School Info » Procedures
Procedural and Administrative Guidelines
NAG 1 - Curriculum
NAG 2 - Documentation and Self Review
| Board of Trustees | Curriculum Review |
| Parent - School Communication and Consultation | Reporting to Parents/Caregivers |
| Self Review |
NAG 3 - Personnel Management
NAG 4 - Finance and Property
| Financial Management | Fixed Assets |
| International Students | Fee Refund for fee-paying International Students |
| Property Management |
NAG 5 - Health & Safety
| Animals in Schools | Anti Bullying |
| Attendance | Chemical Spillage |
| Child Abuse | Emergency Management |
| Education outside the Classroom | Emergency Procedures for EOTC Activity |
| Emergency Evacuation Procedures | Event Cancellation |
| Health and Safety | Healthy Food and Nutrition |
| Medical Issues | Pandemic Planning Action Plan Cover Sheet |
| Pandemic Recovery Plan | Playground Checks |
| Road Safety | Sun Safe |
| Online Publication of Students Images & Work | Parents subject to a Court Order |
| Swimming Pool | Trauma Incident Response Plan |
| Water Safety | Workplace Harassment |
NAG 6 - Legislation
| Copyright and Licences | Documentation |
| Privacy | Police Vet for Employees |
| Privacy of Information | Protected Disclosure |
| Smoke-free Environment | Stand Downs and Suspensions |
| Student Placement | Te Tiriti O Waitangi |
| Appendix 1 : Administration of Medicines |
Section 1 : Queenstown Primary School Policies
Introduction
This section covers the policies of Queenstown Primary School. Behind the policies sit the more detailed “Procedural and Administrative Guidelines” which state ‘the how, what and why details’ for each policy. All staff members are expected to familiarise themselves with the folio and know how to access it.
For a school to function effectively and provide quality learning opportunities for children it needs to have well articulated user-friendly policies which, in turn, need to be supported by workable readily understandable procedures and administrative guidelines. The on-going review of School Policy is a very important and vital facet of school management and administration.
It is the responsibility of the Board of Trustees to review and/or ratify policy with the Principal and management responsible for the procedures and administrative guidelines that implement the policy. The ratification of policies is done annually by the Board in October.
The policies within this folder dovetail with the School Charter, which is the overriding, or “Grand Master”, of all documents. Our School Charter has also undergone review and a total revamp was completed in 2008. Where applicable previous policies have been made into procedural guidelines. New guidelines have been developed providing written confirmation of practices. These have been developed in 2008.
It is imperative that staff read the School Charter and Policies in conjunction with the Procedural and Administrative Guidelines and the Staff Handbook.
In the First section you will find the current Queenstown Primary School Policies. Each policy is reviewed every year; with the procedures and administrative guidelines being reviewed as and when necessary. Where the word ‘parent’ is used, this refers to parent, caregiver or guardian. The policies cover the six NAGS. These are also reflected in the School Charter. The areas are:
- NAG 1 - Curriculum
- NAG 2 - Documentation and Review
- NAG 3 - Personnel
- NAG 4 - Finance and Property
- NAG 5 - Health and Safety
- NAG 6 - Legislation
NAG 1 - CURRICULUM
Action
The purpose of the curriculum delivery procedure is to foster the achievement of all students attending the school, in such a way that their individual needs are met.
Guidelines
- The school Teaching and Learning Handbook will outline the implementation of the National Curriculum Statements which define the learning philosophies, principles, aims, attitudes and achievement objectives together with the Essential Learning skills.
- Curriculum Delivery will be based on the New Zealand Curriculum documents, giving priority to literacy and numeracy. The school and classroom environment is positive, friendly and secure for all children.
- Classroom Management demonstrates:
- clearly defined boundaries
- high expectations of behaviour
- clearly established routines
- well defined goals
- Programmes of work will cater for individual differences and groups of children with special needs and abilities. This will be catered through;
- extension and enrichment
- special needs
- E.S.O.L.
- reading recovery
- learning centre groups
- classroom programmes
- and the employment of teacher aides.
- Programmes are delivered in ways that challenge and motivate children to consolidate or build on previous learning, taking a pride in their work, and using a variety of resources.
- Classes are organised into team groups throughout the school.
- Staff development programmes are annually reviewed and revised to provide for the needs of teachers.
- Development may be:
- school wide (contracts)
- team wide
- individual
- curriculum areas
- Every endeavour is made to provide equal learning opportunities, recognising cultural and ethnic differences ensuring that each student has optimum access to guidance, instruction and resources.
- Children will be grouped within and across classes to facilitate learning in literacy, numeracy and other curriculum areas when deemed necessary.
- The classroom will be a quality learning environment with quality work on display and it will be a stimulating learning environment.
- Teachers where possible will teach using an integrated inquiry approach which encourages a range of thinking skills and problem solving.
Action
The purpose of the curriculum content procedure is to:
- Give priority to literacy and numeracy
- To develop programmes that recognise the needs of Queenstown Primary School students
- To foster student achievement by providing quality programmes that incorporates all aspects of the New Zealand Curriculum
Guidelines
- To provide quality classroom programmes that give a priority to numeracy and literacy and relate to the needs, abilities and interests of students and the scope in the New Zealand curriculum.
- School and classroom programmes will cover the essential learning areas, strands and essential skills identified in the New Zealand curriculum statements.
- The local environment and community is incorporated in school wide programmes.
- Each team develop their own programme based on school curriculum plans available in our Teacher Handbooks.
- Appropriate resources are the responsibility of the staff overseeing curriculum areas and they will support programmes effectively.
- Each team will work collaboratively to develop detailed quality term and unit plans that include achievement objectives, essential skills, learning outcomes, learning experiences and assessment tasks.
- Individual staff strengths are utilised within teams and throughout the school
- Teams take advantage of spontaneous educational opportunities as they occur throughout the year
- Planning is to be equally shared and completed as decided by the team
- Wherever possible Maoritanga will be incorporated into the programmes
Action
To provide for the way in which homestudy programmes shall be used in the students learning programme
Guidelines
- Homestudy will be allocated according to the related programme, age and ability of the student
- Parents will be fully informed as to expectations and will be encouraged to support the homestudy programme
- Teachers will provide regular feedback to students on homestudy undertaken
- Homestudy programmes can:
- develop study habits, organisational skills
- encourage a positive and responsible learning attitude
- develop independence in children's learning
- provide opportunities for participation and sharing with parents/caregivers
- reinforce learning already covered in classrooms
- Homestudy will not usually include project type work that runs over a number of weeks
- Homestudy will basically involve daily reading, learning of basic arithmetic facts, spelling words and for Years 5 - 7 completing work already taught and started in class time.
Action
- To establish a school-wide system which effectively evaluates students’ individual progress in all curriculum areas in a valid and reliable manner.
- To record individual assessment data to effectively and efficiently provide individual students progress.
- To standardize assessment procedures, timeframes, methods of collection and storage of information.
- To collect and store data efficiently so as to eliminate any unnecessary testing and duplication and so that effective retrieval and teachers contact time with students is maximised.
- To allow staff to regularly evaluate the effectiveness of this policy and make any necessary adjustments.
Guidelines
- All assessment and evaluation systems and procedures will be standardized and adhere to a clear and uniform system and format as detailed in the School Implementation Guides
- All student records will be collated in such a way that they will be available to colleagues, support services and students parents/ caregivers to clearly show individual progress accurately and with ease.
- All records will be kept on a computerised database.
- Through frequent Professional Development meetings the system and procedure for assessment and evaluation will be reviewed and refined on a regular basis as necessary.
Education Outside the Classroom
Action
To protect the welfare and safety of children involved in all off site school activities.
- The BOT will ensure that in all education outside the classroom activities all such reasonable precautions are taken to ensure there are appropriate standards, policies and processes in place to manage and minimise risk to students and to ensure the delivery of the appropriate standard of care to students.
- The BOT shall ensure that in respect of each education outside the classroom program that all risks and hazards have been identified; assessed; minimised and managed and that acceptable levels of care are going to be provided in accordance with sound professional practice.
- All education outside the classroom shall have the prior approval of the Principal and in such instances where such education includes overnight camp and stays, prior approval of the Board of Trustees in addition to approval of the Principal is required.
- Prior to any such Board of Trustee and/or Principal approvals being given in respect of education outside the classroom purposes the following issues shall be considered by the Board of Trustees and/or the Principal as the case may be:
- the nature of the area in which the education is to take place.
- the abilities, competence and experience of the staff involved in leading the outdoor activities.
- the objectives of the outdoor education programme
- the needs; age; experience and ability of the participative students.
- the identification of and the degree of any possible hazard involved
- AND the setting of the minimum adult/student ratios to govern such education outside the classroom activities shall be part of any such approval being granted.
- To provide a properly and adequately managed opportunity through which students can face challenges, experience adventure and learn and develop skills.
- To ensure appropriate consultation with parents and caregivers on all issues relating to education outside the classroom activities; such consultation to include the obtaining of parent’s consents to the participation of children in activities which are or might be potentially hazardous; or which are outside normal school hours; or which extend beyond the immediate school environment; or which will incur extra cost to the parent or caregiver.
- To ensure that parents and caregivers are included in the Education Outside the Classroom activities and to ensure that such parents and caregivers assisting in such programs are fully briefed on student safety and control while on Education Outside the Classroom activities.
- The BOT shall review each twelve month period the processes that are in place relating to the choice of activities for appropriate outdoor programs; the selection and briefing of staff (including assistants and volunteers); and to ensure appropriate and acceptable levels of supervision.
- To ensure that the Education Outside the Classroom Program is designed to allow for the various ages and abilities of children involved in the program and that such programs are at all times available and accessible to all students regardless of circumstances or cost.
- To make suitable allowances for the costs of the Education Outside the Classroom Policy in each Annual Budgeting round.
- To ensure that suitable processes are in place to select and brief “staff” (including volunteers, appropriate professionals, student instructors) assisting with the Education Outside the Classroom programs.
- To ensure processes are in place that provide an appropriate choice of outdoor education activities with appropriate levels of supervision from suitably qualified and experienced persons.
- To ensure that all persons involved in Education Outside the Classroom activities and programs are aware that any form of participation in such activities or programs is required to be both alcohol and smoking free.
- To empower the Principal with an unfettered discretion as to the inclusion or exclusion of any offered voluntary assistance from any member of the community so long as the safety management of the participating students is not affected.
- To allow the Board of Trustees to delegate to a named sub-committee of itself (but always with the inclusion of the Principal) the power to make decisions on Education Outside the Classroom activities in accordance with this Policy.
Action
The provision of programmes which cater for Gifted and Talented students within Queenstown Primary School is designed to recognise and provide for the diverse needs of our high ability children.
Objectives
- To develop a responsive environment in which student's talents will surface
- To provide programmes designed to help meet the psychological, social, and educational needs of gifted and talented students.
Guidelines
Coordination
A Gifted and Talented Committee will guide the schools' development and will include representation of senior management, teams, and the Gifted and Talented Coordinator. Parents and Board of Trustee members will be invited where appropriate.
Definition
In our school Gifted and Talented students are defined as those individuals possessing high intelligence or aptitude or displaying a high level of performance in a particular area. We recognise a multi-category approach including creative, physical, artistic, leadership or specific academic fields and who require programmes not ordinarily provided within the classroom in order to fully develop such capabilities.
Identification
Multi methods of identification will be used to identify gifted and talented students. These may include teacher observation and nomination, standardised tests (running records, P.A.T. Asttle, Numpa tests, STA, Six Year net), parent, self & peer nomination, product and portfolio evaluation. A register will be kept recording Gifted and Talented Students in classes and special programmes.
Programming
The principle of differentiation will be used to deliver the educational experiences of gifted and talented students in the regular classroom. Both in-class and withdrawal programmes that incorporate extension, enrichment and acceleration opportunities will be used to develop student potential. Provision needs to consider and include all aspects of a student’s development i.e physical, academic, social, aesthetic, etc.
Evaluation
In our school we will assess and evaluate individual progress and overall programming. It will include formative and summative assessment. It may include self assessment and teacher assessment and where possible wider assessment including, parent, Board of Trustees and others as appropriate.
Implementation
The school will provide appropriate opportunities for teachers, to be informed of current research in this area and develop their teaching strategies in working with gifted and talented students.
Budget/Resources
The Annual Budget will take into account the needs of gifted and talented students and provide appropriate funding for staffing, resources and professional development.
Information and Communication Technologies
Action
- To provide for the incorporation of Communication Technologies into the classroom programmes.
Guidelines
- Information Communication Technologies will support the aims of the New Zaland Curriculum Framework, the New Zealand Curriculum and the School Charter, in order to empower students at Queenstown.
- Information Communication Technologies will be an integrated part of the classroom and wider school programmes. This will include the use of computers, video cameras, digital cameras, still cameras, fax, phones (not cell phones), scanners, photocopiers, data projectors, the hall audio system, class CDs, listening posts, microphones, Active Boards and the mobile PA system.
- There will be development of information, problem solving, independent learning and co-operative skills, using a range of software.
- There will be ongoing planning and assessment of the use of technologies to ensure their effectiveness in the classroom and the wider school environment.
- The school will provide opportunities for teacher training and ongoing professional development in the use of computer and related information technologies.
- Support material will be compiled and be available to teachers.
- Computer hardware and software, will be regularly upgraded and maintained and in line with developing technology, the curriculum and needs of the students. This will be budgeted for in the Long Term Maintenance/Capital Expenditure plan.
- School procedures and user policy will ensure a safe and monitored learning environment for staff and students.
- Information Communication equipment is accessible to all students across the school; not only in their own classrooms but also in the Library.
- Children will not be permitted to use cell phones at school and will be asked not to bring them to school.
Action
- To provide guidelines for the use of the internet in the school.
Guidelines
- Internet access may be used by staff and students so that they:
- have access to information to enhance and support curriculum outcomes
- become responsible and independent users of the Internet
- gain and develop skills needed to search for information
- interpret and discriminate information
- further their individual professional development
- use email to enhance and support curriculum outcomes
- In addition all staff are permitted to have access to email and the Internet for reasonable personal use. This is a privilege. Anyone who uses school internet access in an inappropriate manner will lose the privilege
- Teachers will model appropriate use of the Internet
- Any child who comes across inappropriate content while using the Internet must exit the site immediately and report this to their classroom teacher or another appropriate adult
- Teachers need to check the suitability of sites before directing children to a site
- It is preferrable to use children's search engines where possible (e.g. Living Library)
- All staff and students will abide by the "Internet Safety User Agreement" which is included in the School Prospectus, allowing their children to use ICT technologies and following the set guidelines (signed upon enrolment).
- Email is provided for students for the purposes of enhancing their learning experience. All mail will make use of customary greetings and salutations. Information sent via email shall be constructive, informative or inquiring in the interest of both the sender and receiver. Student and staff correspondence may be monitored.
- No profanity, obscenities, or any other language that could be construed as such is to be used in any email messages.
- Email accounts are set up for the intended user only. Use of other student's accounts to send and receive email is unacceptable.
- Only school email boxes are to be accessed from school computers.
- No private information about others is to be distributed. This includes forwarding of information sent by another party.
- The network is not be used by any student or staff member for illegal reasons.
- Deliberate attempts to gain access to WWW, FTP, Gopher or Telet sites containing material of a pornographic, racial or religiously offensive nature will be dealt with as a serious breach of school rules.
- Downloading of material will be scanned for viruses at all times. Any deliberate attempt to spread viruses through the network will be dealt with as a serious breach of the school rules.
- All copyright, privacy and international laws are to be abided by at all times.
- At no time are students to place orders for goods or services over the Internet using the school name, title or funds.
- Queenstown Primary School will not be held responsible for the loss of material, accidental corruption or any other action that might affect transmisson or loss of data.
- Queenstown Primary School has taken all possible precautions to maintain the safety of users and these guidelines are applied in the interest of users safety of the Internet
- Any use of the Internet other than that specified will be dealt with as a serious breach of the school rules
- Students who make minor infringement of the guidelines will be dealt with firstly by the classroom teacher, then the Senior Teacher for Information and Communication Technologies.
- For serious student offences, matters will be referred to the Deputy Principal who will deal with the issues as directed by the school Behaviour Management Guidelines. For serious staff offences, matters will be directed by the Principal.
SECTION A - CYBERSAFETY IN THE SCHOOL ENVIRONMENT
Queenstown Primary School Cybersafety Initiatives
The values promoted by Queenstown Primary School include respect for self and all others in the school community, and commitment to enabling everyone to achieve their personal best in an environment which is physically and emotionally safe. The measures to ensure the cybersafety of the school environment which are outlined in this document are based on these core values.
The school's computer network, Internet access facilities, computers and other school ICT equipment/devices bring great benefits to the teaching and learning programmes at Queenstown Primary School, and to the effective operation of the school. However, it is essential that the school endeavours to ensure the safe use of ICT within the school community.
The Queenstown Primary School has rigorous cybersafety practices in place, which include cybersafety use agreements for all school staff and expectations for students to follow.
Cybersafety use agreement documents include information about obligations, responsibilities, and the nature of possible consequences associated with breaches of the use agreement which undermine the safety of the school environment. The cybersafety education supplied by the school to its learning community is designed to complement and support the use agreement initiative. The overall goal of the school in this matter is to create and maintain a cybersafety culture which is in keeping with the values of the school, and legislative and professional obligations. All members of the school community benefit from being party to the cybersafety initiatives.
Cybersafety Use Agreements
- All staff, whether or not they make use of the school's computer network, internet access facilities, computers and other ICT equipment/devices in the school environment, will be used with a use agreement. They are required to read these pages carefully and returned the signed use agreement form to the school office for filing. A copy of this signed form will be provided to the user.
- The school encourages anyone with a query about the agreement to contact the Cybersafety Manager or Principal as soon as possible.
- All parents and students will receive a copy of the school's Cybersafety expectations.
Requirements regarding appropriate use of ICT in the school learning environment
In order to meet the school's legislative obligation to maintain a safe physical and emotional learning environment, and be consistent with the values of the school:
- The use of the school's computer network, internet access facilities, computers and other school ICT equipment/devices, on or off the school site, is limited to educational purposes appropriate to the school environment. This applies whether or not the ICT equipment is owned/leased either partially or wholly by the school. If any other use is permitted, the user(s) will be informed by the school.
- The school has the right to monitor, access, and review all the use detailed in 2.1. This includes personal emails sent and received on the school’s computers and/or network facilities, either during or outside school hours.
- The use of any privately-owned/leased ICT equipment/devices on the school site, or at any school-related activity must be appropriate to the school environment. This includes any images or material present/stored on privately-owned/leased ICT equipment/devices brought onto the school site, or to any school-related activity.
- Such equipment/devices could include a laptop, desktop, PDA, mobile phone, camera, recording device, or portable storage (like a USB or flash memory device). Anyone unsure about whether or not it is appropriate to have a particular device at school or at a school-related activity, or unsure about whether the planned use of a particular device is appropriate, should check with the ICT Manager, or with the Cybersafety Manager.
Note that examples of a ‘school-related activity’ include, but are not limited to, a field trip, camp, sporting or cultural event, wherever its location.
- When using a global information system such as the Internet, it may not always be possible for the school to filter or screen all material. This may include material which is inappropriate in the school environment (such as ‘legal’ pornography), dangerous (such as sites for the sale of weapons), or illegal (which could include material defined in the Films, Videos and Publications Classification Act 1993, such as child pornography; or involvement with any fraudulent activity).
However, the expectation is that each individual will make responsible use of such systems.
Monitoring by the school
- Queenstown Primary School has an electronic access monitoring system which has the capability to record Internet use, including the user details, time, date, sites visited, length of time viewed, and from which computer or device.
- The school monitors traffic and material sent and received using the school’s ICT infrastructures. From time to time this may be examined and analysed to help maintain a cybersafe school environment.
- The school will deploy filtering and/or monitoring software where appropriate to restrict access to certain sites and data, including email.
However, as noted in 2.4, the expectation is that each individual will be responsible in their use of ICT.
