Operational Policies
NAG 1: Curriculum and Pupil Achievement Policy
Policy Statement
With all things being subject to the Special Character of the School, the Board delegates responsibility to the Principal to ensure the curriculum at Rolleston Christian School reflects the School's Vision and Mission Statements, and meets the requirements of the New Zealand Curriculum (NZC), relevant legislation and government priorities.
Curriculum Delivery
· Interpret and implement the NZC from a Christian worldview.
· Acknowledge in all aspects of the Curriculum the centrality of the Godhead and God's creative, redemptive and sustaining hand. Provide opportunities and support for pupils to put what they learn into action.
· Foster pupil achievement and progress, identify barriers to learning for pupils and implement strategies to address them.
· Provide the necessary teacher professional learning and development for the delivery of a successful Christ-centred curriculum.
Treaty of Waitangi
Consistent with the Integration Agreement and the School's Special Character Statement, the unique place of Maori is acknowledged within our common humanity as peoples created in the image and likeness of God, co-existing in a nation established by God for His purposes.
Te Reo (language) Maori and Maori tikanga (culture) are important in the Rolleston Christian School community. As language is the vehicle used by cultures to transmit their values and belief systems, pupils should be given the opportunity to participate in learning opportunities that assist their understanding of Taha Maori. The Treaty of Waitangi as reflected in Ministry documentation and Education legislation, secures certain identifiable rights and obligations for Maori in our school.
Therefore, the Principal must ensure:
· achievement of the Charter aims and targets
· compliance with the National Administration Guidelines
· there is a focus on the national priority groups of Maori, Pasifika and students with special learning needs in school planning and reporting
· that Board approval is sought before changes to the school curriculum requiring increased expenditure or significant changes to programmes or staffing are made
Management Procedures
1.1 Learning Support
1.1.2 Gifted and Talented pupils
1.3 Homework
1.4 Curriculum Planning and Delivery
1.5 Maori Pupil Achievement
1.6 Maori Community Consultation
1.7 Pasifika Pupil Achievement
1.8 Pasifika Community Consultation
1.9 Regular Quality Physical Activity
1.11 Career Guidance
NAG 1: Curriculum (New Zealand Education Act)
Each Board of Trustees is required to foster pupil achievement by providing teaching and learning programmes which incorporate The National Curriculum (essential learning area, essential skills and attitudes and values) as expressed in The New Zealand Curriculum 2007.
1. The Board of Trustees, through the Principal and staff, is required to:
a) Develop and implement teaching and learning programmes:
i. Provide all pupils in Years 1-10 with opportunities to achieve for success in all areas of the National Curriculum.
ii. Give priority to pupil achievement in literacy and numeracy, especially in
Years 1-8.
iii. Give priority to regular quality physical activity that develops movement skills for all pupils especially in Years 1-6.
b) Through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of pupils to be evaluated; giving priority first to:
i. Pupil achievement in literacy and numeracy, especially in Years 1-8; and then to,
ii. Breadth and depth of learning related to the needs, abilities and interests of pupils, the nature of the school’s curriculum, and the scope of The National Curriculum (as expressed in The New Zealand Curriculum).
c) On the basis of good quality assessment information, identify pupils and groups of pupils:
i. Who are not achieving.
ii. Who are at risk of not achieving.
iii. Who have special needs[1].
iv. Aspects of the curriculum which require particular attention.
d) Develop and implement teaching and learning strategies to address the needs of pupils and aspects of the curriculum identified in c) above.
e) In consultation with the School’s Maori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Maori pupils.
f) Provide appropriate career education and guidance for all pupils in Year 7 and above, with particular emphasis on specific career guidance for those pupils who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.
NAG 2: Board Governance and Self-Review Policy
Policy Statement
With all things being subject to the Special Character of the school, the Board will, in partnership with parents and other stakeholders, develop a strategic plan to address the learning needs of its pupils, and the priorities of the government. High-quality communication and a culture of continuous improvement will characterise Rolleston Christian School.
Board Responsibility
Consult with parents and members of the wider community about the long-term strategic direction of the school.
Set the strategic direction for the school.
