Like all state and state-integrated schools in New Zealand, the governance of the college is in the hands of the Board of Trustees. As LAC is a state-integrated school some of the trustees are elected and some are appointed by the proprietors (the New Zealand Seventh-day Adventist Schools Association). Students and staff also elect one trustee each to the Board. Board elections are held every three years.
The Board does not have a regular meeting date, but yearly meetings usually number seven or eight. Dates and times will be published in newsletters, or check with the school office. The meetings are open to the public to observe and are held in the college library.
The role of the Board is to ensure good governance, to appoint staff, to hear serious student discipline cases and to plan strategically for the future of the college. The Board relies on the Principal and his management team to manage the college.
Current BOT Members
(As of June 2018)
Principal and Secretary – Brendan van Oostveen
Student Trustee – Rachel Jaboon
Staff Trustee – Talia Grayson
Parent Elected Reps
Graeme Drinkall – Chair
Andrew Chen – Finance
Carina Herford – Minutes
Policy 1 Curriculum
These policies relate to the ‘National Administration Guideline 1’; refer to Appendix 1.
1.1 Curriculum Design and Delivery
1.1.1. Longburn Adventist College teaching and learning programmes provide all students with opportunities for success in all the essential learning and skill areas of the New Zealand curriculum. This will be a curriculum:
That is underpinned by and consistent with the curriculum development principles of the New Zealand Curriculum. This local curriculum needs to put students at the centre of teaching and learning, ensuring that they all experience a curriculum that engages and challenges them, is forward-looking and inclusive, and affirms New Zealand’s unique identity.
Where the NZ Curriculum Values (excellence, innovation and inquiry, diversity, equity, community and participation, ecological sustainability and integrity), plus the SDA Framework value (respect for self, others, the Bible and God) will be encouraged and modelled.
Where the appropriate use of the NZ Curriculum key competencies by students (thinking, using language, symbols & texts, managing self, relating to others, participating and contributing), plus the SDA Framework key competencies (Altruism [selfless service to others] and worshipping God) will be encouraged and modelled within the context of each curriculum learning area.
That recognises the special character of LAC by ensuring that ‘Religious Studies’ is a core curriculum subject at each year level.
1.1.2. Longburn Adventist College gives priority to student achievement in literacy and numeracy, especially in Years 7-8.
1.1.3. A broad school Curriculum is implemented for Y7-10. These programmes are based on the NZ curriculum statements and the NZ Curriculum subject achievement objectives. This school curriculum will include Bible as a core subject and will give priority to regular quality physical activity that develop movement skills for all students especially Years 7 to 10.
1.1.4. Specific teaching and learning strategies are used to address the needs of Longburn Adventist College students who are not achieving, at risk of not achieving, and those who have special needs, including gifted and talented students.
1.1.5. Longburn Adventist College will provide ongoing provision for professional and resource development for effective curriculum delivery. School management, Leaders of Learning and teaching staff will continue to inform the BOT on issues relevant to the delivery of all aspects of the curriculum.
1.1.6. Longburn Adventist College will ensure that ongoing curriculum development and review occur so that:
- The school curriculum meets the needs of the students, the school’s special character and the needs of the school’s community;
- Learning and teaching reflect the best of current educational practice;
- There is a consistency in curriculum delivery across the school.
1.1.7. Policies, plans and targets for improving the progress and achievement of Maori students are developed in consultation with Longburn Adventist College’s Maori community.
1.1.8. Specific teaching and learning strategies are used to address aspects of Longburn Adventist College’s curriculum that require special attention or that are needed to meet future needs that have been identified.
1.1.9. The Board of Trustees describe the objectives for the school’s local curriculum in the Longburn Adventist College Charter.
1.1.10. The Principal, in consultation with senior management, determines the student composition of each class and the allocation of teachers to classes. Class composition balances students’ learning needs with the effective use of teaching staff and resources.
1.1.11. The Principal, in consultation with the Assistant Principal (Curriculum), will decide what subjects will be offered each year at each year level. Resources, curriculum objectives and student demand will influence what student subject option choice will be.
1.2 Assessment of Student Achievement
1.2.1. A range of assessment practices is used to gather comprehensive information that enables the evaluation of student progress and achievement.