Audits
- The school will from time to time conduct an internal audit of its computer network, Internet access facilities, computers and other school ICT equipment/devices, or may commission an independent audit. If deemed necessary, auditing of the school computer system will include any stored content, and all aspects of its use, including email. An audit may also include any laptops provided or subsidised by/through the school or subsidised by a school-related source such as the Ministry of Education.
Breaches of the Use Agreement
- Breaches of the use agreement can undermine the values of the school and the safety of the learning environment, especially when ICT is used to facilitate misconduct.
- Such a breach which is deemed harmful to the safety of the school (for example, involvement with inappropriate material, or anti-social activities like harassment), may constitute a significant breach of discipline and possibly result in serious consequences. The school will respond to any breach of the use agreement in an appropriate manner, taking into account all relevant factors, including contractual and statutory obligations.
- If there is a suspected breach of use agreement involving privately-owned ICT on the school site or at a school-related activity, the matter may be investigated by the school. The school may request permission to audit that equipment/device(s) as part of its investigation into the alleged incident.
- Involvement with material which is deemed ‘age-restricted’, or ‘objectionable’ (illegal), under the Films, Videos and Publications Classification Act 1993, is a very serious matter, as is involvement in an activity which might constitute criminal misconduct, such as harassment. In such situations, it may be necessary to involve law enforcement in addition to any disciplinary response made by the school as a result of its investigation.
Other Aspects of the School’s Cybersafety Programme
- The use agreements and student expectations, operate in conjunction with other cybersafety initiatives, such as cybersafety education supplied to the school community. This education plays a significant role in the school’s overall cybersafety programme, and also helps keep children, young people and adults cybersafe in all areas of their lives. If more information is required, the Cybersafety Manager, or the Principal, can be contacted.
GENERAL CYBERSAFETY RULES
These general rules have been developed to support the important school cybersafety initiatives outlined in Section A: Important Queenstown Primary School Cybersafety Initiatives.
- Staff are required to sign use agreements with the school
- Use of any ICT must be appropriate to the school environment
- For educational purposes only.
- The school’s computer network, Internet access facilities, computers and other schooI ICT equipment/devices can be used only for educational purposes appropriate to the school environment. This rule applies to use on or off the school site. If any other use is permitted, the school will inform the user/s concerned.
- Privately-owned ICT.
- Use of privately-owned/leased ICT equipment/devices on the school site, or at any school-related activity must be appropriate to the school environment. This includes any images or material present/stored on privately-owned/leased ICT equipment/devices brought onto the school site or to any school-related activity. It also includes the use of mobile phones. Any queries should be discussed with the Cybersafety Manager, or with the Principal.
- Responsibilities regarding access of inappropriate or illegal material.
- When using school ICT, or privately-owned ICT on the school site or at any school-related activity, users must not:
- initiate access to inappropriate or illegal material
- save or distribute such material by copying, storing or printing.
- When using school ICT, or privately-owned ICT on the school site or at any school-related activity, users must not:
- In the event of accidental access of such material, users should:
- not show others
- close or minimise the window
- report the incident
- Staff should report such access as soon as practicable to the ICT Manager, or to the senior manager designated as the school Cybersafety Manager.
Misuse of ICT.
- Under no circumstances should ICT be used to facilitate behaviour which is either inappropriate in the school environment or illegal.
Individual Password Logons (user accounts)
- Individual user name and password.
- If access is required to the school computer network, computers and Internet access using school facilities, it is necessary to obtain a personal user account from the school.
- Confidentiality of passwords.
- It is important to keep passwords confidential and not shared with anyone else.
- Access by another person.
- Users should not allow another person access to any equipment/device logged in under their own user account, unless with special permission from senior management. (Any inappropriate or illegal use of the Queenstown Primary School computer facilities and other school ICT equipment/devices may be traced by means of this login information.)
Appropriate use of Email.
- Those provided with individual, class or group e-mail accounts are expected to use them in a responsible manner and in accordance with this use agreement. This includes ensuring that no electronic communication could cause offence to others or harass or harm them, put the owner of the user account at potential risk, or in any other way be inappropriate in the school environment.
Disclosure of Personal Details
- For personal safety, users should be very careful about revealing personal information about themselves, such as home or email addresses, or any phone numbers including mobile numbers. Nor should such information be passed on about others.
Care of ICT Equipment/Devices
- All school ICT equipment/devices should be cared for in a responsible manner. Any damage, loss or theft must be reported immediately to the ICT Manager.
Wastage
- All users are expected to practise sensible use to limit wastage of computer resources or bandwidth. This includes avoiding unnecessary printing, and unnecessary Internet access, uploads or downloads.
Connecting Software/Hardware
- Users must not attempt to download, install or connect any unauthorised software or hardware onto school ICT equipment, or utilise such software/hardware. This includes use of such technologies as Bluetooth, infrared, and wireless, and any other similar technologies which may be developed. Any user with a query or a concern about this issue should speak with the ICT Manager.
- In a special case where permission has been given by the ICT Manager to connect or install privately-owned equipment/devices or software, it is with the understanding that the school may scan this equipment/device/software at any time thereafter as part of a regular or targeted security check, such as for viruses.
Copyright and Licensing
- Copyright laws and licensing agreements must be respected. This means no involvement in activities such as illegally copying material in any format, copying software, downloading copyrighted video or audio files, using material accessed on the Internet in order to plagiarise, or illegally using unlicensed products.
Posting Material
- All material submitted for publication on the school Internet/Intranet should be appropriate to the school environment.
- Such material can be posted only by those given the authority to do so by senior management.
- The ICT Manager, or the Cybersafety Manager, should be consulted regarding links to appropriate websites being placed on the school Internet/Intranet (or browser homepages) to provide quick access to particular sites.
- There is only one official website relating to the school with which there should be involvement unless approval has been given by senior management.
Queries or Concerns
- Staff and students should take any queries or concerns regarding technical matters to the ICT Manager.
- Queries or concerns regarding other cybersafety issues should be taken to the senior manager with the role of School Cybersafety Manager, or to the Principal.
- In the event of a serious incident which occurs when the Cybersafety Manager and the Principal are not available, another member of senior management should be notified immediately.
SECTION B - INFORMATION SPECIFICALLY FOR STAFF
Scope of Staff Use Agreement
This Staff Use Agreement applies to:
- The Principal, and all school staff (teaching and non-teaching), whether part-time, full-time, or relieving, and whether or not they make use of the school network, Internet access facilities, computers and other school ICT equipment/devices. Although some staff may not have any teaching or supervisory responsibilities with students, as members of the school community they need to be aware of measures to help ensure student cybersafety
- Individuals such as teacher trainees, who are assigned to the school as part of their professional training.
The Principal and the senior manager designated Cybersafety Manager will at least once a year at a staff meeting discuss the use agreement documents and other aspects of the school’s cybersafety programme. A briefing will also occur throughout the year as part of the school’s orientation programme with newly appointed staff prior to their signing the use agreement. Further professional development will be provided as required.
Staff should be aware that this use agreement also applies to any staff laptops and other ICT provided or subsidised by/through the school. This includes staff laptops that may be subsidised, for example, by a school-related source such as the Ministry of Education.
Extension of permitted ICT use
In addition to the authorised use defined in Section A General Cybersafety Rules 2.1, staff use of school ICT also includes professional development and personal use which is both reasonable and appropriate to the school environment.
- STAFF OBLIGATIONS FOR STUDENT CYBERSAFETY -
Staff have the professional responsibility to ensure the safety and wellbeing of children using the school’s computer network, Internet access facilities, computers and other school ICT equipment/devices on the school site or at any school related activity.
Following the processes outlined in the use agreement acts as a safeguard for the school and individual staff members in the event of a breach of cybersafety occurring. For this reason:
Training/professional development.
- Additional training is available for staff who believe they require training/professional development in order to safely supervise student use of school ICT.
Students searching and using the Internet.
- Staff should guide students in effective strategies for searching and using the Internet.
Multiple windows.
- Staff should follow the directive of the ICT Manager regarding the use of more than one window open at a time, or the use of tabbed windows.
Supervision of students.
- While students are accessing the Internet, in a classroom situation, the supervising staff member should be an active presence. The Cybersafety Manager will advise about cybersafety protocols regarding Internet access by students in other situations.
Staff should support students in following the student use expectations. This includes:
- endeavouring to check that all students in their care understand the requirements of the student expectations. This especially applies to very young students, students for whom English is a second language, and students with special needs.
- regularly reminding students of the contents of the use expectations and encouraging them to make positive use of ICT.
Student email accounts.
- Staff are expected to follow the instructions of the Cybersafety Manager regarding their role in maintaining cybersafety if students of the school are permitted email accounts. (Student email accounts may involve remote access, or access to private non-school email from within the school or on the school network.)
Confidentiality and privacy.
- The principles of confidentiality and privacy extend to accessing or inadvertently viewing information about staff, or students and their families, which is stored on the school network or any device. Staff members also need to be aware that privacy laws are such that staff should seek advice from senior management regarding matters such as the collection of images (such as personal images), as well as text (such as student personal writing). The Ministry of Education guidelines (www.tki.org.nz/r/governance/curriculum/copyguide_e.php) should be followed regarding issues of privacy, safety and copyright associated with student material which staff may wish to post on the school website.
Reporting incidents appropriately
- Staff are asked to follow procedures relating to the school `Cybersafety Incident Report Book’, which is an integral part of the school’s cybersafety programme. (Unless otherwise specified, the book is in the care of the ICT Manager.) From time to time, a staff member or a student in their care may unintentionally access a site or material which is inappropriate. Along with inappropriate access which is suspected of being deliberate, but is of a less serious nature, this needs to be reported as soon as possible to the Cybersafety Manager or to the ICT Manager so it can be recorded in the Cybersafety Incident Report Book with the date, time and other relevant details.
- In the case of an incident involving inappropriate material or activities of a serious nature, or suspected of being illegal, it is necessary for the incident to be reported to the appropriate person immediately.
Action
- To follow goals from the schools Teaching and Learning Handbook, Charter and National Curriculum Framework..
- To follow objectives that are achievable and that develop students learning in a scholastic way.
- To make effective use of classroom time.
- To complete the cycle of “Assess – Evaluate – Plan – Teach – Assess”. To utilise resources, materials and equipment in classroom programmes.
- To ensure that a programme of work is available in the event of the teachers absence.
Guidelines
Planning and preparation should:
- Suit the individuals’ teaching style whilst reflecting the goals and directions as set out in the “Planning, Assessment, Evaluation and Record Keeping Handbook”, School Implementation Guides (SIG’s) and “The National Curriculum Framework”.
- Be relative to individual needs.
- Be conscious of class time, content to be covered, student abilities and student work habits.
- Dovetail directly with assessment and evaluation in classes.
- Include practical aspects alongside theory.
- Be current and up to date over both the long term and the short term.
Sexuality is an integral part of everyday life. The perception young people have about themselves as sexual beings affects their expectations, aspirations, social roles, living, and learning. Sexuality education recognises that sexuality has social, mental, emotional and spiritual dimensions as well as physical dimensions. Children need to be given opportunities to consider how the physical, social, mental, emotional and spiritual dimensions of sexuality influence their well-being. Through the consultation process, the community of Queenstown Primary has supported the inclusion of all aspects of sexuality education in the Health and Physical Education curriculum.
Action
To provide parents and staff with a clear understanding of the school’s approach to sexuality education which will assist students to gain accurate and honest information about sexuality and will encourage students to clarify their own values, and understand the values of their family and community.
Guidelines
- Sexuality education is an integral part of the school Health and Physical Education programme.
- The sexuality education programme will encourage students to develop set skills and attitudes of self-worth, decision-making, and of relating to and respecting the rights of others. Children will critically examine the social and cultural influences that shape the ways people learn about, and express, their sexuality (e.g., gender roles, body image, discrimination, equity, the media, culturally based values and beliefs and the law).
- Teaching staff will be available to discuss the context and content of sexuality education courses with parents/ caregivers.
- Children will attend programmes for the prevention of sexual abuse separately from other sexuality programmes to prevent mixed messages confusing the intention of the sexuality programme.
- Teachers of sexuality education will be appropriately trained, and the Principal will be informed of topics to be covered by any visiting speakers.
- Teachers will be allowed to decline to teach the sex education component of the programme if they feel uncomfortable in that situation. The Principal will be responsible for finding a suitable teacher for any class in that situation.
- Each year, before any specific sex education component of the sexuality education programme is taught, parents/ caregivers will be sent information about the programme, invited to discuss any issues or concerns, and reminded of their right to withdraw their students according to section 105D of the Education Act 1964.
Special Education Needs - Guidance and Support for Teachers
Action
- To promote a broad-front approach in and outside the classroom so that identification is accurate and as early as possible.
- To give clear direction in terms of identification, monitoring, teaching methods, resources, programming and evaluation.
- To provide suitable professional development and resources for all teachers and especially for teachers with special responsibility in this area.
- To establish management systems needed to support Guidance and Support Programmes, including quality of documentation which ensures accurate tracking and continuous evaluation of individual needs.
Guidelines
- The teaching staff will develop a credible, manageable and flexible structure to achieve the ends referred to above.
- The SENCO consult with the D Principal, who will be directly responsible to the Principal.
- Appropriate training of, and in-class support for, classroom teachers to be able to meet the ongoing needs of such children will be important and provided.
- Programmes and learning environments will be adapted to support children and teachers with access to the curriculum.
- Both withdrawal and in-class programmes will be used to develop these children’s potential and to meet their needs (e.g., Learning Centre {encompasses general academics and ESOL}, PMP, one-to-one, small group LSF support, ORRS teacher aides, etc.)
- Our provision will be wide ranging and include all aspects of a child’s development (e.g., physical, academic, aesthetic, social, leadership, etc.).
- Each year’s budget round will take account of staff training needs and provision of resources.
- Individual Education Plans will be devised for all ORRS children and other specific children where appropriate. These will be completed by the SENCO in consultation with classroom teachers, support teachers, teacher aides, DP, parents/caregivers, and any relevant outside agency/individual (e.g., RTLB’s, Therapist, etc.).
- The SENCO will maintain an updated Guidance and Support Student Register.
Action
- To promote and maintain a health-promoting school environment in which the well-being of all school community members is paramount.
- To increase the knowledge and understanding of students, school staff, and family/ whanau about drug issues.
Guidelines
- Drug education will be taught as part of a comprehensive health education programme consistent with Health and Physical Education in the New Zealand curriculum.
- This programme will provide a balance of knowledge, clarification of attitudes and values, and skill development appropriate to the developmental level of the students.
- It will be based on the principle of harm minimisation.
- Professional development for teachers of health and drug education will be supported by the budget.
- The Queenstown Primary School Community will support parent and community health education programmes where and when appropriate, including parent awareness programmes and ongoing interaction with key community groups. This will also be part of the bi-annual Health and Physical Wellbeing Survey we will conduct.
Special Needs Referral Process
Action
- To actively encourage staff to pursue professional development in the effective delivery of sport, including KiwiSport.
- To encourage our students to participate in competitive and non-competitive sport.
- To provide opportunities for developing skills in a range of sporting activities.
- To encourage students to make informed decisions about their own involvement and development in sport.
- To encourage the values of fair play.
Guidelines
- To provide as wide a variety of sporting codes as possible through inter school sport exchanges, and QPOS.
- To facilitate seasonal school sports teams where there is a demand eg. soccer, netball
- Sporting equipment will be made available to students during lunchtimes. Sporting participation and achievement will be profiled and encouraged.
- Purchase of gear will be provided with equity across sporting codes with respect to gender and students with disabilities.
- Students will be encouraged to take leadership roles within sport.
- Students are to demonstrate good sportsmanship on and off the field.
Action
- To develop cultural awareness in the children and appreciation of our dual cultural heritage.
- To understand, experience, and appreciate Maori culture, attitudes and values.
- To support all New Zealanders in their right to their own culture. The concept of aroha will be accepted as the major foundation stone of the school.
- To enhance the school climate by incorporating the concept of turangawaewae so that the school becomes this for all those working in it.
- To incorporate other cultural perspectives as an integral part of the school programme.
- To provide opportunities for students to understand and speak basic Reo (language) and provide opportunities should the need arise to read and write.
- To offer students the opportunity to advance and extend their knowledge and understanding so that they may develop confidence in using Te Reo.
- To consult with Maori parents when making decisions about Maori education, thus honouring the Treaty (principle of Tino Rangatiraranga).
Guidelines
- Taha Maori will be integrated with other curriculum areas, adding a further dimension to teaching and learning. These may include:
- Mathematics – counting, time, using natural resources for equipment
- Social Studies – myths, legends, history, values, hui
- Science – navigation, conservation
- Language – Te Reo, story telling
- PE – stick games, poi, knuckle bones, tops, te reo kori
- Music – waiata, dance, movement, action songs, instruments, culture group
- Art – koru, natural dyes, carving, weaving, tukutuku, kowhaiwhai
- Health – mana, tapu, food, etc.
- The school will always attempt to make full use of Maori resources within the community and capitalise on the experiences and perspective of the tangata whenua. This will include taking/assisting with Te Reo classes and Kapa Haka, as appropriate and when appropriate personnel can be found. It will be a priority to find such appropriate personnel.
NAG 2 - DOCUMENTATION AND SELF REVIEW
The Board of Trustees is the body which governs the school.
Action
To enable the Board to carry out its duties effectively and efficiently and to ensure that well considered decisions are made in the governing of the school there are a number of areas that need guidelines. These include:
- Committees
- Board training
- Co-option
- Meeting Procedures
Guidelines
Committees
- Official Board Sub Committees should be ratified at the first Board meeting of each year. They will include: Financial, Property, Personnel, and Policy. Other Sub Committees may be formed at the discretion of the Board for any specific need.
- Sub Committees will comprise members of the Board of Trustees. Other non-voting members may be co-opted for specific purposes.
- Sub Committees will meet when necessary and will report at monthly meetings.
- Where possible Sub Committee reports will be written and circulated prior to the Board meetings.
- Decisions of Sub Committees will generally be presented to the Board for ratification, without the need for a full re-examination or discussion on all the issues associated with the decision.
- No major decisions of sub committees will be acted upon unless ratified by the Board except where the Board has specifically delegated this authority, and the Chairperson and/or the Principal are in attendance at the meeting when the decision is made.
- Decisions by the Sub Committee shall require affirmation by a majority of the total Sub Committee.
Board Training
- The Chairperson will coordinate information via the Principal or Executive Officer on training on governance issues.
- The Executive Officer will record identified training needs relevant to individuals, subgroups, or the Board as a whole and will keep a record of available programmes.
- Shortly before the end of each calendar year, time will be set aside at a Board meeting to discuss training needs.
- The Board will include a provision for Trustee training in every annual budget, with all sources of training (paid, unpaid, group, individual) explored.
Co-option
- The Board may co-opt to improve its capacity to carry out its responsibilities, in accordance with Section 99 of the Education Act 1989.
- Co-option shall take account of community groups not represented by any elected members and the need for technical skills and information required for efficient and effective governance.
- The Board acknowledges its obligation to consult with the Maori community.
- The Board will recognise the need to ensure an acceptable gender and ethnic balance.
- The Board of Trustees will ultimately be responsible for co-options, which will formally be endorsed at full meetings of the Board.
- Co-option is deemed to confer full membership of the Board for the duration of its term, unless a term of office is specified that expires before the term of office of the Board (Section 102 (10) (a), Education Act 1989).
Meetings
Time
Board of Trustees meetings will be held on the third Monday of each month, starting at 6pm.
Quorum
5
Material
All material will be circulated to members of the Board on the Friday prior to the meeting. Any new information may be tabled at the Board Meeting but would not be expected to be ‘acted upon’ unless all members deem it appropriate.
Procedure
The meeting will only deal with recommendations from reports; although the board will listen to, but not respond definitively to, any matter brought up during the “Open Forum” at the start of the board meeting. Other matters of topical/issues will be dealt with in General Business. When a formal motion is in place members of the Board will only speak to a motion once. The mover and seconder will be given an opportunity to speak again in answer to the responses of the Board to their given motion.
