Mount Maunganui Intermediate School

GOVERNANCE MANUAL

2017

Page | 2

TABLE OF CONTENTS

Introduction .. .. .. .. .. .. .. .. .. 3

Part 1 - The Charter – Our number 1 policy .. .. .. .. .. 5

Part 2 - Governance Policies – The board’s rules for how it intends to govern 18

1. Board Roles and Responsibilities Policy .. .. .. .. .. 182. Responsibilities of the Principal Policy .. .. .. .. .. 203. Disciplinary Process in Relation to the Principal Policy .. .. .. 214. Principal Professional Expenses Policy .. .. .. .. .. 225. Reporting to the Board Policy .. .. .. .. .. .. .. 226. Trustees’ Code of Behaviour Policy .. .. .. .. .. .. 237. Trustee Remuneration and Expenses Policy .. .. .. .. .. 23

8. Conflict of Interest Policy .. .. .. .. .. .. .. 249. Chair’s Role Description Policy .. .. .. .. .. ..

2410. Staff/Student Trustee Role Description Policy .. .. .. .. 2511. The Relationship between the Board and the Principal Policy .. .. 2512. Principal’s Performance Management Policy .. .. .. .. .. 2613. The Relationship Between the Chair and the Principal Policy .. .. 2714. Meeting Process Policy .. .. .. .. .. .. .. .. 2815. Meeting Procedure Policy .. .. .. .. .. .. .. 28

15.1 Public Attending Board Meetings Procedure .. .. .. 3015.2 Meeting Agenda .. .. .. .. .. .. .. 3015.3 Evaluation of meeting .. .. .. .. .. .. 32

16. Board Induction Policy .. .. .. .. .. .. .. .. 3317. Board Review Policy .. .. .. .. .. .. .. .. 3318. Committee Policy .. .. .. .. .. .. .. .. 34

18.1 Review Committee Terms of Reference .. .. .. 3418.2 Student Disciplinary Committee Terms of Reference .. .. 3518.3 Finance Committee Terms of Reference .. .. .. 36

19. Mount Maunganui Intermediate School Delegations List .. .. .. 3820. Concerns and Complaints Process .. .. .. .. .. .. 3921. Trustee Register .. .. .. .. .. .. .. .. 4622. Triennial Review Programme/Board Annual Work Plan .. .. .. 47

** This policy framework will be further updated once the Health and Safety legislation is passed.

Part 3 - Operational Policies – The board’s expectations in areas it wishes to have some control over

1. Curriculum Delivery Policy .. .. .. .. .. .. ..50

2. Personnel Policy .. .. .. .. .. .. .. .. 503. Appointments Policy .. .. .. .. .. .. .. ..

504. Financial Planning Policy .. .. .. .. .. .. .. 515. Financial Condition Policy .. .. .. .. .. .. .. 516. Asset Protection Policy .. .. .. .. .. .. .. 527. Protection and sharing of intellectual property (creative commons) .. 528. Health and Safety Policy .. .. .. .. .. .. .. 539. Child Protection Policy .. .. .. .. .. .. .. 5410. Legal Responsibilities Policy .. .. .. .. .. .. ..

56

Page | 3

11. International Student Policies .. .. .. .. .. .. 57

Page | 4

INTRODUCTION

Governance

The board of trustees of Mount Maunganui Intermediate School School is focused on the ongoing improvement of student progress and achievement within an environment that provides inclusive education.

Refer to the New Zealand Curriculum, the New Zealand Disability Strategy, and the United Nations Convention on the Rights of Disabled People.

To ensure effective school performance, the board is committed to maintaining a strong and effective governance framework that incorporates legislative requirements and good practice.

Governance and Management

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

Governance ManagementThe ongoing improvement of student progress and achievement is the board’s focus.

The board acts in a stewardship role and is entrusted to work on behalf of all stakeholders. It is accountable for the school’s performance, emphasises strategic leadership, sets the vision for the school and ensures compliance with legal and policy requirements.

Board policies are at a governance level and outline clear delegations to the principal. The board and principal form the leadership, with the role of each documented and understood. The principal reports to the board as a whole with committees used sparingly and only when a need is identified in order to contribute to board work.

The board is proactive rather than reactive in its operations and decision making and does not involve itself in the administrative details of the day to day running of the school.

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

In developing the above definitions for Mount Maunganui Intermediate School the board is mindful of the following excerpts from the Education Act 1989:

Education Act 1989, (Section 75, 72, 76, 65 and 66)

The Education Act 1989 was revised on 13th June 2013 to better reflect the board’s primary focus of student achievement. The legal and prime responsibility of boards of trustees is determined by Section 75 of the Education Act 1989:

Page | 5

s.75 Functions and powers of boards(1) A school's board must perform its functions and exercise its powers in such a way

as to ensure that every student at the school is able to attain his or her highest possible standard in educational achievement.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school's board has complete discretion to control the management of the school as it thinks fit.

s.72 Bylaws –Subject to any enactment, the general law of New Zealand, and the school's charter, a school's board may make for the school any bylaws the board thinks necessary or desirable for the control and management of the school.

s.76 Principals –(1) A school’s principal is the board’s chief executive in relation to the school’s

control and management.(2) Except to the extent that any enactment or the general law of New Zealand

provides otherwise, the principal –(a) Shall comply with the board’s general policy directions; and(b) Subject to paragraph (a), has complete discretion to manage as the

principal thinks fit the school’s day to day administration.

s.65 StaffA board may from time to time, in accordance with the State Sector Act 1988, appoint, suspend, or dismiss staff.

s66 Delegations(1) The governing board of a board may delegate any of the functions or powers of

the board or the governing board, either generally or specifically, to any of the following persons by resolution and written notice to the person or persons:(a) a trustee or trustees:(b) the principal or any other employee or employees, or office holder or

holders, of the board:(c) a committee consisting of at least 2 persons, at least 1 of whom is a

trustee:(d) any other person or persons approved by the board's responsible Minister:(e) any class of persons comprised of any of the persons listed in paragraphs

(a) to (d).

In order to carry out effective governance of the school the board has developed the following policy framework:

Page | 6

Page | 7

Page | 8

Page | 9

Page | 10

Page | 11

Page | 12

Page | 13

Page | 14

Page | 15

Page | 16

Page | 17

Page | 18

Part 2 GOVERNANCE POLICY

These governance policies outline how the board will operate and set standards and performance expectations that create the basis for the board to monitor and evaluate performance as part of its ongoing monitoring and review cycle. (See 3 year review programme).

1. Board Roles and Responsibilities Policy

The board of trustees’ key areas of contribution are focused on four outcome areas:

RepresentationLeadership

AccountabilityEmployer Role

The Board The Standards1. Sets the strategic direction and long-

term plans and monitors the board’s progress against them

1.1 The board leads the annual charter review process

1.2 The board sets/reviews the strategic aims by annually

1.3 The board approves the annual plan and targets and ensures the Charter is submitted to the Ministry of Education (MoE) by 1 March each year

1.4 Regular board meetings include a report on progress towards achieving strategic aims

1.5 The Charter is the basis for all board decision making

2. Monitors and evaluates student progress and achievement

2.1 The board approves an annual review schedule covering curriculum and student progress and achievement reports

2.2 Reports at each regular board meeting, from principal, on progress against annual plan, highlight risk/success

2.3 Targets in the annual plan are met, the curriculum policy is implemented and there is satisfactory performance of curriculum priorities

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

3.1 Special character is obviously considered in all board decisions

3.2 Special character report is included at every board meeting as part of the principal’s report

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

4.1 Principal’s performance management system in place and implemented

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

5.1 Budget approved by the first meeting each year

5.2 Satisfactory performance of school against budget

Page | 19

6. Effectively manages risk 6.1 The board has an effective governance model in place

6.2 The board remains briefed on internal/external risk environments and takes action where necessary

6.3 The board identifies 'trouble spots' in statements of audit and takes action if necessary

6.3 The board ensures the principal reports on all potential and real risks when appropriate and takes appropriate action

7. Ensures compliance with legal requirements

7.1 New members have read and understood the governance framework including policies, the school charter, board induction pack and requirements and expectations of board members

7.2 New and continuing members have kept aware of any changes in legal and reporting requirements for the school. Board has sought appropriate advice when necessary

7.3 Accurate minutes of all board meetings, approved by board and signed by chair

7.4 Individual staff/student matters are always discussed in public excluded session

7.5 Board meetings have a quorum8. Ensures trustees attend board

meetings and take an active role8.1 Board meetings are effectively run8.2 Trustees attend board meetings

having read board papers and reports and are ready to discuss them

8.3 Attendance at 80% of meetings (min.)

8.4 No unexplained absences at board meetings (3 consecutive absences without prior leave result in immediate step down) Refer Education Act 1989, s104 (1) (c)

9. Approves major policies and programme initiatives

9.1 Approve programme initiatives as per policies

9.2 The board monitors implementation of programme initiatives

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

10.1 The Treaty of Waitangi is obviously considered in board decisions

10.2 The board, principal and staff are culturally responsive and inclusive

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

11.1 Becomes and remains familiar with the broad employment conditions which cover employees (i.e. Staff employment agreements and arrangements)

Page | 20

11.2 Ensures there are personnel policies in place and that they are adhered to e.g. Code of Conduct

11.3 Ensures there is ongoing monitoring and review of all personnel policies

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

12.1 Successful resolution of any disputes and conflicts referred

13. Represents the school in a positive, professional manner

13.1 Code of behaviour adhered to

14. Oversees, conserves and enhances the resource base

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

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

15.1 New trustees provided with governance manual and induction

15.2 New trustees fully briefed and able to participate following attendance at an orientation programme

15.3 Appropriate delegations are in place as per s66 Education Act

15.3 Board and trustees participate in appropriate professional development

2. Responsibilities of the Principal Policy

The principal is the professional leader of the school and the board’s chief executive working in partnership with the board of trustees. The principal shall not cause or allow any practice, activity or decision that is unethical, unlawful, and imprudent or which violates the board’s Charter or expressed values or commonly held professional ethic.

Alongside their professional role, the principal’s key contribution to day-to-day management of the school is as per the management definition in the introduction to this governance manual.

The principal is responsible for overseeing the implementation of board policy including the Charter. Reference in documentation to the school, management and staff is to be read as “principal” for responsibility for implementation. From time to time the chair of the board acting within delegated authority may issue discretions in policies of the school, in minutes of the board, or by written delegation.

The responsibilities of the principal are to:

1. Meet the requirements of the current job description2. Meet the requirements of their employment agreement including the 4 areas of

practice from the Principals’ Professional Standards 3. Act as the educational leader and day to day manager of the school within the law

and in line with all board policies4. Participate in the development and implementation of their annual performance

agreement, and participate in their annual review process5. Develop, seek board approval of, and implement an annual plan that is aligned

with the board’s strategic plan, meets legislative requirements and gives priority to improved student progress and achievement.

6. Use resources efficiently and effectively and preserve assets (financial and property).

Page | 21

7. Put good employer policies into effect and ensure there are effective procedures/guidelines in place.

8. Allocate pay units for appropriate positions.9. Ensure effective and robust performance management systems are in place for all

staff which include performance management reviews, attestations for salary increases and staff professional development

10. Employ, deploy and terminate relieving and non-teaching staff positions. 11. Employ teaching staff as per the appointments policy.12. Communicate with the community on operational matters where appropriate.13. Refrain from unauthorised public statements about the official position of the

board on controversial social, political, and/or educational issues 14. Keep the board informed of information important to its role.15. Report to the board as per the board’s reporting policy requirements.16. Act as Protected Disclosures Officer and ensure procedures are in place to meet

the requirements of the Protected Disclosures Act 200017. Appoint, on behalf of the board, the Privacy Officer and EEO Officer.