1.2.2. Priority for assessment is given to evaluate the progress and achievement of students giving first priority to:
- Student achievement in literacy and numeracy, especially in Years 7-10; and then to:
- The breadth and depth of learning related to the needs, abilities and interests of students, the nature of the Longburn Adventist College curriculum, and the scope of the New Zealand curriculum.
1.2.3. Good quality assessment information is analysed to identify Longburn Adventist College students who are not progressing and/or achieving, at risk of not achieving, those who have special needs (including gifted and talented students), and to identify aspects of the curriculum which require particular attention.
1.2.4. Assessment types and conditions will be governed by the Senior Academic Handbook.
1.3 Career Education and Guidance
1.3.1. Longburn Adventist College provides appropriate career education and guidance for Year 7-13 students, with particular emphasis on specific career guidance for those students identified as being at risk of leaving Longburn Adventist College unprepared for the transition to further education/training.
1.4 Health Curriculum
1.4.1. Every two years the Board of Trustees reviews how health education will be implemented at Longburn Adventist College in Y7-10, in order to:
- Inform the school community about the content of the health education components of the curriculum; and
- Consult with members of the school community regarding the way in which the school should implement health education; and
- Describe, in broad terms, the health education needs of the school’s students.
Policy 2: Planning, Assessment & Self-Review
These policies relate to the ‘National Administration Guideline 1’; refer to Appendix 1.
2.1 Charter and Strategic Plan
The Board of Trustees, together with the staff and the school community, develops and maintains:
2.1.1. A Charter outlining the characteristics of the school, including its mission, vision, core beliefs and values, and obligations;
2.1.2. A strategic plan outlining how the school intends to work towards its vision while fulfilling its mission and meeting other obligations;
2.1.3. Current and medium term goals for student achievement;
2.1.4. Objectives for school capability development.
2.2 Monitoring, Reporting and Self-Review
2.2.1. The Principal and teaching staff monitor and evaluate the achievements of individual students and regularly report progress against goals to the students and their parents/caregivers.
2.2.2. The Board of Trustees and senior management regularly evaluate progress towards strategic goals and school capability objectives, looking for areas that require special attention and implementing measures to deal with them.
2.2.3. The Board reviews the school’s Charter and Strategic Plan annually.
2.2.4. The Board evaluates the achievements and reports to the community on the progress of groups that are not achieving, at risk of not achieving, or those who have special needs:
- Priority learners (Maori, Pasifika and other students at risk);
- Students as a whole;
- Longburn Adventist College’s strategic goals and school capability objectives.
2.2.5. The Board considers the achievement levels of the target groups specified above, as well as students as a whole, whenever Longburn Adventist College’s plans, policies, and programmes are reviewed.
2.2.6. As part of the self-review process, the Principal updates and presents to the Board each year the charter. This booklet outlines all the self-review processes currently followed and the external reviews of the college that occur.
2.3 School Policies and Procedures
2.3.1. The Board of Trustees establishes and maintains policies to guide the operation of the school in its pursuit of the National Education Goals and the objectives outlined in the Longburn Adventist College Strategic Plan and Charter.
2.3.2. The Principal establishes and maintains management procedures that give effect to the Board’s policies and other obligations, and keeps the Board informed of any significant changes to these procedures. All policies, procedures and handbooks are presented to the Board for adoption at the first Board of Trustees meeting each year.
2.3.3. Longburn Adventist College policies and procedures are reviewed at least once every two years.
Policy 3: Personnel
These policies relate to the ‘National Administration Guideline 3’; refer to Appendix 1.
3.1 Conditions of Employment
3.1.1. All staff are employed by an individual or collective employment agreement.
3.1.2. Longburn Adventist College Board of Trustees abides by the relevant agreements and statutes that affect the staff’s employment conditions.
3.1.3. The college follows personnel policies as outlined in the and is also bound by the various collective agreements governing the employment of teachers and ancillary staff.
3.1.4. Information and procedures for teaching and ancillary staff are contained in the Staff Handbook. This handbook is updated by senior management each year.
3.2 Professional Development
3.2.1. All teaching and non-teaching staff partake in professional development that enhances the educational opportunities and achievements of our students, and improves the capabilities of the staff.
3.2.2. Priority is given to professional development that will contribute to the curriculum goals and the objectives outlined in the Longburn Adventist College Strategic Plan and Charter.