Visitors to Meetings
All members of the school are welcome to all meetings. Visitors wishing to speak will be given the opportunity at the discretion of the Chairperson. If the board needs to be ‘in committee’ then visitors are required to leave.
Hours
Any extension of time beyond 8:00pm must be agreed upon by the meeting, or business be transferred to the next meeting time.
Action
- Identify strengths in student achievement and programme delivery. Identify barriers to learning and plan to address these effectively.
- Gain feedback on student, community and staff perception regarding curriculum delivery.
- Provide specific information to address/improve literacy, numeracy programmes and achievement for Maori.
Guidelines
- Curriculum Review should be planned and systematically undertaken as part of the school-wide self review processes so that each curriculum area is reviewed in a major way at least once every four years. However every curriculum area is reviewed in a minimum way every year via the Budget Bid Objectives and Analysis.
- Curriculum Review should follow the same procedures as outlined in the Self Review Procedures of Achievement Statement.
- The Curriculum Review process will be reviewed for effectiveness as part of the School Self Review Cycle.
Parent-School Communication and Consultation
Action
- To enhance learning by establishing a responsive and effective partnership with parents/and or caregivers.
- To inform and seek involvement of the school’s community in activities and practices within the school.
- To encourage community and staff commitment by building on existing networks and structures, and/or establishing new groups or networks.
Guidelines
- A welcoming, warm school atmosphere, acknowledging the value of parents/caregivers support and partnership should be developed.
- Opportunities to encourage parents/caregivers to visit and communicate with the school should be fostered. The implementation of diverse ethnic opinion will lead to a growth in understanding and appreciation of ethnic difference.
- Consultation should be an ongoing part of school life rather than a series of unrelated additional tasks.
- For effective consultation the school must:
- Ensure the parties involved fully understand the consultative process
- Develop a commitment from those involved
- Select meaningful issues to work on
- Draw on people’s strengths and interests
- Give people prompt feedback and well publicised and constructive action
- Efficient processes for gathering, collating, analysing and reporting information and opinions shall be adopted.
- Consideration should be given to using culturally appropriate styles and venues in the local community to meet with parents/caregivers and community members.
- The school should be responsive to changing methods of communication.
Reporting to Parents/Caregivers
Action
- To make parents/caregivers aware of how their child is progressing at school and developing as an individual.
- To ensure the parents/caregivers understand the evaluation and reporting procedures used at the school.
- To report to parents on the basis of recorded data accumulated in a variety of ways covering social, emotional, physical and academic development.
- To encourage a three-way sharing of information about the student.
Guidelines
- To show students’ progress, the school will communicate with parents/caregivers on a regular basis both formally and informally (in total at least three times per year); including the 3 Way Conferences.
- The process of evaluation and reporting will be clearly outlined to parents/caregivers through covering letters, informal meetings and through access to the school’s “Planning, Assessment, Evaluation and Record Keeping information", in a variety of ways covering social, emotional, physical and academic development.
- Information reported to parents will be based on recorded data accumulated through the methods outlined in the Staff Handbook and will include information on social, physical and academic development.
- Regular communication will be encouraged both ways – between parents/caregivers and teachers about individual students.
- The reporting to parents/caregivers annual cycle is:
- Term One, approx week 2 – Back to School Night
- Term One, approx week 8 & 9 – 3 Way Conferences
- Term Three, approx week 6 & 7 – 3 Way Conferences
- Term Four, week 10 – Final end of Year Report
This procedure is being reviewed in relation to the introduction of National Standards
- Term One, approx week 2 – Back to School Night
Action
- To provide a framework for reviewing all aspects of the school’s operations.
- To ensure that quality systems, dependent on informed policy, are current and relevant.
- To gain valid information about how well the Board is governing and managing the school, as it works to enhance educational outcomes for all students.
- To acknowledge what the school is doing well.
- To use this information as the basis for planning to improve an aspect of the school’s management or organisation.
- To bring about continuous school improvement through effective governance and management.
Guidelines
- The Self Review Procedures as outlined in the Achievement Statement are to be followed for all reviews.
- Review scheduling will be reflected in the Strategic Plan and Annual Plan.
- All policies, procedures and operations will be reviewed at least once every four years, although some policies are reviewed on an annual or bi-annual basis. These are indicated on the Policy Review Timeframe.
- Review findings should lead to appropriate action to improve the quality of education offered at the school and to improved learning outcomes for students.
NAG 3 - PERSONNEL MANAGEMENT
Action
The purpose of classroom release time is to address teacher workload while maximising benefits for student learning.
Guidelines
Use of Classroom Release Time
- This will be at the professional discretion of the classroom teacher and may incorporate any of the following:
- planning and evaluation preparation
- work with individuals or small groups of children
- personal professional development
- assessment
- peer observation
- reporting
Structure
- All teachers with full time classroom teaching positions, will have a minimum of 45 minutes release time each week. Release times will be coordinated with Music Release to provide a 90 minute release block per week. Music release is not used to calculate CRT release.
- The structure will be based to ensure fairness between individual staff members.
Initial Implementation
- A staff member will work full time as a specialist PE teacher taking all classes.
- Additional time will be banked and each Term full time teachers are entitled to one 180 minute block where a specialist Health programme focusing on Team agreed objectives will be delivered.
Equal Employment Opportunities
Staff Appointments
- No advertisements for positions at Queenstown Primary School for any position shall at any time be advertised in any manner, which suggests gender/age/racial or physical appearance preference.
- Where ever possible, Board members of both genders and principal are to be included in the short-listing of applicants/interviewing of applicants/and the final selection of employees during the course of the employment process.
- It is accepted that Pre-Planning of such interviews will take place to ensure that discriminatory questions are not asked during the employment process.
Staff Development
- Access to teacher development through the assigning of responsibilities of duties within the Queenstown Primary School shall be available to all staff.
- All staff will be required to undertake professional development aimed at equipping such staff for promotion through the various steps of the teaching service/profession.
- Access to all such courses, professional seminars and the sort of such training shall be available to all staff on a reasonable basis but without bias as to gender, age, race or ethnic/religious inclination.
An E.E.O. Coordinator will be appointed by the Board of Trustees.
- The E.E.O. Coordinator will be responsible for the following:-
- Being fully conversant with the Board of Trustees’ Policy on E.E.O.
- The keeping of a watching brief on all Board of Trustees policies and practices on the basis of E.E.O.
- Making such recommendations as may from time to time appear to be necessary to the Co-coordinator when appropriate.
- Receiving all E.E.O. communications, considering same, advising the staff and the Board of Trustees of the Queenstown Primary School.
- Reporting on a regular basis to the Board of Trustees and the staff of the Queenstown Primary School on matters relating to E.E.O.
That the Queenstown Primary School Board of Trustees, its management and staff will, at all times, comply with all such statutory requirements relating to E.E.O. that may be in force and effect at any time.
Executive Areas of Responsibility
Principal - John Western
- Personnel
- Timetabling
- Staffing
- Public Relations/Marketing/Community
- Performance management (Appraisal/Job/Descriptions/IEA etc)
- Professional Development
- Property and Finance
- Data Analysis and Assessment etc
- Legislative Requirements
- Vision/Strategic Planning/Quality
- School Wide Enrolments
- Special Programme for School Council
Deputy Principal - Jim Turrell
- Learning and Teaching (Curriculum, Planning, Mentoring)
- Staff Induction
- Mentor - BT/TT
- Relievers
- Data Analysis and Assessment etc
- Day to Day Admin
- Notice Board
- Weekly Bulletin
- Special Programmes
- Outdoor Education
- Trips (RAMS)
- Discovery Programme
- Community and School
- Cultural Groups
- Special Events, eg Art Exhibition, Performing Arts
- Director Sport and Recreation
- Student Teachers' Liaison
- International Students
Assistant Principal - Sandy Cochrane
- Day to Day Admin
- Duties
- Displays
- Buses
- External Relations
- Visiting Groups
- OSCAR
- Dean - Junior School - Year 0/1/2
Action
- To monitor the effects of staff development policies and practices as evidenced by the number of staff leaving to take up positions of increased responsibility.
- To monitor the degree to which stress, caused by school requirements, is a factor in staff members decision to leave the Board’s employment. This will assist the Principal and Board in identifying causes of stress as the first step in minimising such factors.
- To identify to what degree staff members’ strengths are recognised, used and valued in the school.
- To identify to what degree staff members’ weaknesses are recognised and development programmes put in place to reduce or eliminate such weaknesses.
- To gain feedback from staff members at the point of their leaving our employment as to their views as to the strengths and weaknesses of the school, both in terms of Queenstown Primary School as a place of employment and in terms of our educational programmes and practices.
- To gain for the Board and management any other useful data which the outgoing staff member wishes to share.
Guidelines
- The attached questions can act (or left to the Principal to prepare relevant questions specific to the leaver) as the basis of a brief written questionnaire given to all staff members within 2 weeks prior to their last day of their employment at Queenstown Primary School.
- The process will be managed by the Principal.
- Following receipt of the written questionnaire a brief interview with the Principal will be held. If the employee wished he/she may bring a support person of their choice.
- The Principal will report to the board that the interview has taken place, and will provide a brief factual synopsis of the interview if necessary to the board or board chair and to the leaver.
Action
- To comply with the good employer principles outlined in the State Sector Act and with all current industrial awards.
- To ensure equitable treatment for all staff when granting leave and ensuring that the staffing needs of the school are met.
- To ensure that all staff are aware of the application process for leave without pay.
Guidelines
- All applications for leave are submitted to the principal in writing, so that the principal can make a recommendation to the board at the next meeting of the B.O.T.
- All staff members consult their employment contract before preparing an application.
- Under most circumstances the principal on behalf of the board gives approval for leave of absence, for 3 days or less. Leave required for a longer period is presented to the B.O.T through the principal for discussion.
- The Principal is delegated the authority to grant leave applications of up to three days. In making decisions the Principal will consider the following:
- The reason for application
- The frequency of requests from that staff member
- The effect of granting a request on the running of the school
- The time of year
- The appropriateness of the length of leave
- In responding negatively to a request for leave the Principal will provide a reason for denial.
- A right of appeal on the decision will be heard by the B.O.T or if applicable the Personnel Committee which will comply with current awards and Good Employer principles.
- The maximum leave available to a staff member is one year. Staff not intending to return to school after one year’s leave must inform the board in writing of their intention to resign by 15 September in the year of their absence. Failure to do so will result in the position being terminated.
Parental Concerns and Complaints
Action
- To provide clear guidelines on procedures for expressing concerns or making complaints connected with the school curriculum or management.
- To satisfy parents that the teaching and management standards of the school will be maintained to the highest levels and ensure that appropriate processes are in place in the event that any concerns/complaints arise.
Guidelines
- In most cases, the first course of action for a parent/caregiver should be to discuss a matter of concern directly with the staff member involved. It is not uncommon for misunderstandings to arise between school and home that can be easily resolved by direct discussion. If this is not successful the parent/caregiver should speak with the appropriate Director of Mini School.
- If the following occur, the parent/caregiver should inform the Deputy or Associate Principal of their concerns:
- A direct approach to the staff member is not effective
- The parent/caregiver is dissatisfied with the explanation of the staff member
- The parent/caregiver is dissatisfied with the action/behaviour of the staff member
- The reaction is considered to be inappropriate, or the action continues
- The parent feels unable to discuss the matter directly with the staff member
- In such events the Principal has a responsibility to investigate these concerns, and to discuss with staff involved any changes in approach that may be necessary. The Principal may consult with the Deputy or Associate Principal, to ensure that curriculum and child management are of the highest quality throughout the school.
- If the Principal feels that the matter is beyond his/her responsibility, then he/she should refer it to the Board of Trustees.
- If the parent/caregiver is not satisfied with steps taken by the Principal, or if the complaint, other than concerning matters of curriculum, involves the Principal and the complainant has already been to see the Principal with no satisfactory conclusion to the complaint, then the parent/caregiver should write to the Chairperson of the Board of Trustees. The Chairperson will then communicate with the parent regarding the complaint. An appropriate investigation will take place. The Privacy Act will apply to the investigation.
- The parent/caregiver will be informed in writing of the measures and processes undertaken regarding the issue.
Performance Appraisal and Development
Action
- To evaluate each staff member’s performance against pre-defined objectives to identify successes, achievements and aspects requiring development. Information obtained from appraisals provide the basis for decisions about priorities for professional support and development.
- To follow procedures that complies with the Performance Management Notice, Education Gazette, 10.2.97
Guidelines
- School-Based Framework
- Staff appraisal and development operates within an integrated staff and curriculum planning framework which focuses on the needs of the school, and wider community, and which is prepared in consultation between board and staff annually.
- Principles
- Staff appraisal procedures are consistent with principles of openness, professional advancement, confidentiality and helpfulness to staff members.
- Responsibility
- The board chairperson is responsible to the board for the appraisal of the principal, and the principal is responsible to the board for the appraisal of all other staff in a manner consistent with this policy. The principal may delegate appraiser duties to senior staff while still being ultimately responsible to the board.
- Annual Appraisal
- Every permanent member of staff is appraised annually. The board chairperson and the principal will formally report to the board each year that they have administered appraisals in accordance with this policy.
- Confidentiality
- Individual appraisal documents are confidential to the staff member and the appraiser (including the principal), and no part of that document may be made available or divulged in any way to another party without the written and signed consent of the staff member and appraiser (including the principal).
- Performance Expectations
- Every permanent staff member has a job description containing objectives that form the basis for performance appraisal in relation to teaching, school-wide and management responsibilities. Job descriptions may be revised from time to time subject to approval being given by the board to any changes agreed upon by the management team and the teacher concerned.
- Annual Development Objectives
- Additional to job description objectives, one or more annual development objectives are mutually agreed between the chairperson and principal/ and each staff member, along with a written statement of the assistance or support to be given. Development objectives are included in the appraisal.
- Appraisal Process
- The appraisal process requires that: each member conducts an independent self-appraisal by rating and noting performance in relation to job description and development objectives. Performance will be marked on a profile as ACHIEVEMENT or DEVELOPMENT NEEDED. The appraiser independently marks and notes performance of the staff member in relation to the same job description and development objectives, ensuring that decisions are formed after suitable observation of teaching. The appraiser and appraisees meet together to discuss and compare their respective views and ratings and performance, and to decide on an agreed rating for each performance objective, taking account of all available evidence to support the decisions. Where agreement cannot be reached, this is noted, along with reasons. The appraiser’s copy of the appraisal document is the official report, which is to be signed by the appraiser (and principal) and staff member to verify the completion of the process. The appraiser and principal and staff member shall each have a copy of the completed report.
- Professional Development
- Each year each staff member receives opportunities and support for undertaking personal professional development and improvement. A record is kept of each staff member’s professional development programme and the support provided.
- Disputes
- Should a dispute arise that cannot be resolved between the appraiser and staff member, they will together agree on an independent person to mediate discussion with a view to resolving the dispute. The mediator will be bound by strict confidentiality
Professional Conduct and Teaching Practice
Action
- To ensure that all staff are aware of the school’s expectations and will therefore act professionally at all times.
Guidelines
At Queenstown Primary School all staff will adhere to the NZ Teachers Council “Code of Ethics for Registered Teachers” (copy attached as Appendix 1) and to the following professional guidelines:
- Ensure the needs of the students and their learning are paramount.
- Respect the dignity, rights and integrity of the individuals within our school community.
- Provide/support classroom programmes that challenge each student to achieve personal standards of excellence and enables them to reach their full potential.
- Adhere to all statutory obligations.
- Actively support the school charter, local goals, policies and procedures.
- Demonstrate a commitment to continuing personal and professional growth and development.
- Work co-operatively/collaboratively and support other members of the school community.
- Respect confidentiality of information.
- Promote the school in a professional manner, working actively to uphold the image of the school in the wider community.
- Understand and make a commitment to the elimination of sexism and racism both with regard to Equal Employment Opportunities and Equal Educational Opportunities.
- Fulfil the intent of the Treaty of Waitangi. Abide by the schools “Core Values for Staff”.
Action
- Identify priorities for staff development according to individual and school needs associated with the Annual Plan.
- Include a component for staff development in the school budget.
- Relate staff development as much as possible to in-depth curriculum development and performance management in the school.
- Develop an on-going staff development programme.
- Achieve increased job satisfaction.
- Increase professional effectiveness.
- Introduce new curriculum and teaching requirements.
- Meet the requirements of the Charter.
Guidelines
- Core aspects of our staff development programme will include:
- Teacher Only Days when approved by the Board of Trustees
- Staff Meetings
- Team Meetings
- The performance management programme will be an indicator of needs, as well as stated and/or perceived needs by/of the staff.
- The curriculum programmes will be developed sequentially on a prioritised basis – no more than three a year.
- Resources for staff development will include internal expertise, acknowledged personnel from the wider educational community and, where appropriate, from other relevant fields.
- Teachers benefitting from a development plan will be expected to share their experiences with others to maximise the experience and expertise acquired.
- Subscription to journals, periodicals, papers, and magazines are resources for professional development as are membership of, and registration with, educational organisations.
- Relief teachers will be employed where necessary to enable attendance at development courses.
- Expenses will be negotiated with the Principal before a course or development plan is confirmed.
- Where selection of staff is necessary, priority will be given to permanent staff, and where the need is deemed to exist by senior management or where senior management identify the need to be.
- University/Tertiary fees may be paid. Staff members are to apply to the Board in writing. Travel to any course will be paid for by the staff member. The Principal however has the discretion to contribute towards reimbursement.
Action
- To appoint applicants to positions according to identified criteria and identified school needs.
- To ensure that the most suitable applicant is appointed.
Guidelines
- Procedure for appointing the Principal will involve consultation and involvement of the full Board.
- The Board of Trustees Personnel Subcommittee will be involved in the appointments to Deputy and Associate Principal positions.
- EEO implications will be considered when making appointments.
- The Board will delegate to the Principal all appointments of non teaching staff and of Scale A teachers but reserves the right to final ratification.
- Appropriate consultation with staff will be carried out as part of the appointment process.
- Applicant specification and job description will be prepared for management vacancies.
- Where appropriate an outside education professional may be engaged to assist in the appointment process.
- All permanent positions for the teaching of children will be advertised nationally. All non-teaching positions must be advertised at least locally.
- No permanent appointment to the school as teacher will be made unless that teacher is registered, or provisionally registered.
- All applications will be confidential to the members of the Appointments Committee for that particular position. All resulting recommendations to the Board with relevant reasons for appointment will be confidential to the Board.
- All discussions of an Appointments Committee are confidential to them. No information about an applicant or about the process leading to the decision to appoint is to be discussed with any other person.
- No person involved in making an appointment, whether a Board of Trustees member, the Principal, or a member of the Appointments Committee for that position, shall act as a referee for an applicant.
- All members of any appointment panel must declare self-interest, knowledge of the applicant, relationship to the applicant, or other knowledge of value relating to the appointment.
- The Principal shall, after consultation with all applicants, seek additional information about an applicant from a previous or present employer.
- The Principal will notify all applicants of the outcome of their application as soon as possible after a decision on an appointment has been reached. All applicants will be notified and thanked for their application.
- No person other than the Chairperson of the Board, or the Principal of the school may offer a position to an applicant or receive their acceptance.
- An applicant shall not have been deemed to have been appointed to a position until they have accepted in writing the offer of the position.
- All applicants for teaching positions will have a right to review of the appointment according to N.Z.E.I. Guidelines.
Although individual or collective agreements (Primary Teachers’ Collective Agreement and Support Staff in Schools Collective Agreement) have statements covering staff competency, it is necessary for the school to have clearly defined processes to ensure that such agreements are implemented and that any processes are fair to all those involved. Section 3.7 of the NZEI Collective Agreement state “Where there are matters of competency which are causing concern, in respect of any employee, the Principal shall put in place appropriate assistance and personal guidance to assist that employee.” When this ongoing assistance has not been remedied the matters of competency causing concern should be addressed with this policy governing the action to be taken.