Only decisions made by the board acting as a board are binding on the principal, unless specific delegations are in place. Decisions or instructions by individual board members, committee chairs, or committees are not binding on the principal except in rare circumstances when the board has specifically authorised it.

The relationship is one of trust and support with expectations documented in the relationship policy. All parties work to ensure “no-surprises”.

The principal is not restricted from using the expert knowledge of individual board members acting as community experts.

3. Disciplinary Process in Relation to the Principal Policy

In the event the board receives a complaint regarding the principal or determines that policy violation(s) may have occurred in the first instance, the board will consider whether this may be dealt with in an informal manner (as per the employment agreement provisions that apply to the principal). Where the board considers the degree and seriousness of the concern or violation(s) sufficient to warrant initiating a disciplinary or competency process, the board shall seek the support and advice in the first instance from an NZSTA adviser to ensure due process is followed.

4. Principal Professional Expenses Policy

A budget for professional expenses and for professional development will be established annually in accordance with the principal’s professional development plan contained in their performance agreement and be included in the budget. Spending within budget is with the approval of the board. Any overseas trips for professional development must be approved by the board of trustees at least one term in advance of the event. Professional development expenses may include but are not confined to: continuing education, books and periodicals, mentoring, and attendance at professional conferences.

5. Reporting to the Board Policy

Page | 22

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

1. Inform the board of significant trends, implications of board decisions, issues arising from policy matters or changes in the basic assumptions upon which the board’s strategic aims are based.

2. Submit written reports covering the following management areas for each board meeting:▪ principal’s management report including:

i.Strategic Aim Reportii.Personnel Reportiii.Finance Reportiv.Variance Reportv.Key Performance Indicators

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

i.Student Progress and Achievement Reportii.Curriculum Report

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

4. Submit any monitoring data required in a timely, accurate and understandable fashion

5. Report and explain financial variance against budget in line with the board’s expectations

6. Report on the number of stand-downs, suspensions, exclusions and expulsions on a per meeting basis

7. Report and explain roll variance against year levels and reasons on a per meeting basis

8. Present information in a suitable form – not too complex or lengthy9. Inform the board when, for any reason, there is non-compliance of a board policy10. Recommend changes in board policies when the need for them becomes known11. Highlight areas of possible bad publicity or community dis-satisfaction12. Coordinate management/staff reports to the board and present to the board

under the principal’s authority13. Regularly report on the implementation of the annual plan and progress towards

meeting student achievement targets14. Report on any matter requested by the board and within the specified timeframe

Page | 23

6. Trustees’ Code of Behaviour Policy

The board is committed to ethical conduct in all areas of its responsibilities and authority. Trustees shall:

1. Maintain and understand the values and goals of the school2. Protect the special character of the school3. Ensure the needs of all students and their achievement is paramount4. Be loyal to the school and its mission5. Publicly represent the school in a positive manner6. Respect the integrity of the principal and staff7. Observe the confidentiality of non-public information acquired in their role as a

trustee and not disclose to any other persons such information that might be harmful to the school

8. Be diligent and attend board meetings prepared for full and appropriate participation in decision making

9. Ensure that individual trustees do not act independently of the board’s decisions10. Speak with one voice through its adopted policies and ensure that any

disagreements with the board’s stance are resolved within the board11. Avoid any conflicts of interest with respect to their fiduciary responsibility12. Recognise the lack of authority in any individual trustee or committee/working

party of the board in any interaction with the principal or staff13. Recognise that only the chair (working within the board’s agreed chair role

description or delegation) or a delegate working under written delegation, can speak for the board

14. Continually self-monitor their individual performance as trustees against policies and any other current board evaluation tools

15. Be available to undertake appropriate professional development

I, ………………………………………………………., have read and understood this Code of Behaviour Policy and agree to follow and abide by it to the best of my ability.

Signature:

Date:

7. Trustee Remuneration and Expenses Policy

The board has the right to set the amount that the chair and other board members are reimbursed for attendance at board meetings in recognition that these fees cover the expense of attending board meetings. The principal, as a member of the board is entitled to the same payment as all other trustees except the chair. Currently at Mount Maunganui Intermediate school;

1. The chair receives $75.00 per board meeting2. Elected board members receive $55.00 per board meetings3. There is no payment for working group/committee meetings4. Attendance fees are non-taxable within the agreed non-taxable amounts of $605

annually for trustees and $825 for the chair5. Attendance costs for professional development sessions will be met by the board of

trustees. Prior approval must first be sought 6. All other reimbursements are at the discretion of the board and must be approved

prior to any spending occurring

Page | 24

8. Conflict of Interest Policy

The standard of behaviour expected at Mount Maunganui Intermediate School is that all staff and board members effectively manage conflicts of interest between the interests of the school on one hand, and personal, professional, and business interests on the other. This includes managing potential and actual conflicts of interest, as well as perceptions of conflicts of interest.

The purposes of this policy are to protect the integrity of the school decision-making process, to ensure confidence in the school’s ability to protect the integrity and reputations of board members and meet legislative requirements. Upon or before election or appointment, each person will make a full, written disclosure of interests, relationships, and holdings that could potentially result in a conflict of interest. This written disclosure will be kept on file and will be updated as appropriate.

In the course of board meetings, board members will disclose any interests in a transaction or decision where their family, and/or partner, employer, or close associates will receive a benefit or gain. After disclosure, the person making the disclosure will be asked to leave the meeting for the discussion and will not be permitted to vote on the question.

9. Chair’s Role Description Policy

The chair of Mount Maunganui Intermediate School safeguards the integrity of the board’s processes and represents the board of trustees to the broader community. The chair ensures that each trustee has a full and fair opportunity to be heard and understood by the other members of the board in order that collective opinion can be developed and a board decision reached. The board’s ability to meet its obligations and the plans and targets it has set are enhanced by the leadership and guidance provided by the chair.

The Chair:1. Is elected at the first board meeting of the year except in a triennial trustee

election year where it shall be at the first meeting of the board*2. Welcomes new members, ensures that the conflict of interest disclosure is made

and the code of behaviour is understood and signed, and leads new trustee induction

3. Assists board members' understanding of their role, responsibilities and accountability including the need to comply with the Trustees’ Code of Behaviour policy

4. Leads the board members and develops them as a cohesive and effective team 5. Ensures the work of the board is completed6. Ensures they act within board policy and delegations at all times and do not act

independently of the board7. Sets the board's agenda and ensures that all board members have the required

information for informed discussion of the agenda items8. Ensures the meeting agenda content is only about those issues which according to

board policy clearly belong to the board to decide 9. Effectively organises and presides over board meetings ensuring that such

meetings are conducted in accordance with the Education Act 1989, the relevant sections of the Local Government Official Information and Meetings Act 1987 and any relevant board policies*

10. Ensures interactive participation by all board members 11. Represents the board to external parties as an official spokesperson for the school

except for those matters where this has been delegated to another person/s and is the official signatory for the annual accounts*

Page | 25

12. Is responsible for promoting effective communication between the board and wider community including communicating appropriate board decisions

13. Establishes and maintains a productive working relationship with the principal14. Ensures the principal’s performance agreement and review are completed on an

annual basis15. Ensures concerns and complaints are dealt with according to the school’s concerns

and complaints procedures16. Ensures any potential or real risk to the school or its name is communicated to the

board. This includes any concern or complaint

* Legislative Requirement

Review Schedule: Annually in November or prior to meeting when chair is elected

10. Staff Trustee Role Description Policy

The staff trustee fulfils legislative requirements relating to board composition. The role of the staff trustee is to bring a staff perspective to board decision making and discussion.

As a trustee the staff trustee has an obligation to serve the broader interests of the school and its students and has equal voice, vote, standing and accountabilities as all other trustees.

Staff Trustee accountability measure Standard1. To work within the board’s Charter 1.1 The Charter is obviously considered

in board decisions2. To abide by the board’s governance

and operational policies2.1 The staff trustee has a copy of the

Governance Manual and is familiar with all board policies

3. The staff trustee is first and foremost a trustee and must act in the best interests of the students at the school at all times.

3.1 The staff trustee is not a staff advocate

3.2 The staff trustee does not bring staff concerns to the board

4. The staff trustee is bound by the Trustee Code of Behaviour

4.1 The staff trustee acts within the code of behaviour

5. It is not necessary for the staff trustee to prepare a verbal or written report for the board unless specifically requested to from the board

5.1 No regular reports received unless a request has been made by the board on a specific topic.

11. The Relationship between the Board and the Principal Policy

The performance of the school depends significantly on the effectiveness of this relationship and as such a positive, productive working relationship must be developed and maintained. The board and the principal form the leadership team and as such clear role definitions have been developed. The Responsibilities of the Principal and Responsibilities of the Board policies along with the board’s agreed Code of Behaviour should be read alongside this policy.

1. This relationship is based on mutual respect, trust, integrity and ability. 2. The relationship must be professional.3. The principal reports to the board as a whole rather than to individual trustees.4. Day to day relationships between the board and the principal are delegated to the

chair.5. All reports presented to the board by the staff (unless specifically requested by the

Page | 26

board) arrive there with the principal’s approval and the principal is accountable for the contents.

6. There are clear delegations and accountabilities by the board to the principal through policy.

7. The two must work as a team and there should be no surprises.8. Neither party will deliberately hold back important information.9. Neither party will knowingly misinform the other.10. The board must maintain a healthy independence from the principal in order to

fulfil its role. The board is there to critique and challenge the information that comes to it, acting in the best interests of students at the school.

11. The principal should be able to share their biggest concerns with the board.

12. Principal’s Performance Management Policy

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

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

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

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

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

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

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

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

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

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

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

Page | 27

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

* Legal requirement

Signature

I, __________________________________, have been informed of the performance review policy and procedures of Mount Maunganui Intermediate School Board.

Signature____________________ Date_____________________

13. The Relationship between the Chair and the Principal Policy

The chair is the leader of the board and works on behalf of the board on a day to day basis with the principal.

The relationship principles are to be read in line with the following:1. The board’s agreed governance and management definitions2. The board’s Roles and Responsibilities Policy3. The Responsibilities of the Principal Policy4. The Chair’s Role Description Policy5. The Trustees’ Code of Behaviour Policy

Relationship principles:

1. A positive, productive working relationship between the principal and the chair is both central and vital to the school.

2. This relationship is based on mutual trust and respect. 3. The two must work as a team and there should be no surprises.4. The relationship must be professional.5. Each must be able to counsel the other on performance concerns.6. The chair supports the principal and vice versa when required and appropriate.7. There is understanding/acceptance of each other’s strengths and weaknesses.8. Each agree not to undermine the other’s authority. 9. There is agreement to be honest with each other.10. Each agree and accept the need to follow policy and procedures.11. Agree not to hold back relevant information.12. Agree and understand the chair has no authority except that granted by the

board.13. Understand that the chair and principal should act as sounding boards, both

supporting and challenging in order to hold the school to account for achieving the goals and targets that have been set.

Page | 28

14. Meeting Process Policy

The board is committed to effective and efficient meetings that are focused at a governance level and provide the information the board needs to be assured that all policies, plans and processes are being implemented and progressing as planned. Meetings:

1. Are based on a prepared annual agenda. The agenda preparation is the responsibility of the chair. Sufficient copies of the agenda of the open (public) session will be posted on the board of trustees’ notice board and available at the meeting place for the public.

2. Are held with the expectation that trustees have prepared for them and will participate in all discussions at all times within the principles of acceptable behaviour.

3. Have the right, by resolution, to exclude the public and news media from the whole or part of the proceedings in accordance with the Local Government Official Information and Meetings Act. Decisions by the board are fully recorded but remain confidential. The board needs to:● make the reasons for excluding the public clear● reserve the right to include any non-board member it chooses

4. Can be held via audio, audio and visual, or electronic communication providing:● all trustees who wish to participate in the meeting have access to the

technology needed to participate, and● a quorum of members can simultaneously communicate with each other

throughout the meeting.

