3.

3. The next step is to involve the Principal

4. If the complaint is about the Principal, contact is to be made with the BOT

Chairperson.

5. The next step is for the complainant to inform the Board of Trustees in writing

or orally, clearly describing their concern or complaint with recommendations.

6. At the discretion of the Chairperson the complainant may be called on to speak

to their recommendations. Meeting procedure must be upheld in all cases.

7. At the discretion of the Chairperson, teachers and other staff have the right of

reply at these meetings.

8. The Board of Trustees will respond to the complainant in writing

9. If none of these guidelines gives satisfaction then the parent/caregiver still has

the right to go to the Ministry or appropriate Authority i.e. Human Rights,

Privacy Commission, CYPFA, Police etc.

3.13 Protected Disclosures Policy *

The Long Bay Primary School Board of Trustees ensures that procedures are in place

to meet the requirements of the Protected Disclosures Act 2000.

PROCEDURES FOR MAKING A PROTECTED DISCLOSURE UNDER THE

PROTECTED DISCLOSURES ACT 2000.

1. If on reasonable grounds you believe you have information that a serious

wrongdoing is occurring [or may occur] within the school and you wish to

disclose that information so it can be investigated you can make a protected

disclosure to the Principal.

2. This can be done verbally or in writing. You should identify that the

disclosure is being made under the Protected Disclosures Act and is

following the board procedure you should then provide detail of the

complaint [disclosure], and who the complaint is against.

3. If you believe that the principal is involved in the wrongdoing, or has an

association with the person committing the wrongdoing that would make it

inappropriate to disclose to them, then you can make the disclosure to the

chairperson of the board of trustees.

4. It is then up to the person you disclose to decide if the disclosure constitutes

a serious wrongdoing, and whether the allegations need investigating. They

can decide:

(a) to investigate the disclosure themselves

(b) to forward the disclosure to the board or a committee of the board to

investigate

(c) whether it needs to be passed on to an appropriate authority. If it

goes to an appropriate authority they will advise you that they are now

investigating the complaint.

5. If you believe that both the principal and the chairperson of the board of

trustees may be a party to the wrongdoing or in close relationship with the

person/s involved in the wrongdoing you can approach an external

“appropriate authority” direct yourself.

Who is an “appropriate authority”?

6. As noted above, in some circumstances the disclosure could be made to an

appropriate authority by yourself or the person to whom you have made the

disclosure. An appropriate authority is defined in the Act as including:

(a) includes:

(i) the Commissioner of Police:

(ii) the Controller and Auditor-General:

(iii) the Director of the Serious Fraud Office:

(iv) the Inspector-General of Intelligence and Security:

(v) an Ombudsman:

(vi) the Parliamentary Commissioner for the Environment:

(vii) the Police Complaints Authority:

(viii) the Solicitor-General:

(ix) the State Services Commissioner:

(x) the Health and Disability Commissioner; and

(b) includes the head of every public sector organisation, whether or not

mentioned in paragraph (a).”

7. Clause (b) can mean that in certain circumstances the appropriate authority

could be the Secretary for Education of the Ministry of Education or the

Chief Review Officer of the Education Review Office (ERO).

Why can’t I just go to the appropriate authority myself?

8. There are three circumstances when you can go directly to the appropriate

authority:

(a) When you believe that the head of the organisation is also a party to

the wrongdoing or has an association with the person which would

make it inappropriate for them to investigate.

(b) If the matter needs urgent attention or there are other exceptional

circumstances.

(c) If after 20 working days there has been no action or recommended

action on the matter to which the disclosure related.

If these circumstances do not apply you need to go through the internal

processes.

What happens if even the appropriate authority does nothing?

9. You could then make the disclosure to the Ombudsman [unless they were

the authority you have already disclosed to] or a Minister of the Crown.

10. The Act does not protect you if you disclose information to the media or a

member of parliament other than a Minster of the Crown in the

circumstances referred to above.

Where can I find out more information?

11. If you notify the Office of the Ombudsman verbally or in writing, that you

have disclosed or are considering a disclosure under this Act, they must

provide information and guidance on a number of matters including those

discussed here and the protections and remedies available under the Human

Rights Act 1993 if the disclosure leads to victimisation.

12. A copy of the Act can be found on the internet at Legislation on Line

http://rangi.knowledge-basket.co.nz/gpacts/actlists.html

3.14 Staff Remuneration

3.14.1 All teaching staff will be paid on the appropriate salary step

commensurate with experience and qualifications in accordance with

the appropriate Primary Teachers‟ Collective Contract.

3.14.2 Support staff will be paid according to the appropriate CEC or IEC, at

a rate equal to, or in excess of the rate specified in the contract.

Support staff rates of pay will be reviewed annually.

3.14.3 Units under the contract will be allocated to meet obligation under the

CEC.

3.14.4 Additional units or funds available may be used to assist with the

recruitment of staff where the salary level offered may not be sufficient

to attract the most suitable person for the job and/or to recognise

teaching staff undertaking duties over and above those normally

expected of a teacher.

3.15 Classroom Release Policy PURPOSE

The settlement of the 2004 Primary Teachers Collective Agreement contains

provision for 10 hours per term, classroom release time (CRT) for all full time

teachers with classroom responsibility.

The intent of classroom release time is to address teacher workload while maximising

benefits for student learning.

The use of classroom release time will be professionally useful for the school's

teaching and learning programmes, the teacher's professional growth and the learning

needs of the students.

The CRT is resourced by the MOE as entitlement staffing to cover release of all

entitlement staff. The Board will resource CRT for any additional staff employed

above entitlement.

GUIDELINES

1. The delivery of CRT will be developed in consultation with staff taking account of

availability of staff, school needs and other priorities.

2. When CRT is unable to be provided due to circumstances outside the control of the

school, a log will be maintained to ensure that the CRT is provided as soon as

practicable.

3. CRT will be taken on site unless negotiated with the principal to occur elsewhere.

4. CRT will be used to plan work, write reports, carry out assessment tasks and

analysis, attend to pastoral care of students, and other general administrative tasks.

5. A review of the CRT delivery will be carried out annually or at such times as

deemed necessary by the senior leadership team.

3.16 Unit Allocation Policy

PURPOSE

To provide, guidelines for the allocation of units, which conform to equal

employment opportunity principles.

GUIDELINES

The Primary Teachers Collective Agreement requires that a minimum of 60% of a

school‟s unit entitlement be allocated to teachers permanently. Permanent units will

be allocated for senior and middle management positions such as deputy principal and

team leader.

Fixed term units will be allocated for roles identified by senior management in

consultation with staff either for ongoing responsibility or short-term responsibility as

identified in the school‟s medium to long term planning.

Allocation process:

Actions taken will adhere to values of fairness and natural justice.

The Principal in consultation in consultation with staff will analyze the positions

available for each year prior to that year.

For each position there will be a job description, developed.

For each appointment there will be an appropriate transparent documented

process

The selection process will aim to make consensus decisions.

An appropriate appointments panel will be convened for each appointment.

All documentation and discussion held about individual applicants will be held to

be confidential to the appointment panel

Composition of Appointments Panels:

Where the units are awarded for Associate Principal, or similar: the BOT

personnel sub committee, the Principal, and which ever of the APs not involved in

a personal application.

Where Permanent Management Unit are being allocated: the BOT personnel sub-

committee members, the Principal and the Associate Principals.

Where Fixed Term Management Unit are being allocated: the Principal and

Associate Principals.

CONCLUSION

Units will remunerate teachers in leadership positions and position of additional

teaching and learning responsibility, and support career pathways for primary

teachers.

NATIONAL ADMINISTRATION GUIDELINE 4

FINANCE AND PROPERTY According to the legislation on financial and property matters each

Board of Trustees is required in particular to:

(i) allocate funds to reflect the school‟s priorities as stated in the charter

(ii) monitor and control school expenditure, and ensure that annual accounts are

prepared and audited as required by the Public Finance Act 1989 and the

Education Act 1989

(iii) comply with the negotiated conditions of any current asset management

agreement, and implement a maintenance programme to ensure that the

school‟s buildings and facilities provide a safe, healthy learning environment

for students

Long Bay Primary School WHOLE CHILD EDUCATION

4.1 Budget Management

4.1.1 An annual budget will be prepared for each curriculum area and

presented to the Board of Trustees by the December Board of Trustees

meeting at the latest.