Action
- To ensure that the normal, acceptable areas of an individual’s development needs as identified by the School Staff Appraisal Policy are not misconstrued as questioning that staff member’s competency.
- To ensure that the staff member is alerted early to any question of their professional competency.
- To identify the specific elements of the staff member’s performance causing concern.
- To identify the corrective action which the Principal requires and the date by which that action is to occur.
- To ensure all those involved in the process receive adequate and appropriate support.
- To ensure the Board of Trustees (or its delegated Personnel Committee) is kept informed during the process from an early stage.
- To protect the employee against any unjustified or vindictive action.
- To ensure that any disciplinary action taken by the Board is fair and appropriate to the circumstances and is carried out in such a way as not to leave themselves susceptible to a personal grievance claim by the employee.
Guidelines
- A procedure for addressing competency issues shall be developed having regard to the relevant employment contract and these procedures will be available to all staff.
- Each staff member’s Job Description should be reviewed on an annual basis.
- Matters causing concern should in the first instance, attempt to be resolved by informal discussion, counselling and support.
- If the concerns are not resolved informally the Principal shall follow the procedures adopted for the purpose.
Action
- To ensure new staff are fully conversant with all aspects of school procedures and programmes.
- To ensure new staff feel supported and valued.
- To ensure that student programmes are maintained and/or enhanced through the transition stage.
- To foster positive staff/staff and staff/student relationships.
Guidelines
- The programme must be flexible to allow for individual needs.
- The teacher will be welcomed at the first assembly after taking up their position at the school.
- School administration documents will be updated to include the new staff member.
- A classroom teacher will be identified to act as a support/buddy.
- A comprehensive induction programme will be implemented over a 6 month period. This is coordinated by the DP and acts as a mentoring programme.
- Documentation and ongoing review will be undertaken to ensure effectiveness of this programme.
Action
- To provide leadership opportunities for staff
- To recognise the responsibility, leadership and the special initiative of staff.
- To ensure that due recognition is given to staff for the duties they undertake.
Guidelines
- The fixed term units are allocated separately each year.
- The Principal will conduct a process of consultation with staff which allows all teachers an opportunity to make suggestions regarding the use of fixed term units.
- Fixed term units may be allocated for a whole or part of a year.
- The Principal is ineligible for allocation of fixed term units.
- The process of consultation will be outlined to staff and the outcome of that consultation will be presented to staff.
- The final decision on allocation will rest with the Board, via delegation to the Principal.
- All management units allocated to the school will be used, with permanent units allocated to management staff.
- Any available non permanent management units will be advertised internally for the purpose of completing a set task or duty
NAG 4 - FINANCE & PROPERTY
Action
- The purpose of this policy is to ensure the most efficient management of cash resources in order to meet the Queenstown School Charter objectives.
- To maintain accountability for and control of the school’s financial resources.
- To safeguard the assets of the school for future generations of students.
Guidelines
- The Finance Committee of the Board of Trustees plans and prepares a budget for approval by the Board of Trustees in November for the next financial year.
- The Board delegates authority to incur the expenditure as approved in the budget and in line with implementation procedures.
- The Board regularly monitors and controls the school’s financial resources.
- Ensure all expenditure, and commitment of expenditure, is approved within the Board’s delegations.
- The Board ensures the required annual accounts are prepared, and all financial audit requirements are met and that required time constraints are met.
- Ensure records of all financial transactions are correct and up to date.
IMPLEMENTATION PROCEDURES
- Planning and preparation of the Annual Budget is carried out in consultation with the Principal and Staff. This includes a statement on priority items (the priorities to be reviewed annually).
- The Board delegates authority for implementing the budget to the staff except for spending from the Reserves and Accumulated funds, and purchases over $1000 with internal control procedures being followed for all spending.
- All cheques are signed by any two of the following:
- Board Chairperson, Board Treasurer, School Secretary, Staff Board Representative. Suggestion by auditor 2005 year. Reimbursement to staff for school expenses is governed by the MOE ‘FISH’
- All invoices are checked and coded by the School Secretary. The School Secretary prepares a schedule of receipts and payments monthly and submits to the Board for confirmation by Board resolution.
- The Principal reviews and signs all payment invoices as part of the approval process.
- The Board Treasurer presents a monthly report to the Board with financial statements and tables monthly accounts at Board meetings.
- School Support Ltd pay all wages and submit PAYE returns.
- The Board Treasurer shall ensure full annual accounts are prepared and submitted to the Board on completion and that all audit requirements are met.
Action
To maintain accountability for and control of the fixed assets.
Guidelines
- It is the responsibility of the Executive Officer to maintain the Fixed Asset Register.
- The Executive Officer shall capitalise upon purchase, all items of property, plant and equipment with an individual value in excess of $500.
- Items with an individual value of less than $500 that are purchased in quantity are to be capitalised where the total value of the purchase exceeds $500.
- Other items with an individual value below $500 and purchased individually, are expensed.
- Fixed assets are to be depreciated on a systematic basis. Fixed assets, except for the library, are depreciated so as to charge their cost or value over their estimated useful life on a straight-line basis. Estimated useful lives are:
- Furniture and Fittings 10 years or 10%
- Classroom Equipment 7 – 10 years
- Electronic Equipment 4 years or 25%
- Computer Equipment 4 years or 25%
- Plant and Machinery 10 years or 10%
- Buildings 5 – 40 years Grounds 5 – 15 years
- Music and Sports Equipment 4 – 7 years
- Office Equipment 4 – 10 years
- Swimming Pool 10 – 40 years
- Library books are depreciated on a diminishing value basis at 12.5% per annum.
- Donated assets are initially to be recorded at their fair value at the date of receipt. Initial cost includes the purchase consideration, or fair value as the case may be, and those costs directly attributable to bringing the asset to the location and condition necessary for its intended use.
Introduction
The Board agrees that it has a responsibility to ensure that travel expenditure incurred by the School must clearly be linked to the business of the School. The Board has agreed on the fundamental principles of this Procedure, and has delegated responsibility for the implementation and monitoring of this procedure to the Principal.
The Board requires the Principal, as the chief executive and the Board’s most senior employee, to implement and manage this Procedure. The Principal may, from time to time, further delegate some of their responsibilities, and all such delegations must be attached as appendices to this procedure.
This Procedure must be read in conjunction with other Board Procedures, and the exercising of all authority and responsibilities conferred under this Procedure must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority.
Principles
The Board agrees to ensure that:
the travel expenditure is on the Board’s business, and the School obtains an acceptable benefit from the travel when considered against the cost;
expenses are reimbursed on an actual and reasonable basis;
and staff that are required to travel on business do not suffer any negative financial effect.
Process for Making Travel Arrangements
Under no circumstances may any staff member approve their own travel.
All booking for international and domestic travel is to be conducted through the School’s normal purchase procedures. This includes the booking of accommodation, flights and rental cars.
Travel bookings are not to be made using manual cheques or credit cards.
Travel within New Zealand
The justification for travel within New Zealand must be documented. It is to be transparent and must relate to a school need. Travel within New Zealand is to be authorised on a one-up basis (for example the Principal should authorise any travel by the Deputy Principal and the Board should authorise any travel by the Principal).
All domestic air travel is to be economy class.
International Travel
Prior to international travel being undertaken, the traveller must be given a copy of this policy and be required to sign it off to signify that they have read and understood it.
All international travel should be authorised by the Board before it is commenced. A proposal must be put to the Board detailing the purpose of the trip, the expected benefit to the Board which will arise from the trip and an estimate of the costs of the trip. The Board will approve the travel in writing.
A the end of the trip overseas, the traveller must prepare a trip report, which details the costs incurred during the trip, activities which took place during the trip and the benefits to the Board and the School of the trip.
Except where the flight time exceeds 10 hours, all international air travel is to be economy class.
Business class travel may be approved, where the Board considers appropriate, for travel more than 10 continuous hours in duration.
If a staff member has a travel time without a stopover in excess of 20 hours, a rest period of 24 hours before commencing work is permitted.
Accommodation
Staff should opt for good but not superior accommodation, for example Qualmark 3 star accommodation and must be prepared to justify exceptions to this rule to the Board.
Staff who stay privately will be reimbursed on production of receipts, for koha or for the cost of a gift given to the people they have stayed with. Prior to travel the staff member should receive authorisation for the value of the intended koha/gift. (Refer to Gift Policy)
Vehicles
When using rental cars, staff should opt for good but not superior model vehicles and should be prepared to justify any exceptions to this rule to the Board.
Use of private vehicles is to be approved on a one-up basis and reimbursement will be at the rate specified by the Inland Revenue Department.
If taxis are used, then staff should pay for the taxis out of their own pocket, obtain a receipt and seek reimbursement through petty cash or as part of an expense claim.
Reimbursement of Expenses
The reimbursement for business related travel expenses is on the basis of actual and reasonable costs. Actual and reasonable expenditure is defined as “the actual cost incurred in the particular circumstance, provided that it is a reasonable minimum charge”.
For travel within New Zealand, actual and reasonable expenses are those incurred above the normal day to day costs. For example, a staff member would normally incur personal expenditure for lunch on a daily basis and the cost of lunch when travelling should not be reimbursed unless the costs are greater than that normally incurred.
All personal expenditure is to be met by the staff member. Examples of this are mini bar purchases, in house movies, laundry and private phone call charges are to be paid separately by the travelling staff member.
All receipts must be retained and attached to the travel claim. The claim is to be authorised on a one-up basis.
For expenditure incurred in New Zealand of value greater than $50 (including GST) there should also be a GST invoice to ensure that GST can be reclaimed by the School.
Authorisation can still be given for expenditure less than $50 where there is no receipt, for example if it is not practical to obtain a receipt or if the receipt is lost. The expenditure can be reimbursed provided there is no doubt about its nature or the reasons for it.
Discretionary Travel Benefits
Travel benefits, including airpoints and loyalty scheme rewards/points (Flybuys, Global, etc), accrued from official travel are only to be used for subsequent travel on behalf of the School. They should not be redeemed for personal use.
Staff must travel by the most direct route unless scheduling dictates otherwise.
The School will not meet expenses incurred on behalf of a spouse or travelling companion. In the event of a person travelling with an employee, a reconciliation of expenses should clearly demonstrate that the School did in no way incur additional expenditure.
Approval
As part of its approval the Board requires the Principal to circulate this Procedure to all staff, and for a copy to be included in the School Procedure Manual, copies of which shall be available to all staff. The School Procedure manual shall also be made available to students and parents at their request. The Board requires that the Principal arrange for all new staff to be made familiar with this Procedure and other Procedures approved by the Board.
Theft and Fraud Prevention Procedure
Introduction
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.
General
- 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 Crown Entities Act 2004 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.
- The Principal shall then carry out the following procedures:
- Investigate the matter further;
- 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
- 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.
- 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 Procedure.
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 Procedure.
Gift Procedure
Introduction
- The Board agrees that it has a responsibility to ensure that expenditure on gifts incurred by the School must clearly be linked to the business of the School. The Board has agreed on the fundamental principles of this Procedure, and has delegated responsibility for the implementation and monitoring of this Procedure to the Principal.
- The Board requires the Principal, as the chief executive and the Board’s most senior employee, to implement and manage this Procedure. The Principal may, from time to time, further delegate some of their responsibilities, and all such delegations must be attached as appendices to this Procedure.
- This Procedure must be read in conjunction with other Board Procedures, and the exercising of all authority and responsibilities conferred under this Procedure must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority.
Giving Gifts
- All gifts should be purchased through the School’s normal purchase procedures. Gift purchases are not to be made using manual cheques or credit cards.
- A full register must be maintained of all gift purchases, including what was purchased, costs and recipients. The Board will review this register periodically.
- The cost of a gift should be reasonable and appropriately reflect the benefit received.
- If the gift is to be given during international travel, then the staff member should receive authorisation for the value of the intended koha/gift before the travel. If the need to purchase a gift arises unexpectedly during international travel, then a full record of the gift should be added to the gift register. The cost of such a gift should be justifiable to the Board.
Receiving Gifts
- Gifts should not be accepted if there is concern that their acceptance could be seen by others as an inducement or a reward that might place the staff member under an obligation.
- If gifts received are small and of little value (under $50), then the recipient may keep the gift.
- If the gift is larger and more valuable, then the recipients must advise the Board of the gift. The gift will be given to the school to use unless the Board agrees to an exception to this Procedure.
- If the gift arises from an employee’s role as an employee of the Board, then the gift remains the property of the Board. Receipt of the gift should be declared to the Principal.
- A formal register of gifts must be kept if the gift is obviously in excess of $50 in value or is attractive in nature. Gifts regarded as attractive in nature include jewellery, watches and electronic items.
Entertainment Procedure
Introduction
- The Board agrees that it has a responsibility to ensure that expenditure on entertainment incurred by the School must clearly be linked to the business of the School. The Board has agreed on the fundamental principles of this Procedure, and has delegated responsibility for the implementation and monitoring of this Procedure to the Principal.
- The Board requires the Principal, as the chief executive and the Board’s most senior employee, to implement and manage this Procedure. The Principal may, from time to time, further delegate some of their responsibilities, and all such delegations must be attached as appendices to this Procedure.
- This Procedure must be read in conjunction with other Board Procedures, and the exercising of all authority and responsibilities conferred under this Procedure must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority.
Purposes of Entertainment
- Entertainment expenditure in general will be for the following purposes:
- Building relationships and goodwill
- Representation of the school in a social situation
- Hospitality provided in the course of school business to external parties
- Internal social functions
- The purpose of all purchases should be transparent and the amount expended able to be demonstrated as reasonable and appropriate.
School Events and Staff Meetings
- This includes conferences, seminars, workshops, training courses and meetings.
- When deciding upon a venue, teachers should take into account location, accommodation standard and tariff rates. They should give due consideration to the nature of the event, total cost, expectations of participants and their home location.
- When deciding upon catering, teachers should take into account the nature of the event and the quality of food required. Lunch should only be provided for staff meetings where it is not possible to arrange the meeting for a period which avoids the lunch break.
Alcohol Purchases
- The school should only purchase alcohol for entertainment purposes.
- Purchases are usually for the consumption by staff and guests at school hosted events. The amount expended needs to be demonstrably reasonable and appropriate for the event and should be sufficient for moderate consumption only.
Cash Management Procedure
Introduction
- The Board accepts that it has a responsibility to protect the cash resources of the School. The Board has agreed on the fundamental principles of this Procedure, and has delegated responsibility for the implementation and monitoring of this Procedure to the Principal.
- In the formulation and approval of this Procedure the Board has had due regard to the accepted standards of sound financial management and applied these to the School. The Board wishes to record that it sought the advice of a chartered accountant and consulted with the School’s auditor in their role as agent of the Controller and Auditor General before approving this Procedure.
- The Board requires the Principal, as the chief executive and the Board’s most senior employee, to implement and manage this Procedure. The Principal may, from time to time, further delegate some of their responsibilities, and all such delegations must be attached as appendices to this Procedure.
- This Procedure must be read in conjunction with other Board Procedures, and the exercising of all authority and responsibilities conferred under this Procedure must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority.
Cheque and Call Deposit Accounts
- The Board agrees that one cheque account shall be operated for Board general receipts and payments. The only other cheque account permitted shall be for the school’s trust funds account.
- The signatories to this cheque account shall be as follows:
- the Board Chairperson
- the Finance Committee Chair
- the Principal
- the Executive Officer and
- one other parent representative Board member.
- All cheques for operating expenses shall be signed by at least one Board member and either the Principal or the Executive Officer. All cheques for fixed assets and long-term investments are to be signed by the Board Chairperson and the Principal.
- Under no circumstances is a cheque signatory to sign a blank cheque.
- All cheques, except those for petty cash reimbursement, must be issued as ‘Not Transferable – Account Payee Only’.
- At no time shall the cheque account be operated in overdraft without permission from the bank and the Ministry if the overdraft exceeds the borrowing limits.
- One at-call interest bearing deposit account shall be operated to hold cash resources not currently required for operating purposes. This account is only to be operated by the Principal or Executive Officer, with any transactions reported by the Principal at the next Board meeting.
- Separate at-call deposit accounts shall also be operated for Fixed Asset Replacement and Cyclical Maintenance reserves as specified in the Board’s Procedures for these matters.
Trust Fund Account
- A separate bank account and call deposit account shall be used for the trusts funds held by the Board in trust for donor-specified purposes. The terms and conditions for the operation of these accounts shall be the same as for the general operating account referred to above.
Investments
- Investments of School funds may only be made in accordance with the terms of Section 73 of the Education Act 1989.
- Notwithstanding the requirements of Section 73, no investments may be made in equity stocks or in synthetic money market products (e.g. Forward Rate Agreements and Interest Rate Swaps).
- Investments may only be made with the written authorisation of the Principal and the Board Chairperson.
Fundraising
- The Board acknowledges that under Section 73 of the Education Act 1989 some professional fundraising contracts constitute an illegal fundraising contract. No such fundraising contract will be entered into by the School. If doubt exists about the legality of a proposed fundraising contract, the Principal will contact the regional Financial Adviser of the Ministry of Education for advice.
Cash Receipts
- All cash and cheques received must be paid into the school office and properly receipted. This includes trading income, other local funds receipts and reimbursements for learning materials.
- No cash received can be used to pay accounts in cash.
- Only delegated staff may handle cash.
- All receipts must be banked as soon as possible and preferably within one working day of receipt.
- All cash and cheques kept on the premises must be kept secure and under the control of a delegated person.
Accounts for Payment
- All accounts for payment, other than expense reimbursements and attendance fees, must be supported by a copy of the:
- official school order form
- the invoice, with certification by the orderer that each item has been received, prices and quantities are correct and the payee details are correct
- the correctly completed cheque ready to be signed.
- No person can sign off two of the documents that comprise the voucher except the order and the invoice. The invoice must be certified by the person who authorises the expenditure.
- Expense reimbursements must be certified by the manager of the individual being reimbursed, provided the certifier has delegated authority to sign. An expense claim should be supported by GST receipts or invoices. Claims for the use of private motor vehicle usage must be certified by the Principal or delegate to indicate that approval was given. Scale rates as per the award will be the basis of reimbursement per kilometre.
Accounting Records
- The Principal shall arrange for proper accounting records to be maintained. The records must satisfy all requirements specified in Acts of Parliament, financial reporting standards and other applicable standards.
- The financial system must be so organised by the Principal that the Principal and Chairperson can sign without hesitation the annual Statement of Financial Responsibility as required by Section 155 of the Crown Entities Act 2004.
Periodic and Annual Financial Statements
- For each calendar month the Principal shall prepare financial reports showing:
- Statement of Financial Performance, including comparison to budget
- a summary Statement of Cashflow
- and a summary Statement of Financial Position.
- For each month the Principal shall present a written summary report that describes:
- key (financial) achievements from the previous month
- expectations for the month ahead
- and significant matters and/or risks that must be addressed by the School.
- This report shall be presented to the Finance Committee by the seventh working day following the end of the month, and tabled at the next meeting of the Board.
- Any recommendations made to the Board for the purchase of fixed assets, investments and other use of cash resources must refer to the impact on the School’s present cash resources and projected cashflows for the next 12 months.
Action
Queenstown Primary School may accept a small number of international full fee paying students each year and endeavours to ensure that the children, parents and staff find this a rewarding experience.
Objective
- To ensure that all full fee paying international students have the best possible learning opportunities while at Queenstown Primary School.
- To ensure that all barriers to learning specific to these children are recognized and addressed.
- To ensure that the school recognizes its responsibility to oversee the wellbeing of all fee paying students enrolled at Queenstown Primary School and that the standards set for the care of these students in the Ministry of Education Code of Practice For the Pastoral Care of International Students 2003 are met.
Guidelines
Queenstown Primary School requires that all international students live with their parents .
- Each year the school may offer a limited number of places to full fee international students, ie oversees fee paying students. Any such enrolment will be for a minimum period of 6 weeks.
- The tuition fees for such full fee international students will be reviewed and set by the Board of Trustees annually.
- The Senior Management Team will have responsibility for matters relating to full fee international students. The Senior Management Team will appoint a sub-committee of itself which will regularly review the needs of each individual full fee paying international student.