15. Meeting Procedure Policy(an * denotes legislative requirement)

Members of the school community are encouraged to take an active interest in the school and its performance and are welcome to attend all board meetings within the Public Attending Board Meetings Procedure (See p. 12).

Board meetings;

General:● Meetings are held as per the triennial review schedule with dates confirmed each

December for the following year. ● Board minutes will be taken by a non-trustee paid on a commercial basis on

contract. ● The quorum shall be more than half the members of the board currently holding

office.*● Only apologies received from those who cannot be present must be recorded.

Trustees who miss three consecutive meetings without the prior leave of the board cease to be members. An apology does not meet the requirement of prior leave. To obtain prior leave a trustee must request leave from the board at a board meeting and the board must make a decision.*

● The chair shall be elected at the first meeting of the year except in the general election year where it will be at the first meeting of the newly elected board.*

Page | 29

● The chair may exercise a casting vote in the case of equality of votes, in addition to his/her deliberative vote.*

● Any trustees with a conflict or pecuniary interest in any issue shall not take part in any debate on such issues and may be asked to leave the meeting for the duration of the debate.* A pecuniary interest arises when a trustee may be financially advantaged or disadvantaged as a result of decisions made by the board. E.g. Contracts, pay and conditions etc. A conflict of interest is when an individual trustee could have, or could be thought to have, a personal stake in matters to be considered by the board.

● Only trustees have automatic speaking rights.● The board delegates [and minutes] powers under Sections 15 and 17 of Education

Act to the Disciplinary Committee.● The board delegates [and minutes] authority to the deputy principal in the times of

absence of the principal.● The amount the chair and other board members are paid for attendance at board

meetings is set by the board. Currently the chair receives $75.00 per board meeting and board members receive $55.00 per board meeting. There is no payment for committee or working party meetings.

● Attendance fees are non-taxable within the agreed non-taxable amounts of $605 annually for trustees and $825 for the chair.

Time of meetings:● Regular meetings commence at 5.30pm and conclude by 8.30pm.● A resolution for an extension of time may be moved but will not normally exceed 30

minutes.● Any business remaining on the agenda at the conclusion of the meeting is

transferred to the following meeting.

Special meetings:● A special meeting may be called by delivery of notice to the chair signed by at least

one third of trustees currently holding office.

Exclusion of the public:● The meeting may, by resolution, exclude the public (going into committee) and

news media from the whole or part of the proceedings in accordance with the Local Government Official Information and Meetings Act unless specifically asked to stay. The wording to be used in the motion to exclude the public is found in Schedule 2A of that Act. Excluding the public is most often used to ensure privacy of individuals or financially sensitive issues.*

Public participation:● The board meeting is a meeting held in public rather than a public meeting.● Public participation is at the discretion of the board.● Public attending the meeting are given a notice about their rights regarding

attendance at the meeting. Public Attending Board Meetings Procedure (See p. 12).

Motions/amendments:

Page | 30

● A motion is a formal proposal for consideration. All motions and amendments moved in debate must be seconded unless moved by the chair and are then open for discussion.

● Motions and amendments once proposed and accepted may not be withdrawn without the consent of the meeting

● No further amendments may be accepted until the first one is disposed of● The mover of a motion has right of reply● A matter already discussed may not be reintroduced at the same meeting in any

guise or by way of an amendment

Tabling documents● When written information is used in support of a discussion, it should be tabled so

that it can be examined by those present. It then forms part of the official record.

Correspondence● The board should have access to all correspondence. Correspondence that requires

the board to take some action should be photocopied/scanned and distributed prior to the meeting. Other correspondence can be listed and tabled so that trustees can read it if required.

Termination of debate:● All decisions are to be taken by open voting by all trustees present.

Lying on the table● When a matter cannot be resolved, or when further information is necessary before

a decision can be made, the matter can be left unresolved for future discussion.

Points of order● Points of order are questions directed to the chair which require an answer or a

ruling. They are not open to debate and usually relate to the rules for the running of a meeting.

Suspension of meeting procedures:● The board’s normal meeting procedures may be suspended by resolution of the

meeting.

Agenda:● Agenda items are to be notified to the chair five days prior to the meeting● Late items will only be accepted with the approval of the board and in rare

circumstances where a decision is urgent● The order of the agenda may be varied by resolution at the meeting.● All matters requiring a decision of the board are to be agended as separate meeting

items.● All items in the agenda are to carry a recommended course of action and where

appropriate be supplemented by supporting material in the agended documentation.

Page | 31

● The agenda is to be collated with the agenda items placed in the agenda order and marked with the agenda number.

● Papers requiring reading and consideration will not normally be accepted if tabled at the meeting.

● Papers and reports are to be sent to the board two working days before the meeting

Minutes● The principal is to ensure that secretarial services are provided to the board.● The minutes are to clearly show resolutions and action points and who is to complete

the action.● A draft set of minutes is to be completed and sent to the chair for approval within

three working days of the board meeting before being distributed to trustees within seven working days of the meeting.

15.1 Public Attending Board Meetings Procedure

The board of trustees welcomes public presence at board meetings and hopes that members of the public enjoy their time observing board meetings.

In order that members of the public understand the rules that apply to then attending board meetings these procedures will be provided and followed unless otherwise authorised by the board.

1 Board meetings are not public meetings but meetings held in public.2 If the meeting moves to exclude the public (usually this is to protect the privacy of

individuals) then you will be asked to leave the meeting until this aspect of business has been concluded.

3 Members of the public may request speaking rights on a particular subject that is on the agenda. Preferably this request has been made in advance. Public participation is at the discretion of the board.

4 Speakers shall be restricted to a maximum of 3 minutes each per subject, with a time limit of fifteen minutes per interest group.

5 No more than three speakers on any one topic.6 Speakers are not to question the board and must speak to the topic.7 Board members will not address questions or statements to speakers.8 Speakers shall not be disrespectful, offensive, or make malicious statements or

claims.9 If the chair believes that any of these have occurred or the speaker has gone over

time they will be asked to finish.

Please note: Members of the public include staff, students and parents of the school who are not trustees on the board.

15.2 Meeting Agenda

A typical agenda will be as follows.

Board of Trustees Meeting Agenda – datePolicy

Reference:Led by:

Time:

1. Administration

Page | 32

● Present● Apologies● Declaration of interests

2. Decisions● Strategic decisions made if required

Policy Reference

3. Discussions● Ongoing summary of progress to date in

relation to annual plan● Exploration of special issue or project eg

budget, principal performance agreement/appraisal, delegations

4. Monitoring● Board discussion● Expert presentation● Data analysis● Exploration of key result area● eg goals● Finance and Audit Report

5. Identify Agenda Items for Next Meeting6. Administration

● Confirmation of minutes● Correspondence

7. Meeting Closure● Comments on meeting procedures and

outcomes● Preparation for next meeting

Note 1: Correspondence is listed on the back of the agendaNote 2: List of current delegations attached to agenda

Page | 33

15.3 Evaluation of meeting on ……………………… [date]

Chaired by …………………………….…………. [name]

1 How well did we accomplish the results we expected from this meeting based on the set agenda?

Not at all Very well1 2 3 4 5

Comment:

2 How satisfied are you with how the team worked as a group?

Not at all Very well1 2 3 4 5

Comment:

3 How satisfied are you with your participation and contribution as an individual?

Not at all Very well1 2 3 4 5

Comment:

4 Is there anything that you believe would improve our meeting process?

Name: (Optional)…………………………………………………………….

Review schedule: Triennially

Page | 34

16. Board Induction Policy

The board is committed to ensuring continuity of business and a smooth transition when trustees join the board. Therefore, 1. New trustees will receive a welcome letter on their joining the board which

includes:● Where and when they can pick up their governance folder● The suggested date of the induction● The date of the next board meeting● Chair and principal contact details

2. New trustees will be issued with a governance manual containing copies of the school’s:

● Charter – including the strategic and annual/operational plans ● Policies● The current budget● The last ERO report● The last annual report● The triennial review programme● Any other relevant material

3. The chair or delegate will meet with new board members to explain board policy and other material in the governance manual.

4. The principal and chair or delegate, will brief all new members on the organisational structure of the school.

5. The principal will conduct a site visit of the school. 6. New board members are to be advised of the professional development that is

available from NZSTA and other relevant providers.7. After three months on the board, the effectiveness of the induction process is to

be reviewed by the chair with the new members. The review will include the following aspects:

▪ Did you feel welcomed onto the board? Very welcome Welcome Not very welcome

Comment:

▪ Did you receive all necessary information in a timely manner?Very timely Timely Not very timely

Comment:

▪ Did you find the induction with principal and board chair to be effective?

Very effective Effective Not very effectiveComment:

Please comment on how we could improve this induction process:

Page | 35

17. Board Review Policy

The performance of the board is measured by the outcomes from;▪ the annual report ▪ the triennial review programme▪ the Education Review Office (ERO) report▪ any other means deemed appropriate by the board

18. Committee Policy

The board may set up committees/working parties to assist the board carry out its responsibilities and due process (e.g., staff appointments, finance, property, disciplinary).

Education Act 1989, section 66 Section 66 gives the board the authority to delegate any of its powers to a special committee, except the power to borrow money. Refer to Section 66 for further information.

Board committees:1. Are to be used sparingly to preserve the board functioning as a whole when other

methods have been deemed inadequate. 2. Can consist of non-trustees. Committees must have a minimum number of 2

persons, at least one of whom must be a trustee.3. May not speak or act for the board except when formally given such authority for

specific and time-limited purposes. Such authority will be carefully stated in order not to conflict with authority delegated to the principal or the chair.

4. Help the board (not the staff) do its work.5. Other than the board discipline committee must act through the board and

therefore can only recommend courses of action to the board and have no authority to act without the delegated authority of the board.

6. Assist the board chiefly by preparing policy alternatives and implications for board deliberation. Board committees are not to be created by the board to advise staff.

7. Are to have terms of reference drawn up as required. It is suggested that these contain information about the following:● purpose● committee members● delegated authority

The following committees are currently established:

− Finance/Property− Pastoral Care− Personnel− Discipline [as and when required]

● Committee Terms of Reference

Page | 36

18.1 Review Committee Terms of Reference Purpose:To monitor, on the board’s behalf, compliance with board policies and external legislation. This includes:1. Supporting the board to review the effectiveness of the board’s governance

processes.2. Reviewing the effectiveness of systems for the assessment and management of

areas of risk. 3. Verifying that mechanisms are in place to ensure compliance with statutory

requirements, financial and other.4. Commissioning reviews of specific controls and procedures (financial or non-

financial) where so requested by the board.5. Reporting any problems or reservations arising from the external

auditors/reviewers work and any other matters that the external auditors/reviewers note to the attention of the board.

6. Ensuring implementation of the triennial review programme.

Committee Members:[at least 2 trustees; excludes the board chair and excludes the principal]

Meets:As required. The chair of this committee will report to the board as appropriate on the areas covered by the terms of reference and the triennial review programme.

Delegated Authority:The review committee is formally constituted as a committee of the board within these approved terms of reference and the delegated authority re the delegations list.

The committee shall be appointed by the board. The board may co-opt additional trustees to the committee as and when required. 

Members of the management team shall attend meetings when requested.  A representative of the external auditors may be requested to attend meetings when appropriate.

The committee is authorised by the board to investigate any activity within its terms of reference.  It is authorised to seek any information it requires from any trustee or employee and all trustees and employees are requested to co-operate with any request made by the committee. The principal will be informed in advance of any such requests.

The committee may recommend that external and independent advice is sought. If the advice is likely to incur costs prior approval must be sought from the board.