4.1.2 Budgets are the responsibility of the teacher in charge for each

specified curriculum area as designated in Job Descriptions. Planning

and determination of budgets will be in consultation with other staff

members. No staff other than those issued with a budget responsibility

have authority to charge any purchase to the school without authority

from the Principal.

4.1.3 Once budgets have been confirmed by the Board, budget holders will be

given authority to purchase items against their budgets. N.B. budget

must be GST exclusive. Budget holders must keep a record of their

expenditure on the form provided and must record this data in the master

file kept in the office. The Finance Assistant will provide budget holders

with a printout of the budget balances each month to enable them to

reconcile their master file.

4.1.4 Reimbursement of funds will be made on production of a receipt

docket with a GST number.

CONTROLLING EXPENDITURE

All staff will use an order book for the purchase of goods and must be

countersigned by the Principal.

Teachers are to write the budget code number or name on the order.

Only budget holders/syndicate leaders approved may use the order books.

Order books must be numbered or coded e.g. A1, A2, A3 and orders given as

A1 #23

All expenditure must be charged by invoice using an order form. Telephone

orders must quote an order number to suppliers. Suppliers should be advised

that an order number is essential for a purchase to be transacted.

Order books are in triplicate - Top copy to supplier, second copy left in book

until the order arrives, then attached to the invoice. The third copy stays in

the order book

4.2 Internal Control of Finance

Internal control of finance will provide a reasonable assurance that any errors and

irregularities are discovered quickly. The internal control system will help the Board of

Trustees ensure that school funds and assets are properly safeguarded against loss, theft,

or other unauthorised use.

4.2.1 Banking Of Receipts

All cheques received are to be stamped with a not negotiable a/c payee

only stamp

All monies are to be banked intact as soon as possible after receipt

All bankings are to be classified appropriately e.g. stationery, donations

etc.

4.2.2 Payment Of Accounts

Before the 20th of each month collate all invoices and statements.

Check each statement to ensure:

a) A/c rendered has not been paid

i) during the previous month and not credited. If this

is the case check with the creditor to ascertain what has happened

to our cheque and where it has been credited. If necessary check

with our bank to establish who has banked our cheque.

ii) 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.

b) For each invoice listed on the statement there is an invoice which has

been approved for payment. If any invoices are missing then

ask the creditor for a copy if no one at school has an invoice

c) Adjust the statement balance to ensure that the amount paid

represents an amount for which approved invoices are held.

d) Staple all invoices to the statement.

e) Prepare a Cheque Approval Voucher.

Prepare cheques for payment of accounts stamping each cheque "not

transferrable" and cross out "or bearer". Staple each statement payment

advice to the cheque and if there is no payment advice on the statement a

preprinted payment advice is to be attached to the cheque. Each voucher

should be stamped with the "posted" stamp to ensure it is not paid or

processed twice.

4.2.3 School Accounts

The computer accounts programme is to be prepared, balanced, and

reconciled to the bank statement on a monthly basis.

A printed copy of the Income and Expenditure Account is to be reviewed

monthly by the Board of Trustees finance committee. A summary of these

financial accounts is to be presented at Board of Trustees meetings. Trustees

may inspect the full set of accounts held in the school office at any time.

4.2.4 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.

4.2.5 Purchases All purchases are to be made using purchase order books. There should be

three copies of each purchase order. The purchase orders must be checked

and authorised by the Principal. Purchases over $5,000.00 are to be

approved by the Board of Trustees. The original copy of the purchase order

is sent to the supplier, the second copy is filed on a temporary file to be

matched with the packing slip when the goods arrive.

The purchase order and the packing slip are then attached to the invoice when

the invoice is received. The third copy remains in the book.

4.2.6 Cheque Signatories

Cheques can only be signed by the Chairperson, Principal, Finance Assistant,

the Board of Trustees Staff Representative and the School Secretaries. The use

of signed blank cheques is to be discouraged. All cancelled cheques are to be

marked as such and stapled to the cheque butt. Two signatories are required.

Cheques may not be signed by the recipient/payee of the cheque.

CHANGES TO BUDGET

If totals of areas of expenditure need to be amended, this can be done and approved

through a full Board meeting

4.3 Fees Protection Policy (International Students)* International Student fees must be handled in a way that ensures those funds are

accessed in a way that is consistent with normal accounting practice. This means that

those funds are secure from misappropriation and are only made available to the

school in accord with the Refunds Policy.

The purpose of the Fees Protection Policy is:

To ensure that funds from international students are accounted for

separately and in such a way that individual student contributions can be

monitored.

To ensure that Long Bay Primary School does get payment in full for those

services provided.

To ensure that international students‟ payments may be drawn down in

accord with the Refund Policy.

Guidelines

1. Accounting procedures are in place to ensure that monies are available for

release.

2. International fees shall be paid into the school‟s general account, under a

separate code, “Foreign Fees”, and drawn down at intervals of one term in

arrears throughout the academic year.

3. These monies will be audited separately on an annual basis.

4. These monies will be available for approved refunds resulting from

withdrawal from Long Bay Primary School or in the event of the school

not being able to provide tuition.

Evidence

1. Accounting records

2. General School Account

Evaluation

The Principal shall report to the Board of Trustees annually with reference to the

effectiveness of the policy.

4.4 Fraud Detection Policy *

Purpose:

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.

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.

Guidelines:

As preventative measures against theft and fraud the Board requires the Principal to

ensure that:

The School‟s physical resources are kept secure and accounted for.

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 Public Finance Act 1989, Section 45C(b) and of

generally accepted accounting practice promulgated and supported by the

Institute of Chartered Accountants of New Zealand.

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.

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.

In the event of an allegation of theft or fraud the Principal shall act in accordance with

the following procedures:

Decide to either immediately report the matter to the New Zealand Police or

proceed as outlined in this paragraph.

So far as it is possible and within 24 hours:

Record the details of the allegation, the person or persons allegedly

involved, and the quantity and/or value of the theft or fraud.

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.

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.

Inform the Board Chairperson of the information received and consult with

them as appropriate.

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.

The Principal shall then carry out the following procedures:

Investigate the matter further in terms of procedures as set out in sub-

paragraph (d);

If a prima facie case is thought to exist to continue with their investigation;

Invoke any disciplinary procedures contained in the contract of employment

should the person be a staff member;

Lay a complaint with the New Zealand Police;

If necessary, commission an independent expert investigation;

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;

Seek legal advice; or inform the Manager, National Operations, Ministry of

Education local office and/or the school‟s auditors.

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.

If a case is considered to exist the Principal or a person designated by them shall,

unless another course of action is more appropriate:

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.

Meet with the person who is the subject of the allegation of theft or fraud and

their representatives to explain the complaint against them.

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).

Advise the person in writing of the processes to be involved from this point

on.

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.

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.

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 Trustee

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.

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.

4.5 Property Management

4.5.1 The Board will develop and maintain a long term property and

maintenance plan to ensure buildings and facilities provide a safe,

healthy learning environment for students and staff

4.5.2 Annually the Principal, in conjunction with the Board property sub-

committee will ensure the budget includes an allocation of funds for

ongoing property maintenance. This will be derived from the Property

Plan with consideration given to current need

4.5.3 An inventory of equipment (Asset Register) will be established and a

long term plan for replacement and repair. This details all school

equipment and furnishings in excess of the value of $500.00. In some

instances items less than this value may be combined under a common

category

4.5.4 Damage to school property should be reported to the Principal or

Property Manager. When damage occurs action should be taken to

safeguard students

4.5.5 The school will take all reasonable steps to recover lost or stolen

personal items. Students will be reminded not to bring unnecessary

personal items to school

4.5.6 The Board will ensure all statutory requirements with respect to

property maintenance are met

4.6 Use of School Facilities

SCHOOL USAGE

At all times the needs of the Long Bay Primary children and staff will supersede the

demands of the wider community for use of school grounds and buildings.