3.2.3. The professional development programme for each term is set by the Specialist Classroom Teacher in consultation with the Principal and senior management.
3.3 Performance Management and Appraisal
3.3.1. The aim of performance management is to provide a positive framework for improving the quality of teaching, and therefore student learning, in the school.
3.3.2. Longburn Adventist College values and acknowledges good staff performance in order to develop and maintain a culture of professional excellence.
3.3.3. The Principal oversees a performance management system that tracks the performance of staff against teacher professional standards using suitable appraisal mechanisms.
3.3.4. The performance management system operates on a ‘no surprises’ basis. Staff are involved in setting their own key objectives, and are informed of the standards of performance expected of them.
3.3.5. The Principal ensures each teaching and non-teaching staff member is given regular performance-based feedback.
3.3.6. Performance appraisals are used to inform individual professional development planning.
3.3.7. The chairperson of the Board of Trustees ensures the Principal’s performance is evaluated against objectives and performance standards agreed annually with the Board. That evaluation is used to inform the Principal’s professional development plan.
3.4.1. All staff appointments are made using equitable and transparent procedures that ensure the best available person suited to the position is appointed. Because of the school’s special character, the proprietor ensures that all permanent teaching positions are advertised as tagged positions. Appointment procedures are set out in handbook for NZ SDA Schools.
3.4.2. The Board of Trustees appoints the Principal.
3.4.3. Appointments to permanent or long-term (i.e. more than one school term) teaching positions are made by a recruitment panel whose membership includes, but is not limited to, the Principal and a Longburn Adventist College trustee who is not an employee of the Board.
3.4.4. Appointments to support positions (e.g. secretary, caretaker, cleaner) are made by the Personnel Committee whose membership includes, but is not limited to, the Principal and a Longburn Adventist College trustee who is not an employee of the Board.
3.4.5. Appointments to short-term teaching positions and release/daily relieving positions are made by the Principal and at least one other member of the senior management team.
3.5 Leave of Absence
3.5.1. Staff leave conditions are covered by the relevant collective or individual employment agreements and, in the case of teachers holding ‘tagged’ positions, by conditions outlined in Handbook for NZ SDA Schools.
3.5.2. The Principal consults with the Board of Trustees regarding applications for leave in excess of two weeks.
3.6 Equal Employment Opportunities
3.6.1. Longburn Adventist College recruits, appoints, rewards and promotes the best people possible for each position.
3.6.2. All staff are treated equitably, irrespective of gender, race, religion, disability, age, sexual orientation and family responsibility. All relevant school policies and procedures reflect this commitment.
3.7 Sexual Harassment
3.7.1. Sexual harassment is not acceptable at Longburn Adventist College. The Principal specifies procedures to ensure staff work in an environment free from offensive behaviour.
3.8.1. Volunteers for tasks involving students are known to Longburn Adventist College and are carefully selected to ensure they are suitable for the role.
3.8.2. In most cases volunteer helpers will not have sole charge of students.
3.8.3. Selection and screening of volunteers who wish to be supervisors or drivers is done at an early stage by the teacher in charge and the Principal.
3.8.4. Screening of volunteers will include police vetting, especially for residential events.
3.9 Handling and Resolving Complaints
3.9.1. All complaints are dealt with fairly and effectively, in the interests of all parties concerned.
3.9.2. In the first instance, complaints should be raised directly with the person(s) concerned, and attempts made to resolve the issue without further intervention.
3.9.3. If resolution is not achieved, the complaint should then be taken to the Principal (in the cases of complaints involving staff) or the chairperson of the Board of Trustees (in the case of complaints involving the Principal).
3.9.4. Staff members who wish to report incidences of serious wrongdoing within the school should follow the protected disclosures statement.
3.9.5. This policy does not attempt to address complaints that are more appropriately directed to the Police or other statutory authorities.
Policy 4: Financial and Property Management
These policies relate to the ‘National Administration Guideline 4’; refer to Appendix 1.
4.1.1. The Board of Trustees ensures Longburn Adventist College’s documented financial management procedures are actively followed and monitored for compliance. The Board follows the financial information and procedures as outlined in the Ministry of Education’s “Financial Information for Schools Handbook”.