[Note: NZSTA provides free and confidential advisory services via its helpdesk, human resource and industrial advisors free to trustees and boards.] No individual member of the review committee can act without the directive of the committee as a whole.

Review schedule: Triennially

18.2 Student Disciplinary Committee Terms of Reference

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

Page | 37

Guidelines.

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

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

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

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

18.3 Finance Committee Terms of Reference

Responsibility of the BoardThe board of trustees has overall responsibility for the financial management of the school but delegates the day-to-day management of the school’s finance and budget to the principal.

The finance committee as a committee of the board is responsible for providing guidance to the principal on financial matters.

Purpose of the Finance CommitteeThe finance committee is formed to provide guidance to the principal in the financial management of the school.

Delegated AuthorityThe finance committee is responsible to the board for:

1. Recommending, in association with the principal, an annual operating and capital budget, including professional development budget allocation for the principal and the staff.

2. Determining the level of budgetary discretion available to the principal. 3. Monitoring and reporting on the annual budget via the principal.4. Reviewing on behalf of the board accounts passed for payment by the school.

Advising on additional funding sources.5. Assisting the principal to prepare a financial results report, where appropriate,

which is to be provided to the board by the principal at every board meeting.6. Recommending changes to financial policy.7. Overseeing the preparation of the annual accounts for board approval.8. Assisting the principal in reporting financial performance to parents and the

community.9. Providing input into the school’s strategic plan.10. Preparing special reports for consideration by the board.11. Annually reviewing the school’s risk management needs and insurance cover

Page | 38

12. Assessing and making recommendations to the board on requests for spending on individual items outside of budget.

Compliance Reporting

The principal is responsible for financial reporting and demonstrating budget compliance. Where there is non-compliance, variances are to be reported to the board, with recommendations on the actions required to meet compliance.

Page | 39

Finance Committee Annual Calendar

Date Action Required28 February Finance committee self review and plan for the year

31 March Annual accounts prepared and forwarded to the auditors.

30 April Annual review of 10-year property plan completed by the property committee and available as an input document for budgeting purposes. Note: this should also encompass normal cyclical maintenance and capital works

31 May Community reporting on financial performance

30 June Ensure any issues raised by the auditor have been addressed

31 August Annual review of risk management needs and insurances

30 September Annual plan available as an input document for preparation of the budget

31 October Initial annual budget recommendations submitted to the board

30 November Revised annual budget (if required) submitted to the board for approval

Page | 40

19. Mount Maunganui Intermediate School Delegations List

Date of Minuted

Delegation

PersonnelDelegations can be to a person or a committee. Committees must have a minimum of 2 persons, at least one of whom must be a trustee.

Delegated AuthoritySee individual Committee Terms of Reference in the board’s Governance Manual

Term of DelegationNote: Delegation ceases at the date below, by earlier resolution of the  board, or, if no date, is ongoing

07/02/2017Disciplinary Committee

All current trustees bar the principal

That all current trustees bar the principal are delegated authority to be members of the board’s Disciplinary Committee acting under the Terms of Reference for this committee.

07/02/2017Finance Committee

Brenda AndersonShane Southby[T]

Lynnette Dickson- Accountant

That the Finance Committee members are delegated authority to be members of the board’s Finance Committee acting under the Terms of Reference for this committee.

07/02/2017 Beryl HarveyMelissa Nelson[DP]

That the board directs that, except where the board, at its discretion, otherwise determines, the deputy principal shall, in the absence of the principal from duty for periods not exceeding 2 weeks and for the full period or periods of such absence, perform all the duties and powers of the principal.

Notes:[T] = trustee[DP] = Deputy Principal

Review schedule: Annually

Page | 41

20. Concerns and Complaints Process

Add your school’s process here

Dealing with conflictEarly warning indicatorsConflict is much easier and cheaper to resolve if addressed earlier rather than later – before positions become so entrenched that compromise is impossible.Often high-level conflict results from the tendency to avoid facing up to issues until it is too late to get a resolution satisfactory to all parties.When conflict escalates to an industrial level, the situation can deteriorate very quickly, eclipsing the educational needs of students. Trust has usually gone and the parties become bound by formal contractual procedures.Although there are times when, for the best long-term interests of students, competency and disciplinary procedures become necessary, they can be lengthy processes which place stress on the whole school, and should be a last resort.Watch out for the following behaviours and act on them early to prevent a possible escalation of conflict:

● continuing split votes● ongoing confusion about roles● confused lengthy discussions which are stressful and frustrating● making mountains out of molehills● non-participation● personality differences● community pressure/disagreement.

By being alert for the early warning signs of conflict and acting on them right away, most disputes need never arise. Remember that in an exceptional working relationship, conflict is used as an opportunity not a threat – when the parties get into conflict, they resolve it in such a way that new strategies are learned.Signs of conflictHere is a list of actions and attitudes that usually result in an escalation in the level of conflict. They are listed from the most to the least serious; from actions which produce the most tension to the least:Extreme behaviour Dealing with private issues in public. Physical/emotional

violence, intentional hurtsWithdrawal Showing clearly there is no commitment to the relationshipThreats If you don’t do this, I will …Stored-up old hurts Refusing to forgive and forget and to move onForming sides Picking sides and lobbying for support for your positionLabelling Name-calling, either publicly or privatelyDistrust Acting as if the other person is not telling the truth

regardless of whether they are or notSide tracking Bringing in unrelated issues to make a point

Rigidity/inflexibility“My way is the right way”. Seeing things as black and white. Denial of the reality of the board-principal relationship. Change seen as a threat

Contention Feeling the need to defend a position at all costsBias Not hearing others’ viewpointPreventionTaking action that will decrease the likelihood of conflict is time and energy well spent. There are a number of things a board or a principal can do.

Page | 42

Policies Write policies and procedures that make it clear what is expected

Strategic plan Have a clear and agreed-on direction for the schoolConsultation Ensure the school community is fully involved in the

development of the policies and direction of the schoolRole clarification Agree on the roles in the working relationship between the

board and the principalProfessional development Budget for the training of both the board and the principal

Team building Social functions are important. Take time occasionally to discuss the “climate” of board meetings

Intervention strategiesThere are already clear procedures in place for dealing with high levels of conflict, such as the disciplinary/competency procedures outlined in employment agreements. But there are no similar contractual procedures for dealing with lower levels of conflict that have the potential to escalate.Here, then, is a list of early intervention strategies – by no means exhaustive and in no particular order. Remember, all groups of people are different, including your board, so not all of these will be appropriate for you.

Shared vision

Always remember the primary goal – to create the best learning environment for the students of the school. This is the only reason for the existence of boards, staff and principals.While a conflict of roles is being resolved, make sure provisional roles are agreed upon immediately, so that the needs of the students continue to be fully met.

Seek adviceof the NZSTAof the kaumatuaof another trusted principal or board chairof a representative of an appropriate organisation.

Seek help Get help from the appropriate contact people.

Use a facilitatorSelect a board member who is skilled at communicating to act as a facilitator, setting special ground rules, and making sure that everyone knows and acts on them.

Use a mediatorAgree on a mediator with proven skills. If agreement cannot be reached on a mediator, the board, and the principal may each nominate someone.

Ensure clarification

At the beginning of the board term (every 3 years) confirm or clearly redefine:the role of the board and the role of the principalthe lines of communication between the principal and

the board, and the staff and the boardWork to strengths Identify and work to the strengths of individuals

Communicate regularly

The principal and the board chairperson should meet on a regular basis – at least every fortnight, if not weekly.One of these meetings should be in the week of the regular (monthly) board meeting, to set agenda and to deal informally with minor matters.

Deal with differences Where there are differences of interpretation of the role of the principal and the board:agree to discuss within defined rulesseek advice

Page | 43

if these remain and are generalised, agree to training.If these remain and are specific, agree to mediation.

Act with trust Where appropriate, agree not to take legal/grievance action until mediation occurs.

Value all contributions As a group, learn to value and celebrate the contribution of each person.

Control heated discussion

Ensure that only one person speaks at a time, and that the speaker is not interrupted, speaks to the point, and leaves time for others to have a say. Name-calling, swearing and shouting are not acceptable.

Improve listening Speak for yourself rather than making assumptions about what others think.

Avoid provoking othersAgree not to form cliques that discuss people behind their backs – this can seriously undermine trust within a group.

Make good decisions Make decisions based on an evaluation both of the issues and their impact on students.

Action decisions Agree who will action decisions, and support and resource them accordingly.

Forget old hurts Agree that certain issues are finished and will not to be referred to again. Ensure they are finished for everyone.

Address issues

If a board-member or principal considers there are signs of a partnership breakdown, immediately address the issue informally between the board chair and principal.If the conclusion is unsatisfactory, a full board meeting in committee should address the breakdown issue.If either the principal or a majority of the other board members wish the matter to be taken further, an already agreed-on plan should be actioned, as appropriate.

Keep all criticism constructive Agree that criticism will take the form of constructive

discussion only when all the parties are present.

Ensure empathy Where there is protracted argument on an issue, get the sides to swap over and argue the opposing view to gain greater understanding of the issues.

Training/professional development

Get training for board members and the principal on the do’s and don’ts of a good working relationship. Make sure all new board members receive this training.

Communicate openly Make regular joint announcements to the staff and the community on matters affecting the whole school.

Build the team Involve board and principal in an annual team-building exercise to set the scene for open communication.

Plan strategically Provide for consultation in any strategic planning exercise to determine the future goals of the school.

Page | 44

Dealing with complaints: how effective is your process?No board likes to receive a complaint from a member or members of the school community; however, it is important that clear processes exist in case a complaint is made. All members of the school community should know that there is a complaints policy and procedure – in fact, it is probably worthwhile to include a copy of the parent complaint process with enrolment information, and attach it to a school newsletter early in the year as a reminder.This section includes a sample of the two stages of a complaints process, which basically reflects the helpdesk advice given when a board needs information on how best to deal with a complaint. The first diagram shows the normal channels parents (and others) are expected to use. The second details how the board will deal with the complaint. Each diagram has a number of guidelines to explain the rationale behind the process so that all involved can clearly understand the requirements in terms of a fair and transparent process.Being proactive in providing the school community with a good process for handling complaints prevents misunderstandings and protects the board from the “tyranny of the urgent” when a parent or group of parents try to pressure the board into acting without all the information they need. While at times a complaint indicates the need for immediate action, this is in fact relatively rare, and such an occurrence would probably be extremely obvious to all involved.Boards will note from the second diagram that we recommend having a “close off” point where, once boards are satisfied that they have done all that could be reasonably expected, they refuse to enter into further discussion. While such an approach needs to be used with caution, there will be times when the complainant refuses to be satisfied with the outcome. A considerable amount of a board’s time and energy can be taken up responding to repeated communications from the complainant restating and debating the matter. Helpdesk advisers can offer an objective view as to whether it is appropriate for a board to take this course of action.In certain situations where a complaint has been made, it may be appropriate to attempt mediation before embarking on an investigation. The benefit of this approach is that it avoids the polarisation and litigiousness of the parties that naturally occurs during an investigation. Resolution at this level also has these benefits:● it is expeditious while investigations can be prolonged● it is less costly (the cost of an investigation can be high considering the number of

people it may involve and the amount of time it may require)● it can avoid the problem escalating further, involving more people and causing

disruption.In certain situations, it may be better to investigate a complaint in order to determine its validity. Situations where an investigation is appropriate include:● issues related to students● where the disagreement arises from facts that the parties cannot agree on● where a clear identification of the issue is necessary before any dispute resolution

process is used● where the parties’ relationship has broken down to such an extent that mediation is

not feasible.Occasionally complaints come through the Human Rights Commission (HRC). The HRC mediators are trained to help parties identify the best way forward in complaints involving human rights. An early discussion with an HRC mediator may assist a board of trustees to determine if there is any opportunity for resolving a dispute at the lowest level, or if an investigation by the board of trustees is the best option in the circumstances.