Any programme that is potentially a threat to safety, security or maintenance status,

will not be considered.

At the Principal‟s discretion, the school grounds (and buildings) are available at any

time to Long Bay Primary School students and the PTA. All outside organisations

require Board approval. The Principal may have discretion for casual use.

At the Principal‟s discretion, sports teams may use the school grounds for practice, on

condition that:

1. Permission is sought annually

2. They agree to make good any damage or loss of property

3. They agree to leave cars outside the school gate.

VANDALISM AND BREAKAGE:

a. In the case of wilful damage (vandalism) the Board and/or Principal, will

endeavour to seek reimbursement up to the full value of the equipment

damaged, but not less than the insurance excess.

b. In the case of damage, any amount up to the insurance excess will be charged.

KEYHOLDERS TO THE SCHOOL:

1. Staff, Principal, BOT chairperson, BOT property portfolio holder and the PTA

chairperson

2. A register of keyholders will be kept by the Property Manager.

CARPARKING:

School staff and Board members on Board business during school hours only, inside

the school gate. All organisations after school park outside gate which is locked at

various times, at the discretion of the Principal.

CIVIL DEFENCE

In the event of an earthquake or natural disaster Long Bay Primary School is the base

for Civil Defence in the area.

HIREAGE OF SCHOOL FACILITIES:

Any person or organisation wishing to use or hire school buildings, must submit

written application to the Property Manager, who will inform the Property Sub

committee.

BORROWING SCHOOL EQUIPMENT:

a. Staff and Board members may borrow any school equipment, outside school

hours, subject to school procedures in Administration Hand Book, and that any

borrowing be written into an in/out book. Responsibility for the loss or

damage of equipment borrowed rests with the borrower.

b. Other people may borrow school equipment for legitimate school purposes

with the Principal‟s approval, and will follow the school procedures.

c. All other use or hireage requires written application to the Board, for example

– use of ICT pods, Library.

NATIONAL ADMINISTRATION GUIDELINE 5

HEALTH AND SAFETY

Each Board of Trustees is required to:

(i) provide a safe physical and emotional environment for students and staff

(ii) promote healthy food and nutrition for all students

(iii) where food and beverages are sold on school premises, make only healthy

options available

(iii) comply in full with any legislation currently in force or that may be developed

to ensure the safety of students and employees

Long Bay Primary School WHOLE CHILD EDUCATION

Health and Safety

As an effective organisation Long Bay Primary School shall have and maintain within

its boundaries a safe physical and emotional environment for its pupils, staff and

general public as well as for the protection of its property.

Standards

Long Bay Primary School shall have an active health and safety programme that at all

times complies with current legislation/requirements

Responsibilities

It is the duty of the staff and pupils to report, without delay, any situation with the

potential for harm to persons or property.

The Board of Trustees property sub-committee is responsible for monitoring the

Health and Safety Programme and reviewing the systems annually during the school

year. The property sub-committee will consist of the Principal, Property Manager, and

BOT property portfolio holder. The property sub committee shall report Health &

Safety matters to the Board of Trustees Meeting.

5.1 Inspections/Identification of Hazards Inspections are to be carried out on all pre-identified equipment at the frequencies

stipulated. All hazards will be recorded and classified as follows:

Location

Nature

Class

Class A

A condition or practice likely to cause permanent disability, loss of life or body part

and/or extensive loss of structure, equipment or material

Class B

A condition or practice likely to cause serious injury/illness, resulting in temporary

disability, or property damage that is disruptive but less severe than in Class A

Class C

A condition or practice likely to cause minor non-disability injury/illness, and/or non

disruptive property damage

A Hazards Register will be maintained and will show the current status of all hazards,

both from pre-identified inspections and other sources. The Property Manager will

undertake ongoing professional development (as required) to ensure Hazard

management is current and continues to meet legal and ethical obligations.

5.2 Hazard Management 5.2 (i) Playground safety:

The property manager will undertake weekly playground inspections

using the „Weekly Playground Safety Inspection Record‟ which will

be filed and reviewed with the property sub-committee. Necessary

repairs will be addressed immediately.

5.2 (ii) Use of machinery:

All machinery will be used for its desired purpose only. Appropriate

safety clothing and equipment will be used as required (safety glasses,

ear protectors, enclosed footwear.

5.2 (iii) Heating and boiler operation

The school boiler will be serviced annually by qualified boiler

engineers (eg: Tubmans) to ensure that it is well-maintained and in

top working order. The Property Manager must have experience

and/or appropriate training (if required) in boiler management. The

boiler will be clearly labelled with safety precautions.

5.2 (iv) Storage of chemicals and equipment

All chemicals and equipment will be stored safely in appropriate

containers, away from children, and in lockable areas. A maximum

limit of 50 litres of petrol held on site at any one time will not be

exceeded.

5.2 (v) Working with asbestos

Any asbestos areas in the school are identified and recorded by the

Property Manager. Work involving asbestos will preferably be carried

out during „out of school‟ hours. Correct safety clothing will be worn

when handling asbestos, dust and particles will be collected and

disposed of appropriately.

5.2 (vi) Management of contractors on site

All contractors working on site must have police vetting. Contractors

must sign in at the office during school hours and display appropriate

signage for work being carried out. The Property Manager will co-

ordinate with all contractors to ensure school safety procedures are

understood and adhered to.

5.3 Child Protection Policy*

This policy is based on the school‟s philosophy that all children are treated with

dignity and have the right to have their needs met in a safe environment.

Purposes

1. To ensure the safety of the child is paramount.

2. To provide teachers with guidelines so that they can identify signs of abuse.

3. To provide access to guidelines for everybody working with children from this

school.

4. To provide procedures for dealing with cases of abuse.

5. To provide guidelines of which help agencies will be used, and how parents or

caregivers will be informed.

Definition

The use of a child by another person, taking advantage of their power and/or child‟s

trust.

Professional Development

All staff will undergo professional development in the use of the “KOS” programme

and will be made aware of the Child Abuse Policy. Training to be ongoing.

Preventative Education

Information will be kept at the school and made available to staff and parents. This

will include pamphlets on all forms of abuse, contact phone numbers for help

agencies and a Keeping Safe resource. Regularly parents will be offered the

opportunity to attend approved workshops on the Prevention and Detection of Abuse.

The Keeping Ourselves Safe programme will be taught to the children in consultation

with the youth police and the Board of Trustees. The express aim will be to teach

children skills of keeping themselves safe, developing self esteem and assertiveness.

Support From Professional Agencies

The school will have a close working relationship with the Public Health Nurse and

Doctor. A staff member may contact CYFS and the Police Child Protection Unit if

guidance and/or advice on individual children/families, Whanau seems necessary.

General discussion can also be made by staff to other current agencies. No names

will be divulged at this point.

RESPONDING TO CHILD ABUSE:

1. If a staff member suspects a child has been abused the following procedures will

occur: RESPONDING TO CHILD ABUSE:

Staff member suspects

child has been abused

Staff member may approach

CYFS

and the Police Child Protection

Unit

NO NAMES TO BE

DIVULGED

Discuss with Principal

Principal counsels staff member to

Observe and record all information

That related to suspected child abuse

Principal monitors situation

Further action required

All discussion will be in strict confidence.

2. If a staff member has evidence that a child has been abused

OR

If a child disclosed that they have been abused the staff member will:

Reassure the child by telling them that they have done the right thing by

telling you and inform the child that to help you will need to tell someone else.

The child will not be re-questioned by staff after the recording of the

disclosure.

The staff member disclosed to, will discuss the matter with the Principal.

The Principal will discuss the case with one other staff member and/or if

necessary the child‟s teacher.

The Principal will contact CYFS and the Police Child Protection Unit.

The matter will be dealt with from this point by outside agencies with the staff

involved continuing to monitor the situation and support the child/family

whanau as appropriate.