4.1.2. The Business Manager is responsible for the prudent and efficient management of the school’s expenditure and revenue on a day-to-day basis.
4.1.3. The Board allocates funds in a way that gives effect to the priorities stated in the Longburn Adventist College Charter and Strategic Plan.
4.1.4. The Board ensures that the school’s annual operating objectives and budget reflect the Board’s priorities and obligations.
4.1.5. The Board meets the relevant legislative requirements for the preparation, audit and publication of annual accounts.
4.2.1. The Board of Trustees establishes and maintains a 10 Year Property Management Plan (copies of the current 10 Year Property Plan are kept in the Principal’s office) aligned to the future needs of Longburn Adventist College. This plan is prepared in conjunction with the proprietor, the NZ SDA Schools Association, and follows property procedures as outlined in the Handbook for NZ SDA Schools (copy held by the Principal).
4.2.2. The Board ensures Longburn Adventist College’s physical resources (including buildings, furniture, furnishings, equipment and other facilities) are maintained to provide a healthy and safe environment for students and staff.
Policy 5: Health and Safety
5.1 Maintaining a Safe and Healthy Environment
5.1.1. Longburn Adventist College has documented health and safety management procedures that are actively followed and monitored for compliance. These procedures are outlined in Emergency Procedures.
5.1.2. Longburn Adventist College provides a safe and healthy physical and emotional environment for students and staff, both within the school grounds and when school activities/events are held elsewhere.
5.1.3. A safety audit of the school’s premises is conducted regularly, with the intention of removing or mitigating any safety hazards. Reports on these audits are passed on to the school’s proprietors.
5.1.4. Information and procedures to ensure the safety of staff and students are outlined in Staff Handbook and Student Handbook.
5.1.5. Where education organised by the college takes place off campus, it will be subject to the college’s EOTC Handbook (Education Outside of the Classroom) procedures and documentation.
5.2 Managing Incidents
5.2.1. Longburn Adventist College responds to and investigates all significant health and safety incidents, in order to mitigate the effects and reduce the risk of reoccurrence.
5.2.2. The Principal ensures that teachers recognise and respond to cases of suspected sexual, physical or psychological child abuse in an appropriate manner.
5.2.3. The Principal ensures that a Critical Management Plan is developed, maintained and tested, in order to provide appropriate guidance to staff and students for handling a range of emergencies and their immediate (i.e. 72 hours) aftermath.
5.3 Student Behaviour
5.3.1. Longburn Adventist College encourages and maintains behaviour that facilitates students’ own safety and learning, and does not harm other students or act as a barrier to their learning.
5.3.2. Acceptable and safe student behaviour is outlined in the Student Handbook. This handbook is updated annually by the Deputy Principal and a copy is accessible on the college website. An abridged version is included each year in the Student Diary.
5.3.3. Longburn Adventist College uses suitable measures to ensure student behaviour is maintained appropriately.
5.3.4. In extreme circumstances, stand-downs and suspensions may be used, with the latter being subject to consideration by the Board of Trustees within seven days of the date of suspension.
5.4 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 our children. The board of trustees has an obligation to ensure the well-being 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 well-being of the child is our top priority. It includes the board’s expectations when student abuse is reported or suspected by us. Advice will be sought through appropriate agencies in all cases of suspected or alleged abuse.
- To provide procedures and protocols for staff members, including contractors and volunteers to ensure our students are safe.
- In line with section 15 of the Children, Young Person and Their Families Act, any person in our school 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 must also report the matter to a social worker or the local police.
- To ensure that appropriate procedures are in place to meet child safety requirements as required and appropriate to the Board of Trustees.
- To comply with relevant legislative requirements and responsibilities as per the Vulnerable Children Act 2014
- Ultimate accountability sits with the Board of Trustees. The Board of Trustees delegates responsibility to the principal to ensure that all child safety procedures are implemented and available to all staff, contractors, volunteers and parents.
- This policy is available on the school’s internet site and in the front office.
- Any contract or funding arrangement made by the school adopts procedures of child protection where required.
- Ensure the interests and protection of the child are paramount in all circumstances.
- Recognise the rights of family/whanau to participate in the decision-making about their children.
- Staff have professional development, resources and/or advice to carry out the terms of this policy. This means 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.