Complaints procedure for Mount Maunganui Intermediate School

Page | 45

Stage one: school community process1. While minor issues may be able to be discussed in a quick informal chat with a staff

member, normally in order for both parties to give the matter full attention, arranging a time to discuss the matter is the preferred option.

If the complaints procedure has not been followed, the board will normally return any letter of complaint to the writer and ask that they follow the procedure first.

The board needs to formally receive a complaint in order to act on it. If a complaint is serious enough for the board to deal with, it is serious enough to be put in writing. If you have concerns about expressing the matter clearly in writing, please discuss the matter in confidence with the board chair (or another delegated board member) to enable them to assist you with this.

All parties to a complaint may bring a support person to any meeting where the issue is to be discussed.

After an agreed period of time, say 2 weeks, action unsuccessful –

problem has

Matter resolved to both parties’ satisfaction –

either concluded, or an understanding in place

for future action.

After an agreed period of time, say 2 weeks, action unsuccessful -

problem has

Matter unresolved. Complaint put in writing and addressed to the

chairperson of the board of trustees. The

chairperson then follows the board

Matter resolved to both parties’ satisfaction –

either concluded, or an understanding in place

for future action.

Matter unresolved or has resurfaced. Make an appointment and

discuss with principal.

Caregiver has a concern about

something happening at the school.

Caregiver asks for an appointment with the

student’s teacher. Issue discussed with

Page | 46

Board of trustees complaints procedure for XYZ School

Letter of complaint is acknowledged by the chairperson and the complainant advised of the next steps in the board process. The letter becomes part of the correspondence that will be dealt with at the next board meeting while the public is excluded.

Letter is tabled at board meeting (with the public excluded) and referred to relevant parties for reporting back to the board. The board decides whether to deal with the matter as a whole or appoint a committee to investigate and recommend to the board.

At the meeting of the board or committee, the reports are received and the parties may be invited to speak to their complaint or answer questions. The board/committee considers the evidence and/or information and comes to a decision or recommendation.

Depending on the delegated powers of the committee either they or the board as a whole come to a resolution as to how the board will respond and/or what action will be taken.

The board’s response is communicated to the parties to the complaint. This may be either publicly or confidentially depending on the case.

Any of the parties may request the board to reconsider their decision – however normally for such a reconsideration to take place new information that would have been relevant to the board’s deliberations must be produced.

Page | 47

Stage two: board process− Issues of a serious matter, such as allegations of physical abuse, may require a

special meeting of the board.− All letters addressed to the chair of the board are for the whole board. The chair

cannot decide independently what action will be taken unless the board has delegated them authority to do so.

− Resolution or dismissal of the complaint must not be discussed before all the information is to hand.

− Conflict of interest will be determined on a number of issues, including whether the complaint involves the actions of any trustee.

− The board must exercise caution when dealing with complaints regarding staff, particularly in relation to confidentiality and the principles of natural justice. It is advisable to contact the regional NZSTA personnel/industrial adviser in such cases. The board will need to consider the relevant staff disciplinary policies, employment agreements, and expert advice from the NZSTA adviser.

− The board recognises that not all complainants will be satisfied with the outcome of a complaint. After one reconsideration, the board, if it is confident of its decision, will refuse to enter into further discussion or correspondence. The NZSTA helpdesk can help with such a decision by giving an objective assessment of a board’s processes in dealing with the complaint.

− A complaint regarding lack of compliance in relation to an agreed complaint resolution will be treated as a serious matter and actioned with urgency as a new complaint rather than as a reconsideration of the previous issue.

− Trustees need to be clear in their mind of the difference between a complaint they have as a parent (that is, regarding their own child) and a complaint they have as a trustee (for example, obstruction of staff preventing them carrying out board work). In the first instance they are required to follow the normal procedures and are excluded from decision making due to conflict of interest. The latter case is dealt with as an agenda item for the whole board (possibly with the public excluded).

21. Trustee Register– this register will be updated when any trustee joins or leaves the board or the board opts into or out of mid-term election cycle.

Approved Number of Elected Parent Representatives = 5

Mid-term election cycle Yes/No Date of board meeting where change was made:

Name Phone/email Position on board

[Chair CH, Trustee T,

Commissioner CMR, Member

ME]

Type of member[Note 1]

Start date Left the board

Kelly Sadler 027 485 6892 CH EL June 2016Brenda Anderson 027 405 4941 T EL June 2016Shane Southby 021 446 910

027 494 8911T EL June 2016

Sarah Shivnan 027 681 8269 T EL June 2016

Page | 48

Leanne Hall 021 454 498 T EL June 2016Mary Woods 021 066 9925 T EL June 2016

Note 1: Elected, selected, co-opted, staff trustee, student trustee, proprietor’s appointee, principal

Note 2: If the board opts into or out of mid-term election cycle please ensure it is noted here and the MoE are advised

Note 3: Complete form (Appendix F) for informing MoE and NZSTA

Page | 49

22. Triennial Review Programme/Board Annual Work Plan

Year: 20xx

ReviewArea for Review

Board Meeting Dates

20 Feb 19 March 21 May 18 June 20 August 17 Sept

Strategic Review

Charter Confirm Charter approved and sent to MoE

Strategic aims Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

RegularReview

Policy Governance Policies 1-5

Curriculum Personnel

Learner progress and achievement

Year 7 & 8 Lit & Num

Special Education Needs

NCEA confirmed results

National Stds.

Maori/Pasifika focus

Gifted and talented

HR Performance Agreement Approved

HR ToolChecklist 1

Informal review

Informal review

HR ToolChecklist 2

Curriculum KeyCompetencies

English The Arts

Budget Approved Monitor Monitor Mid-year review

Monitor

Six Dimensions 1 2

Emergent Review

New gov. initiatives

New local initiatives

Board processRequirements

Appoint chair

Accounts to Auditor

Annual Report approved and sent to MoE

Nat. Stds. Parent reportingRoll return 1 July

Health Curriculum Consultation

Year: 20xx

ReviewArea for Review

Board Meeting Dates

Feb March May June August

Strategic Review

Charter Confirm Charter

approved and sent to MoE

Strategic aims Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

Strategic Aim 1

Strategic Aim 2

Strategic Aim

RegularReview

Policy Governance Policies 1-5

Curriculum Personnel

Learner progress and achievement

Year 9 & 10 Lit & Numb

Special Education

Needs

NCEA confirmed

results

National Stds.

Maori/Pasifika focus

Gifted and

HR Performance Agreement Approved

HR ToolChecklist 1

Informal review

Informal review Checklist 2

Curriculum Key English The Arts

Page | 50

Competencies

Budget Approved Monitor Monitor Mid-year review

Monitor

Six Dimensions 1 2

Emergent Review

New gov. initiatives

New local initiatives

Board process

Requirements

Appoint chair Accounts to Auditor

Annual Report

approved and sent to

MoE

Nat. Stds. Parent

reportingRoll return 1

July

Curriculum Consultation

Year: 20xx

ReviewArea for Review

Board Meeting Dates

Feb March May June August

Strategic Review

Charter Confirm Charter

approved and sent to MoE

Strategic aims Strategic Aim 1

Strategic Aim 2

Strategic Aim 3

Strategic Aim 1

Strategic Aim 2 Strategic Aim 3

RegularReview

Policy Governance Policies 1-5

Curriculum

Learner progress and achievement

Year 9 & 10 Lit & Numb

Special Education

Needs

NCEA confirmed

results

National Stds. Maori/Pasifika focus

HR Performance Agreement Approved

HR ToolChecklist 1

Informal review

Informal review

Curriculum KeyCompetencies

English The Arts

Budget Approved Monitor Monitor Mid-year review

Monitor

Six Dimensions 1 2

Emergent Review

New gov. initiatives

New local initiatives

Board process

Requirements

Appoint chair Accounts to Auditor

Annual Report approved and sent to MoE

Nat. Stds. Parent

reportingRoll return 1

July

Consultation

Part 3 Operational Policy

1. Curriculum Delivery Policy

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

1. achievement of the Charter aims and targets

Page | 51

2. compliance with the National Administration Guidelines 3. there is a focus on the national priority groups of Maori, Pasifika and students with

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

increased expenditure or significant changes to programmes or staffing are made

2. Personnel Policy

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

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

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

employment agreements 5. that employee leave is effectively managed and reported so

a. that the risk of financial liability is minimised, operational needs are met, and the needs of individual staff are considered.

b. board approval is sought for any requests for discretionary staff leave with pay

c. board approval is sought for any requests for discretionary staff leave without pay of longer than 3 days

d. board approval is sought for any requests for staff travelling overseas on school business

e. the board is advised of any staff absences longer than 3 school days6. that performance agreements are established for all staff and that reviews are

undertaken annually7. a suitable professional development programme, which takes into consideration

the requirements of the strategic and annual plans, is provided as part of each employee’s performance agreement

8. the requirements of the Health and Safety in Employment Act 1992 are met9. Advice is sought as necessary from NZSTA advisers where employment issues

arise

3. Appointments Policy

To assist in the appointment of quality staff to any vacancy which may arise, appointment committees with expertise relevant to the vacancy, will be selected to carry out the appropriate appointment procedures. In accordance with the regulatory requirements for safety checking under the Vulnerable Children Act 2014, we demonstrate our commitment to the safety of children by adopting appropriate safety checking practices when employing school staff, whether core workers, volunteers or other.  This policy is used in conjunction with Mount Maunganui Intermediate School procedures on safety checking, police vetting and screening.

Therefore, the principal must ensure that they:

1. determine the composition of the various appointment committees according to the schedule outlined below:

a. Appointment of the deputy-principal, head of departments/senior teachers will involve an appointment committee consisting of the principal, the

Page | 52

board chair and a further trustee (should the board feel the need to include one).

b. Unless determined otherwise by the board, appointment of all other teachers, part time teachers, long term relieving teachers, and non-teaching staff will be the responsibility of the principal in consultation with the board chair or delegate where deemed necessary.

2. have school procedures in place and fully implemented that meet all legislative requirements regarding safety checking, police vetting and screening of all staff

Appointment of the principal is the responsibility of the board which will determine the process.

4. Financial Planning Policy

The board of trustees has overall responsibility for the financial management of the school but delegates the day-to-day management of the school’s finance’s and budget to the principal. The principal, in association with the Finance Committee, is responsible for recommending an annual operating and capital budget to the board within the timelines specified in the Finance Committee terms of reference.

Budgeting shall not fail to reflect the annual plan, risk financial jeopardy nor fail to show a generally acceptable level of foresight.

Thus the budget should:

1. reflect the results sought by the board 2. reflect the priorities as established by the board3. comply where the board’s requirement is for a balanced budget4. demonstrate an appropriate degree of conservatism in all estimates

5. Financial Condition Policy

The financial viability of the school must be protected at all times. The board understands that the possibility of theft or fraud cannot be entirely eliminated however the principal is required to show there are in place safeguards and robust, clear procedures to minimise the risk of either event.