- Full fee international students will be admitted to the school at the discretion of the Senior Management Team. Factors taken into consideration when accepting a student will include amongst other criteria the availability of places in a particular class level in the year if application and the degree of English language support needed by each such student.
- Full fee international students will be given priority in NESB policy.
- All full fee international students are required to pay the annual tuition fees in advance and prior to enrolment. Long-term students (one term or more) will pay either annually (in advance) or twice a year (in advance by 30 January and 30 June in any year). Short-term students (less than one term) will pay fees on a pro-rata basis and in advance.
- A full fee international student who withdraws from the school’s tuition may apply for a refund of unused tuition fees. The refund of any such fee shall be at the discretion of the Senior Management Team. Such refunds as may be approved will have an administration fee of $100 deducted from any refund. The refund policy is detailed in Attachment A to this policy. The School will notify the New Zealand Immigration Service if any student on a Student Permit withdraws from tuition at the School.
- All full fee international students are required to have a valid Student Permit for the duration of their enrolment at Queenstown Primary School.
- All full fee international students are required to have comprehensive medical insurance for the duration of the time period they are enrolled at Queenstown Primary School and shall present such proof of the existence of such medical insurance as may from time to time be required by the Senior Management Team.
- Each full fee international student will make available at the time of enrolment, to the Principal of the Queenstown Primary School, such sufficient proof to establish to the satisfaction of the Principal, compliance with the school's enrolment requirements and valid Student Permit.
Fee Refund for International Fee Paying Students
Action
To ensure that an appropriate level of refund is made which is fair to both parties and recognizes the current and ongoing expenses incurred by the Board of Trustees of the Queenstown Primary School.
From time to time full fee international students may need or desire to withdraw from tuition before the completion of their course.
Guidelines
- In order for any refund, the students' parent shall apply in writing to the Principal, detailing the reason for the student having withdrawn from the course of tuition.
- The Principal may consider such reasons when deciding special circumstances relating to the withdrawing student.
- It shall be the express duty of the Principal to ensure that such costs and commitments incurred by the Queenstown Primary School are met before approving a refund or any part of the tuition fees paid.
- The costs may include:
- The administration charge for enrolment of the student (non refundable).
- Commission paid or payable to an agent in relation to the student (non refundable).
- The salaries of teachers and support staff already incurred by the Board and committed for the duration of the course, normally a full academic year.
- The Ministry of Education levy (non-refundable).
- The need to cover other additional expenses eg curricular, capital facilities etc and also provide appropriate profit to the Board.
- Except in special circumstances, no refund of any fee is payable to a student who withdraws in the second half of the course of tuition. In the case of a full year student, the second half of the course commences on the first school day of Term 3.
- A refund, if approved by the Principal, shall apply from the withdrawal date as notified officially in writing by the student and/or caregiver.
Evidence
A file recording the circumstances (special or otherwise) of each student and the decision made and if applicable, the refund paid.
Evaluation
- The Executive Officer shall report to the Board of Trustees each year, on the number of and reasons for refunds made during the year, such report to be made at the November Board of Trustees meeting.
- This policy should be read in conjunction with the Education Act 1989 Section 4 (See Appendix A) and the International Fee Paying Students Policy. Appendix 1 Section 4B (7) Education Act 1989
- “Where at any time a foreign student withdraws from a subject, course, or programme at a state school, the Board may refund to the person who paid (in respect of the student’s enrolment in the subject, course, or programme) the amount of the fees referred to in subsection (1) of this section (or the sum of any instalments paid in respect of those fees) any amount it thinks appropriate not exceeding the extent if any by which the amount paid exceeds the sum of the following amounts:
- The Board’s best estimate of the cost to the Board (including the appropriate proportion of the Board’s administrative and other general costs and the appropriate proportion of any initial or start-up costs of the subject, course, or programme) of providing tuition in the subject, course or programme for one student up to that time.
- An amount that is in the Board’s opinion an appropriate reflection of the use made by one student receiving tuition in the subject, course or programme of the Board’s capital facilities:
- The appropriate proportion of the amount (if any) prescribed under section 4D of this Act for a student receiving tuition at a state school in the subject, course, or programme.
- All other fees (if any) prescribed by the Board.
Action
That the management of the school’s buildings and facilities ensures a safe, clean, hygienic, attractive and appropriate environment for children, staff and visitors to the site.
Guidelines
- Maintain to high standard the condition of buildings, grounds and property of the school.
- To meet the required level of safety in all environments.
- Provide an attractive, inspiring environment.
- To ensure the needs of children, staff and visitors to the school are met in the following areas:
- Disabilities
- Learning
- Physical and social environment
- Shade
- Conservation
- Safety
- Legislative requirements in line with the school’s Health and Safety Policy
- To review on an annual basis the 10 year Property Plan and 5 year Development Plan, and establish short and mid term goals.
- Comply with the conditions of the Property Occupancy document Liaise with the Ministry of Education on all necessary matters.
- To budget annually together with the Finance Committee for the implementation of maintenance and development.
- To consult with the school community
NAG 5 - HEALTH AND SAFETY
Action
Code Of Ethical Conduct For The Care And Use Of Animals In School Programmes
Queenstown Primary School recognises its legal obligations to those species defined as “animals” under the Animal Welfare Act 1999 and its moral responsibilities with regard to other invertebrate animals studied or kept in Queenstown Primary School. Refer the Science - Code of Ethics.
- The day to day care of all vertebrates and some invertebrates, in the care of people and/or used in experiments and teaching will be governed by the Animal Welfare Act 1999.
- All living creatures at Queenstown Primary School will be treated with care and respect.
- Responsibility for the welfare of animals in Queenstown Primary School rests with the teacher involved and ultimately, with the Principal and the Board of Trustees.
- Animals kept at Queenstown Primary School will be provided with their five basic needs (sometimes expressed as the five freedoms)
- Freedom from thirst, hunger and malnutrition (including during weekends and holidays)
- Freedom from discomfort and lack of shelter (by being provided with appropriate cages or containers that are properly ventilated and hygienic and do not allow exposure to extremes of noise, draughts and sunlight)
- Freedom from injury, diseases and parasite infestation (by prevention or rapid diagnosis and treatment). Diseased or injured animals will be treated promptly and will not be kept at Queenstown Primary School until they have recovered. If this is not feasible, they will be humanely destroyed.
- Freedom from distress (through proper care and handling)
- Freedom to display their normal patterns of behaviour
- If appropriate care and facilities cannot be provided, animals will not be kept at Queenstown Primary School.
- Animals kept at Queenstown Primary School will be kept in accordance with the conditions, relevant to the particular species, outlined in Section 3 of Caring for Animals 1999. Species not covered by this section will be kept only if approval has been sought from the Principal
- In the case of classroom pets, prior arrangement about long term care including holiday care) will be made before any animals are kept at Queenstown Primary School. When the animal is no longer required or is no longer able to be kept, appropriate arrangements will be made to return it to its natural habitat (in the case of a wild animal) or to find a suitable home for it. Non-native classroom pets will not be released into the wild under any circumstances. If appropriate arrangements cannot be made, the animal will be humanely destroyed by a veterinarian.
- When animals are used for a specific study, the surviving animals will be returned to their natural habitat or home at the end of the study
- Animals captured on field trips will be returned to their habitat before children/students leave the area unless their proper care in Queenstown Primary School has been pre-arranged.
- Native animals will not be kept at Queenstown Primary School
- Where the use of animals in any study (including science fair projects) involves a manipulation in accordance with the law, the study will be carried out in accordance with the Code of Ethical Conduct approved by the Ministry of Agriculture and Forestry and with the prior approval of the Principal.
Guidelines for Teachers, Educators and Students
Can I use animals in my classroom without ethical approval?
The following occasions usually do not require ethical approval.
Bringing a pet to the school.
Visits from pets should preferably be planned because, depending on such circumstances as the type of pet and the duration of stay, the animal may need water, shelter, food and/or a secure place away from children/students where it can be kept when it is not needed during the day.
Pet Days.
When pets are brought to the school for pet day, teachers, students and children should
- provide them with water
- ensure that they do not have food withheld in an attempt to make them more obedient during judging
- provide shelter from the hot sun or from bad weather
- provide advice that they should be transported to and from the school in secure enclosures, such as cages or pet boxes for small animals and secure, non-slippery trailers or trucks decks for lambs and calves
- remember that some pets will not be used to crowds and may find it stressful to be surrounded by lots of students and children wanting to pat them and high noise levels from people and loudspeakers
- if they are to be tied up, check that no animals can come to harm. For example, dogs should be kept far enough apart to prevent fights and livestock should not be tethered near poisonous plants or on steep slopes
Classroom Pets.
Keeping an animal in a classroom as a pet and/or or observational purposes does not require ethical approval. However, teachers should
- make prior arrangements about long term care before any animal is obtained
- provide proper care and facilities (see Section 3, Animal Care on page 14 “Caring for Animals 1999”)
- provide for adequate weekend and holiday care
- Classroom studies involving animals including such activities as
- observing animal behaviour and movement, body structure and function, growth (including regular weighing to chart a growth curve), diet preferences and food treats
- preference testing of cage equipment used to enrich the environment of the animal, for example, tubes, platforms and ramps learning animal care and handling techniques and taking responsibility for the care of an animal
- using breeding pairs to teach reproduction and development. Before breeding animals, make suitable arrangements for the placement of offspring.
- Doing dissections and experiments involving non-living animal tissue. However, note the requirement(s) in Safety and Science: A Guidance Manual for New Zealand Schools, page 32, for dissection material to be obtained from reputable sources.
The following occasion may require ethical approval, depending on what is involved
- Science fair projects in schools. Although science fair projects might not be undertaken on school premises, teachers should nevertheless ensure that students are informed at the outset of the ethical considerations of using any living creature. Students should also be made aware that special procedures must be followed if an animal manipulation (as legally defined) is planned as part of the project.
- Classroom studies involving animals other than those listed above.
Action
- To provide a school environment where all people feel safe.
- To employ strategies to maintain this particularly those for prevention and intervention.
- To specify the aspects seen as crucial to the successful implementation of this policy.
- To promote a positive and caring school ethos which actively negates any form of bullying.
- To make provision for training, education, and social action requirements within the existing curriculum framework.
Guidelines
- Successful implementation requires consultation with staff, students and parents, as well as the wider community.
- The emphasis will be placed on prevention. It will be linked with other relevant policies, and the classroom and curriculum used as agents for change.
- Once all procedural steps have been agreed to, they will be consistently applied and carried out, with a satisfactory outcome for major parties.
- Support for bullies and victims is a priority. Care should be taken with punishment, lest results become punitive, e.g. as in gang bullying. Counselling will be offered to both the victim and the bully.
- Information about dealing with Bullying and Behaviour Management Procedures is/will be detailed within the A-Z Management section of the Staff Handbook.
Definition
Bullying usually has four common features:
- It is deliberate
- It is repeated over a period of time
- It is difficult for those being bullied to defend themselves
- It is difficult for those who bully to learn new social behaviours
- There are three main types of bullying:
- Physical: hitting, kicking, taking belongings
- Verbal: name-calling, teasing, insulting and racist remarks
- Indirect: spreading nasty stories, excluding from groups
- We define bullying as the “wilful conscious actions which hurt, threaten, or frighten someone else”. We believe all children have the right to feel secure and happy at school, therefore we actively seek to provide an environment that is safe from all forms of intimidation.
Action
- To assist students to attend school on a regular basis.
- To optimise learning students are required to attend school at all times, when it is open.
Guidelines
- Attendance registers will document attendance and non-attendance.
- Attendance information will be placed on students’ cumulative records.
- An at risk register will be kept on which will be placed the names of students whose attendance causes concern.
- The school will have an enrolment system in line with the Education Act.
- Procedures outlined in the Truancy Handbook will be followed when students are identified as truant.
- Emergency closure procedures are in place.
- The school will have a consistent system for marking attendance registers. The school requirements for this are clearly and fully explained within the ORGANISATIONAL ROUTINES AND PROCEDURES.
- Suspension procedures in line with Ministry of Education requirements will be met.
- Information about attendance procedures is detailed within the A-Z Management Handbook.
Action
- To ensure the safety of staff and pupils at Queenstown Primary School in the event of a chemical spillage.
- To provide a checking procedure, to ensure all that is possible to reduce risk is actioned.
Guidelines
Procedures and Responsibilities during Chemical Spillage
If a chemical spillage occurs while students are travelling on a school bus, the driver is responsible for their safety until they reach their destination. The driver should proceed with caution and keep clear of potential hazards. If the bus is immobilised in an unsafe position, it should be evacuated. Police and Fire Brigade will give the all clear.
All Staff Should:
- Reassure students and other occupants.
- Liaise with the Deputy Principal or Principal regarding the decision whether to remain in the building or to evacuate.
- Close all windows and remain inside.
- Listen to the intercom for advice and information.
- Advise emergency services immediately if any adverse effects are noticed inside (eg. irritation to the eyes, nausea).
- Block doors and windows with any available material, such as tape or blankets.
- Evacuate immediately if advised to do so.
If a decision is made to evacuate:
- Check that all rooms have been evacuated.
- Turn off appliances and services.
- Retrieve the attendance registers.
- Take the class roll call at the assembly point.
- Advise the Principal of any missing students, staff or anyone else.
- Send a situation report to the Civil Defence
Action
To ensure that responsible steps are taken to protect and uphold the well-being of all children from risk of any form of abuse. Noted on ERO Report that any person may also make a complaint to either a social worker or the police.
Guidelines
- Please note that as per the children, Young Persons and their Families Act 1989 any person can report alleged abuse directly to CYPS and/or the police.
- If a staff member is implicated as being responsible for the alleged abuse, contact with the Board of Trustees Chairperson is to be made immediately.
- Confidentiality is maintained with information only being shared with those who have a need to know.
- Teachers who have a disclosure made to them, accept the disclosure calmly and indicates to the child that he/she believes what is said, and follow up with principal without delay.
- Written accurate records of all relevant events are to be kept by those involved in cases where abuse is suspected.
- When the alleged abuse stems from outside the family, parents/caregivers are contacted and directed to the Child Protection Team (CYPS).
- When alleged abuse stems from inside the family the Child Protection Team is contacted by the Principal.
- Appropriate support for staff during and after referral of any such disclosure will be provided if required.
- As part of the annual budget training needs for staff in this area will be reviewed and actioned.
- The Principal is the person with the responsibility for coordinating action on suspected abuse. Staff members/or any persons may report all suspected problems to the Principal, social worker or the police.
- Best practice is to report any suspected abuse to Police, CYFS or the Principal.
Action
- To ensure the safety of all staff, students and visitors should an emergency occur.
- To minimise stress on staff, students and visitors.
- To ensure appropriate consideration, support and consultation is made.
Guidelines
- Information about Evacuation Procedures and Emergency Actions are detailed within the, Staff Handbook and are displayed in every room. This is for Fire, Earthquake, Serious Injury or Electrocution.
- Efficient drills will be organised and regularly practised for the whole school, at least once per term.
- In the event of a disaster or fire the school bell will continuously ring to tell everyone to vacate the buildings. If the power is off, the continuous ringing of the hand bell will occur.
- In the event of an earthquake, pupils and teachers will seek refuge under desks until appropriate time enables buildings to be vacated.
- Teachers, with attendance registers will lead classes to the designated assembly point using sign posted egress. A roll must be taken once at the assembly point. (School Netball Courts).
- If access to the field is blocked through various parts of the school then classes will need to take another route that the Teacher determines to be the safest.
- Those with designated responsibility will check specific building areas closing fire stop doors after them before themselves going to assembly areas for calling class roll.
- Any absences must be reported immediately to the principal and whereabouts, if known, listed for checking.
- All visitors who are not familiar with QPS emergency procedures must sign in at the school office. On evacuation visitors must be checked off this list. Any person in the school having disabilities will also have that noted.
- As part of new families introduction by Principal, Emergency Procedures are explained.
Education Outside the Classroom
To promote opportunity for education outside the classroom while ensuring a safe physical and emotional environment for students.
Action
- The BOT will ensure that in all education outside the classroom activities all such reasonable precautions are taken to ensure there are appropriate standards, policies and processes in place to manage and minimise risk to students and to ensure the delivery of the appropriate standard of care to students.
- The BOT shall ensure that in respect of each education outside the classroom program that all risks and hazards have been identified; assessed; minimised and managed and that acceptable levels of care are going to be provided in accordance with sound professional practice.
- All education outside the classroom shall have the prior approval of the Principal and in such instances where such education includes overnight camp and stays prior approval of the Board of Trustees in addition to approval of the Principal is required.
- Prior to any such Board of Trustee and/or Principal approvals being given in respect of education outside the classroom purposes the following issues shall be considered by the Board of Trustees and/or the Principal as the case may be:
- the nature of the area in which the education is to take place.
- the abilities, competence and experience of the staff involved in leading the outdoor activities.
- the objectives of the outdoor education programme
- the needs; age; experience and ability of the participative students.
- the identification of and the degree of any possible hazard involved
AND
- the setting of the minimum adult/student ratios to govern such education outside the classroom activities shall be part of any such approval being granted.
- To provide a properly and adequately managed opportunity through which students can face challenges, experience adventure and learn and develop skills.
- To ensure appropriate consultation with parents and caregivers on all issues relating to education outside the classroom activities; such consultation to include the obtaining of parent’s consents to the participation of children in activities which are or might be potentially hazardous; or which are outside normal school hours; or which extend beyond the immediate school environment; or which will incur extra cost to the parent or caregiver.
- To ensure that parents and caregivers are included in the Education Outside the Classroom activities and to ensure that such parents and caregivers assisting in such programs are fully briefed on student safety and control while on Education Outside the Classroom activities.
- The BOT shall review each twelve month period the processes that are in place relating to the choice of activities for appropriate outdoor programs; the selection and briefing of staff (including assistants and volunteers); and to ensure appropriate and acceptable levels of supervision.
- To ensure that the Education Outside the Classroom Program is designed to allow for the various ages and abilities of children involved in the program and that such programs are at all times available and accessible to all students regardless of circumstances or cost.
- To make suitable allowances for the costs of the Education Outside the Classroom Policy in each Annual Budgeting round. To ensure that suitable processes are in place to select and brief “staff” (including volunteers, appropriate professionals, student instructors) assisting with the Education Outside the Classroom programs.
- To ensure processes are in place that provide an appropriate choice of outdoor education activities with appropriate levels of supervision from suitably qualified and experienced persons.
- To ensure that all persons involved in Education Outside the Classroom activities and programs are aware that any form of participation in such activities or programs is required to be both alcohol and smoking free.
- To empower the Principal with an unfettered discretion as to the inclusion or exclusion of any offered voluntary assistance from any member of the community so long as the safety management of the participating students is not affected.
- To allow the Board of Trustees to delegate to a named sub-committee of itself (but always with the inclusion of the Principal) the power to make decisions on Education Outside the Classroom activities in accordance with this Policy.
For all EOTC activities a RAM sheet must be completed. These sheets are available from our Teacher drive on the school server and the RAM sheet is to be discussed with parents and students as part of briefing.
Action
To provide a system to remove, minimise risks from EOTC events by the use of RAM sheets
Emergency Procedures for EOTC Activities
Action
To provide guidelines and steps to be taken in the event of an emergency situation.
Guidelines
In the event of an emergency the following guidelines are to be followed, and in this order:
- Secure the safety of the rest of the group and make safe the area where practicable.
- Seek medical advice/assistance if necessary.
- Contact Principal A.S.A.P if severity of the emergency dictates such a need.
- Chairperson/Parents informed by Principal.
- All media to be handled by the Principal.
- Any incident/accident that has resulted in harm is to be investigated by the Principal.
- Complete Accidents/Incident form whenever you seek medical attention.
- In case of a death police must be notified by the Principal. Once this has happened they are then responsible for contacting and notifying others, and for the events that take place there after.