Analyse data and information given by the school management team
Set the Annual Plan based on the Analysis of Variance and Recommendations given by the Principal, along with any National Education Priorities.
Review school policy on a cyclical basis.
Principal Responsibility
Carry out, on behalf of the Board, appropriate consultation with the staff and students of Rolleston Christian School around the strategic direction.
Ensure accurate achievement data is provided to the Board in preparation for the development of Annual Plans.
Provide the Board with a detailed Analysis of Variance and Recommendations at the end of each year in order to set the Annual Plan for the following year.
Communicate the school’s achievements and progress to the school community on behalf of the Board.
Ensure teachers are communicating individual progress to students and their parents.
Review school procedures in response to policy reviews.
Lead Spirals of Inquiry in the school to build sustainable improvement in the school, in-line with the Board’s strategic direction.
Procedures
Board Self Review - See Point 9
Reporting to the Board - See Points 8-9
NAG2: Documentation and Self Review (New Zealand Education Act)
The Board of Trustees, with the Principal and staff, is required to:
a) Develop a Strategic Plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development.
b) Maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on pupil achievement.
c) Report to pupils and their parents on the achievement of individual pupils, and to the school’s community on the achievement of pupils as a whole and of groups (identified through NAG1c above) including the achievement of Maori pupils against the plans and targets referred to in 1e above.
NAG 2a Where a school has pupils enrolled in Years 1-8, the Board of Trustees, with the Principal and teaching staff, is required to use National Standards to:
a) Report to pupils and their parents on the pupil’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year.
b) Report school-level data in the Board’s Annual Report on National Standards under three headings:
i. School strengths and identified areas for improvement.
ii. The basis for identifying areas for improvement.
iii. Planned actions for lifting achievements.
c) Report in the Board’s Annual Report on:
i. The numbers and proportions of pupils at, above, below or well below the standards, including by Maori, Pasifika and by gender (where this does not breach an individual’s privacy).
ii. How pupils are progressing against the standards as well as how they are achieving.
NAG 7 Each Board of Trustees is required to complete an annual update of the School Charter for each school it administers, and provide the Secretary for Education with a copy of the updated School Charter before 1 March of the relevant year.
NAG 8 Each Board of Trustees is required to provide a statement providing an analysis of any variance between the school's performance and the relevant aims, objectives, directions, priorities, or targets set out in the School Charter at the same time as the updated School Charter provided to the Secretary for Education under NAG7.
NAG 3: Employer Responsibilities Policy
Policy Statement
With all things being subject to the Special Character of the School, 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. Therefore, the Principal shall:
· Ensure that all staff are treated in a way that mirrors Biblical principles of employer-employee relationships.
· Ensure that employees are not discriminated against on other than clearly job-related criteria, individual performance or qualifications.
· Ensure all employees their rights to personal dignity, safety and access to an approved and fair internal grievance process.
· Ensure that all required staff are registered or have a current Limited Authority to Teach.
· Provide for all staff a contract, either individual or collective.
· Carry out annual performance appraisal.
· Meet current employment legislation.
· Take reasonable steps to protect staff from unsafe or unhealthy working conditions.
· Provide Protective Disclosure protection.
· Ensure that all employment related legislative requirements are applied.
· Ensure all employees their rights to personal dignity and safety and ensure that matters are resolved in an appropriate and fair manner.
· Ensure a smoke free environment is provided.
· Ensure that employment records are maintained and that all employees have written employment agreements.
· Ensure that performance agreements are established for all staff and that reviews are undertaken annually.
· Ensure 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.
· Ensure Board approval is sought for any requests for discretionary staff leave with pay.
· Ensure Board approval is sought for any requests for discretionary staff leave without pay of longer than 4 days.
· Ensure Board approval is sought for any requests for staff travelling overseas on school business.
· Ensure the Board is advised of any staff absences longer than 5 school days.
· Ensure the requirements of the Health and Safety in Employment Act 1992 are met.
· Ensure advice is sought as necessary from NZSTA advisors where employment issues arise.
· Provide a formal induction process regarding all facets of the Special Character of the school.
Board Procedures
Principal Appraisal
It is the policy of the 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.