Resource: Reference should be made to 5.4 of the Financial Information for Schools Handbook (FISH). Therefore, the principal must ensure that:

1. unauthorised debt or liability is not incurred2. generally accepted accounting practices or principles are not violated3. tagged/committed funds are not used for purposes other than those approved4. more funds than have been allocated in the fiscal year are not spent without prior

board approval5. all money owed to the school is collected in a timely manner6. timely payment to staff and other creditors is made7. unauthorised property is not sold or purchased8. all relevant government returns are completed on time9. no one person has complete authority over the school’s financial transactions10. when making any purchase:

● of over $1,000, comparative prices are sought● of over $1,000 an adequate review on ongoing costs, value and reliability

is undertaken

Page | 53

● of over $1,00 on a single item board approval is first sought11. effective systems are in place to meet the requirements of the payroll system

6. Asset Protection Policy

Assets may not be unprotected, inadequately maintained or unnecessarily risked. The principal is delegated day to day responsibility for ensuring that the programming and funding of general maintenance of the school grounds, buildings, facilities and other assets occurs in order to provide a clean, safe, tidy and hygienic work and learning environment for students and staff. Accordingly, the principal must:

1. all board assets are insured2. not allow unauthorised personnel or groups to handle funds or school property3. not subject plant and equipment to improper wear and tear or insufficient

maintenance or inappropriate use4. maintain an up to date asset register for all items of furnishing, plant machinery,

equipment, text and library books costing more than $500.005. ensure the implementation of the 10 year property maintenance plan6. engage sufficient property maintenance staff for the school within budget

limitations7. receive board approval for maintenance contracts over $5000 for any one

contract8. conduct competitive tenders for all contracting9. protect intellectual property, information and files from loss or significant damage

or unauthorised access or duplication10. not receive, process or disburse funds under controls that are insufficient to meet

the board-appointed auditor’s standards11. not invest or hold operating capital in insecure accounts, or in non-interest

bearing accounts except where necessary to facilitate ease in operational transactions

7. Protection and sharing of intellectual property (creative commons)

Learning resources and other materials created by school staff in the course of their employment are an important asset and form a large part of the school’s intellectual capital. The open and free exchange of information, knowledge and resources, and the collaborative production of copyright works that are made freely available allows our students’ access to a wider range of high quality learning resources and materials than would otherwise be possible. The purpose of this policy is to ensure that the board’s access to materials produced by the board’s employees in the course of their employment is protected, while encouraging staff to share these works with others. The Board of Trustees of Mount Maunganui Intermediate School therefore: 1. Recognises that the board of trustees holds first ownership of copyright of works

produced by the board’s employees in the course of their employment under section 21(2) of the Copyright Act 1994 (NZ).

2. Delegates to the principal the responsibility toa. Apply by default a Creative Commons Attribution Licence to all teaching materials

and policies in which the board of trustees of the school owns copyright. b. Apply a Creative Commons Attribution licence to other copyright works, aside

from those described in (2)c. Transfer to the original creator the copyright in created works licensed by the

school under a Creative Commons Attribution or Creative Commons Share-Alike licence

d. Ensure that all staff are aware of the terms of this policy and how it relates to teaching resources they develop in the course of their employment at the school

Page | 54

3. Does not make any claim over the ownership of copyright works produced by students. The copyright to these works remains with the creator.

4. Recognises that this policy only applies to copyright works, and not to any other forms of intellectual property.

5. Recognises that the copyright in works produced by an employee other than in the course of their employment by the board of trustees of the school remains the property of that employee. Where this is unclear, the process for dispute resolution, outlined below, shall apply.

Resolution of disputed copyright ownershipWhere the first ownership of copyright in a given work is disputed or unclear, the following process will apply:1. In the first instance the dispute should be documented and presented to the

school principal.2. If the dispute is still not resolved then the documentation should be presented to

the chairman of the board of trustees.3. If the dispute is still not resolved following 1) and 2), mediation with an

appropriate authority will be undertaken.

Definitions

Creative Commons: An international non-profit that provides free open licences that copyright holders can use to share their work.

Teaching Materials:Copyright works produced by employees of the school for the purposes of teaching.

8. Health and Safety Policy

The board is committed to providing and maintaining a safe and healthy workplace and to providing the information, training and supervision needed to achieve this to ensure the health and safety of all students, staff and other people in the workplace. The board is responsible for ensuring health and safety procedures are developed and implemented, however, employees need to be aware of their responsibilities and comply with the board’s health and safety policy and school procedures.

The board will, as far as is reasonably practicable;1 comply with the provisions of legislation dealing with health and safety in the workplace, by: ● providing a safe physical and emotional learning environment● ensuring a health and safety strategy/plan is in place and engagement and

consultation with workers and the school community on the strategy occurs● ensure there are procedures in place regarding the sale, supply and consumption

of alcohol and that these are aligned with the protection of students, staff and visitors to the school procedures, and comply with the Sale and Supply of Alcohol Act 2012 (http:// www.legislation.govt.nz/act/public/2012/0120/latest/DLM3339333.html)

● providing adequate facilities, including ensuring access and ensuring property and equipment is safe to use and students and workers are not exposed to hazards

1 Reasonably practicable means what is or was reasonably able to be done at a particular time to ensure health and safety, taking into account and weighing up all relevant matters.

Page | 55

● ensuring there is an effective method in place for identifying, assessing and controlling hazards. This includes recording and investigating injuries, and reporting serious harm incidents

● having a commitment to a culture of continuous improvement

The principal, as Officer has responsibility for implementing this policy and therefore must:● exercise due diligence in accordance with the provisions of the health and safety

legislation, and in particular the six due diligence obligations2 ● take all reasonable steps to protect students, staff and visitors to the school from

unsafe or unhealthy conditions or practices● ensure that the staff code of conduct is implemented effectively● ensure there is zero tolerance to unacceptable behaviour, such as bullying, and

that there are effective processes in place ● provide a smoke free environment● ensure a risk analysis management system (RAMS) is in place and carried out● seek approval for overnight stays/camps/visits attesting first to their compliance

with above● consult with the community every two years regarding the health programme

being delivered to students● provide information and training opportunities to employees● advise the board chair of any emergency situations as soon as possible● ensure all employees and other workers at the school will take reasonable care to: ● cooperate with school health and safety procedures● comply with the health and safety legislation, duties of workers ● ensure their own safety at work● promote and contribute to a safety conscious culture at the school.

9. Child Protection Policy

This policy outlines the board’s commitment to child protection and recognises the important role and responsibility of all our staff in the protection of children. It includes the board’s expectations when child abuse is reported or suspected by us.

All staff members (including contractors and volunteers) are expected to be familiar with this policy, its associated procedures and protocols and abide by them.

The board of trustees has an obligation to ensure the wellbeing of children in our care so they thrive, belong and achieve. We are committed to the prevention of child abuse and neglect and to the protection of all children. The safety and wellbeing of the child is our

2 know about work health and safety matters and keep up-to-date, gain an understanding of the operations of the organisation and the hazards and risks generally associated with those operations, ensure the PCBU has appropriate resources and processes to eliminate or minimise those risks, ensure the PCBU has appropriate processes for receiving information about incidents, hazards and risks, and for responding to that information, ensure there are processes for complying with any duty, and that these are implemented, verify that these resources and processes are in place and being used.

Page | 56

top priority. Advice will be sought through appropriate agencies in all cases of suspected or alleged abuse.

In line with section 15 of the Children, Young Person and Their Families Act, any person in our school/kura who believes that any child or young person has been, or is likely to be, harmed (whether physically, emotionally, or sexually) ill-treated, abused, neglected, or deprived must follow school procedures and may also report the matter to a social worker or the local police.

Although ultimate accountability sits with the board, the board delegates responsibility to the principal to ensure that all child safety procedures are implemented and available to all staff, contractors, volunteers and parents. Therefore, the principal must:1. Develop appropriate procedures to meet child safety requirements as required

and appropriate to the school2. Comply with relevant legislative requirements and responsibilities 3. Make this policy available on the school’s internet site or available on request4. Ensure that every contract, or funding arrangement, that the school enters into

requires the adoption of child protection policies where required5. Ensure the interests and protection of the child are paramount in all

circumstances6. Recognise the rights of family/whanau to participate in the decision-making about

their children7. Ensure that all staff are able to identify the signs and symptoms of potential

abuse and neglect, deal with disclosures by children and allegations against staff members and are able to take appropriate action in response

8. Support all staff to work in accordance with this policy, to work with partner agencies and organisations to ensure child protection policies are understood and implemented

9. Promote a culture where staff feel confident they can constructively challenge poor practice or raise issues of concern without fear of reprisal

10. Consult, discuss and share relevant information, in line with our commitment to confidentiality and information sharing protocols, in a timely way regarding any concerns about an individual child with the board or designated person

11. Seek advice as necessary from NZSTA advisors on employment matters and other relevant agencies where child safety issues arise

12. Make available professional development, resources and/or advice to ensure all staff can carry out their roles in terms of this policy

13. Ensure that this policy forms part of the initial staff induction programme for each staff member

Page | 57

Review schedule: Within 3 years

Related documentation and information

● Further information including frequently asked questions (FAQ’s) are available on the NZSTA website www.nzsta.org.nz

● Ministry of Education website www.education.govt.nz● Vulnerable Children Act 2014● Further information and sample child protection templates are available in the

Children’s Action Plan guideline Safer Organisations, Safer Children: http://www.childrensactionplan.govt.nz/assets/CAP-Uploads/childrens-workforce/Safer-Organisations-safer-children.pdf

10. Legal Responsibilities Policy

School procedures will meet the legislative statutes and regulations as set down in the appropriate Acts, Ministry of Education circulars and the Education Gazette.

11. International Student Policies

TOPICS COVERED Section A – Guidelines for ALL students

1. Selection2. Testing3. Placement4. Enrolment Conditions5. General Information6. Student Behavior7. Group Students8. Additional Needs9. Communication, Concerns or Complaints10. Academic Progress and Reporting11. Internet Access12. Authority and Information13. Accommodation14. Liability, Rights, Contract15. Agreement16. Privacy Information17. Insurance Requirements18. Fees19. Refund Policy20. Change in Status21. Travel, Holidays22. School Uniform23. Orientation24. ICT Use Agreement25. School Calendar – 201626. Extra-Curricular Activities27. Curriculum Areas

Page | 58

SECTION A – POLICIES AND GUIDELINES

1. SELECTIONSelection will be made by the Director of International Students. Students from a range of countries as possible will be recruited so that many cultures are represented. Offers are based on an assessment of the extent to which Mount Maunganui Intermediate can meet the needs of the prospective student. The school reserves the right to cancel an Offer of Place and refund fees paid hereunder in the event it ascertains any adverse comment from the previous schooling of the applicant or any of the applicant’s recommendation letters. Failure to disclose relevant information or the provision of false information may result in termination of enrolment.

2. TESTINGThe school may test International Students on arrival at the school to help determine placement.

3. PLACEMENTThe school will issue an Offer of Place to a selected student but the level of study offered is an indicator only. The school has the right to place the student in appropriate subjects and year levels; selection and placement are conditional upon the School being able to meet the needs of the student. Students entering the school as International Students must have the prior learning necessary and the intellectual and emotional capacity to cope with study in NewZealand in English at the level enrolled in. Quality applicants are sought whose proficiencies and academic intentions are matched by the opportunities Mount Maunganui Intermediate offers. The school may ask a student to undertake intensive language tuition at another institution for a period of time at the cost of the student if it is ascertained the student cannot cope at Mount Maunganui Intermediate at an appropriate English level. Generally students are placed with their age group level.

4. ENROLMENT CONDITIONSUpon enrolment at the School, the student will abide by the same conditions as regards behavior and absence as apply to domestic students.

Enrolment as an International Student at the School shall be terminated:-a) At any time by agreement between the parties; orb) By Mount Maunganui Intermediate, if the student fails to pay fees in advance, or

fails to abide by the same conditions as for domestic students, or fails to abide by the conditions of the International Student Tuition Agreement; or

c) If the student ceases to hold, or ceases to be eligible to hold, a valid student visa issued by the New Zealand Immigration Service

d) Full details of visa and permit requirements, advice on rights to employment in New Zealand while studying, and reporting requirements are available through the New Zealand Immigration

e) Service, and can be viewed on their website at www.immigration.govt.nz.