- 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.
- Promote a culture where staff feel confident they can constructively challenge poor practice or raise issues of concern without fear of reprisal.
- 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.
- Seek advice as necessary from NZSTA advisors on employment matters and other relevant agencies where child safety issues arise.
- Report and record concerns through the Deputy Principal, Principal or Counsellor.
- Child Protection processes forms part of the initial staff induction programme for each staff member and all adults working with children.
- Provide recruitment guidelines including screening and vetting procedures of all personnel involved with our students.
- Describe safe working practices and agreed staff behaviours for working with our students.
Procedures to support the implementation for the Child Protection Policy
- Process for screening and vetting staff, contractors and volunteers. See Advice Memo for School Boards from SDA church: Appointment Process Safety Checks VCA (NZSTA).docx (not available online)
- Resources to support the professional development of staff so that they are able to identify the signs and symptoms of potential abuse and neglect. Child Protection Procedures.docx (not available online)
- Process for disclosure and sharing of information.
- Contacts for disclosures.
- Description of safe working practices and agreed staff behaviours for working with students.
Policy 6: Legislative Compliance
These policies relate to the ‘National Administration Guideline 6’; refer to Appendix 1.
Each Board of Trustees is expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.
6.1 Enrolments, Attendance and Year of Schooling
6.1.1. Longburn Adventist College operates an enrolment scheme as outlined in the Supplementary Deed of Integration. The NZ SDA Schools Handbook outlines how students are deemed to be ‘preferenced’ or ‘non-preferenced’.
6.1.2. The Principal ensures accurate records of student admissions and attendance are maintained, and takes all reasonable steps to ensure that students who are required to attend school do so.
6.1.3. Longburn Adventist College, in general, follows the Ministry of Education guidelines for the classification of the number of years of schooling a student has received.
6.2 Ensuring Legislative Compliance
6.2.1. Longburn Adventist College is subject to all the New Zealand legislation and regulations that govern NZ schools. The Principal ensures that LAC complies with such legislation and regulations.
6.2.2. The school’s policies and management procedures promote compliance with relevant legislation or regulations. These include, but are not limited to, the following:
- Animal Welfare Act 1999
- Building Act 1991
- Civil Defence Act 1983
- Copyright Act 1994
- Education (School Attendance) Regulations 1951
- Education Act 1989
- Education Standards Act 2001
- Employment Relations Act 2000
- Health (Immunisation) Regulations 1995
- Health and Safety in Employment Act 1992
- Human Rights Act 1993
- Local Government Official Information and Meetings Act 1987 (Part VII)
- New Zealand Bill of Rights Act 1990
- Official Information Act 1982
- Privacy Act 1993
- Protected Disclosures Act 2000
- Public Finance Act 1989
- Smoke-Free Environments Act 1990
- State Sector Act 1988
Policy 7: Board of Trustees
7.1 Board of Trustees
7.1.1. The Board of Trustees shall follow the guidelines of trusteeship as outlined by the NZ School Trustees Association.
7.1.2. The Board of Trustees has determined that:
It shall be comprised of 5 parent and 5 proprietor representatives (the Principal, Staff and Student Representatives being additional).
The Board of Trustees reserves the right to co-opt additional members to the Board for a specified duration, where additional skills or resources are required.
7.1.3. The School shall have indemnity insurance to protect the Board of Trustees in case of legal proceedings.
7.1.4. The Board of Trustees is structured with one representative being elected to be responsible for co-ordinating the day to day activities relating to the following portfolios:
- IT and Future Technology
Note: Decisions on direction and core issues remain the Board of Trustees’ responsibility. The Board of Trustees shall be fully informed of the information it requires to fulfil its role and to make decisions effectively. The Chairperson is discouraged from taking responsibility of a specific portfolio.
7.1.5. A schedule of all the delegations made by the Board of Trustees shall be tabled at the first meeting following any election or appointment of co-opts.
7.1.6. The Board of Trustees shall ratify at the first meeting following any election or appointment of co-opt, their agreement that:
• All Board members have access to email facilities
• Board of Trustees decisions may be made via email/electronic voting process
With regard to email/electronic voting process:
• The Chairperson shall be responsible for determining if and when a motion will be voted on via e-mail, approve the motion wording, provide all relevant information for distribution, and collate and report voting.