- The Principal will notify O.S.H. when serious harm is caused, in writing within seven days and in the case of death they must have verbal verification within 24 hours of the accident, and written confirmation of this as well there after. Notice of Record of Accidents/Serious Harm form put out by O.S.H needs to be filled out on each occasion. This is in our A-Z Management Handbook.
- At all times there will be at least two adults who are responsible for emergency activities/and or procedures per EOTC experience. One of these people is the Teacher in Charge of the event.
At commencement of EOTC event with camping included teacher in charge to brief parents and students on boundaries, expectations, programme etc. As part of briefing teacher in charge to ask group if every child has a trusted adult that they can talk to. If any child says “no” teacher to check with child and if possible set up a trusted adult for this purpose.
Emergency Evacuation Procedure
Evacuation Alarm
The emergency evacuation alarm will be the continuous ringing of the alarm bells
Emergency Services Notification
The School Secretary is the person designated to make contact with the NZ Fire Service when ever possible
Appointment and Training of Wardens
- School Wardens
Stuart Cochrane
Julianne Bowman
- Assembly Point
Courts below School Hall
- Team Wardens
Team Leaders are Team Wardens
- Floor Wardens
All classroom teachers are Floor Wardens
After promptly completing the register for their class, teachers are to report to the School Wardens, notifying them of any unexplained absences or that all students are present.
Training of Floor Wardens
All staff will review the Evacuation Procedures at the beginning of each year and will revise procedures where necessary following practice evacuations
A review of the above will be carried out at least once a term to cover and train new employees
Display of Evacuation Notices
- Notices will be displayed in all buildings explaining the procedures and the exit routes to be followed in an evacuation
- Notices will be beside switches and at the external exit doors in classrooms
Trial Evacuation
A trial evacuation will be carried out at least once a term
Means of Escape Monitored
Checks of means of escape will be undertaken at regular (monthly) intervals to ensure that:
- updated as required
- located in the main school office
Assembly Point
All persons are to report to the courts below the School Hall. Classrooms are to line up in numerical order within their area with Juniors closest to Robins Road.
Chemicals
Swimming Pool chemicals in locked chemical store near swimming pool
IN ALL EVACUATION OR EMERGENCY SITUATIONS THE CLASS MUST ASSEMBLE IN DESIGNATED ASSEMBLY AREA
FIRE - EMERGENCY EVACUATION PROCEDURE
- Sound the alarm
- Ensure Fire Services is called. Dial 111
- Evacuate immediately by the nearest exit
- Report to assembly area on courts below School Hall
- Your assembly area leader report to School Warden
- Do not linger in the building
- Do not run - walk to assembly area
- Do not return to building until instructed to do so
Staff Training in Fire Evacuation, other Evacuations and Safety
- All staff will be expected to be familiar with the provisions of the Fire and Evacuation plan operated by the school
- Inducation and Orientation Training
- All existing staff and all new staff, including temporary and casual, will be given and have access to a copy of our Fire Evacuation Plan
- Induction and training will be provicded by the Building Warden
Quality Assurance and Maintenance of the System
We need to ensure that our Fire and Evacuation Plan is maintained in such a way that we continue to meed the requirements of the legislation.
We propose to do this by:
- Ensuiring that inspection checks are carried out monthly
- Periodically reviewing our Fire and Evacuation plan to ensure its integrity
- Holding trial evacuations and alarm tests at appropriate intervals
- Making special provisions for those persons requiring assistance and continuously updating the Assistance Register
- Displaying sufficient appropriate Fire and Evacuation signs and safety notices to meet the regulatory and safety requirements
- Arranging for maintenance of safety equipment by suitable qualified staff or with a reputable company
Instruction Sheet for Staff and Wardens
If you discover a fire
- Raise the alarm immediately by operating the nearest alarm
- Ensure the Fire Service is notified by 111 call. This may be done by using a telephone of a neighbouring premises or, if required to do so, by the office staff prior to them evacuating (take current class lists with you).
- Potentially dangerous processes or machinery should be closed down. Leave lights on. The closing down process should only be carried out if possible to do so safely and with no delay
- Leave immediately by the NEAREST escape route (courts on school field)
- Do not return to the building until the all clear is given
Floor Wardens - Teachers Duties - those who have a responsibility to a class .... your prime concern is to save lives
- Initial evacuation - take Attendance Register with you if possible
- Ensure your floor is evacuated. Check toilets, cloakrooms, resource bays etc
- Ensure all doors on route of exit are closed
- Proceed to assembly area and check pupils (roll call)
- Report to the School Warden
School Wardens
- Ensure Fire Service has ben notified by 111 call
- Be sure you are conspicuous
- Await reports from Teachers
- Report to Fire Service on arrival
Functions and Duties of School Wardens
Monthly
- To inspect means of escape and regulatory items/equipment, and promptly advise management on any remedial action required, and as soon as funding is allocated, arrange for any maintenance or replacement.
- To keep a Deputy informed to cover any absences from the school and to brief the Deputy before going on leave.
- To receive the self inspection reports from Wardens (Teachers), regarding the shortcomings relating to equipment, or the premises. These reports will be documented and filed.
- To operate alarm tests monthly, and have an overview of problem solving regarding safety requirements and make recommendations to management.
At least once per term
- To ensure that staff are fully conversant with safety requirements and evacuation procedures.
- To arrange and hold an evacuation drill.
Evacuations
- To act as school coordinator for the site evacuation in the event of an emergency. This role includes ensuring immediate evacuation of staff to the agreed assembly areas and accounting go all staff and students. The School Warden will ensure that the N.Z. Fire Service has been properly notified.
- To report to the assembly point wearing conspicuous apparel and brief the senior officer of the Fire Service when he/she arrives.
- To carry a whole school role, available to be used to check names if needed.
Functions and Duties of Floor Wardens (Teachers)
Weekly
- To carry out inspection checks of means of escape and regulatory items/equipment and report on any short comings to the Building Warden.
- To see that safety signs are displayed where necessary.
- To help in problem solving regarding Safety requirements and suggest improvements to the system.
Evacuations
- To act as Warden for site evacuation in the event of an evacuation drill.
Earthquake:
Procedures and responsibilities during an earthquake.
All occupants should :
- Remain in the building until the shaking stops.
Safety Measures:
Safety measures in the classroom during an earthquake.
- Take cover – take cover beneath some part of the structure which is reinforced e.g. a doorway, a strong desk of table.
- Stay inside – Do not move outside during an earthquake. Keep back to any glass surface as shattering glass can cause considerable injury.
- Teacher instructions – On the spot instructions must come from the teacher in charge of each class. Instruct pupils to move the shortest distance before taking cover. (Refer section B).
- Pupils outside the school buildings. Move clear of all buildings and potentially dangerous structures . A safe distance from building is:
- 20 metres for single story buildings (20 strides).
- 40 metres for two story buildings (40 strides).
- Pupils should be warned to keep well clear of all broken or overhead power lines.
Staff should:
- Reassure students and other occupants
- Instruct students and occupants to take cover If outside, instruct students to move clear of buildings, power poles, overhead power lines, high banks, and trees.
- Liaise with the Principal regarding the decision whether to remain in the building or to evacuate.
If a decision is made to evacuate, staff should:
- Ensure that students are warmly dressed, have adequate footwear, and take warm clothes.
- Check that all rooms have been evacuated
- Turn off appliances and services
- Retrieve the attendance register
- Supervise the evacuation
- Take the class roll call at the assembly areas
- Advise the Principal of any missing students, staff, or other occupants
- Listen to local radio station
Earthquake Drill:
It should be emphasized that in an earthquake, students should remain in the building until the shaking has stopped and/or the “all clear” is given by the teacher.
It is suggested that the teachers use the work “DROP” , or some other pre-arranged signal, to indicate the beginning of an earthquake drill for their class. Students should take cover under a study desk or table, if one is near, and hold to its legs. If no desk or table is available, they should drop, to their knees (away from windows); keep knees together; clasp both hands firmly behind their heads (bowing their heads; bury their faces in their arms, protecting their heads; close their eyes tightly; and stay in position until it is safe to move. If students cannot move away from windows, they should turn away from the glass to minimize injuries from broken glass.
Evacuation of the School after an earthquake:
Decision to evacuate a building.
This rests with the Principal. Most earthquakes will not be severe enough to cause any damage and the Principal can allow the school to continue working. However, if there is any reason to believe that any building may have been structurally weakened, the Principal should order the immediate evacuation of the affected buildings.
Sound the evacuation signal.
This signal should be instantly recognizable by all eg. an electric alarm system or continuous ringing of a hand bell.
Switch off all power and fuel supplies.
Fire can start from gas fittings, electrical equipment or heating appliances damaged by an earthquake. Each teacher must turn off power or fuel supplies before leaving the classroom.
Turn off water at the mains.
This is essential to prevent water loss from damaged pipes as water will be a precious commodity in the event of an emergency save water in tanks and cisterns. Fill available containers with water.
Escape routes.
Pupils must leave the school buildings in an orderly manner by the quickest and safest escape route. N.B Some fire escape routes will not be safe after an earthquake e.g exits dominated by a tower or a parapet.
Aftershocks.
Because of the risk of aftershocks all earthquake evacuation procedures must be planned so that pupils spend little time in potential danger spots and go singly rather than in large groups.
Assembly points.
Once clear of the building pupils must move to the assembly point. well clear of the school buildings.
Action
- To provide accurate and timely information to parenmts and other necessary parties
- To produce a procedure of who must be contacted
Guidelines
- Events are cancelled when there are issues of student safety.
- Decisions should where possible be made with the consultation of the Principal and the Senior Teacher associated with the event.
- When the decision to cancel a school event has been made it is important to communicate this to parents and students as quickly as possible.
- Methods to be used.
- Radio Stations to be contacted
- Classic Hits ph 442 7222 advais@radioworks.co.nz jblick@radioworks.co.nz
- More FM ph 442 7222 fax 442 7799
- Q92 The Breeze ph 442 9292
- School website to be updated
- Email staff when feasible
- The office must have correct information to pass on to parents
Action
- To provide a safe, clean work environment.
- To establish safe methods and safe practices and to educate staff and children about these methods and practices. To comply with legislative requirements.
Guidelines
General
- Employees will be provided with basic health and safety rules.
- Advise employees of hazards in their work and how to avoid or deal with these hazards.
- Provide employees with information on the safe storage and handling of chemicals.
- Record and investigate all injuries occurring in the workplace.
- Provide an effective emergency evacuation procedure to cope with all likely emergencies.
- Carry out regular inspections to identify potential health hazards and take all reasonable steps to remove or reduce them. Include in the Hazard Register.
- Staff are not to wash or clean up soiled children. Parents/caregivers will be notified and asked to come to the school to clean them up or take them home to do so. If this is a regular occurrence (more than once a week) then parents/caregivers, along with the support of the Public Health Nurse, will be asked to keep their child at home until the child is consistently dry and clean. The school will offer support through the Guidance and Support Unit if parents/caregivers wish to receive this. It is imperative that teachers keep a record of such occurrences. (Also refer to Medical issues Guidelines)
- Provide sufficient training in the use of equipment or machinery.
- An accident register will be maintained detailing accidents to both staff and students.
- The principal will report to the Board any accident involving serious injury which occurs in the school or during an off-site school activity.
- All staff are to abide by any and all child custodial issues, with no children being removed from the school by any non custodian. Parents/Caregivers are expected to keep the school informed of any changes to any custodial rights. It is imperative that all staff remain familiar with the routines for children leaving the school grounds as detailed at length in the A-Z Management Handbook.
- Staff to report any hazards to the Principal.
Safe Practices
- The safe use by children of equipment both within the school and in the school grounds will be promoted through both instruction and example.
- The Principal and Property Manager/Caretaker will carry out regular inspection and maintenance of buildings, equipment and grounds.
- Any deficiencies, which could constitute a potential hazard, will be dealt with promptly, and if maintained, included within the Hazard Register.
- Hazardous chemicals, equipment and machinery will be stored and used in such a way to minimize danger. Their use during school hours will be discouraged. Disposal of rubbish will be carried out in a safe manner.
- Use of litterbins and collection facilities within the school and the grounds are to be encouraged for reasons of health and to develop a responsibility and respect for the environment.
- Emergency and evacuation routines will be instructed and practised once per term.
- It will be a requirement for all permanent teaching staff and school support staff to hold a current First Aid Certificate. The school will cover the cost of the course.
- A teacher on duty will control before and after school road crossings.
- All children crossing Robins Road after school will use the school crossing.
- Road markings will be maintained in the car parks.
- The swimming pool will be locked at all times it is not in use.
- No child will retrieve a ball from a neighbouring property. The child will report the loss to the office who will action the retrieval via the Caretaker.
- No child will leave the school grounds during the school day without permission from the Principal.
Behaviour Management Programme
- This programme is detailed within the Staff Handbook.
- The behaviour management programme will be discussed, developed and documented according to the needs of each class. The classroom rules, rewards and consequences will be established and displayed in each room.
- Playground behaviour will be monitored and when needed a notebook will be used to record incidents.
- Senior teachers will be informed of any children with behaviour difficulties.
- Parents/caregivers, if necessary, will be involved when a child’s behaviour is causing concern to enable their cooperation.
- Behavioural plans and procedures will be followed when dealing with behaviour causing concern.
- Referrals to other agencies will be made for children with severe problems.
Guide for Contractors
- This full policy will be given to contractors upon their “signing in” at the reception.
- Health & Safety Officer is the Executive Officer, Julianne Bowman, located in the administration block. If unavailable refer to the Principal or Deputy Principal.
- Hazards at Queenstown Primary School – a list of identified hazards in the school grounds will be given to all contractors upon arrival at the school for the first time.
- Accident – In the event of an accident or an emergency please report to the Health & Safety Officer.
- If First Aid is required, assistance is available at the medical room which is situated in the Admin block.
- Safety for Children and Staff – notification must be made to the school if there will be any dangers arising from the work being undertaken. Necessary precautions must be taken to ensure the safety of the children and staff. This includes the parking of vehicles.
- Appropriate conduct is expected at all times by contractors when in the school grounds. The Non- Smoking policy must be respected and polite language used.
Introduction
Healthy eating patterns are essential for students to achieve ther full academic potential, full physical and mental growth and lifelong health and wellbeing. Schools have a responsibility to help students and staff establish and maintain healthy eating patterns.
Purpose:
- To coordinate classroom nutrition lessons with other components of the school health programme
- To reinforce healthy eating practice across the school curriculum
Action
Through the development of this procedure, a commitment has been made to several important aspects of the environment that contribute to creating a healthy school. These include:
- The integration of the school food service into classroom teaching
- An awareness of the range of cultures represented in the school and allowing for traditional food preferences
- Provision of food that is consistent with the National Food and Nutrition Guidelines
- Recognition of the significance of settings and situations that convey food and nutrition messages that are in addition to classroom lessons and the food service - fundraising, camps, sports days etc
- Recognition of the positive influence that staff can have as role models for healthy eating
Guidelines
- Students will be encouraged to take responsibility for their own health through classroom programmes.
- Steps will be taken to discourage the consumption of foods high in fat, sugar or salt.
- Staff are encouraged to model healthy eating habits
- All food will be prepared in a hygienic, smokefree environment
- The preparation, packaging and storage of foods will be hygienic, and procedures of the highest standards will be followed Where possible, foods available for school fundraising, at school camps, festivals and sports days will be consistent with this procedure.
- Wherever possible students are to only bring water to school for drinking.
This covers a myriad of medical issues: Medical Room, Administering Medicines, Asthma, Communicable Diseases, Skin Infections, HIV Aids and Blood-born viruses, Blood and Body Fluid Precautions, Severe Acute Respiratory Syndrome and Life Threatening Illnesses or conditions.
Action
To ensure that all staff and students have the knowledge to deal with medical issues – be it immediate action or referral.
Guidelines
Medical Room - to administer basic first aid and to ensure children are cared for in cases when the parents/caregivers cannot be contacted.
- The Medical Room will be supervised by the Receptionist or Administration Staff during all break times and during class teaching hours the Receptionist/Administration assumes responsibility for the care of students who are sick.
- All children will report to the office area before entering the Medical Room.
- First Aid supplies are regularly budgeted for, and safe storage practices these supplies is implemented. Parents of children with any conditions are encouraged to set up storage systems here for specific medical needs.
- Each case will be recorded in the Medical folder. When a child is referred to a doctor or hospital, specific details are to also be written in here.
- Gloves must be worn at all times when treating blood related injuries.
- Ice packs are to remain in the Medical Room at all times.
- Linen will be washed on a regular basis.
- Any serious injury or illness will be reported to the Principal.
- A register of children with specific medical conditions will be kept, eg asthma, allergies. This will include photos, description of illness and will be shared regularly with staff.
- The staff on duty are responsible for ensuring that all accidents/injuries in the playground are attended to.
- If in the opinion of the duty staff member, an injury is sufficient to require closer examination by a Doctor, he/she will inform the Principal or DP who will ensure contact with parents/caregivers occurs immediately via themselves or Office Staff.
- If the parent/caregiver cannot be contacted, the school will be responsible for taking the student to the Medical Centre or hospital. All injuries that require a parent/caregiver uplifting a student will be recorded.
- If children are sick at school, parents/caregivers will be immediately contacted to take children home. Children are not to remain in the Medical Room for long periods of time.
Administering Medicines – staff administering medication to students need clear guidelines to protect themselves and the student.
School staff will not administer prescription medication at school unless there is written permission from the parents and it is agreed to by the Principal of the school. Exact dosage must be clearly written. Refer to Appendix 1.
No non-prescription drugs are to be sent to school – teachers will not administer these under any circumstances.
The school staff member will offer voluntarily to administer the prescription medication and will record all details of the administering ie: child’s name, room, time, date etc. Whenever possible administering of medication will be witnessed by another adult and a record of administering initialled by both adults.
Long term use of medication will require written notification from a General Practitioner or Specialist. This will need to be verified annually.
All medication will be kept secure in the school Medical Room.
Specific Conditions.
Asthma – to maintain the safety of the child with asthma during school hours clear guidelines are needed.
Parents/caregivers should provide information about student’s Asthma annually or:
- When newly diagnosed
- When enrolled at school
- When changes class and/or teacher
School should obtain information on Asthma if needed from appropriate sources, i.e. Auckland Asthma Society or Public Health Nurse.
Procedures for Students
- To know where their medication is kept
- To know quantity of medication to use
- To know who to report to for medication
For Staff
- To know who is responsible for administering medication
- To be aware of signs and symptoms of when further medical assistance is required
Communicable Diseases – to provide appropriate information to parents, staff and students and to ensure all members of the school community are protected as far as possible from infection.
- Information for Parents’ is available through the school office is provided to parents upon enrolment (if child is 5 years old).
- The school will take opportunities to keep itself informed about communicable diseases.
- All staff will be made familiar with the procedures on handling infectious diseases.
- If a child’s health is causing concern staff will notify the Principal and where a communicable disease is suspected the Health Nurse will be notified.
- Staff must not directly approach a doctor.
- Known health information relating to individual students is documented and is subject to Privacy Act requirement.
- Protective clothing, including disposable gloves is made available to staff when handling any accident.
- The school reserves the right to exclude students who are known to be carrying a communicable disease.
- Confidentiality regarding infection status of all students and staff must be preserved.
Skin Infections – to protect the rights of a child with a skin infection to attend school while protecting others from risk of infection.
- A staff member who observes that a child has infected sores is to inform the Principal. She/he will contact the parents/caregivers and ask them to contact a doctor if it is necessary or go straight to the Public Health Nurse.
- A child with a skin infection is able to attend the school as long as the lesions are covered with a clean dressing or gauze.
- A teacher is to discuss with the student how easily the infection is passed on without making the child feel ashamed. The child’s co-operation is sought.
- A child with a skin infection is not permitted to swim in the school pool or to be involved in contact sports until the sores are healed.
- If it appears that the child is not receiving appropriate treatment, a teacher is to refer the child again to the health professional.
Information
Skin infections are caused by bacteria. Impetigo (school sores) and boils are examples of skin infections.
- Impetigo – the germs enter the body where there is an opening on the skin caused by cut, scratch, insect bite, scabies or burn.