5. GENERAL INFORMATION

Liaison with the schoolThe International Office welcomes contact with parents. Parents may contact the Director– International Students about any school matters that concern them and the Principal are also available for consultations. Teachers are available on Parents’ Evenings held throughout the year. Regular newsletters are sent home with learners or will be

Page | 59

emailed home if requested. These contain information about school activities, term dates and other matters of interest to parents or caregivers.

Contact InformationThe school office must have up to date information on all students. Please inform the international office when addresses or telephone numbers change. In some cases the Director of International Students needs to contact parents or caregivers during working hours so the school requires an up-to-date contact address/telephone number for a parent’s or caregiver’s place of employment. We wish to avoid embarrassment by sending incorrectly addressed mail so would also appreciate being informed in cases where marital status change.

Absences/ SicknessIn the event of illness, the designated caregiver/home stay caregiver will contact the school on the morning of the first day of absence to report their nonattendance.

Other AbsencesUnder the Code of Practice an International Student is required to attend a minimum of 80% each school year. This is a requirement by New Zealand Immigration to re-apply for a student visa. The Education Act does not allow for holidays in school time, shopping or looking after other members of the family. The school attempts to meet any reasonable requests from parents or caregivers for leave. The full support of parents and caregivers in these matters is an important factor in preventing truancy and in keeping young people out of trouble.

6. STUDENT BEHAVIOUR

Kia Maia Safe School Code of PracticeMount Maunganui Intermediate is a PB4L school.Positive Behaviour for Learning is a structure which enables the development of a successful school wide culture by:● developing positive and respectful relationships through ongoing consultation with,

and decision making by, parents, students, community, and all staff● developing a caring culture where students and staff feel valued and the whole

school community feels safe● the development of consistent expectations across all settings and by all staff● teaching behaviours instead of “expecting” that students just know what to do● maximising the time spent on student learning

Positive Consequences● Kia Maia Certificates● Kia Maia Cards and prize draw● Email/phone calls home● Blues● House Points● Class Rewards

Page | 60

Page | 61

Exclusion of a Student from SchoolAn International student once enrolled at a school has the same rights as a domestic student and cannot be excluded from school other than in accordance with the stand down and suspension provisions of the Education Act.The decision to suspend a student will be made by the Principal on the grounds of gross misconduct or continual disobedience. The school’s Pastoral Welfare and Safety Procedures Policy would also have been followed. In addition where a decision is made to exclude a student from the school's homestay arrangements and this necessitates a return home, the following procedures will be followed -1. The agent and parents of the International student will be notified of the matters

causing concern.2. A decision will be made as to whether the student should be given permission to

enrol with an alternative provider in New Zealand.3. The Principal’s decision can be referred to the Board of Trustees where the student

has been suspended or removed from the homestay.4. The student has the right to attend the hearing and to be represented as provided

for in the 1989 Education Act. A first language support person will also be available.

Misconduct PolicyThe disciplinary procedures outlined in the Education Act 1989 shall be applicable for all serious misconduct that is alleged to have occurred both inside and outside of the school. The Designated Caregiver, Homestay caregiver or Director of International Students (or their representative) shall act as the parent in the disciplinary process.

Should it be deemed appropriate the school reserves the right to:a) Impose a curfew or other restrictions on the student outside of school hours for a set

period of timeb) Terminate the contract and ask for the repatriation of the student with forfeiture of

fees

7. GROUP STUDENTS All Mount Maunganui Intermediate policies and guidelines stated in this document apply to students travelling in groups. Each student must complete an individual application form, and attend an orientation. All group students will have a named group supervisor for emergencies and a Mount Maunganui Intermediate contact person. A group student is enrolled at Mount Maunganui Intermediate.

8. ADDITIONAL NEEDSIf at any time it is believed that an International Student is at risk, the matter will be referred immediately to the Principal who will refer on to the appropriate agencies. All appropriate policies and procedures will be followed.

9. COMMUNICATION, COMPLAINTS AND CONCERNSStudents and parents may experience a range of problems and difficulties. This is normal.Any problem should firstly be taken to the Director of International Students. Serious problems should be taken to the PrincipalThe school adheres to the New Zealand Code of Practice. An appeal authority operates through the Ministry of Education and students are advised of this at orientation (email: info.ieaa@minedu.govt.nz). A “How to get help chart” is included as part of the orientation pack. All students are given a copy of their Tuition Agreement at orientation as well.

Page | 62

The school welcomes direct communication from parents via phone, email, letter or visits.The school will communicate with parents via letters and newsletters on a regular basis. The website will also contain up to date information.

10. ACADEMIC PROGRESS AND REPORTINGLearning conferences with designated caregiver/homestay caregiver will be held within the academic year. A written report will be issued at the end of the academic year.

11. INTERNET ACCESSStudents are provided with Internet access through parent consent as part of the application process. The Internet is only to be used for educational purposes and whilst the school has taken precautions to eliminate controversial material, it is not possible to restrict access to all such material and hence access remains the individual student’s responsibility. Internet use and sites visited are monitored closely.

12. AUTHORITY AND INFORMATIONThe parents of the student authorize staff of the school to:

a) Receive information from any person, authority or corporate body concerning the student including, but not limited to, medical, educational and welfare information;

b) Receive financial information relating to the student including bank account details.c) Provide consents in respect of any activity carried out and authorized by the schoold) Provide necessary consents on the student’s behalf in the event of a medical

emergency where it is not reasonably practicable to contact the parents.e) The parents irrevocably authorize the Director of International Students to advise the

student’s caregiver of all matters and information required to be provided to parents of any student under the laws of New Zealand. The parents irrevocably authorize the school to obtain information regarding the student from the homestay or caregiver. The parents agree to appoint the homestay or caregiver as their representative in New Zealand to receive and provide such information in substitution for the parents where it is not possible or practical for the parents to receive and provide such information.

f) The parents agree to provide the school with academic, medical or other information relating to the wellbeing of the student as may be requested from time to time by the school.

13. ACCOMMODATIONAs per the Code of Practice and Guidelines the International Students Office of the school, upon or before enrolment, will determine and verify which category of accommodation the student will live in regardless of age i.e.− Homestay− Designated caregiver− Parent− No International student of Mount Maunganui Intermediate can live

independently, in a boarding establishment or in temporary accommodation− Police vetting will be required of all caregivers and all residents of a household aged

17 or over excluding International Students (excluding parents).− The school will provide guidelines to the caregivers and the students and outline the

divisions of responsibility between the school and the caregiver.

Page | 63

− The parents and the student agree that the student shall remain in accommodation arrangements either organized by the school for the term of this agreement, or are approved by the school according to The Code of Practice guidelines on accommodation. Any changes must be negotiated with the Director of International Students beforehand. Failure to comply with this requirement may lead to a cancellation of the student permit. All caregivers who are not New Zealand citizens must provide copies of their passports and valid visas.

a) Homestay All homestays are carefully selected and monitored to ensure that appropriate standards are maintained.Homestay payment is payable in advance to Mount Maunganui Intermediate. The school will pay the homestay caregiver each fortnight, account for all money received and payments made from homestay money. The homestay fees invoiced may be an estimate cost only. Exact costs will be determined when final departure date is confirmed. Mount Maunganui Intermediate can only guarantee accommodation for visa purposes for the number of weeks’ homestay fees have been paid for.On written request Mount Maunganui Intermediate will refund any balance left over at the end of the student’s placement. If over NZD$500 the refund will be made directly to the parents in the country of origin of the student. If under NZD$500 the payment will be made in cash to the student on their last day prior to their departure Mount Maunganui Intermediate.Two weeks’ notice must be given by either party (homestay or student) prior to a student being placed in another homestay.

b) Designated Caregiver (DCG) The parents of the student must fill out and personally sign the International Student Application and include all details of the DCG when submitting the application. The school will decide if the caregiver will be verified as a Designated Caregiver and will ask for a police vet, further supporting information and/or evidence of nature of the close relationship or friendship.The home of the proposed DCG will be visited and assessed the same as for a homestay caregiver. The home will be visited subsequently to substantiate and verify the DCG’s living situation. At no time can a DCG leave the student unsupervised overnight or for any length of time without firstly informing the School and seeking approval for a temporary caregiver to take their place. This will probably necessitate a new DCG being appointed for the period, as per all DCG regulations.The DCG arrangement cannot change until Mount Maunganui Intermediate is informed, and agrees to the change. The parents take full responsibility and accept the decisions made by their DCG about the day-to-day requirements of their child and understand that Mount Maunganui Intermediate will endeavor to provide care and welfare of their child while studying in their school.

c) Parent Students living with parents must still be monitored by the school. At no time can a parent leave the student unsupervised overnight or for any length of time without first informing the College and seeking approval for a temporary adult caregiver to take their place. If students are living with a parent, then the parent has full responsibility for the pastoral care of the student outside tuition hours, and may be called up to the school at short notice on school matters. If a parent leaves a student unsupervised in New Zealand that student will lose their place at the school and New Zealand Immigration will be informed. Parents must follow all the policies of the school at all times. Birth Certificates and copies of passports and visas are required to verify parent status.

14. LIABILITY, RIGHTS, CONTRACT

Page | 64

a) In any event, the school’s liability in relation to the supply of tuition services to the student is limited to the amount of fees paid by the student for the provision of the services in respect of which liability arises.

b) Nothing in this agreement limits any rights the parents and/or the student may have under the Consumer Guarantees Act 1993.

15. AGREEMENTa) Notices given under this agreement must be in writing and given to the addresses

set out in the application forms. Those sent by post shall be deemed to have been received five working days after posting.

b) This document contains all of the terms, representations and warranties made between the parties and supersedes all prior discussions and agreements covering the subject matter of this agreement.

c) It is acknowledged that all relevant provisions of the Education Act 2003 shall apply to the student in New Zealand. Any decision under these provisions to stand-down, exclude or suspend the student for a specified period shall terminate this agreement and the no refund policy shall apply. The parents shall have no claim in damages or for any compensation if this agreement is terminated in these circumstances.

d) Neither party is liable to the other for failing to meet its obligations under this agreement to the extent that the failure was caused by an act of God or other force of major circumstances beyond its reasonable control.

e) This agreement shall be construed and take effect as a contract made in New Zealand and will be governed by New Zealand law, and the student and parents submit to the exclusive jurisdiction of the New Zealand courts.

16. PRIVACY, INFORMATIONThe parents and the student acknowledge that:a) Personal information disclosed in the International Student Application will be held by

the International Office and will be used for communication to the parents. If any information i.e. addresses change, please notify the International Office accordingly.

b) All personal information provided to the school is collected and will be held by the school office

c) If the student/parents fail to provide any information requested in the International Student Application, the school will be unable to process the application.

d) The student/parents have the right under the Privacy Act 1993 to obtain access to and request corrections of any personal information held by the school concerning them.

17. INSURANCE REQUIREMENTSMost International students are not entitled to publicly funded health services while in New Zealand. If you receive medical treatment during your visit, you may be liable for the full costs of that treatment. Full details on entitlements to publicly funded health services are available through the Ministry of Health, and can be viewed on their website at http://www.moh.govt.nz.

Accident Compensation CorporationThe Accident Compensation Corporation provides accident insurance for all New Zealand citizens, residents and temporary visitors to New Zealand, but you may still be liable for all other medical and related costs. Further information can be viewed on the ACC website at http://www.acc.co.nz.

Medical and Travel InsuranceInternational students must have appropriate and current medical and travel insurance while studying in New Zealand. This is a requirement under The Code of Practice for the

Page | 65

Pastoral Care of International Students. The school offers two companies’ products at a cost of approximately NZ $450 – NZ $500 per twelve months.If International students wish to purchase their own insurance elsewhere, the school needs to be provided with a copy of the insurance certificate and policy wordings so we may determine whether the insurance provides sufficient cover for the student’s medical, travel and potential repatriation needs.It should be noted that costs such as medical treatment in New Zealand and medical evacuation or repatriation can be prohibitive. It is therefore imperative that sums insured for these benefits should be set at an appropriately high figure – ideally, this figure should be unlimited although the school will allow figures that it deems to be sufficiently high.