• An e-mail/electronic vote requires unanimous support from the Board of Trustees to pass (Education Act 1989, Schedule 6, 11B). The Board of Trustees agrees that failure to respond within 7 days of the motion shall be determined to be a vote against the motion.
• Board of Trustees votes shall be made known to all members of the Board (c.c. all upon voting)
• All motions being passed or otherwise shall be documented, and reported in the next Board of Trustees Meeting minutes as ‘between meeting matters’.
7.1.7. The position of Chair of the Board must be voted upon:
• At the first meeting after the tri-annual election, and
• If the Chairperson resigns from the role, or resigns/forfeits his/her Board position.
Note: there is no limit upon the term of the Chairperson.
7.1.8. All Trustees on School Boards are entitled to a meeting fee, set by the Board of Trustees. Currently $55 per scheduled meeting for trustees, and $75 for the Chairperson. Following the final meeting of each year, the chair will ensure a claim form will be provided to all Board members who have served during that period. Trustees may also submit a claim form prior. Trustees may choose not to take payment – but this is an individual’s decision, and privacy will be respected.
Appendix 1: The National Administration Guidelines (NAGs)
The National Administration Guidelines for school administration set out statements of desirable principles of conduct or administration for specified personnel or bodies. The following is provided for convenience and was current at time of inclusion. However, please ensure you reference the most current version of these guidelines.
Each Board of Trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa.
Each Board, through the Principal and staff, is required to:
(a) develop and implement teaching and learning programmes:
i. to provide all students in Years 1-10 with opportunities to achieve for success in all areas of the National Curriculum;
ii. giving priority to student achievement in literacy and numeracy and/or Te Reo Matatini and Pāngarau, especially in Years 1-8;
iii. giving priority to regular quality physical activity that develops movement skills for all students, especially in Years 1-6.
(b) through assessment information* evaluate the progress and achievement of students; giving priority first to:
i. student achievement in literacy and numeracy and/or Te Reo Matatini and Pāngarau, especially in Years 1-8; and then to
ii. breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school’s curriculum, and the scope of The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa;
(c) through the analysis of good quality assessment information*, identify students and groups of students:
i. who are not progressing and/or achieving;
ii. who are at risk of not progressing and/or achieving;
iii. who have special needs (including gifted and talented students); and
iv. aspects of the curriculum which require particular attention;
(d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;
(e) in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students; and
(f) provide appropriate career education and guidance for all students in Year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.
*Good quality assessment information draws on a range of evidence to evaluate the progress and achievement of students and build a comprehensive picture of student learning across the curriculum.
Each Board of Trustees, with the Principal and teaching 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, aromatawai and/or 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 student achievement; and
(c) on the basis of good quality assessment information* report to students and their parents on the progress and achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.
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 students; and
(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.
According to legislation on financial and property matters, each Board of Trustees is also 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; and
(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 students.
Each Board of Trustees is also required to:
(a) provide a safe physical and emotional environment for students;
(b) promote healthy food and nutrition for all students; and
(c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.
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.
In October 2009 changes to NAG 1 and NAG 2 were published in the New Zealand Gazette. A separate NAG (NAG 2A) has been inserted to cover the reporting requirements that relate specifically to National Standards.
NAG 1 has been amended in the following way:
- It refers to the National Curriculum and its two strands – The New Zealand Curriculum 2007 and Te Marautanga o Aotearoa.
- It removes and replaces references to wording from the previous curriculum such as reference to the essential learning and skill areas. It expands the requirement to give priority to literacy in Years 1–4 to Years 1–8 to reflect the requirements of the National Standards.
NAG 2 has been amended to include reference to National Standards in the requirement to develop strategic plans that document how Boards of Trustees are giving effect to the National Education Guidelines. These are:
- the requirement to report to parents in plain language at least twice a year;
- the requirement to include school-level data in the Board’s annual report;
- the requirement to include in the school’s annual report the numbers and proportions of
- students achieving at, above, below and well below the standard, including Māori, Pasifika and gender (where this does not breach an individual’s privacy).
In February 2009 the requirement to sell only healthy food and beverages on school premises was removed from NAG 5. The requirement to promote healthy food and nutrition for all students remains.