RESPONDING TO CHILD ABUSE:

Staff member has information

That child has been abused

Informs Principal

Staff member disclosed to will

continue to support the child

Principal will discuss with one other senior staff member

The Principal will contact CYFS

and the Police Child Protection Unit

All discussion will be in strict confidence

3. If another person from the school community reports a case of child abuse to a

staff member the staff member will:

Direct that person to the Principal.

The Principal in consultation with a Senior Staff Member (if necessary) will

determine a course of action.

The Principal will then direct them to CYFS and the Police Child Protection Unit.

RESPONDING TO CHILD ABUSE

Person has information that a child

has been abused.

Person disclosed to

will continue to support

the child.

Informs Principal

Principal informs complainant to contact CYFS and the Police Child Protection Unit

.Principal will discuss with one other Senior Staff Member

The Principal will contact CYFS

& the Police Child Protection Unit

All discussion will be in strict confidence

4. Allegations made against a staff member must be referred to the employing

authority through the Principal (unless the allegation is made against the

Principal, then directly to the Chairperson of the Board of Trustees.

OR

If a staff member makes an allegation against another staff member of abusing

a child at the school, then the person who has been told the information will

report it directly to the Principal who will then inform the Chairperson of the

B.O.T.

In the above, the Principal, or the Chairperson of the Board of

Trustees, in consultation with another Board member, will contact

CYFS and the Police Child Protection Unit, if the evidence available is

deemed to be justified.

The staff member against whom the allegation has been made will be informed by

the Principal or the Chairperson of the Board of Trustees. These people will also

tell the parent of the child allegedly abused. The staff member accused will be

advised to seek legal and/or union representation, and Part 3 of the Teachers

Collective Employment Contract will be followed. On the recommendation of the

Police and Union Representative, the Board of Trustees will suspend the staff

member on full pay (Section 3.2 of the Teachers Collective Employment

Contract). The Principal or the Chairperson of the Board may with the permission

of the accused, inform other staff of the allegation and steps which have been

taken. All staff will be required to keep the matter confidential. Counsellors

may be made available. If, after investigation by CYFS and the Police Child

Protection Unit, the allegation is unfounded, the staff member will be reinstated,

and the matter closed and all documents pertaining to this destroyed.

RESPONDING TO CHILD ABUSE

Person makes an allegation against a staff member

(As per the definition on the first page of this policy)

Complainant

Staff Member Principal

Discuss with Principal Report the matter in writing to the

Chairperson of the BOT

Discuss with Chairperson Chairperson will discuss it

Of BOT a member of the BOT

Contact CYFS and the Police Child Protection Unit

All discussion will be in the strictest confidence

5.4 Behaviour Management

One of the central tasks of any school is to modify pupil behaviour - learning and

social.

This school believes in a positive approach to discipline, and views this as a

partnership, sharing responsibility between the school, the home, and the community.

We recognise that positive programmes and management techniques are effective in

meeting pupil‟s needs and modifying disruptive behaviour by ensuring that

– Rules and expectations are clear.

- Staff are positive, yet firm and consistent.

- Children achieve success from an interesting programme.

- Children are engaged in constructive play at break times

then behaviour problems will be kept to a minimum.

We have rules to protect students and to ensure that children‟s behaviour is of an

acceptable standard so that the school environment can be a pleasant, secure, and safe

place for all.

Furthermore, young children learn to internalise standards of behaviour and become

self disciplined through consistent management of their behaviour by

parents/caregivers and teachers.

PURPOSES:

1. To examine class programmes, environment, and management within the

room as a first step in solving disruptive behaviour patterns.

2. To provide clear rules and guidelines for students in classrooms and in the

playground.

3. To involve parents and caregivers in ensuring acceptable standards of

behaviour.

4. To ensure all students, staff and caregivers know all the rules and expected

standards of behaviour.

5. To encourage a positive, problem-solving approach to discipline

6. To encourage students to accept, practise and internalise acceptable standards

of behaviour, because children choose how they behave and must ultimately

take responsibility for their actions.

7. To have a clear set of steps to (deal with / respond to) both positive and

negative behaviour.

8. To ensure that all staff have collegial support.

9. To involve the support of the local whanau group and other cultural groups in

decisions made concerning Maori or other ethnic groups.

GUIDELINES:

1. Teachers should be aware of the concept of “the spirit” versus “the letter” of

the rules. Professional judgement must prevail when dealing with children.

2. A system of behaviour management operates (see “procedures”) for those

pupils who display persistent or major, escalating, disruptive behaviour

patterns.

3. All factors, which affect a pupil‟s learning and behaviour, must be assessed,

analysed and taken into account.

4. The pupil is best helped through assistance provided by his/her classroom

teacher.

5. Special Education Service/ R.T.L.B. is viewed as a resource consultant, and

referral to them is approved by the principal.

6. By the “sharing “process the skills and knowledge of teachers in dealing with

behaviour management problems are increased.

7. All staff may undertake development courses in behaviour modification.

8. Teachers need to be prepared to critically evaluate the effectiveness and

appropriateness of their class programmes, class organisation, and

management techniques.

9. Minor problems of behaviour are dealt with, as per the discipline plan, by the

classroom teacher. There will be procedures for referral to delegated personel

and classroom teachers for “out-of-school” and playground behaviours.

10. A copy of the school rules and expected behaviour will be sent to all

parents/caregivers via the newsletter at the beginning of each term, and a copy

kept in all classrooms.

11. Parents/caregivers will be consulted if their child‟s behaviour at school is

causing concern. Their support will be enlisted.

12. Consequences should be fair and reasonable – appropriate for the nature of

the misdemeanour.

13. The M.O.E. “Guidelines on Stand-downs, Suspensions, Exclusions and

Expulsions,” will be used.

CONCLUSION:

Through early interventions, collegial support, and parental co-operation,

inappropriate behaviour will be better managed.

SCHOOL RULES AND GUIDANCE NOTES.

1. Respect other people, property and the environment.

Indicators that could show that this rule has been broken are:

By saying nasty things to people, hitting, pushing, pinching, swearing

spitting, bullying, putting people down, and discriminating between the

sexes.

Throwing objects at people

Not listening to and obeying what the teachers and staff members say.

Damaging the environment in any way.

Interfering or damaging property that does not belong to you..

2. Keep ourselves and others safe, by being in the right place and doing the "right

thing".

Indicators that could show that this rule has been broken are:

Being in the following out of bounds areas:

In the Property Manager‟s sheds, the incinerator area, inside the

classrooms before 8.30a.m. or at play and lunchtimes unless authorised

by a staff member, or the teacher has written and signed the names of the

children on the whiteboard, being in the south side of the school, in the

carpark outside the school fence line, on the grass when the red flag is up

or red cones out, not eating in the designated areas, not sitting to eat

morning tea/lunch

Playing inappropriate or banned games e.g. kicking balls on asphalt,

playing tackle rugby, piggy back, kissing games etc

3. Be considerate when moving in, or around the buildings.

Indicators that show that this rule has been broken are:

Creating a disturbance when near classrooms/buildings.

Running around inside or outside the buildings, including the

courtyards and other pathways.

4. Bring only the right things to school

Indicators that could show that this rule has been broken are:

Bringing lollies, chewing or bubble gum, valuable games,

bicycles(license required) skateboards, scooters(unless there is a

special wheel day or reward being given) radios, cassette players,

calculators, inappropriate jewellery (some items may be culturally

important to wear) or toys, offensive weapons, guns knives. Alcohol

or non-prescription drugs, fireworks, matches. NB: *prescription

drugs need parental permission in writing.

REWARDS PROCEDURE

In order to acknowledge the positive achievements of our children there will be a

Reward Book where teachers can reward children with stickers for appropriate

behaviour, attitudes or effort in curriculum areas.

The Principal will issue a certificate to children who have 10 stickers in their exercise

books. This certificate will be given to the children at syndicate assemblies but their

names will be written in the newsletter.

When children have earned 10 stickers in their Reward Book they will be given a

CERTIFICATE OF MERIT at the whole school assembly.

Year 1 and 2 children will not be part of this Reward Book procedure.