Below is the suggested minimum content for appropriate insurance policies according to theCode of Practice for Pastoral Care of International Students. The policy should:a) Commence the minute the student leaves home for the airport on their way to New

Zealand.b) Apply while in transit.c) Apply while the student is in New Zealand.d) Cover the student for any trips to other countries during the period of study.e) Cover the student for any holidays back to their home country during the period of

study.

High sums insured and medical benefits“Sums insured” is the money available in the event of a claim. It is imperative that the sums insured are very high so they will not be exceeded in any possible claim. Current policies range from $600,000 to “unlimited cover”. In order to “future proof” policies, sums insured of one million dollars plus are recommended.

Emergency evacuation / repatriationRepatriation represents the costs of getting the student home. The benefit works two ways:1. If the student becomes seriously ill or injured and needs to be accompanied home

(either alive or deceased) with medical professionals, these costs are met by the insurance.

2. If members of the student’s immediate* family living overseas become critically ill or die, the policy will fly the student home, and then back to New Zealand to complete their studies.

(*immediate family is the mother, father, brother or sister).Ideally, the policy should have “unlimited cover” as very large sums can be incurred in these situations.Insurance policies for International students should be obtained from companies with a credit rating no lower than A from Standard and Poors, or B+ from AM Best.If the insurer is an overseas company, the College requires students to provide policy details inEnglish so that it may ensure that all the necessary requirements are met.If, prior to enrolment, it is decided that a student does not have adequate insurance, the student will be required to take out additional cover to meet the standards set down by the College.

Page | 66

18. FEES

(All fees in New Zealand Dollars and include Government taxes (GST) and levies)

TUTITION FEES:One Year (4 terms) $12,000.00Three Terms $ 9,000.00Two Terms $ 6,000.00One Term $ 3,000.00Per Week $ 300.00

ADMINISTRATION COSTS: $ 500.00[Includes registration, pastoral care and stationery]

HOMESTAY:Homestay Registration, Placement $ 100.00 Homestay [GST exclusive] $ 250.00 (per week)

OTHER COSTSInsurance Approximately $580 for one year *Sports and clubs Costs varyShuttleAuckland International Airport – Tauranga, and return [Approximately $100 each way]

PLEASE NOTEInternational students must have comprehensive current medical and travel insurance while travelling to/from and studying in New Zealand. Mount Maunganui Intermediate prefers to deal with UniCare. If you arrange insurance from another source, these areas must be covered – Medical Expenses; Evacuation and Repatriation; Cancellation and Delays; Personal Accident; Personal Liability; Money and Travel Documents; Baggage and Personal Items.

19. REFUND POLICY

PURPOSE:This refunds policy outlines factors that will be considered when a request for a refund of international student fees is made to the school. This policy should be read in conjunction with the Education (Pastoral Care of International Students) Code of Practice 2016 and the Education Act 1989.

REQUESTS FOR A REFUND OF INTERNATIONAL STUDENT FEESThe school will consider requests for a refund of international student fees provided the request is made in writing to the school within twelve months after the final enrolment date of the student.A request for a refund must set out the circumstances leading to the refund, name the person requesting the refund, name the person who paid the fees, provide a bank account to receive any eligible refund and provide any relevant supporting documentation.

REFUND OF TUITION FEESREQUESTS FOR A REFUND FOR FAILURE TO OBTAIN A STUDY VISAIf an international student fails to obtain an appropriate study visa, a refund of international student tuition fees will be provided less an administration fee of $ 150.00.

Page | 67

REQUESTS FOR A REFUND FOR VOLUNTARY WITHDRAWAL: If an international student voluntarily withdraws prior to the start date of their enrolment, a refund will be provided less an administration fee of $ 150.00.If an international student voluntarily withdraws after the start date of their enrolment, a minimum of ten week’s notice of withdrawal must be received by the school in writing. Where notice of less than 10 weeks is given, one full term’s fees will be retained.Administration, insurance and homestay placement fees are non-refundable after the student has started their course.The school, may in its sole discretion, request further information or evidence in support of a refund request.

REQUESTS FOR A REFUND FOR FAILURE TO PROVIDE A COURSE, CESSATION AS A SIGNATORY OR CESSATION TO BE A PROVIDER: If the school fails to provide the agreed course of education or is no longer a signatory to the Code or no longer operates as an international education provider, the school will negotiate with the student or their family to either:

● Refund the unused portion of international student tuition fees or other fees paid for services not delivered or

● Transfer the amount of any eligible refund to another provider

CIRCUMSTANCES WHERE NO REFUND WILL BE MADE: No refund of international student tuition fees will be made where:

● A student’s enrolment is brought to an end by the school, or● Where a student changes to domestic student status during the period of

enrolment, or● Where a student voluntarily requests to transfer to another signatory.

REFUND OF OTHER FEES

REQUESTS FOR A REFUND OF HOMESTAY FEESIf for any reason, an international student withdraws after the start date of their enrolment, any unused homestay fees will be refunded, less the school’s notice-period fee.

Where a student moves from a school homestay and requests a refund of any unused homestay fees, these will be refunded less the school’s notice-period fee.

REQUESTS FOR A REFUND OF FEES UNUSED AT THE END OF ENROLMENTRefunds will be paid into a nominated bank account in NZ$.

OUTSTANDING ACTIVITY FEES OR OTHER FEESAny activity or other fees incurred by a student during enrolment and unpaid at the time of withdrawal, will be deducted from any eligible refund.

REVIEW AND REPORTING

REVIEW:The school will review the conditions relating to this policy as part the annual self-review. The school will collect and record appropriate evidence of the review.

REPORTING:The staff member in charge of international education will report directly to the school Principal on the operation of the school’s policy for the refund of international student fees.

Page | 68

20. CHANGE OF STATUS

International Students are able to change to domestic status while enrolled at Mount Maunganui Intermediate. If students change to domestic status, all normal conditions of enrolment must be met. To make the change from International to Domestic status, students will need to complete a domestic enrolment application which is available from the main school reception. Documentation verifying details for regular student status will be required, including a completed domestic enrolment application. Proof of regular student eligibility must be forwarded to the school, including copies of all relevant visas, passport details, and all relevant dates and conditions.A student with domestic status who loses that status must then apply immediately for an International Student place and follow all normal procedures. Failure to do so will mean the New Zealand Immigration Service will be informed, and the student may have no place at the College.

21. TRAVEL & HOLIDAYS

Parents are welcome to visit their child while studying in New Zealand. The International Office can assist in any documentation required.

International students are encouraged to travel within New Zealand in holiday time:- With their host families- With school-organized groups; and- With their parents

We do not recommend a return to the home country in the short holiday breaks. International students are not permitted to leave school before the end of term to travel home and must ensure they are back in NZ in time for the start of the new term. All holiday/travel arrangements must be approved by the International Director. All Code regulations must be met. Forms are available from the International Director.Homestay payment will be $10 per night while students are absent for more than 5 days, as long as two weeks’ notice has been given. As per accommodation guidelines for home stays, caregivers and parents.

International students are not allowed to travel independently while they are studying at Mount Maunganui Intermediate. This is a condition of enrolment. Upon arrival at Auckland or Tauranga Airport, students will be met by one of our staff and taken to their homestay family. When students depart they will need to make their own travel arrangements with their homestay family via the International Director (at their own cost).

22. SCHOOL UNIFORM

Mount Maunganui Intermediate takes pride in its uniform and expects students to wear the correct uniform at all times. Full details of uniform requirements located in the orientation booklet.

23. ORIENTATION

The school will provide a comprehensive programme to help students adjust to school life.All students must attend an orientation at enrolment – this happens prior to or on the first day of school.

Page | 69

Refusal to participate in an orientation will lead to cancellation of enrolment.

24. ICT USE AGREEMENT

The school’s computers are provided as a tool to assist students with their learning. Computers are available in all classrooms, the computer room and the library. The school also has 48 laptops, in 4 sets of COWs (computers on wheels) available for class use on a booking system. All of these machines are connected to the school network.All students have a personal login, which is required for them to be able to work on a computer. Internet usage is monitored and student’s internet history can be tracked.In order for the network to run smoothly and students using the computers in an acceptable manner the following rules need to be obeyed.● Computer settings are not to be changed by the students.● Work must be saved in the student’s own folder, unless otherwise directed by a

teacher.● Only school loaded or approved applications are to be used on the computers. This

includes web based applications.● Printing may only be done with a teacher’s permission.● Students are only able to access their own files. Interfering with other students’ files

will not be tolerated.● Laptops are to be used in accordance with the guidelines displayed with the COWs.

Internet usage● Students must have teacher’s permission to use the internet.● No downloading of material from the internet unless given permission by a teacher.● E-mails may only be sent with teacher’s permission (personal e-mails are not to be

sent.)● Accessing web sites not appropriate to teaching and learning will not be tolerated.

Failure to comply with these guidelines may result in a student losing the right to use a computer for a set period of time.

25. SCHOOL CALENDAR

SCHOOL TERM DATES FOR 2016School Hours8.45am – 2.50pm

Term 1 Tuesday, 2nd February Friday, 15th AprilTerm 2 Monday, 2nd May Friday, 8th JulyTerm 3 Monday, 25th July Friday, 23rd SeptemberTerm 4 Monday, 12th October Wednesday, 14th

December

26. EXTRA CURRICULAR ACTIVITES

Mount Maunganui Intermediate Students are given the opportunity to participate and excel in a wide range of sports and cultural activities. Should you be interested in any of the following, please indicate in the application form.

Cultural

Page | 70

● Dance● Dance NZMade● Fresh Moves [dance]● Instrument Tuition: voice, clarinet,

flute, drums, saxophone, bass, trumpet

● Jump Jam

● Kia Maia kapa haka Roopu● NZAIMS Art Days● Rock quest● Singing group● Sustainable Art Awards● Talent Quest

SportSocial and competitive opportunities for participation in school, interschool, and ELITE Sport (Gisborne, Bay of Plenty/Poverty Bay)● Aerobics● Athletics● Basketball● Cheerleading● Chess● Rock Climbing● Cross Country● Football ● Golf● Gymsport● Hockey● Indoor bowls● Kiwi Tag● Mountain Biking● Netball

● Open Water Swim● PCT Challenge● Rugby ● Rugby League● Skiing● Softball ● Surfing● Surf Lifesaving ● Swimming● Tennis ● Touch● Triathlon● Ultimate Frisbee● Volleyball

27. CURRICULUM AREAS

Teaching and Learning at Mount Maunganui Intermediate is based on the New Zealand Curriculum.The 8 major areas are:

− English− Mathematics and Statistics− Science− Social Sciences

Page | 71

− Health and Physical Education− Learning Languages− The Arts (Art, Music, Dance, Drama)− Technology (Food and Nutrition, Hard Materials, Electronics, ICT)

SECTION B - DEFINITIONS (as per the Code of Practice)These policies and guidelines will be reviewed annually

What is a Homestay?“Homestay” means accommodation provided to an International student in the residence of a family or household where no more than four International students are accommodated.

What is a Designated Care Giver (DCG)?“DCG” means a relative or close family friend designated in writing by the parents of anInternational student as the caregiver and accommodation provider for that student, but does not include establishment owner, manager, or employee.

What is a Parent?“Parent” means the father or mother of an International student, and includes court appointed guardians.

What are Group Students?“Group Students” means:a) International students holding a group visa issued by the New Zealand immigration Service; orb) Two or more International students studying together in New Zealand for no more than three calendar months on a group visit organized by a provider