- Boils – the germs enter through broken skin or down a hair follicle. Boils are often found on the back of the neck, armpits or the buttocks. A carbuncle is a collection of boils.
Not every child with a skin infection will feel unwell. Skin infections can spread to other parts of the body if left untreated. Skin infections are contagious. They can spread easily from an infected person to others they are in contact with. Many young children have cuts and scratches which explains why they get skin infections so easily. They spread more easily in hot weather. The end of summer is when you are most likely to see them.
Recommended Procedure for Staff
If you see that a student has infected sores or boils:
- Send her/him to the medical room for the sores to be covered
- DO NOT put any lotion or cream on them
- If you are concerned, make a referral to the Principal. They will contact the parents/caregivers about treatment, and send a letter home informing parents of the referral.
- The child may still attend school but ensure that all open sores and boils are covered
To prevent skin infections spreading in the school situation
- Encourage children to wash and dry their hands after going to the toilet and before eating food
- Encourage children to have short, clean nails
- Try to ensure that any child who has sores or boils has these covered at all times
- Any child with skin infections must not swim or play contact sport until the sores are healed
- Discourage children from sharing clothes or towels
HIV/Aids and Blood-Borne Viruses – to manage the rights of students and staff living with HIV/Aids and to be actively responsible for providing a safe school environment.
- A child’s health status should not affect their right to an education
- Children with a blood-borne virus should be supported so that they can live as normal lives as possible
- Children with a blood-borne virus should be able to participate in all activities at school as their health permits. Special assistance may be necessary if health deteriorates
- The school will keep parents of HIV-positive children informed if and when there are outbreaks of other infections in the school
- Children with infectious diseases will be expected to follow the school’s behavioural expectation guidelines
- The school will treat all children with injury as if they are infectious, wear gloves, and dispose of the gloves after ensuring all areas are cleaned after any treatment is administered
- Children have a right to privacy
- The school will collect information as they ‘need to know’ so as to best advocate for the children and other children in the school’s care.
- Disclosure is allowed where a child’s welfare or safety is clearly defined, and where safety is affected
- The school will not disclose to parents of the school any other child’s health status
- An educating policy will be implemented where a need is established
- If a child’s health status does become known Queenstown Primary School will;
- Invite health professionals to work with the school community
- Provide opportunities for open discussion
- Talk to the students
- Develop a strategy for dealing with publicity
- A staff member will be appointed to monitor the effective implementation of safe injury nursing
- All staff will be issued with disposable gloves and will discuss guidelines for infection control of HIV/AIDS and other blood-borne viruses each calendar year
- Staff will be advised of correct disposal procedures for contaminated wastes
- If a complaint is lodged in relation to this policy it will follow the guidelines outlined in the Parent Concerns/Complaints Policy
Blood and Body Fluid Precautions – to protect staff from potentially harmful organisms when coming into contact with various body fluids eg. urine, faeces, sweat, blood, pus, vomit.
Staff are not to wash or clean up soiled children, however if under exceptional circumstances ie. parents/caregivers are unable to be contacted (after for example one hour of trying to) to collect the child or to come to school to take them home, then the following guidelines are to be strictly followed (Also refer to Health and Safety Policy):
- Cover your own cuts and abrasions
- Hands and forearms should be covered with occlusive tape which should be impervious to moisture and replaced when no longer effective
- Wear gloves always when in contact with another person’s body substances, non-intact skin or mucous membranes (especially if you have non-intact skin)
- Wash your Hands
- After dealing with children’s/adult’s body fluids, mucous membranes or non-intact skin
- Immediately, if soiled with blood or body fluids
- When gloves are removed
- Masks/Eye Protection
- Eyes and mucous membranes should be protected when splashing from body fluids could occur
- Disposal
- All soiled dressings etc to be placed into a container lined with a plastic bag
- Remove the entire bag – fasten the top of the bag to seal off contents – place in normal rubbish
Remember – always ask yourself – “Am I keeping myself safe”
Severe Acute Respiratory Syndrome (SARS) or Influenza (Swine Flu) – to endeavour to protect staff, children and visitors to the school by having procedures in place if anyone at risk at school displays flu like symptoms.
- If any child reports to the sickbay with flu like symptoms enquiries will immediately be made to ascertain whether they are considered to be an “at risk student”
- Make sure anyone with flu like symptoms is kept away from school
- Make sure anyone who has been in contact with a SARS case observes the 10 day incubation period
- A student or staff member will be considered at risk if they, or their immediate family have travelled from an at risk country (as determined by the Ministry of Health) or have come into contact with an infected person.
Life Threatening Illnesses or Conditions – there are children who have a range of health needs that are potentially life threatening. These may include – diabetes, epilepsy, high risk allergies, heart and brain conditions etc.
Each of these children has a diagnosis from qualified professionals identifying the risks and providing a plan of action in the case of the risk being realised.
- On enrolment details of the condition, the diagnosis and the action plan are provided to the school by the parents. At this point the parents are the most informed about the child and their needs and a process of education for the school is entered into. A positive relationship between the school and the home is vital and it is expected that some extra time will need to be given to ensuring that the education process for personnel involved and the setting up of systems to support and provide a safe environment at school for the particular needs of the child occurs. It is imperative that the parents are able to trust that provisions made will provide the highest possible levels of safety achievable, in the school environment, for the child and allow time for this to occur, but before Day 1 of attendance.
- The Director of School taking the new enrolment organises a meeting with the Director of the Guidance and Support unit and the parents before the child starts school. From that meeting a plan of action is developed and implemented by the Director of Guidance and Support in conjunction with the Director of School (the organisation of parents and any necessary personnel is done by the Director of Guidance and Support unit).
- The plan of action could include:
- Education of teachers, Teacher Aides and office staff on the condition and the plans for action, (eg medication, monitoring) and may use the services of the Public Health Nurse to assist in this
- Assessment of the environment by parents or qualified people to highlight risks and provide plans of action and ways to minimise or alleviate those risks
- Provision of medication and containers, along with copies of the action plans, by parents
- Educational material for use in the class rooms
- Setting up routines for managing the condition eg. administration of medication, testing etc
- Meeting with the parents and necessary personnel about concerns and progress
- It is recognised that whilst school, for these children especially, can be an environment full of potential risks there are ways these risks can be minimised and managed. The school will do this and parents/caregivers need to understand time is needed for this to happen. The school is not held responsible for any injury, attack or fatality if correct procedures and systems have been followed.
- A register of children with high health needs is kept in the medical room and is up dated regularly by Administration. Transition from year to year is supervised by the Deputy Principal and Support in conjunction with the Team Leader of the relevant area and any education for relevant personnel is organised through the Deputy Principal. Any incidents that affect the child are recorded in the medical book and the parents are notified about this. Pandemic Planning – there is a separate procedure for this situation.
Queenstown Primary School Pandemic Action Plan
Introduction
This plan provides the framework for action in the event that this or any other pandemic disease should break out in New Zealand
| Pandemic Manager | School Principal |
| Deputy Manager | Deputy Principal |
Primary Roles of Key Participants
| Manager/Deputy | To manage the school programme and environment, ensuring that health needs are given highest priority |
| Classroom Teachers | To provide clear guidance to students on sound health protection procedures and ensure they are implemented at classroom level |
| Support Staff |
To ensure that vulnerable children are given additional support |
| Office Staff | To maintain health supplies. To maintain effective communications with families. |
| Parents | To ensure that students with symptoms of communicable diseases are kept away from school and provided with appropriate care |
| Students | To follow health protocols put in place within the school |
Emergency Supplies
Emergency food supplies, stored water (stored in greenroom. Food requires key (number 45) cleaning agents including anti-bactieral soap (not requiring water). Tents, gas-cooking facilities (BBQ and camp cookers).
Key Contacts
| Local Health Centre | 441 0500 - Queenstown Medical Centre |
| Public Health Nurse | 442 0431 - Debbie Jensen or 0274 471 462 |
| Ministry of Education | 03 471 5200 |
| Civil Defence | 450 0300 - Lakes Environmental |
| Police | 441 1600 |
| Fire Service | 111 |
| Medical Officer of Health | 442 2500 - Derek Bell |
| Major Incident Emergency | Sandra Miller sandramiller@sdhb.govt.nz |
| Emergency Management Officer | 450 0446 - Brendon Winder or 027 2301 266. Fax 442 6428 |
Guidelines for Pandemic Management
- Workplace cleaning practices are to be constantly monitored for highest possible standards.
- The schools’ identified isolation room is the medical room.
- Attached flow chart provides an action sequence summary in the event of a pandemic being declared. Refer to the ‘Queenstown School Influenza Pandemic Planning Guide’ for further details and guidance.
- Instructions from the Ministry of Education / Ministry of Health (via emails or updates on the website) and/ or Medical officer of Health will provide ultimate guidance in the event of a pandemic.
- The Board of Trustees, in partnership with the Pandemic Manager, have final responsibility for closure of the school if required.
download Pandemic Action Flow Chart here
Notes:
- Recovery could take several years or decades. Some of the actions noted below, e.g. monitoring students for trauma and Post-Traumatic Stress Disorder, may need to be extended long-term.
- Health and well-being of staff and students takes priority over educational needs.
Primary Goal:
To ensure the well-being of staff and students and rebuild education services.
Critical Actions Which May be Required:
- Clean and disinfect school – cleaning guidelines will be on MoH website. School is not opened until Pandemic Manager is satisfied with hygiene.
- Debrief of pandemic event for staff and students. Although public awareness will have been extremely high, re-opening of school will be the first chance for many to talk about what has happened with peers and teachers.
- Arrange trauma and/or grief counselling if necessary. Although services will have been at work in the community, students coming back together will bring escalated trauma / grief.
- Arrange memorial service for those who died in the pandemic.
- Assess staffing capacity to resume normal operations. Staff may have died or lost family members. Employment of relievers and/or new staff may be required.
- Re-establish communications with staff, students and parents. Keeping everyone well informed is critical to dispel heightened fears over children coming back together.
- Arrange for ongoing monitoring and support to staff and students. Watch particularly for signs of Post Traumatic Stress Disorder. Arrange support for these people as required.
Action
- To ensure the safety of children as they travel to school, while attending normal school routines and leaving school.
- To encourage children to take some responsibility for their own safety on the road, especially to and from school.
- To provide guidelines to ensure maximum safety is achieved; in school and to and from extra curricular activities.
- To ensure that an environment of safety is maintained.
- To suggest ways of copying with our traffic dominated environment.
- To educate children in the safe and considerate behaviour when on school bus trips.
- To encourage Police Education Officers visits to reinforce safety procedures.
Guidelines
- Where cars or vans are used for school trips each vehicle must have a diagonal safety belt or appropriate child safety harness for every child carried; a current registration and warrant of fitness; and the driver shall hold a current New Zealand full driver’s licence.
- Children must not ride bicycles to school.
- Children will use recognised road crossings to and from school.
- A teacher supervises the crossing on Robins Road. Afternoon patrol time is 3.00 – 3.15pm.
- The Patrol Team will be trained by the Police Education Officer from the Youth Education Service.
- All classes will have annual lessons on road and pedestrian safety. The co-ordinator of the school’s Health programme will ensure that staff are reminded of this teaching expectation and ensure that resources are available to teach Road Safety to our children.
- When travelling by bus on school trips there must be a seat for each child. This must be taken into consideration when ordering buses. There must be a minimum of one teacher on each bus. Bags must be stored under seats.
- Carparks are out of bounds to children. Visitors to the school must report to the Office and collect a visitor pass to be displayed on their vehicle dash.
- The top car park is for staff only.
Action
- To inform the school community of the dangers in harmful ultra-violet rays.
- To provide a safer environment for staff and students.
Guidelines
- Reminders will be put in school newsletters to bring named hats and sunscreen for wearing at school for any outdoor events and school trips.
- The school will incorporate educational programmes and prevention measures in the school’s Health Education programme.
- During terms one and four in particular:
- Students are required to wear hats for outdoor activities
- Students will be encouraged to wear sunscreen
- Students will be encouraged to seek shade for any outdoor activities where possible
- Where budget allows a planting programme will operate to provide shade.
- Staff will provide positive reinforcement to students who take appropriate sun safety measures and will act as role models themselves.
- Where budget allows suitable shade areas will be developed.
PURPOSES
To ensure the health and safety of students, staff and others using the school swimming pool during school hours. However the board is not responsible for any harm to pool users outside school hours, providing that the pool complies with the provisions of “the code” mentioned below. The Board should warn the public of work related hazards such as construction work within the pool site.
FENCING OF SWIMMING POOLS
All new and renovated pools should be fenced in accordance with the Swimming Pool Act 1987 and the Building Code including a gate with a closing mechanism. Existing pools will prevent access to children and unauthorised entry, except with the permission of the Board and through a lockable gate, and under supervision.
Guidelines
- No student is to swim alone.
- Children under 8 years are not permitted in the swimming pool area unless supervised by a person at least 16 years old.
- During any session when the pool is in use, there shall be at least one person designated as the swimming pool supervisor who will supervise the pool at all times.
- The pool gate should be securely closed at all times.
- Behaviour that could be considered dangerous such as running, pushing, holding under and screaming, is prohibited.
- Emergency phone numbers must remain in the school administration office.
- All pool chemicals should be stored in the chemical storage bunker. Keys will not be available to any unauthorised person.
- The quality of the pool water shall meet the requirements of the New Zealand standard 5826:1985 maintained by a qualified trained operator.
- Record sheets of testing, and treating the pool will be maintained. Operating instructions will be available to Caretaker.
- Also refer to Watersafe Guidelines.
Rationale
Schools have a responsibility to develop plans and procedures for the management of any traumatic event, tragedy, emergency, suicide - so the distress to others is minimised.
Purpose
A plan has been developed to
- ensure planned management of any crisis situation that affects the school community/environment.
- minimise the change of further trauma
- support the school community through distress and grief that any crisis situation may create.
Administration
Copies to be held:
- in every class Health and Safety File
- in the office
- in the Principals office
Review
An annual review will be undertaken by the crisis team.
Areas to review are:
- the crisis team membership
- new staff members
- staff phone list
- agencies’ information
Stages of Traumatic Incident
Pre impact
The time leading up to the traumatic incident:
- Develop TIRPS
- Review policies
- Prevention initiatives and programmes
- Promote a healthy school environment
Impact
The time when the traumatic incident occurs or when the school first learns of it occurring.
Post Impact
The period when the event seems to be over but the full details of the event may not be known.
Recovery
The time when individuals, families and communities begin to resume every day life.
Examples of Traumatic Incidents
- Death (Staff, Student, Parent, Community Memberf)
- Accidental
- Suicide
- Terminal Illness
- Medical Emergencies
- Missing/Abducted student or staff
- Natural disaster
- Threats of violence
- Criminal intent or arrest
- Property offences
- EOTC accident
Crisis Management Team
- The team will be formed annually and the role of each member determined
- Where applicable outside agencies or related support personnel can/will be co-opted on to the team
- If a member of the crisis team is unavailable then the role stays in priority but the personnel shifts up
| Person | Name | Role |
| Principal | John Western |
Communication Media |
| Deputy Principal | Jim Turrell | Running of the School |
| Office Manager | Julianne Bowman |
Administration Phone communication Record keeping |
| Board of Trustees | Noel Saxon | Communication |
| Agency Member (relevant to the incident) | Advice and guidance |
Action
- To provide all children with a safe environment when engaged in an activity in, on, or near the water.
- To promote the teaching of sound water safety skills, knowledge and attitudes.
Guidelines
- Recognise that school and teachers are ideally situated to demonstrate and promote best policy, practice and programming for water safety education. Promote a water safety culture across all activities.
- Provide for quality teaching and learning of water safety skills and knowledge especially within the Health and Physical Education curriculum.
- Provide teachers and instructors with professional development and operational guidelines for safe teaching of all water related activities.
- Ensure that parents/caregivers and others used to assist in conducting water-based activities have appropriate supervisory skills and training.
- Identify and utilise, where appropriate, water safety programmes offered by external organisations that assist in the teaching of swimming and safety.
- Develop evaluation processes that ensure regular review and revision of the teaching of water safety skills and knowledge. Ensure that the school provides adequate resources for the effective teaching and promotion of water safety education and evaluate the management of water safety policy and practice.
- Ensure fair and equitable access for all students with regards to the teaching of swimming and water safety.
- Ensure fair and equitable provision of resources for the teaching of swimming and water safety, particularly with regards to the provision of swimming pool access, transport where necessary, equipment, and other teaching resources.
- Establish approval processes and regulations to govern school activity conducted within the school environment where water safety is a consideration.
- Establish appropriate approval processes on the use of venues and other organisations outside the school that involve an aquatic environment and related aquatic activity.
- Ensure consultation with appropriate authorities in formulating and reviewing the water safety policy.
Also refer to Swimming Pool Guidelines.
Action
- To ensure that the school is an emotionally and physically safe environment for all people.
- To ensure that no form of harassment occurs within the school. This could be sexual, gender, sexual orientation or cultural. T
- o communicate to staff, parents and students that workplace harassment of any kind will not be tolerated and that the Board of Trustees will enforce appropriate disciplinary measures where complaints are upheld.
Definition
- For the purposes of this policy harassment is defined as behaviour, which is unwelcome or offensive to a student, staff member or parent. It may be the use of words (written or spoken) or innuendoes 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 may be between adults, adult to child, child to child or child to adult.
- The behaviour is of such significance that it has a detrimental effect on that person’s schooling, parenting, job satisfaction or job performance.
Guidelines
Receiving Complaints
- Anyone experiencing workplace harassment should immediately make it clear to the person responsible that such behaviour is unwanted and unacceptable.
- Should the unacceptable behaviour continue, it should be reported to the Principal or a teacher.
- Where child to child harassment occurs the Principal or nominee will deal with the incident in the first case. If the parents or caregivers are dissatisfied with the outcome then the matter will be referred to the Board.
- The Chairperson of the Board of Trustees will be informed of any complaint made in writing.
- If the Principal is the person who the complaint is about then the communication should be directed straight to the Chairperson.
- Notes will be taken during the interview, recording the precise words and behaviour complained of. If it is embarrassing, the person is allowed a support person or a witness. The complainant may write it down if too embarrassed or upset to speak. All present at the interview will sign the 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 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 policy and the Human Rights Act will be given and made clear early on in the process. It will also be made clear that it is school policy to act upon the complaint with integrity.
- It may be necessary to conduct further interviews with complainant, defendant or witnesses. All will follow the above format.
Making a Decision
- A report will be submitted to the Board of Trustees Personnel Committee accompanied by the signed notes and a recommendation of a course of action.
- The Personnel Committee will make a recommendation to the Board of Trustees using the facts that are assembled.
- 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 in writing;
- Suspension;
- Dismissal
- Referral to the police and other agencies.
- The decision will be communicated to both parties in writing.
- If either party wishes to appeal the decision then a new committee, not comprising members of the Personnel Committee, will review the case.
- A final decision will then be communicated to both parties.
- In determining appropriate action, consideration will be given as to whether or not it is the first complaint; to the seriousness of the offence; to the length of service; to the job performance of the person concerned; and in the case of a student to the effect the disciplinary measure may have on their schooling. Consideration will be given to the safety of others.
- In reporting complaints to the Board of Trustees the Principal or a nominee may keep confidential the names of the complainant and defendant until the complaint has been upheld.
- The Board of Trustees may use legal advice to ensure a correct and fair process where an issue or complaint is unusual or has nuances that are not straightforward. This will result in a fairer, transparent decision being made
NAG 6 - LEGISLATION
Action
To put in place copyright procedures which full comply with the Copyright Act 1994
Guidelines
- All staff (Teachers and Support Staff) are to comply with and be informed at least once a year (or if the licences change) of what is covered by the copyright licences held by the school (if any).
- Staff are to be made aware that any photocopying that exceeds what is stated in each of the licences held by the school is deemed to be the responsibility of the individual and the school does not accept liability. New staff will be informed as part of the induction process.
- National Film Library films and videos are automatically useable as a blanket waiver covers them.