The student who earns 10 CERTIFICATES OF MERIT will earn the MERIT CUP

and will be able to take it home for one week. When it is returned to the office a small

card will be placed by the cup with the child‟s name on it. eg. Current holder of the

Merit cup is…………………………. and will be displayed on the Office counter for

all to see.

The smiley system is used to encourage positive playground behaviour and can be

awarded by any teacher. Often it will be related to the focus for the week(s). Children

awarded smilies go into a lucky draw each Monday at assembly.

Mr Bearhaviour is awarded to a class (or sometimes a team) each week to encourage

positive behaviour in school assemblies

5.5 School shade/Sunhat Policy*

The BOT, staff and parents have a commitment to the pupils of Long Bay Primary to

make them aware of the dangers of over-exposure to the sun:

To increase student and community awareness of skin cancer and

practical ways of skin protection.

To develop strategies which encourage responsible decision

making about skin protection.

To work towards a safe school environment which provides shade

for people.

To encourage people to wear protective clothing, hats and

sunscreen during high risk times such as sport, lunchtime, camps

and trips.

GUIDELINES:

A. Behaviour

It is compulsory for all children to wear sunhats from October to

April at morning interval and lunchtime and during all outdoor

activities.

Children not wearing hats will be required to stay in designated

shade areas at intervals and lunchtime.

All children are encouraged to wear clothing which protects the

skin and to apply sunscreen.

All children are to eat their lunch in a shade area.

Staff and other adults in the school are encouraged to act as role

models by wearing sunhats.

B. Environment

A focus for the school is to provide shade in the school grounds as per the

strategic plan.

C. General

Regularly reinforce the School Shade Policy in a positive way through

newsletters, parent meetings, student and teacher activities.

When a child is enrolled parents are to be informed that sunhats are

compulsory and the school encourages the use of sunscreen.

5.6 Education Outside the Classroom Policy

Educational trips and visits can be made for a variety of reasons and have the potential to

enhance learning in all curriculum areas. The range of opportunities that exist is

inexhaustible and may encompass visits to places of educational interest, curriculum

related field trips, or sports trips.

PURPOSES

1. To enrich the classroom programmes and enhance learning by providing first

hand experiences.

2. To provide opportunities for the community to participate in the education of the

children through sharing knowledge and experience.

3. To assist the children to understand and appreciate other cultures, both past and

present.

4. To enable children to appreciate the different aspects of their local environment.

5. To enable children to participate in sporting exchanges with other agencies and

schools.

GUIDELINES

1. The first priority in education outside the classroom must be the safety of the

children.

2. Teachers and adults in charge of groups of children must at all times know the

number of children in their charge.

3. In planning school trips consideration will be given to the needs of the children

and to the financial resources available in order to see that all children have

opportunities to participate.

4. Definite educational objectives relating the proposed trip to the curriculum and to

school and class programmes must be established.

5. First priority should be given to the use of resources in the school's local area.

6. An adequate adult/pupil ratio should be maintained throughout the trip.

(Minimum 1:8 - but Boat Trips 1:6, Bush Walks and Swimming 1:4). Note:

Bush walks 1:6 if not dense or rugged otherwise use ratio 1:4) Permission must

be obtained from parents prior to the visit outside the home zone.

7. When visiting other schools ratios need not apply.

8. Zones - see attached map.

9. Parents transporting children on school trips must sign a pre-printed form ( see

attached) provided by the school stating that their vehicle is:

(a) Roadworthy -ie current WOF

(b) Registered

(c) Insured

(d) Not stolen

(e) Has an individual seat belt for each child and that as an adult they:

(i) Hold a full driving licence

(ii) Are not disqualified

(iii) Are physically fit and capable of driving (ie. Not taking

medication that could impair their ability to drive, taking mind

altering drugs, or be intoxicated.)

10. The Principal has overall responsibility for all class trips. The appropriate form

must be given to the Principal before the trip can go ahead in the outer zones.

Health issues must be acknowledged on the Risk Management Form

GUIDELINES FOR DAY TRIPS

* Be an integral part of the programme. Adult/pupil ratios to be adhered to. See

Guideline #6

* A teacher will be responsible for the party but may not always be

accompanying each group. Parents will be informed if this is the case.

* Permission of the Principal will be sought 2 weeks prior.

* Information circulated to, and permission from parents, must be gained prior to

the trip.

* Pre-schoolers can accompany at discretion of the teacher and are responsibility

of the parent and must not interfere with the safety of the group.

* The Risk Management Analysis Form must be attached to the EOTC application.

GUIDELINES FOR CLASS TRIPS LONGER THAN A DAY

* Permission of the Principal and Board of Trustees must be sought at least one

month in advance.

* Such application must include information on the following points:

- proposed programme

- accommodation and transport arrangements

- supervision arrangements

- cost and details of how they are to be met

* The school would ask for parental consent if any billeting was to be considered.

5.7 Playground Supervision

All children have the basic right to feel secure in their environment. A secure

playground is a well supervised one.

5.8.1 The designated Associate Principal is responsible for ensuring a

current playground supervision roster is in place and that it is regularly

monitored

5.8.3 Staff of this school will take all precautions necessary, that a

prudent parent would take, to avoid the risk of injury or harm to

the health and welfare of the pupils.

5.8 Road Safety

Road safety is an aspect of children‟s education which is a shared responsibility

between the school and the parents. Road safety education should ensure the safe

arrival of children at school and their safe arrival home after school.

1. Regular visits by the (Police Road Safety Education) officers to classrooms,

and subsequent follow-up by class teachers as appropriate.

2. Emphasise safe road crossing procedures and safe walkways.

3. Children who walk are encouraged to walk to school in pairs.

4. Children who wish to cycle to school must have written permission from their

parent. All cyclists must wear approved safety helmets.

5. Children who wish to bring scooters to school must have written permission.

Permission letters are available from the school office.

6. Emphasise safe practices when getting on and off buses, and out of cars.

7. Parents transporting children to extra curricular and sporting activities will

provide a seat belt for each passenger and must complete and sign the

appropriate forms for transporting children.

8. Policies concerned with health and safety must be complied with.

9. Children will not ride to school on roller blades and skate boards.

5.9 Internet Use Policy* The internet is available for all staff and pupils to use under the following conditions:

Staff

All staff are encouraged to use the internet to:

Upskill and update professional knowledge

Provide information to enhance the learning opportunities available to

pupils

Communicate via e-mail with other teachers to access learning

opportunities for pupils or to enhance the resources available in the

school

Before using the internet staff are required to undertake a basic training course in the

use of the internet.

Use of the internet for personal use is not permitted other than for processing of email.

Pupils

Pupils will be supervised while using the internet.

All pupils are required to have an “application for use” form signed by their parent or

caregiver. This policy statement and code of conduct forms the documentation that

the caregiver and pupil agree to.

Once the appropriate application has been accepted, training will be provided on the

use of the internet and email.

Upon completion of the training, a proficiency test will lead to a licence being issued

which is required to be signed by the parent or caregiver. This licence must be

displayed while using the internet.

CODE OF CONDUCT

Pupils are encouraged to use the internet to extend their knowledge

Email is for contact with other pupils with interests in education

All email is to be composed off line

All email is to use common conventions of netiquette and courtesies

All email will be constructive, informative and inquiring for both sender and

reader

Spelling and grammar will be checked by monitors or staff before being sent

No profanities, obscenities or distasteful language will be used in email

messages

No private information is to be distributed to third parties

No reposting of information is permitted by children

Deliberate attempts to access sites containing pornographic, racially or

religiously offensive, illegal or offensive material will be considered a serious

breach of school rules

Downloaded material must be approved and scanned for viruses at all times

Copyright, privacy and international laws are to be abided by at all times

Goods or services are not to be ordered over the internet

Long Bay Primary is not responsible for any loss of material, accidental

corruption or any action which may affect transmission or loss of data

Long Bay Primary has taken all possible steps to ensure the adherence of these

guidelines by pupils

BREACHES OF CODE OF CONDUCT

Minor infringements of the code of conduct will result in the user licence being

revoked until assurances are given that the inappropriate use will cease.