· 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.
· 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 and the Special Character Dimensions of the school
· Those delegated or contracted to perform the review process shall have written formalised instructions specifying the responsibilities of the role.
· 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.
· 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.
· 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.
· The board chair, delegate(s) and consultant will gather feedback from the board and proprietor and 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.
· 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.
· 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.
· The Principal will be informed personally and in writing of the final outcome following the report discussion.
· 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.
Appointment of Staff (see also Management Procedures)
Principal Appointment
This is a high stakes decision which occurs infrequently. A Principal vacancy will trigger consultation by the Board with the Proprietor to design an appropriate process which reflects best practice guidelines provided by the Ministry of Education, the Association of Proprietors’ of Integrated Schools and the New Zealand School Trustees Association.
Teacher Appointments
· The Principal shall conduct a staffing needs analysis and report this to the Board.
· An application pack is developed by the Principal to include school information, job description, tenure, application forms and any other information on the terms and conditions of employment as appropriate.
· All vacancies are advertised nationally (excluding casual vacancies).
· All positions are tagged and should be advertised accordingly.
· An Appointments Committee is provided the appropriate delegation by the Board. They shall normally comprise the Principal, a Board Proprietor representative, one other Board member and representation from the staff as appropriate.
· The Appointments Committee shall agree on the following:
- Reference checking process
- Short-listing process
- Ensuring confidentiality
- Interview structure and questions
- Information provided to interviewees
- Complaints process
- Police vetting
- Evidence of Teacher Registration
- Any other legal compliance checks
- Disposal of application materials
- Interview expenses
- Decision-making process
· Following interviews the Principal will make an offer of employment to include:
- Letter of Appointment
- Employment Contract
- Tenure
- Job Description
· The Board will ratify the appointment as soon as possible. There will be no right of appeal from a decision to appoint staff in terms of outcome. Unsuccessful applicants may appeal on the basis of process.
· A personnel file for the new employee will be established
· Payroll is advised
· An induction programme is put in place (including PRT programme for Beginning Teachers)
· All terms and conditions of the Primary Teachers’ Collective Agreement are met.
Note: Best practice guidance from NZSTA and NZEI will be followed
· Support Staff
- In broad terms, the same process as for teaching staff is followed.
- Positions cannot be tagged however applicants must be able to sign and confirm their support of the Special Character of the School.
- All terms and conditions of the Support Staff in Schools’ Collective Agreement are met.
Equal Opportunities
1. The school will implement an annual EEO programme in consultation with Board employees.
2. The Board of Trustees and Principal will be responsible for ensuring that their EEO principles are followed in personnel policies and practices.
3. All personnel policies and practices will be developed and reviewed to ensure they adhere to EEO principles. Areas to be considered are:
· recruitment and selection
· promotion and career development
· conditions of service
· staff professional development
· sexual harassment
4. The Rolleston Christian School Integration agreement states that all teaching positions are "tagged positions". (See Private Schools’ Conditional Integration Act 1975)
5. Within the setting of the School's Special Character and the Proprietor's responsibilities under the Integration Act, the Rolleston Christian School Board supports the development and implementation of an equal employment opportunities programme.