- Any staff member showing videos outside of the terms of the Films Act or otherwise failing to comply with the act as defined in this policy is liable to a fine to a maximum of $10,000.
Copyright in a literacy, dramatic, musical or artistic work
Section 44 of the Act:
- Allowed to copy for educational purposes:
- One copy only of the whole or part on one occasion (by or for the person giving instructions) by reprographic process.
- One or more copies made by non-reprographic process.
- One or more copies on one occasion (provided to students at no charge).
- No more than the greater of 3% of the work or edition or 3 pages (but if only 3 pages or less in total, then only 50%).
- Once copied, no other copies can be made of the same part or from the same work within 14 days.
- A ‘work’ includes an article in a newspaper, a short story, or a poem in an anthology.
- Refer to other management information in the A-Z Management Handbook
Action
- To provide and protect individual privacy.
- To establish guidelines with respect to the collection, use and disclosure of information relating to individuals.
- To inform parents and caregivers of the procedure for complaints about alleged interferences with individual privacy.
Guidelines
Purpose:
the school may not collect personal information unless there is a lawful and specified legitimate purpose for collecting that information relating to the functioning of the school.
Source:
the school must generally collect data directly from the individual concerned (or the parent). However, it is not necessary to comply with this principle if we believe on reasonable grounds that:
- The information is publicly available
- The individual concerned authorises collection of the information from someone else
- Compliance would prejudice the purpose of the collection
- The information will not be used in a form in which the individual concerned is identified
Collection:
where personal information is collected from an individual, the school must ensure the individual is aware of the purpose for which it is collected, the intended recipients, and the rights of access to and correction of that information.
Manner of Collection:
the school must not collect personal information by unlawful, unfair or reasonably intrusive means.
Security:
the school must ensure that personal information is secure against loss, modification or misuse to a degree that is reasonable in the circumstances.
Access:
the school must allow an individual to confirm that he / she has a file, access it, check it, and if the individual thinks fit, request correction.
Correction:
where a school holds personal information, the individual concerned is entitled to request correction. Where such correction is not made, the individual is entitled to have a statement of the correction sought attached to the information.
Accuracy:
the school must take steps to ensure that, before use, information is accurate, up to date, complete, relevant and not misleading.
Information Retention:
the school must not keep personal information longer than is required for the purposes for which the information was collected.
Limits of Use:
personal information collected by the school for one purpose may not be used for any other purposes unless the school believes on reasonable grounds that:
- The information is publicly available
- The use of the information for that other purpose is authorised by the individual concerned
- The use of the information for another purpose is necessary to prevent an imminent threat to health or safety
- The use of the information is in a form in which the individual is not identifiable
Limits on Disclosure:
the school may not disclose personal information unless we believe on reasonable grounds that:
- Disclosure is one of the purposes for which the information was obtained (e.g. pupil assessment disclosed to parents, ERO etc)
- That the source of the information is a publicly available publication
- Disclosure is to the individual concerned
- Disclosure is authorised by the individual concerned
- Disclosure of information is necessary to prevent an imminent threat to health and safety
- The information disclosed is used in such a way that the individual concerned is not identified
- The use of the information for that other purpose is authorised by the individual concerned
Unique Identifiers:
the school may not allocate a unique identifier (code number for example) to an individual unless the assignment of the unique identifier is necessary to enable the school to carry out its function efficiently.
In accordance with the Act, the Board will appoint a Privacy Officer to monitor the use and access of personal information held by the school.
Confidential information will be stored in the lockable filing cabinets (in the Principal’s office, the Teachers or the Executive Officer’s office area) and will be locked when not attended by staff
Action
To promote and protect individual privacy with regard to:
- The collection, use, and disclosure of information relating to individuals.
- Access by each individual to information relating to that person held by the school.
Guidelines
Privacy Act
- The Board of Trustees will appoint a Privacy Officer.
- Procedures will be developed to assist the Privacy Officer in the task on ensuring that there is full adherence to the principles contained in the Act.
- Procedures will comply with the principles which specify requirements in terms of:
- The purpose of collection of personal information
- The source of personal information
- The provision of full information to the subject
- The manner of collection
- The storage and security of information
- Access to personal information
- Obtaining personal information held about them
- Checking on accuracy
- The holding of information no longer in use
- Limits on use of information
- Limits on disclosure
- Assigning of unique identifiers
- These principles are explained in depth within the A-Z Management Handbook.
Confidentiality
- All information shall be treated in a manner suitable to the content. If it is of a confidential nature, it shall remain so, among the Board of Trustees, the Principal and the individuals concerned.
- The trust and goodwill among Board of Trustees, Staff and Parents of Queenstown Primary School will be maintained by an open sharing of information, but all need to appreciate that some information and knowledge will remain confidential.
- Written material of a confidential nature shall be stored in the locked Principal’s filing cabinet, the Teachers Work Room or the Administration Office area. Access to this is available to the Principal, Deputy and Assistant Principal, Office Staff (Executive Officer, Secretary). Copies may be provided to the board if necessary and relevant.
- Sensitive issues shall be dealt with at a suitable venue, with the public excluded “In Committee’ according to the statutory requirements of Section 48 of the Local Government Official Information and Meetings Act 1987.
- Meetings Act 1987
- A resolution to exclude the public from the proceedings from the whole or relevant part of any meeting shall be on grounds under Section 9 of the Official Information Act 1982, for example, to protect the privacy of individuals.
- The resolution to exclude the public must be moved and seconded at a time when the meeting is open to the public, and the resolution is required to be in the form specified in Schedule 2A of the Local Government Official Information and Meetings Act. The text of the resolution, including the reason for excluding the public, must form part of the minutes of the meeting.
- When meeting ‘In Committee’ the Board can decide if Notes or Minutes are taken of the proceedings. If Notes or Minutes are taken these are confidential and shall not be recorded in the minutes of the meeting which are available to the public.
- If a member of the public requests a copy of the Notes or Minutes recorded of the proceedings of a meeting or part of a meeting held ‘In Committee’, then that request shall be deemed to be a request for official information made under Part 2 of the Official Information Act 1982 and shall be dealt with accordingly (Section 51 (3) of the Local Government Official Information and Meetings Act).
Action
To ensure appropriate policies are in place when checking background on non teaching position applicants for position at Queenstown Primary.
Objectives
- All applicants for non teaching positions at the Queenstown Primary School (part time, long term, permanent or casual) will have their background checked through the established vetting procedures involving the New Zealand Police.
- The requirement for all such applicants to undergo a Police vetting of their background will be set out in the application forms for the position and in the job description/requirements for the position.
- As part of the standard procedures for handling such Police vetting the request for the vetting of the applicant will be lodged by the school principal with either the New Zealand Police at Queenstown or through the National Teachers Council.
- As part of the standard procedures for handling such Police vetting all such forms and documents will be clearly marked as confidential; will be transmitted in sealed envelopes; will be sighted by the School Principal and the Board of Trustees Personnel Committee only; and upon conclusion of the process of all such forms and documents will be delivered to the school principal to be held by him in secure storage/custody and under his personal control.
- Upon the receipt of a police vet of an applicant for a position the school principal, together with the Board of Trustees Personnel Committee will consider such vet when having regard to the suitability of the Applicant for the position.
- Applicants whose Police vet is being used to assess suitability and whose vet information is critical of the applicant has the right to peruse such vet and challenge the information therein contained. The School Principal and the Board of Trustees Personnel Committee may obtain such information from the New Zealand Police and from the applicant as regards to such challenged information and shall hear from the applicant again. All issues relating to the weight to be given to the information in such a vet are matters for the School Principal and the Board of Trustees Personnel Committee to decide upon in their discretion subject however to the requirement that applicants whose police vet establishes a background involving abuse of children; criminal convictions involving children complainants or victims; criminal convictions involving Crimes Act violence; applicants are to be disqualified from being placed in any position in the Queenstown Primary School involving contact with children.
- As regards to police vets where the applicant for the position is disqualified from holding any position pursuant to paragraph 6 hereof the police vet shall be forthwith destroyed by shredding or fire.
Action
- To improve and protect the privacy of individual children, staff, parents and all others in the school community, use and disclosure of information about them, and to ensure that all persons have access to information relating to them that is held by the school.
- NOTE that this policy follows the key principles (referred to by number) of a complex piece of law called the Privacy Act (1993). For most purposes the best guide is to use good sense and to be constantly alert to the necessity for treating information about people with great respect.
Guidelines
- Personal information is collected only for purposes connected with the function of the school, and only when it is necessary to have this information. The purpose for collecting information is made known. (1,3)
- In general, information is collected directly from the person concerned unless it is publicly available from elsewhere or the person's interests are not prejudiced when collected from elsewhere. (2)
- The manner of collecting information is not unnecessarily intrusive. (4)
- Reasonable safeguards are in place to protect information from loss, unauthorised access, use or disclosure. As a general rule, information about any person is not given to a 3rd party without the person’s knowledge.(5)
- The school takes reasonable steps to make sure personal information is correct, up to date, relevant and not misleading. (8)
- Individuals have access to information held about themselves, and may request correction of information held or, when not corrected, to require that there be attached to the information a statement of the correction requested. (6,7)
- Information is only used for the purposes for which it was obtained except in certain circumstances (e.g for statistical purposes where the person’s identity is not disclosed).(10)
- Information is kept only for as long as it is needed for the purposes for which it was obtained.(9)Information no longer required will be shredded on school premises.
- Information is passed to others without the person’s consent only when is already publicly available or when it is being passed on in connection with a purpose for which it was obtained. (11)
Introduction
The purpose of this policy is to provide information and guidance to employees of the school who wish to report serious wrongdoing within the school.
The policy consists of:
- A definition of a protected disclosure.
- A definition of serious wrongdoing that can be the basis for a protected disclosure by an employee.
- Conditions for disclosure.
- Information on who can make a disclosure.
- Protections for employees making disclosures.
- A procedure by which an employee can make a disclosure.
What is a Protected Disclosure
A protected disclosure is a declaration made by an employee where they believe serious wrongdoing has occurred. Employees making disclosures will be protected against retaliatory or disciplinary action and will not be liable for civil or criminal proceedings related to the disclosure.
Definition of Serious Wrongdoing
Serious wrongdoing for the purposes of this policy includes any of the following:
- Unlawful, corrupt or irregular use of public funds or resources
- An act or omission or course of conduct:
- which seriously risks public health or safety or the environment; or
- that constitutes an offence; or
- that is oppressive, improperly discriminatory, grossly negligent or constitutes gross mismanagement; or
- constitutes serious risk to the maintenance of law.
Conditions for Disclosure
Before making a disclosure the employee should be sure the following conditions are met:
the information is about serious wrongdoing in or by the school; and the employee believes on reasonable grounds the information to be true or is likely to be true; and the employee wishes the wrongdoings to be investigated; and the employee wishes the disclosure to be protected.
Who can make a disclosure
Any employee of the school can make a disclosure. For the purposes of this policy an employee includes:
- Current employees and principal
- Former employees and principal
- Contractors supplying services to the school.
Protection of Employees making Disclosures
An employee who makes a disclosure and who has acted in accordance with the procedure outlined in this policy:
- may bring a personal grievance in respect of retaliatory action from their employers;
- may access the anti-discriminatory provisions of the Human Rights Act in respect of retaliatory action from their employers;
- are not liable for any civil or criminal proceedings, or to a disciplinary hearing by reason of having made or referred to a disclosure;
- will, subject to Clause 5 of the Procedure, have their disclosure treated with the utmost confidentiality.
The protections provided in this section will not be available to employees making allegations they know to be false or where they have acted in bad faith.
Procedure
Any employee of Queenstown Primary School who wishes to make a protected disclosure should do so using the following procedure.
How to submit a disclosure
The employee should submit the disclosure in writing.
Information to be contained
The disclosure should contain detailed information including the following:
- the nature of the serious wrong doing
- the name or names of the people involved
- surrounding facts including details relating to the time and/or place of the wrong doing if known or relevant.
Where to send disclosures
A disclosure must be sent in writing to the Chairperson who has been nominated by the Board of Trustees of Queenstown Primary School under the provision of Section 11 of the Protected Disclosures Act 2000 for this purpose.
or
If you believe that the Chairperson 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 Secretary of Queenstown Primary School Board of Trustees.
Decision to investigate
On receipt of a disclosure, the Chairperson must, within 20 working days, examine seriously the allegations of wrongdoing made and decide whether a full investigation is warranted. If warranted a full investigation will be undertaken by ”X” or arranged as quickly as practically possible, through an appropriate authority.
Protection of disclosing employees name
All disclosures will be treated with the utmost confidence. When undertaking an investigation, and when writing the report, “X” will make every endeavour possible not to reveal information that can identify the disclosing person, unless the person consents in writing or if the person receiving the protected disclosure reasonably believes that disclosure of identifying information is essential:
- to ensure an effective investigation
- to prevent serious risk to public health or public safety or the environment
- to have regard to the principles of natural justice.
Report of investigation
At the conclusion of the investigation “X” will prepare a report of the investigation with recommendations for action if appropriate, which will be sent to all relevant parties ie the person making the disclosure, the person challenged and the BOT Chairperson.
Disclosure to an appropriate authority in certain circumstances
A disclosure may be made to an appropriate authority (including those listed below) if the employee making the disclosure has reasonable grounds to believe:
- the disclosure recipient in the school responsible for handling the complaint is or may be involved in the wrongdoing; or immediate reference to another authority is justified by urgency or exceptional circumstances; or
- there has been no action or recommended action within 20 working days of the date of disclosure.
Appropriate Authorities include (but are not limited to):
- Commissioner of Police
- Controller and Auditor General
- Director of the Serious Fraud Office
- Inspector General of Intelligence and Security
- Ombudsman Parliamentary Commissioner for the Environment
- Police Complaints Authority
- Solicitor General
- State Service Commissioner
- Health and Disability Commissioner
- The head of every public sector organisation.
Disclosures to Ministers and Ombudsman
A disclosure may be made to a Minister or an Ombudsman if the employee making the disclosure:
- Has made the same disclosure according to the internal procedures and clauses of this policy
- Reasonably believes that the person or authority to whom the disclosure was made:
- has decided not to investigate; or
- has decided to investigate but not made progress with the investigation within reasonable time; or
- has investigated but has not taken or recommended any action; and
- continues to believe on reasonable grounds that the information disclosed is true or is likely to be true.
Action
- To abide by the Smoke Free Environment Act.
- To prevent detrimental effects of smoking on the health on any non-smoking person whilst in the work environment.
- To act as role models for students and provide a positive smoke free message to students.
Guidelines
- Queenstown Primary School is a totally smoke free school. This includes the buildings and grounds, seven days a week, 24 hours a day.
- All staff, students, contractors, parents and members of the public are to abide by this policy.
- This policy includes the hire of any of the school buildings or grounds.
- All prospective employees to be sent a copy of the policy prior to taking up employment.
- Smoke free signs prominently displayed will indicate the school is smoke free.
- There will be no smoking on any school trips by any staff, parents or students.
- Staff who wish to quit smoking will be provided with appropriate support.
- Any person can complain to the Board if they believe that there has been a contravention of the Act.
- The Board will follow procedures to deal with any complaint as set out in the Act.
- On receiving the complaint the Board of Trustees will investigate with the view of finding a resolution.
- If the Board of Trustees is at fault they will give an assurance that an infringement will not occur again.
- If a member of staff is at fault the Principal will seek an assurance that an infringement will not occur again.
- If the complaint cannot be resolved by the Board of Trustees they should refer the complaint in writing to the local Health and Safety in Employment inspector
Action
- To meet those aspects of the Charter relating to student progress and welfare.
- To ensure that all regulatory and legal requirements are met (Refer to Education [stand down, suspension, exclusion and expulsion] Rules 1999).
- To provide clear guidelines for cases where a child is to be stood down, suspended, excluded or expelled.
- To ensure that the rights and best interests of all students are upheld.
Guidelines
- The Principal will, after consultation with the AP/DP, make a decision to stand down a child and will document reasons for this action including prior behavioural management strategies that led to this decision being made.
- The school should ensure that the families of the students concerned are informed as quickly as possible of the suspension, of its implications and of their rights and responsibilities.
- The Principal has the power to stand down or suspend students without referral to the Board. The Principal will, however, inform the Chairperson of the Board of Trustees of the action taken.
- In the case of a stand down, the Principal will discuss with the Chairperson if the stand down is to continue the full number of days, or whether the stand down can be shortened. Relevant possibilities and strategies will be set in place so that the child’s education can continue positively. This meeting could include parents/caregivers, the classroom teacher and the child.
- The stand down will not last more than three school days.
- All relevant discussions and decisions will be documented.
- In the case of a suspension a special Disciplinary Committee convened by the Board of Trustees will be held ‘in committee’ (public excluded) with the child, parents/caregivers and their support, according to the requirements of the Education (stand down, suspension, exclusion and expulsion) Rules 1999. A decision will be made in the best interests of the child, and will be either that the suspension be lifted without conditions, or the suspension be lifted but with conditions attached, or the suspension be continued for a further period because of special circumstances, or the child be excluded.
- The Ministry of Education will be informed of the decision made and the relevant information will be forwarded.
- The school will assist the re-establishment of a child who is excluded from Queenstown Primary School.
- The school will endeavour to work closely with the family concerned in any disciplinary action at all times.
- The caregivers have the right to appeal to the Board of Trustees a decision made by a disciplinary committee.
Action
To ensure that:
- Students will be placed in class or other groupings that give them advantages in their access to successful learning outcomes.
- Academic records of students and their social/emotional/physical development are considered prior to placement.
Guidelines
Year of Classification
- The Ministry of Education has published guidelines for determining the year of classification of a student. In summary, children who start school before the first of July are classified as Year 1 children. These children spend up to 12 months in Year 1. Those children who start after the first of July are classified as Year 0 and become Year 1 at the beginning of the following year. It is expected that in almost all situations that the year of classification will be determined in accordance with these guidelines.
- There may be exceptional circumstances specific to an individual student that warrant the re-assessment of the year of classification based upon the quantitative and qualitative data available for the student. In this situation the Principal may request a meeting with the parents or the parents may request a meeting with the Principal before the end of Week 6, Term 4.
- The Principal may request supporting evidence from the parents, teachers, Learning Support Specialists and/or external parties to assist in determining the appropriate year of classification for the student.
- Upon receipt of all the requested information, and after consultation with the parents of the student the Principal will determine, in the Principal’s sole discretion, the year of classification for the student. The reasons for this decision will be recorded in the student’s records held with the school.
Placement into Classes
- The placement of students into class groups is the responsibility of the Principal and staff.
- The Principal and staff may consult with other groups/individuals/parents concerning placement.
- Parents will be informed of placement on one of the Teacher Only Days at the beginning of the new school year.
- Classes will be split from year to year with friendship groups taken into consideration.
- Classes will be mixed in terms of behaviour, gender and ethnicity.
- Classes will be placed with the specific teacher by the Principal.
- Parents will be invited to make written representation to the principal with any information that the school is not already aware of that may be relevant to placement, prior to placement being made for the New Year.
- Even after the initial placement there will be a degree of flexibility with class placement and in the Principal’s discretion, after consideration of all relevant information, and in appropriate circumstances, changes may be made.
Action
- To ensure the curriculum reflects the perspectives of all iwi and the place of iwi in the history of Aotearoa.
- To actively involve the families of iwi, who attend the school, in the process of making decisions concerning the place of iwi perspectives within the school’s programme.
- To provide all children in the school with the opportunity to recognise, value and experience our dual heritage.
Guidelines
- Acknowledge Ngai Tahu as the Tangata Whenua of the school’s rohe.
- Consult with the people of iwi at school so that their take can be heard and incorporated within the school’s programme. Provide resources for and iwi in the school.
- Ensure a growth in the understanding and appreciation of tikangi iwi and the place of iwi in the history of Aotearoa, by implementing a relevant programme each year throughout the school.
- Encourage members of the Board of Trustees and staff to develop further their understanding and appreciation of the ramifications of Te Tiriti O Waitangi and the significance of dual heritage.