For more serious breaches such as access to inappropriate sites will be dealt with in

line with the school policy on pupil discipline.

5.10 (i) Fire Drill

In all cases the safety of children and staff is paramount. Attention to saving

property must never jeopardise this in any way.

Escape routes must always be free from obstruction. Keep this in mind when

arranging furniture and displays.

Ensure that waste materials and inflammables do not accumulate.

FIRE DRILL PROCEDURES:

The Alarm is the continuous ringing of the bells and or siren.

The Principal or head warden will instruct the secretary to phone the Fire

Brigade. The Principal will check evacuation of the Administration Area and

supervise the evacuation.

The Property Manager will meet the Fire Service at the gate and informs them as

to the whereabouts of the fire. If necessary, turn off the electricity at the main

switchboard.

On hearing the alarm teachers take their registers and wearing their armbands

accompany the children to the nearest door facing the courtyard. Remain calm;

do not run; prevent pushing; check rooms, withdrawal spaces, cloak-bays and

toilet cubicles before leaving. Teachers should follow the class out of the rooms,

rather than leading it to ensure that no one is left behind. Close doors and

windows if possible.

Pupils, on instruction, walk in file to assembly area. The school will assemble in

class lines on the hard area out from the Staffroom.

Roll Call - Pupils in lines are checked by roll call using class registers. Pupils

remain in lines under teacher control for further instructions.

Only when everyone is clear of the buildings and accounted for will the Principal

consider attempts to deal with the fire.

Should a fire occur during lunchtime, the Principal or his delegate will check the

Hall and Hall toilets before proceeding to the assembly area.

Fire Drill will be held at least once each term, more if we can. Refer to these

Department of Education publications: "Fire Precautions in Educational

Buildings", 1979. "Earthquake and Emergency Precautions in Educational

Buildings", 1983.

If you are in the playground, don't return for the roll. The Secretary will bring the

Daily Absence Register which may help ascertain the whereabouts of children

who are unaccounted. The Principal will bring a master list for you to collect so

that you can call the roll.

Visitors, ancillary staff, etc. must report as well.

Senior Teachers or delegate to check toilet blocks and all withdrawal rooms

The Dental Therapist is responsible for all children and parents who are present

and will check toilets, etc and report to the assembly area as well.

Earthquakes - if in rooms - get under tables

if outside - keep away from buildings

Office staff will take the visitor register to the assembly point.

The yellow fire jacket will be worn by the Head Warden and is stored in the

cupboard opposite the Principal‟s office.

Fire Scheme Compliance Instruction

Home group teachers will be referred to as FLOOR WARDENS

FLOOR WARDENS

On hearing the Warning Signal:

Evacuate occupants from your floor area via the nearest safe exit. (Check all

rooms including the toilets.)

Note location of any persons remaining in premises including disabled people.

Report to the Building (Head Warden) and advise status of evacuation

The Principal/DP/AP/ST will be known as BUILDING WARDEN or Head Warden.

BUILDING WARDEN

On hearing Warning Signal:

Ensure Fire Service has been called. DIAL 111

Report to front entry (fire panel if installed.)

Receive status reports from Floor Wardens.

Advise Service, on their arrival, of the evacuation status, including the

location of any disabled people. Register kept in School Office and brought to fire

assembly point.

5.10 (ii) Lockdown Procedures

5.11 Earthquake Procedures

Taking Cover

Teachers will act independently to initiate the procedure.

On orders children will:

Get under a table if near at hand; otherwise

Drop to knees with back to windows and knees together.

Clasp hands firmly behind the head, covering the neck.

Bury face in arms, protecting the head. Close eyes tightly.

Stay in this position until told to move.

Evacuation Drill

Evacuation is as for a fire except that children keep well away from buildings

en route to assembly points, moving singly or in pairs rather than in large

groups.

Checking of buildings and Roll Call are as for Fire Drill. All children and

staff stay at assembly points until given further instructions by the Principal

or by Civil Defence Personnel.

Blocked exit drill, in which the primary exit is blocked, should be practised

occasionally.

5.12 Civil Defence Procedures

Long Bay Primary School is, like all state primary schools on the North Shore, a

designated Civil Defence (CD) Reporting Centre. Theoretically and officially this

means the school is a “ Referral and Redirection Point”. However, the worst case

scenario must be catered for. The headquarters for the North Shore Civil Defence is at

400 East Coast Road, Mairangi Bay.

Disasters that could cause a CD alert are: Cyclonic Storm, Volcanic Eruption,

Industrial Accident, Aircrash, Earthquake, Loss of Water Supply and Tsunami. North

Shore City Council has a CD emergency plan to support potential disasters and Long

Bay Primary is part of that plan.

Although not strictly covered by the NSCC CD Plan, an Armed Offenders Squad

callout for a person with an offensive weapon or alternatively an escaped prisoner

would also put some of the attached operating procedures into action.

It must be noted that Long Bay Primary lies at the bottom of a valley that has 3 fault

lines running through it, the main one following the stream on the North side of the

playing fields.

As disasters can happen at any time there would be two very different scenarios as to

how the school, as a CD reporting centre, would operate depending on whether the

school was occupied at the time of the alert.

Given that most people would be aware of a major disaster in their locality except

perhaps an industrial accident such as a gas leakage, the school would be on alert until

officially alerted by the CD Local Controller, unless it was so obvious that immediate

action was necessary.

It is understood that up to 72 hours can pass before an official CD Alert goes “ live” .

The school has to cater for this scenario.

CIVIL DEFENCE ALERT

In the event of a Civil Defence Alert please note the following:

The school bell will sound as in a fire drill situation.

Children, staff and visitors will assemble on the playground at the designated

fire assembly points for each classroom and the roll will be called.

The Principal or Acting Principal will issue instructions to staff and children,

dependent on the type of emergency.

NO ONE is allowed to leave the school site WHATSOEVER until given

permission by the Principal, Acting Principal, or Civil Defence Officer In

Charge, unless the emergency affects the school grounds directly.

GUIDELINES

Contents of the CD Green Box provided by NSCC must be checked and

reviewed annually.

Civil Defence Alert notices to be fixed in prominent places around the school

with first basic instructions for school staff, pupils and on-site visitors at the

start of an alert.

Instructions must be followed from the Green Box during an emergency.

CIVIL DEFENCE - OPERATIONS PROCEDURES (GUIDELINES FOR USE DURING AN EMERGENCY)

SCENARIO 1 – CD Alert During School Hours

1. The Principal or her designated Acting Principal would take charge if a CD

Alert occurred during school hours.

2. Fire Bell is sounded on acknowledgement of an official Alert from CD HQ.

3. Children assemble as per fire drill, with roll call taken of all staff, pupils,

parents, and other visitors on site. No one is allowed to leave the site during

the CD Alert unless specifically authorised by the Principal or the Acting

Principal in charge.

4. CD Green Box to be opened and instructions within followed from the Red “

Don‟t Panic” board.

5. The Principal or Acting Principal must establish “ Official Headquarters” for

the Reporting Centre in a suitable room in the school.

6. If the buildings are in safe condition children must return to the classrooms

with teachers and parents to pack up and clear rooms for their designated

areas. (see Guideline 7) Any areas not being used for the CD Alert must be

made secure, in view of the large numbers of people who might use the school

as a Reporting Centre.

7. The Principal will issue school plans to staff showing classrooms with pre-

designated areas, such as headquarters, reception area, canteen, sleeping area

etc. Dependent on the type of emergency this might not be necessary.

8. Staff would take up their designated Positions of Authority as per Principal‟s

instructions.

9. Establishment of reception and security stations for incoming public is a

priority.

10. Children must be given first aid treatment if necessary, kept calm and

entertained if possible. Spare parents can be recruited to help with this.

11. If the CD Alert is localised (eg, in the event of a plane crash) the school may

still be required to shut down its normal operations and be used as a Reporting

Centre until the emergency is over. In this case it is at the Principal or Acting

Principal‟s discretion as to pupils, parents and other visitors being able to

leave the school grounds.