Management Procedures
3.1.1 Job Descriptions and Professional Standards\Application Packs
3.1.2 Appointments
· Staffing Needs Analysis
· Committee delegation
· Application Packs\Advertising
· Shortlisting
· Police vetting
· Referee Checking
· Interviews
· Confidentiality
· Offer of employment – tenure, terms and conditions, contract, letter
· Ratification
· Complaint
· Induction
· Personnel File
· Support Staff
· Volunteers
3.1.3 Provisionally Registered Teachers
3.1.4 Appraisal Processes
3.1.5 Professional Development Plans and Organisation - do we need?
3.1.6 Teacher Registration - do we need?
3.1.7 Staff Discipline and Competency
3.1.8 Disputes Procedures
3.1.9 Attestation - do we need?
3.2 Appointment of Staff - is this a repeat of the above?
3.2.1 Teaching Staff
3.2.2 Support Staff
3.2.3 Volunteers
3.2.4 Police Vetting
3.2.5 Complaints
3.3 Leave
3.3.1 Collective Agreement Provisions
3.3.2 Discretionary Criteria
3.4 Harassment
3.4.1 Harassment
3.5 Miscellaneous
3.5.1 Staff Handbook
3.5.2 Staff Devotions, Meetings
3.5.3 Support Staff
3.5.4 Classroom Release Time
3.5.5 Allocation of Units
3.5.6 Protected Disclosures
3.5.7 Personnel Files
3.5.8 Staff Reimbursement
3.5.9 Associate Teachers
NAG 3: Employer Responsibilities (New Zealand Education Act)
According to the legislation on employment and personnel matters, each Board of Trustees is required in particular to:
a) Develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of pupils.
b) Be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.
NAG 4: Finance and Property Policy
Policy Statement
The Board of Trustees will ensure sound stewardship of financial resources to serve the vision of Rolleston Christian School, as defined in the School Charter.
Budgeting shall reflect the Board’s Strategic Plan, manage risk, and shall show a generally acceptable level of foresight. Thus the budget should:
1. Honour God in all it sets out to achieve.
2. Reflect the results sought by the board.
3. Reflect the priorities as established by the Board through its Strategic Plan
4. Ensure adequate working capital.
5. Demonstrate an appropriate degree of conservatism in all estimates.
Board responsibility:
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.
According to the legislation on financial and property matters, each Board of Trustees is required in particular to:
a) Allocate funds to reflect the school’s priorities as stated in the Charter.
b) Monitor and control school expenditure and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989.
c) Comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for pupils.
Principal Responsibility:
1. Use their best endeavours to maximise income and ensure funds are spent according to the approved budget and be able to explain any variance between spending and the approved budget.
2. Not incur unauthorised debt.
3. Follow generally accepted accounting practices or principles.
4. Use tagged funds for approved purposes.
5. Spend only those funds that have been allocated in the fiscal year.
6. Ensure all money owed to the school is collected in a timely manner.
7. Make timely payment to staff and other creditors.
8. Not sell or purchase unauthorised property.
9. Not spend on a single item beyond a board-established limit.
10. Ensure that all relevant government returns are completed on time.
11. Ensure that no one person has complete authority over the school’s financial
transactions.
12. With respect to any purchases:
· Where appropriate obtain comparative prices.
· Ensure an adequate review of ongoing costs, value and reliability.
13. Ensure effective systems are in place to meet the requirements of the payroll system
14. Ensure all board assets are insured
14. Not allow unauthorised personnel or groups to handle funds or school property
15. Not subject plant and equipment to improper wear and tear or insufficient maintenance
or inappropriate use
16. Maintain an up to date asset register for all items of furnishing, plant machinery,
equipment, text and library books costing more than $500.00
17. Ensure the implementation of the 10 Year Property Maintenance Plan
18. Engage sufficient property maintenance staff for the school within budget limitations
19. Receive Board approval for maintenance contracts over $5000 for any one contract
20. Conduct competitive tenders for all contracting
21. Protect intellectual property, information and files from loss or significant damage or
unauthorised access or duplication
22. Not receive, process or disburse funds under controls that are insufficient to meet the
Board-appointed auditor’s standards
23. Not invest or hold operating capital in insecure accounts, or in non-interest bearing
accounts except where necessary to facilitate ease in operational transactions
Management Procedures
4.1 Activity Fees
4.2 Budgeting, including Budget Holders’ Guidelines
4.3 Donations
4.5 Fundraising
4.6 Hireage of School Facilities
4.7 Insurance
4.8 Ordering of Goods and Services
4.9 Photocopying
4.10 Playground Equipment
4.12 Reporting Damage
4.13 Sponsorship
4.14 Staff Reimbursement
4.16 Use of credit cards
4.18 Prevention of theft and fraud
4.20 Staff travel
4.21 Cash handling
NAG 4: Financial and Property Management (New Zealand Education Act)
According to the legislation on financial and property matters, each Board of Trustees is required in particular to:
a) Allocate funds to reflect the school’s priorities as stated in the Charter.
b) Monitor and control school expenditure and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989.
c) Comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for pupils.