12. The staff, pupils, parents and site visitors will follow all instructions given by

the Principal, Acting Principal or CD Official until told otherwise.

13. The Principal will be informed by the CDHQ when the CD Alert is over and

the school loses its Reporting Centre status.

SCENARIO 2 – CD Alert Out of School Hours

1. CDHQ will contact key holders, from their current list, for the school to be

opened up.

2. The keyholder will open up the school and produce the CD kit for the CD

Volunteer-in-Charge. If there is no CD Official/Volunteer, the keyholder

becomes Person-in-Charge and must follow the Guidelines and Procedures

below.

3. The Person-in-Charge will open the CD and followkit the instructions on the

RED “Don‟t Panic” card.

4. The Person-in-Charge will open up relevant classrooms/hall as required for the

designated areas as listed on the school plan in the CD Green Box.

5. Establishment of a HQ is a priority.

6. The Person-in-Charge will follow all instructions issued by CDHQ or as listed

on the instructions in the CD kit, until such time as a member of the CD

Volunteer Team arrives.

7. The Person-in-Charge will stay at the school until informed by the CDHQ that

the Emergency is over and the school loses its Reporting Centre status.

8. The Person-in-Charge will either lock up and secure the school or notify

another keyholder to do so.

CD Kit

This box is issued by NSCC. It is a plastic box and is currently kept in the stationery

cupboard on the floor, to the left of the door behind the photocopier. Its contents are

clearly labelled:

Some contents must be tested/checked annually:

Batteries for the radio.

Radio Test also required.

Boxes of matches – check for dampness and replace.

NS Map – update.

The Principal must provide (according to NSCC CD Plan Sop 4, “Management”)

Reception and Registration

Enquiries and Information

First Aid or other Medical services

Cooked Food (if possible)

Shelter and Accommodation

Clothing (if available)

Recreation and Entertainment (if possible)

Communications (using any means – including runners)

Security of the school

5.13 Care and Use of Animals in the School Policy* In any activity involving animals, the care and welfare of the animals will be a

priority. Long Bay Primary School has a responsibility to ensure that such animals

are kept and maintained responsibly, intelligently and under recommended conditions.

Animals that are brought to school for a morning talk will be the sole responsibility of

the parent or caregiver who will take the pet home as soon as the talk is over.

GUIDELINES

1. At all times the presence of animals will be consistent with the instructional

needs of the programme.

2. At all times appropriate protection, nutrition, space and environmental

conditions will be provided.

3. An acceptable level of cleanliness and hygiene will be maintained at all times.

Any signs of distress or illness will be attended to.

4. Handling will be kept to a minimum for the protection and safety of both

children and animals. After handling hands must be washed.

5. Arrangements will be made to ensure all animals are suitably cared for during

holiday periods and weekends.

6. Animals will not be exposed to any chemicals.

7. Any instruction involving animals should limit activity to the specific object

of the learning sequence involved.

8. Approval will be obtained from the Principal approval for the inclusion of live

animals in any instructional programme.

9. Any project involving the manipulation of animals‟ behaviour will be

approved by the Senior Staff who will act as the school‟s animal ethics

committee.

10. The school acknowledges the role and right of inspectors appointed under the

Animal Protection Act 1960 to visit the school.

11. Long Bay Primary School advocates the inclusion of animal welfare teaching

in schools in the belief that, not only will it ensure better attitudes towards

animals, it will also develop a humane attitude towards all living creatures.

5.14 Accident Register and Procedures All incidents/accidents are to be reported to the Principal as soon as practicable after

the event. Where an accident is serious, the Principal is to ensure that the accident

site remains undisturbed until it has been inspected.

Report serious accidents to the Principal, or A.P. Office staff deal with the

majority of Health Room matters. Record details in the medical book in the

medical room. Where medical attention is required call a parent to collect the

child or to approve of the proposed action. Head injuries require immediate and

ongoing attention

A separate form for serious injuries must be completed by the teacher and signed

(Forms are in named folder in First Aid room)

Teachers must fill out a separate form for personal injuries

Use the ice-pack in the staffroom freezer to treat where necessary. Ascertain

causes of injuries. Where misbehaviour, carelessness or faulty equipment are

involved, check information carefully, document the incident and hand a copy to

the Principal

All permanent office staff to complete an approved First Aid Course.

Accidents to Staff or Parent Helpers may well lead to ACC claims (see above).

Document the incident. Include witnesses' statements.

Serious accidents to children must be similarly dealt with.

5.15 Handling of Blood

In dealing with an injury all students should be treated as if they have a blood-

borne virus. All staff and students with HIV/AIDS or any blood-borne virus are

required to advise the Principal of their condition. This information is held subject

to the Privacy Act.

If a student at the school has or develops HIV/AIDS or other blood-borne virus the

following will be advised of the identity of the student :

The Principal

The Deputy and Associate Principal

Permanent Office staff in charge of the medical room

All other staff members will be advised that there is a case in the school but the

student‟s identity will remain undisclosed unless there is a reasonable risk.

Disclosure of necessary information will be at the absolute discretion of the

Principal.

5.16 Administration and Storage of Medication

Medication is to be administered by the appropriate office staff member

unless in an emergency situation.

Medication is stored in a locked cupboard in the sick bay or fridge in the

first aid room. The key is held by office staff.

Any medication to be given at school to a student must have a consent

form completed by the parent/caregiver and signed by the parent/caregiver

and the Principal. Signed consent forms are stored in a file in the first aid

room.

Students for whom emergency medication is held will have a photograph

displayed in the staffroom and in the first aid room.

Staff will be made aware of students who have an identified medical

condition and who may require special medical assistance.

5.17 Visitors To The School

Visitors to the school are expected to report to the school office on arrival

and departure to sign in and explain their reason for being on site.

If a staff member invites a visitor to the school the Principal and the

Deputy Principal should be informed prior to the visit.

In the case of a visit from a known non-custodial parent taking place the

Principal or Deputy Principal should be called to deal with the situation

5.18 Smoke Free School

Smoking will not be permitted anywhere within the school‟s buildings and grounds at

any time. The Principal is required to implement management procedures to that:

all staff are aware of this policy and failure to comply will be a serious

disciplinary breach.

all contractors employed by the school are aware of this policy and their

employment at the school depends on their compliance.

all people using the school‟s facilities are aware of this policy and their

continued use of the school‟s facilities depends on their compliance.

5.19 Missing Child

Confirm child has been present during school hours

Notify main office

Search school

If student is found or returns advise parents

If student is not found advise parents/guardians immediately

Principal to seek police support immediately

5.20 Violence/Personal Threat Emergency Response

Try to keep calm – don‟t panic and do as you are told Acknowledge the person‟s problems and or feelings. Speak quietly,

slowly and calmly Move carefully and explain your actions as you move – avoid sudden

movements Avoid provocation by careful use of words or body language If possible send a „red card‟ to the class next door or office which will

immediately bring another adult to support you If safe to do so:

- contact the school office

- dial 111

- wait for help to arrive

- complete incident form when situation resolved Lock Down Procedures are in place (drills to be practised twice yearly). A lock

down will be signalled by a communication over the intercom (internally and

externally) by the sounding of 4 short school bells. Procedures within buildings:

Teachers are responsible for their own classrooms. If absent from a classroom, the

neighbouring class teacher to carry out locking procedures. Admin staff will

secure hall and admin area

Close and lock windows and doors

Pull curtains/blinds

Turn off lights

Turn off any equipment emitting loud noise – leave computer on but turn

down volume if able in case email is needed

All personnel in prefab blocks (rooms 10-16) to sit on floor under desks

All personnel in prefab blocks (rooms 10-16) to sit on floor under desks

and tables out of sight of windows.

Rooms 1 – 9 are to move through to the computer/cloakroom areas and sit

under desks and in cloakroom area out of sight of windows.

Maintain silence and remain in this position until a second communication

(four bells) and/or via the intercom, giving the 'all clear' is made.