NAG 5: Health and Safety Policy
Policy Statement
The Board of Trustees expects that all pupils, staff and visitors to the school will be kept physically, mentally, emotionally and spiritually safe and that the environment will be protected and kept safe.
This policy should be read in conjunction with the Health and Safety at Work Act 2015.
The board of trustees is committed to providing and maintaining a safe and healthy workplace for all workers, students, and other people in the workplace.
Therefore, with all being subject to the Special Character of the School, we will achieve this through:
· Making health and safety a key part of our role.
· Working with our workers to improve health and safety systems at our school
· Doing everything reasonably possible to remove or reduce the risk of injury of illness
· Making sure all incidents, injuries and near misses are recorded in the appropriate plan
· Investigating incidents, near misses and reducing the likelihood of the happening again
· Having emergency plans and procedures in place
· Training everyone about hazards and risks so everyone can work safely.
· Providing appropriate induction, training and supervision for all new and exiting workers.
· Helping workers who are injured or ill return to work safely
· Making sure contractors and sub-contractors working at the school operate in a safe manner.
Management Procedures
5.1 Pupil Management
5.1.1 Discipline Systems
5.1.2 School Rules and Code of Conduct
5.1.3 Bus Safety
5.1.4 Suspected Child Abuse Perhaps though this is Child Protection - as it's own sub category?
5.1.5 Procedures to Deal with Suspected Abuse of Pupils (Sexual, Physical, Verbal)- As above
5.2.1 Evacuation Plan
5.2.2 Fire Drills
5.2.3 Earthquake Drills
5.2.4 Crisis/Trauma Management
5.2.5 Disaster Recovery Plan
5.2.6 Civil Defence Guidelines
5.2.7 Lockdown
5.3 First Aid
5.3.1 Handling of Blood/HIV
5.3.2 Accident and Incident Register
5.3.3 Administering Medication to Pupils
5.3.4 First Aid Certificates
5.4 Education Outside the Classroom (EOTC)
5.4.1 Risk Analysis Management Systems (RAMs)
5.4.2 Trip Planning Checklists
5.4.3 Permission/Medical Forms
5.5 Other Procedures
5.5.1 Playground Supervision (Duty Rosters, etc.)
5.5.2 Community Consultation Regarding Health Programme
5.5.3 Non-custodial Access
5.5.4 Pastoral Care of Pupils
5.5.5 Alcohol and Drugs
5.5.6 Health and Safety Management Committee
5.5.7 Internet Safety
5.5.8 Visitors to School
5.5.9 Search and Seizure
5.6 Staff Welfare
5.7 School Community Concerns
NAG 5: Health & Safety (New Zealand Education Act)
Each Board of Trustees is also required to:
a) Provide a safe physical and emotional environment for pupils.
b) Promote healthy food and nutrition for all pupils.
d) Comply in full with any legislation currently in force or that may be developed to ensure the safety of pupils and employees.
NAG 6: Legislation Policy
Policy Statement
The Board of Trustees is expected to comply with all general legislation concerning requirements, such as attendance, the length of the school day and the length of the school year.
Board Procedures
Privacy
The Board of Trustees is required to comply with the Privacy Act 1993 in all aspects for employees. The purpose of this policy is to promote individual privacy with respect to (a) the collection, use and disclosure of information relating to individuals and (b) access to information held by the school.
Management Procedures
6.1 Privacy Policy
6.2 Attendance Registers and ENROL Requirements
6.3 Copyright Procedures and Licenses Displayed
6.4 Emergency Closure
6.5 Enrolment Scheme. Enrolment and Withdrawal Procedures
6.6 Length of School Day
6.7 Out of Hours Use of School Grounds/Property
6.8 Private Tuition During School Hours
6.9 Stand downs, Suspensions and Exclusions
NAG 6 Each Board of Trustees is also expected to comply with all general legislation concerning requirements, such as attendance, the length of the school day and the length of the school year.
NAG 7
The board of trustees will complete an annual update of the school charter for the school, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.
NAG 8
The board of trustees will provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under National Administration Guideline 7.
[1] Including gifted and talented pupils