Procedures in the playground:

Proceed to classroom or if there is danger in this area, proceed to nearest

lockable building and follow steps above

Special Considerations: School hall: All personnel remain in hall – follow steps above to secure building

Library: All personnel remain in library – follow steps to secure building as above

Office: Remain in office. Lock front and back doors

Teacher Aides: To stay in classrooms or work areas, pull curtains, shut windows, get down

on floor with children

Property

Manager: If in room, proceed to office, if able, to assist with lockdown. If outside

office, proceed to nearest lockable building

Reading

Recovery: Follow steps as above to secure room. Proceed through internal door to join

Room 5

Music Teacher: Secure room – if working with children get down on floor out of sight of

windows

All visitors will follow direction of staff member in designated area. All personnel will be informed as

soon as practicable if a lockdown is likely to persist for a prolonged period.

Keep cellphone (ON SILENT) available in case you need to be contacted by Principal/Police.

Internal calls only- NO EXTERNAL CALLS. Maintain media silence.

5.21 Crisis Management

If an event of some magnitude occurs in the lives of staff or students of the school,

enquiries will be made as to the emotional safety of those associated with the events.

Wherever possible the school will attempt to meet the needs of staff or

students who are traumatised by events associated with school life, a

school activity or misadventure relating to school activities

Referrals will be made to appropriate agencies to support individuals or

groups who need specialist help

Offers will be made of support, pastoral care, time-out, therapy or

counselling, depending on the seriousness of the occasion or event.

5.22 Healthy Food and Nutrition

As part of our commitment to providing a healthy and safe environment we will

establish and ensure the maintenance of healthy eating practices through:

Provision of food that is consistent with the National Food and Nutrition

Guidelines

Development of consistent messages about healthy eating through the

school

Recognition of the positive influence that staff can have as role models for

healthy eating

NATIONAL ADMINISTRATION GUIDELINE 6

LEGISLATION

Each Board of Trustees is expected to:

Comply with all general legislation concerning requirements such as

attendance, the length of the school day, and the length of the school year

6.1 Treaty of Waitangi

Long Bay Primary School WHOLE CHILD EDUCATION

To foster a value in New Zealand’s dual cultural heritage through the

acknowledgement of the Treaty of Waitangi.

1. To provide a coherent and consistent framework for the teaching of Maori

language:

The teaching of Maori language will be integrated across the

curriculum.

Waiata and Te Reo Kori will be used as a foundation for the

learning of Te reo and tikanga Maori.

2. To provide a basis for the inclusion of appropriate Maori language (te reo

Maori) and culture (tikanga Maori) in studies and activities across the

curriculum.

Programmes will include the following themes: food, things one

lines, getting together, health, well known people, the wide world.

These are developed in the following settings: home, school, Maori

settings, other places.

Unit planning will show the Maori component where appropriate.

Term Overviews will show Maori links with major topics of study.

3. To develop respect for other people, provide for equity for all and

acknowledge and understand individual differences:

Classroom programmes will endeavour to provide for equitable

opportunities for all children by recognising and planning for

individual needs and differences.

Classroom environments will endeavour to foster personal and group

identity and respect for others by teachers modelling appropriate

behaviour.

Children will be positively acknowledged when showing respect,

awareness and sensitivity towards others.

4. To acknowledge the unique nature of Te Reo Maori and Tikanga Maori.

Acknowledgement of the contribution made to New Zealand life

through Maori language and culture, by integration into the

curriculum through theme settings and suggested topics

Provision for the use of Maori language across the curriculum.

Maintain the open door policy between the school and the

community.

Linking with the Awataha Marae. Communications with other

schools to widen understanding of the Maori dimension.

5. To enable students from different cultures to share and understand New

Zealand‟s heritage to promote a sense of belonging to and identifying with,

te whenua.

Use of Awataha Marae

School/class/group visits and exchanges.

Active involvement in learning unique Maori skills through a cross

curricular approach.

Comparison studies highlighting the uniqueness of all cultures.

6.2 Copyright

The Principal will ensure all staff members are aware of their responsibilities

under Copyright Law. A breach of copyright law is a serious disciplinary

offence.

The Board will maintain a Copyright licence that enables teachers to make use

of appropriate resource material up to Copyright limits.

6.3 Privacy Act 1993

The Board will ensure that the privacy principles are upheld and will appoint

for this purpose a “Privacy Officer”. The “Guidelines to BOTs – Privacy Act

1993” are noted.

When information is requested, the Principal or the Deputy Principal, as

appropriate, will determine whether in their view it is appropriate to supply or

refuse to supply such information. Where the decision is made not to supply

information requested, the person requesting such information will be advised

of the relevant provisions of the Act under which the decision was made not to

disclose.

Complaints received by the school with respect to alleged non-compliance

with the Act shall be immediately passed to the Privacy Officer who shall

investigate and take appropriate action.

All staff shall be advised annually who the Privacy Officer is, that complaints

should be treated seriously and immediately passed to the Privacy Officer, and

of their obligations under the Act.

6.4 Attendance

Student attendance is to be monitored carefully. All teachers must fill in the attendance

register morning and afternoon and inform the office immediately if a child is absent

(using the internal email system operating at the school in the morning – or in person if

needed in the afternoon. Up to date contact between home and school must be

established to ensure there is an explanation for the absence.

Absentee Notes - Every child must bring a parental note of explanation on

returning after absence. Alternatively a telephone call from the parent will

suffice. The office staff are to be advised of all absences (who will in turn advise

staff of absence messages received at the office)

Parents are to be advised frequently by newsletter that a note or phone call is

needed to explain absences, and that in case of absence likely to exceed a day or

two the school should be advised at the time of absence.

If a child returns without notification of absence within a day or two (may be

verbal or written), the Principal is to be advised so that further action may be

taken.

Teachers are to inform the Principal should a child arrive late regularly who will

inform the parents or if necessary inform the truancy Officer.

In the case of unexplained absences of more than 3 days, please notify the

Principal and Senior Staff (possibly for referral to the Truancy Officer if

appropriate).

When a pattern of unexplained absence is apparent from perusal of the weekly

summary sheets the Principal will decide what action is required.

If persistent ill health is causing frequent absence the Public Health Nurse will be

advised. Where social or emotional problems are involved the Resource Teacher

of Learning Behaviour (RTLB) or a Psychological Service may be consulted.

If attendance problems cannot be resolved through the above measures the

B.O.T. is to be advised so that the North Shore Truancy Officer may deal with

the situation.

6.5 School hours / School year

The Board shall ensure that the requirements of the legislation in respect of the

school hours and the school year are met.

The Principal shall, as appropriate, report to the Board with respect to details

of compliance.

6.6 Stand Downs and Suspensions

The MOE 2003 handbook „Guidelines for Principals and Boards of Trustees on Stand-

downs, suspensions, exclusions and expulsions‟ is to be used in all matters pertaining to

the stand-down or suspension of a student at Long Bay Primary School.

6.7 School Uniforms Policy * To establish and provide clear guidelines with regard to the phased implementation of

a uniform with minimum impact and maximum benefit for the school community as a

whole.

PURPOSES

The Board of Trustees, in conjunction with the Uniform Sub-Committee and PTA

believe that as a result of extensive research the following benefits will be derived:

Children have an instant sense of belonging to the school

Children have a pride in their appearance

The school has instant recognition within the community

An identity with the school is nurtured

GUIDELINES

The uniform should conform to the list below and can be purchased through the

school or Postie Plus.

Polo Shirt - Jade, short or long sleeved, with logo

Sweat Shirt - Navy, tunic style, with logo

Shorts - Navy, knit or drill – unisex

Long Pants - Navy, track pants – unisex

Sun Hat - Navy, any style

Shoes - Flat sensible footwear to be worn

Optional

Culottes - Navy, drill, pleated front

Skivvy - Jade, turtleneck, with logo

Polo Fleece - Navy, collar & zip front, with logo

Fleece Vest - Navy, sleeveless, zip front, with logo

Cargo Pants

SPORTS UNIFORM

This will remain the same i.e. Jade Polo shirt with logo and navy shorts/netball skirt.

Some funding through the school, PTA or sponsorship may apply. The School‟s

Sports Administrator would co-ordinate this.